Education and Planning Consultant

Terms of Reference (TORs) to conduct an education needs assessment in the communities of the Gorongosa National Park Buffer Zone, analyze the current GNP education sector, and develop an overall education sector strategy linked to behavior change

Background

Gorongosa National Park (GNP) is a spectacular 400,000 ha national park located at the southern end of the Great East African Rift Valley. Its unique biogeographical features once supported some of the densest wildlife populations in all of Africa, including charismatic carnivores, herbivores and over 500 bird species. Large mammal numbers were reduced by as much as 95% and the ecosystem was profoundly stressed during many years of civil conflict, which finally ended in 1992, but flared up in recent years. The park is still being rehabilitated and considerable investments are made into research and management interventions that further the conservation and tourism value of the Protected Area.

The park is surrounded by a formally gazetted 600,000 ha Buffer Zone. The Buffer Zone is dedicated as a human development zone, integrated with the conservation objectives of the park. The Park and associated development projects are co-managed through a recently renewed 25-year public-private partnership between the Government of Mozambique and the Gorongosa Project, a registered non-governmental organization (NGO) operating in Mozambique, associated with the US-based Greg Carr Foundation. The Gorongosa Project (GP) operates in a three-million-hectare region of Northern Sofala that comprises the national park, eco-tourism businesses, forestry concessions, community conservancies, hunting concessions, sustainable agriculture and agroforestry regions.

The GP is the engine of growth in this part of Mozambique because it:

Brings investment to the region – Tourism lodges, national park infrastructure, science laboratories, Park-branded agricultural enterprises, roads, airstrips, communications.
Creates diverse, knowledge driven, employment: Rangers, Foresters, Scientists, Managers, Tourism Professionals, Construction workers.

Attracts international conservationists and scientists, who in turn educate young Mozambicans.
Works alongside local governments to improve access to and performance of education and health services in the GNP Buffer Zone and to improve the local communities’ natural resource management capacities.

Provides local farmers with sustainable alternatives to subsistence farming through its coffee, honey, and other sustainable development initiatives.

The Gorongosa Project’s focus on human development (especially for women and girls) contributes to regional peace and stability in an area of the country that has seen civil conflict.

Education Sector

The Education Sector lies within the Park’s Human Development Department, which also oversees Gorongosa Project’s health and community relations initiatives. The goal of the Education Sector, as stated in the Park’s 30-year Strategic Plan, is to increase access to and performance of education in the GNP Buffer Zone (BZ), with particular emphasis on girls and women. The GNP Education Sector currently implements three main programs: Girls Education, Teachers Clubs, and Youth Clubs. The Girls Clubs Program aims to give girls more control over their futures by creating community support for empowering women and girls through education, keeping girls in school and reducing early marriage and pregnancies. The Teachers Clubs program aims to increase the quality of education in the Buffer Zone schools by partnering with Mozambique’s formal education system to implement teach in-service trainings that promote effective pedagogy. The Youth Clubs program aims to increase the employability of secondary school youth, thus preparing them for life after school. In addition to these main programs, the Education Sector alsoprovides secondary school and technical/professional school bursaries to Girls Club graduates (currently supporting 58 girls bursary recipients) and professional development experience and guidance to 115 recent secondary school graduates who serve as promoters in the Girls Clubs and Youth Clubs programs.

 

In total, the Education Sector currently works with 50 primary schools and 6 secondary schools in 4 of the 6 districts surrounding GNP (Gorongosa, Nhamatanda, Dondo, and Cheringoma disticts) to implement 50 Girls Clubs, 10 Youth Clubs and 10 Teachers Clubs. During the next 5 years, the Education Sector will significantly expand its programs’ reach, adding 50new Girls Clubs, 40 new Youth Clubs, and 90new Teachers Clubs, as well as expanding its secondary school bursary program and starting new initiatives like Gorongosa Park Clubs for primary school students, more scholarship support for tertiary, technical, and professional education, and a Park-wide internship program.

USAID GDA2

The Gorongosa Project recently signed a five-year contract with the USAID Global Development Alliance. The overall objective of the Global Development Alliance (GDA) is expressed by GP’s dual mandate of biodiversity conservation and human development as per the long-term agreement between the Government of Mozambique and Gorongosa Project. The Project’s objective is directly in line with the USAID Country Development Cooperation Strategy for Mozambique and the GDA seeks to leverage the strength of both entities in delivering on the development needs of Mozambique.

Scope of Work

Phase 1 – Needs Assessment / Situation Analysis – 

Conduct a needs assessment of education in the Buffer Zone communities of the 6 districts surrounding GNP in order to identify the gaps/barriers to education in the districts surrounding GNP

  • The needs assessment must include primary data collection and review, collecting relevant documents from the central, provincial, and district levels of education. The needs assessment must take into account the MINEDH Strategic Plan and include research into local cultural norms in order to capture each local context and sensitivity.
  • This needs assessment scope should cover student performance, methods and techniques used by teachers on literacy and numeracy, teacher absenteeism and motivation levels, teacher attitudes toward students in and outside of class, student dropout rates, student transition rates, school environment and management, and extra-curricular activities.
  • The needs assessment should be done in several districts with the appropriate stakeholders, making sure to include interviews and/or focus group discussions with students, out of school children and youth, community leaders, parents, school boards and other key stakeholders where possible. The needs assessment should also look at different levels of education, including primary education, secondary education, tertiary education, technical and professional education, and adult literacy/education wherever possible.
  • The assessment should identify relevant stakeholders/organizations/potential partners in each district.  The assessment must also take an inventory of all dormitory infrastructure (boarding houses) in the BZ districts and assess the level of intervention of school boards (school councils)in school development. 

Undertake a situation analysis of the current programs being implemented by the GP Education Sector.

  • Review GP and Education Sector literature including, but not limited to, the 30-year Strategic Plan, the 5-year Business Plan, the new USAID GDA2 agreement, education program descriptions, relevant education reports, and the Education Sector’s organogram.
  • Conduct a SWOT analyses of the education sector and its programs/sub-sectors. Include relevant stakeholders whenever possible.
  • Write a needs assessment and Education Sector analysis report and present to the GP Education Sector team and relevant stakeholders (district/provincial education representatives)

Phase 2 – Strategic Planning

Based on the gaps/barriers identified during the needs assessment and the results of the Education Sector review and SWOT analyses, the consultant will lead the following tasks:

  • Work with the GP Education Sector Team to develop a 5-year education sector strategy linked to behavior change based on the gaps identified in Phase 1.
  • Through a consultative process and application of an appropriate tool of analysis, identify focus areas and develop strategic objectives and key result areas.
  • Review the institutional capacity, Education Sector set-up, and administrative systems against the identified strategic objectives and key result areas and make recommendations, if any.
  • Propose a strategy for achieving the strategic objectives and key results, including an Education Sector organogram with roles and responsibilities divided amongst Education Sector sub-sectors/programs (i.e. behavior change progression should be clear as beneficiaries pass from program to program) Desired behavior changes within education programs must be clearly defined.
  • Develop a results and resources framework for the plan period.
  • Hold stakeholder meetings to validate the draft strategic plan.
  • Finalize strategic plan and submit to GP Education Sector.

Deliverables
The consultant must provide the following deliverables:

Phase 1

  • A needs assessment and Education Sector situation analysis final report submitted to GP Education Sector
  • Delivery of presentation/main findings to Education Sector and relevant stakeholders

Phase 2 

  • A 5-year Education Sector Strategic Plan finalized and submitted to GP Education Sector

The consultant must provide summaries of all key meetings, workshops, discussions, and any data collection exercises conducted in the course of the assessment. These summaries must be submitted to HDD Education Sector along with copies of any background documents and reports gathered in the course of the assessment. All information must be provided in an electronic format, organized and fully documented for use.

 

INSTITUTIONAL ARRANGEMENTS
The consultant shall be responsible for the administrative support and logistics required to fulfill this task. These shall include all travel arrangements, appointment scheduling, secretarial services, report preparations services, printing, duplicating, and translation services.

GNP will assist the consultant in obtaining any additional program documents and contacts necessary to fulfill the task. The GP staff will provide strategic direction and guidance throughout the analytical process, including the development of the final work plan, any data collection tools, and report outlines, approach, and content. It is expected that some GP staff with different expertise will be involved with needs assessment, situation analysis and strategic planning processes. The primary focal point for the consultancy will be the Education Senior Manager.

TIME SPAN / DURATION
This assignment is expected to be carried out for a period of 90 days.

QUALIFICATIONS
Academic Qualifications

  • At least a master’s degree in a relevant field in the area of education, planning, public policy, development studies

Experience

  • At least five years’ professional experience in strategic planning and management in Mozambique
  • Prior working experience in education strategic planning and management in Mozambique is an added advantage
  • Demonstrated experience in working with government partners and other stakeholders in human development programs, especially in the area of education

Skills and Competencies

  • Ability to work with minimal supervision
  • High level written and oral communication skills in English and Portuguese
  • Must be result-oriented, a team player, exhibiting high levels of enthusiasm, tact, and diplomacy and integrity
  • Demonstrate excellent interpersonal and professional skills in interacting with government and development partners
  • Skills in facilitation of stakeholder engagements/workshops
  • Evidence of having undertaken similar assigments
  • Experience in research, policy development, management and programming-related work

APPLICATION PROCESS
Qualified and interested consultants are asked to submit the following detailed technical proposal clearly demonstrating a thorough understanding of this terms of reference and including the following:

  • Proposal for implementing the assignment, including proposed data analysis and management and a proposed timeframe detailing activities and a schedule/work plan
    Detailed budget including both professional fees and reimbursable expenses.
  • Detailed Curriculum Vitae
  • Names and contact information of three references who can be contacted regarding relevant experience

Both Technical and Financial proposals must be submitted to recruitment@gorongosa.net by closing of business August 20, 2020.

Our Mission

Our Mission

Advance an integrated multi-partner approach to conservation and to people-centred development. The Gorongosa Project protects the Park’s biodiversity and ecosystem services and unlocks its economic potential for the community inhabitants of the Gorongosa Buffer Zone, Sofala Province, Mozambique and further afield.

Our Vision

A thriving, biodiversity-rich, Greater Gorongosa conservation landscape, which supports Sofala Province as an engine for resilient and sustainable development enabling nature experiences and wellbeing for its people, enriching all of Mozambique and the world.

A Park for Peace

On 1 August, 2019 a historic ceremony was held in Gorongosa to celebrate the Cessation of Hostilities Accord between the leaders of the Government of Mozambique and the opposition Renamo Party. The accord established Gorongosa National Park (GNP) as a ‘Park for Peace’, delivering human development to the communities that share the greater landscape.