1. Background

Africa is facing both new prospects, as well as challenges resulting from emerging economic, political, social, technological and environmental developments. The continent is endowed with immense opportunities which include, among others, the world’s youngest population, an ever-growing entrepreneurial spirit, and a wealth of natural resources.

Africa had been recording steady economic growth. This was, nonetheless, affected by the socio-economic impact of COVID-19 pandemic. The crisis exacerbated a number of recurrent challenges, including political instability, inequality, conflicts and security issues, protracted food crises, climate change and biodiversity loss. To date, close to 400 million people still live below the poverty line and lack access to basic services. Inequality and governance challenges have not allowed for inclusive growth. Rapid population growth puts additional pressure on natural resources, the labor market and service delivery.

Amidst this context, daunting challenges continue to affect the younger generations in Africa. These include, among others, food insecurity, lack of infrastructure, conflict, climate change, poor healthcare access, insufficient access to financing opportunities for education and business, inequality, political instability, and unemployment. These difficulties become more striking yet through numbers: data indicates that more than 72 million youth in Africa are categorized as not in employment, education or training (NEET) (ILO, 2023).

In a bid to attain the global aspirations of sustainable development, equality, and peace, Youth Voices Lab-Power of the Collective seeks to increase the voice and leadership of young Africans, particularly young women and girls, youth activists, youth-led organizations etc… Its action envisions a society in which policies, partnership/cooperation plans, and decision-making processes are the result of enhanced youth engagement, empowerment, and connection. It also seeks to see improved intergenerational partnerships and actions at local, national, continental, and cross-continental levels. Young people representing over 60% of the African population are at the heart of this initiative and are recognized as equal partners in shaping actions to achieve the regional vision of an integrated, prosperous, and peaceful Africa, driven by its own citizens, representing a dynamic force in the international arena (Agenda 2063).

2. Information about the Project

The AU-EU Youth Voices Lab-Power of the Collective (the Youth Voices Lab-PoC from herein) is a four-year project with a six-month inception period. Through its actions**, it seeks to create a more youth responsive and inclusive society.** The project is driven by five partners (Oxfam, Restless Development (RD), SEARCH for Common Ground (SEARCH), Youth makers Hub (YMH), and Make sense Africa, that will combine their expertise on youth-led and youth-informed work, and their track record on tackling key issues of the Agenda 2063, the SDGs, and the AU-EU partnerships from a youth perspective to ensure that they meet the requirements and deliver. Youth Voices Lab-PoC’s actions follow a continental approach, by involving youth and enablers/decision-makers (AU and EU, governments, CSOs, Corporates, other) from 14 intervention countries (Cameroon, Burundi, Soth Sudan, Kenya, Tanzania, Uganda, Tunisia, Zimbabwe, Zambia, Ghana, Nigeria, Senegal, Sierra Leone, Burkina Faso) and one additional country in Europe (Belgium).

Impact Level

Youth Responsive Society (aspirations of the SDGs, Agenda 2063, AU-EU Joint Vision, other key frameworks)

Outcome Level

• Improved youth responsive policy frameworks (policies, agreements, cooperation plans/ partnerships etc.)
• Enhanced implementation of policy frameworks (youth-led, intergenerationally led, adult-led but informed and influenced by youth)
• Increased budget allocations
• Stronger movements and multisectoral partnerships

The project tracks two interlinked journeys of transformative action: The Youth journey, and the Enablers/institutional journey. It has the following expected specific objectives:

The youth journey (SO1): Young people and youth-led groups and networks effectively

advocate for their concerns and priorities at various levels- local, national, continental and

cross-continental, and around the AU-EU partnership in Africa.

The enablers/institutional journey (SO2): Institutions, governments, partners, and corporations are more youth-centred and meaningfully collaborate with youth in the development and implementation of their policies/decision-making moments and spaces.

3. Goal and Objectives of the assignment

a) Purpose of the study

The purpose of the baseline is to generate understanding of the current status of society responsiveness to young people’s needs and its inclusiveness prior to development interventions. It will also explore the current level of youth engagement, connection, and empowerment as well as the current status of intergenerational partnerships and actions at local, national, continental, and cross-continental levels in the society. The assessment will also gather relevant baseline data for key project outcome and output indicators to depict the actual situation in the project areas to create a benchmark for monitoring and evaluating the project and measuring results through and at the end of the project period. The baseline study is intended to provide project staff with detailed baseline data on key existing project indicators to be refined to ensure that they are Specific, Measurable, Achievable, Relevant and Time-bound (SMART).

The specific baseline values must be provided for all indicators in the logical framework. Baseline data is intended to inform the establishment of realistic and achievable targets, provide a point of reference against which progress on or towards the achievement of outcomes can be monitored and evaluated, and provide suggestions for the review of indicators if and where necessary.

b) Objectives of the study

a) Assess the level of involvement for young people and youth-led groups and networks in advocating for their concerns and priorities at various levels (local, national, continental and cross-continental, and around the AU-EU partnership in Africa).

b) Examine the extent to which Institutions, governments, partners, and corporations are more youth-centred and meaningfully collaborate with youth in the development and implementation of their policies/decision-making moments and spaces.

c) Determine barriers, priorities, risks, and needs at local level that must be addressed to ensure youth can meaningfully engage in advocating for their concerns and priorities at various levels.

d) Analyse the status of intergenerational processes (partnerships and action) that foster movement building and more inclusive, interactive, and multifunctional AU-EU collaborations at local, national, continental, and cross-continental levels.

e) Analyse the status of the youth’s engagement, connection, and empowerment at the individual and institutional levels.

f) Identify institutionalized mechanisms for greater engagement of youth by political and civic actors.

4**.Scope of Work**

The baseline study will be conducted in 14 countries in Africa and one country in Europe (Cameroon, Burundi, South Sudan, Kenya, Tanzania, Uganda, Tunisia, Zimbabwe, Zambia, Ghana, Nigeria, Senegal, Sierra Leone, Burkina Faso, Belgium). The partners involved in this baseline study will include Action implementing partners and all the key Action stakeholders: Partner’s Coordination Committee (PCC), Project Management Unit (PMU), Project Coordination Units (PCUs), Enablers/decision-makers, European youth, African diaspora in Europe, and Youth-led groups and civil society. Presence in multiple countries where the baseline study will be an added advantage.

5. Study Methodology

The expected methodology for the baseline study should include both Qualitative and Quantitative approaches in generation of primary data that will inform the analysis. The consultant is expected to articulate the research design and provide detail of study approaches that will be applied. The methods should be sensitive to the target population (unit of analysis), and robust enough to provide adequate responses to the stated research questions. Overall, the methodology section should cover details of study design and approaches, sampling, sample size determination, data collection methods/instruments, data analysis techniques, plan for dissemination of study findings and a statement on quality assurance and ethical considerations during the study. The expected approach should be described in enough detail to enable any other researcher interested in the same study to apply the same methodology.

6. Study Outputs/Deliverables

This baseline study will have key deliverables summarized below:

• A study proposal detailing out the technical and financial aspect for the baseline
• An inception report detailing out the understanding of assignment, study, methodology, comprehensive data gathering tools and guidelines as well as a detailed Workplan
• A draft baseline report
• Final Baseline report (both soft and hard copies)
• A clean dataset(s), transcriptions, and other study materials

The report should be well-structured with a standard cover sheet, Table of Contents, Acknowledgements, Acronyms and Abbreviations, Executive summary; Introduction inclusive of study purpose, objectives and scope; study methodology and limitations; study findings, conclusions and recommendations, references and appendices.

Table 1: Preliminary Planning

Nº Deliverables Description of Tasks

1 An inception report Undertake a desk review of project documents, other relevant policies,

strategies, and similar projects/initiatives to inform the baseline study.

Draft the Report showing a clear understanding of the project, its objectives and assignment, informed by the desk review. The inception report should outline the following key elements:

Workplan detailing the methodology, including data collection instruments, sampling strategy and methods of analysis …

Workplan outlining anticipated timelines for baseline study and expected level of effort for each phase of the work

Outline the responsible team members that will be engaged in the study

Outline the measures and mechanisms that will be in place to ensure the quality, reliability, and validity of the data collected.

Data collection tools Develop instruments and protocols for quantitative and qualitative data collection, which should be reviewed and approved before the baseline commences

Quality assurance and ethical considerations Develop a statement /ethical guidelines and procedures that will be followed throughout the study process, ensuring the quality and protection and consent of participants

2. Draft baseline report Fieldwork to collect quantitative and qualitative data

Complete data analysis

Compile a draft report for review; present study with findings to project teams and take note of feedback and revisions needed

3.Final Baseline report Submit the revised final report according to project teams

4.Cleaned quantitative and qualitative data sets Datasets, Transcriptions and other study materials

7. Timeframe

The assignment will be undertaken from September to November, lasting a total of 40.5 working days from the date of signing the contract.

Table 2: Timeframe

Activity Number of days

Consultant to sign contract for the assignment 0.5

Review of documents and development of a draft inception report and study instruments 5

Presentation of a draft Inception report and data collection tools 0.5

Finalize the data Inception Report, based project teams’ input 0.5

Training research assistants and pre-testing 3

Primary data collection (field work) 15

Data analysis and report writing 12

Submission of the draft study report. 0.5

Incorporating comments on draft report 2

Submission of the final baseline report 0.5

Report presentation and validation 1

8.Qualification and experience of the consultant/team

• Advanced degree in a relevant humanitarian field of work related to development studies, Social Science, and human rights, project Management, Monitoring and evaluation.
• Understanding of the assignment and quality of the expression of interest and work plan.
• Demonstrable expertise and knowledge of projects in the field of youth-centred development and relevant experience of working with other entities such as AU and EU, governments and development agencies in particular in relation to similar programmes is an added advantage.
• Track record in developing and conducting various types of research and baseline studies using qualitative and quantitative approaches and (statistical) data analysis.
• Experience in data collection and analysis using participatory methodologies.
• The consultant is expected to demonstrate excellent communication skills (verbal and in writing) in English. A working knowledge of the French language will be an added advantage.
• Applicants will have experience of working with multicultural teams.
• Presence in the target countries is an added advantage.

9. Proposal study Criteria

The technical proposal will be evaluated based on the Quality Cost-Based Selection (QCBS) Criteria:

• The individual general reliability as well as experience and capacity in the carrying out the assignment (30%).
• The approach in responding to the TOR and detailed work Oxfam in Africa (45%).
• The qualifications and competencies of the proposed personnel for the assignment (25%).
• Proposals obtaining more than 70% of the technical points will be considered technically suitable and qualify for financial assessment.

10. Supervision/management of the assignment

The consultant (s) will be supervised by the program MEAL Expert whom they will closely work with to ensure that all processes are adhered to. The Project Management Unit (PMU) will provide additional support in ensuring the study is delivered effectively.

11. Payment

The consultant will be paid 30% upon approval of the inception report and 70% upon submission and approval of final report and any agreed upon products of the study. The technical fees will be subjected to statutory requirements like withholding Tax.

Accelerated Learning Program feasibility study and identification of alternative education possibilities in the West, Littoral, North-West and South-West Regions of Cameroon for displaced children affected by the crisis.

1 Background information

1. Background on the context

Over 7 years after the onset of the crisis, the situation in the Northwest (NW) and Southwest (SW) regions has remained unstable, with a difficult security situation that has caused children not to access quality education, with many schools within both regions damaged and/or closed. According to the Cameroon Humanitarian needs overview for 2024, an estimated 596,000 school aged children need humanitarian assistance, including 156,000 internally displaced persons (IDPs). Data from the North-West and South-West regional delegations of basic and secondary education for 2022/2023 revealed that a total of 4,195 schools are operational, out of the expected 6,557 schools, leaving a total 2,362 schools (36 per cent) still not operational. This is an improvement of over 18 per cent compared to the preceding school year where 54 per cent of schools were still non-functional. However, this situation continues to deprive around 298,000 children of access to education.A total of 632,457 pupils (54 per cent girls) are enrolled out of the 930,335 expected, and only 2 per cent of the pupils enrolled for the 2022/2023 school year were children living with a disability. Education was reported to be the second priority humanitarian need in the NW and SW regions.[1]

Meanwhile, the presence of IDPs from NW and SW regions is adding additional pressure on primary and secondary schools in the neighbouring Littoral and West regions, and in some urban zones of the Centre and Adamawa regions. As reported in 2024 HNO, In the 2022/2023 school year, the Ministry of Basic Education (MINEDUB) and Ministry of Secondary Education (MINESEC) continued to record IDPs students. Displaced children struggle to access school due to poverty and social exclusion as displaced children are charged higher fees.[2] The education structures in these areas face difficulties integrating IDPs, with an average student/ classroom ratio of up to 200 children. In addition, since hosting communities are French speaking, the situation of IDPs and social cohesion are often difficult as language barrier remains a major issue for displaced children.[3] As an example, the schools are not equipped with adequately trained teachers who can provide psychosocial support to distressed children, manage large classrooms, or classes in English language. [4]

1. NRC and Plan international activities and presence

NRC has been working in Cameroon since 2017 through the Water Sanitation and Hygiene (WASH), Shelter, Livelihoods and Food Security (LFS), Information Counselling and Legal Assistance (ICLA), and Education programmes, and is currently responding to the three crises in the Far North, the East/Adamawa and the NW SW regions). NRC started its interventions in the NW and SW regions in June 2018 through an integrated WASH and Shelter response and is currently implementing ICLA, WASH, shelter and LFS programme in the area.

NRC Education Programme in Cameroon:

In crisis-affected areas of Cameroon, NRC’s Education Programme provides a lifeline to children whose education has been disrupted. The program targets displaced children, and returnees, boys and girls, of primary school age (6-14 years). NRC prioritizes the most vulnerable children, including those not attending school, those who are over the required age for primary school entry, children with disabilities, and orphaned or violence-affected children, with a particular focus on girls’ education. The program aims to ensure all enrolled children acquire foundational literacy and numeracy skills, allowing their transition into formal education and empowering them to build a brighter future.

In the Northwest and Southwest regions:

In the regions of Northwest and Southwest, a total of 12,248 school-age children have been supported by NRC’s education program in Mezam, Donga-mantung, Kupe Manengumba, and Fako divisions. To help improve access to quality education, NRC intervenes through:

• The emergency education response: rapid teacher training, and organisation of recreational activities.
• Support for formal education: distribution of school kits, teaching materials, provision of tables and benches, capacity-building for teachers on teaching methods, etc.

PLAN International’s Education programme

PLAN international’s organisational efforts in the field of Education focus on supporting the provision of inclusive quality education at pre-primary, primary and secondary levels, for the most vulnerable and excluded children and young people; benefiting girls from these groups in particular. This includes formal, informal and non-formal provision in both development and humanitarian contexts, including in conflict zones and where communities have been displaced.

Inclusive quality education which means that all children, whatever their physical, intellectual, social, emotional or linguistic abilities, including the most vulnerable and marginalised, are supported and able to learn and participate equally and effectively, safely and without gender bias.

This includes in formal and non-formal education programmes.

• Not only literacy and numeracy, but also broader life skills that enable students to be leaders, agents of change and active global citizens.
• Comprehensive sexuality education is an integral part of the curriculum, so that girls in particular acquire the knowledge and skills they need to make decisions about their bodies, relationships and sexuality, free from coercion, violence and discrimination.
• Opportunities that prepare children and young people to promote peace, stability, social justice and cohesion, and to tackle other challenges such as climate change;
• Promoting girls’ participation in ICT and digital technology education;
• The opportunity to contribute to and participate in all aspects of school life, free from discrimination and violence.
  1. NRC’s and Plan interventions specific to the study

With results at country level,

Engage in learning and other school activities without discrimination, exclusion or violence from peers, teachers or others; recognise and respond effectively to issues of unfair treatment or violence; engage actively in school governance mechanisms to promote inclusive quality education in a safe environment.

At family and community level

Challenge harmful social and gender norms and promote equitable access to education for all, without discrimination or unequal expectations based on gender, disability, ethnicity or other identities; support all children, young people and adolescents in their learning, according to their needs; support and promote non-violence and inclusion in schools; support lifelong learning for all children, young people and adolescents, even in emergency situations;

At government level, education authorities, education service providers and teachers

Ensure that relevant, comprehensive and gender-responsive curricula are in place, including comprehensive sexuality education (CSE), with the necessary resources to implement them effectively; ensure that teachers have the necessary training and support to use learner-centred and gender-responsive teaching methods in the classroom; facilitate learning in a positive, safe and protective environment that protects all students from violence and abuse ; develop gender-responsive policies for children, adolescents and out-of-school youth; put in place effective school entry, re-entry and support mechanisms; promote access to education for children at risk of exclusion for any reason, including gender, disability, ethnicity and poverty; develop and implement policies to support school attendance by pregnant girls and reintegration policies for adolescent mothers; strengthen community participation in education.

The overall aim of the study is to assess the current situation in the Northwest, the Southwest, the West and the Littoral Regions. the study will include the following:

• Conduct a comprehensive feasibility study to assess the viability of implementing an Accelerated Learning Programme (ALP) for displaced children (8 to 14 years) affected by the crisis in the Northwest, Southwest, West and Littoral regions of Cameroon
• Identify potential alternative education options for displaced children.
• Assess the specific needs and challenges faced by displaced children in accessing formal and informal education opportunities such as causes/ push factors for children and youth to drop out from school.
• Analysis of the opportunities and challenges for a tailored ALP an alternative education approach to address the needs of out of school children in West, Littoral and the NWSW.
• Analysis of the resources available and potential synergies with ongoing Education programs in the aforementioned regions.
• Analyse the main risks and protective factors that could affect the extent to which AEPs could be implemented in the different regions
  1. Overarching purpose

2 Purpose of the study and intended use

The aim of this study is to evaluate the feasibility of implementing an ALP in the NW, SW, Littoral and West regions of Cameroon for displaced children outside the school system (primary) affected by the crisis. The study should also assess the possibility of developing alternative learning opportunities in the NW and SW regions.

1. How will the study be used?

The study shall highlight the key needs and issues in ALPs.

The main conclusions and recommendations will be used to improve the NRC’s and Plan’s respective and joint Education strategies. More specifically, the findings and recommendations will inform the decisions to be taken as part of the scaling up of the Education in Emergency (EiE) interventions, including ALP, in the NW, SW, West and Littoral regions of Cameroon.

The study report will also serve as an advocacy tool and as a guide for stakeholders and partners (and mainly MINEDUB) in the implementation of future projects.

1. Who will it be used by?

The first users of this study will be NRC and Plan International. The study will also be used by MINEDUB and other humanitarian actors as part of the institutionalisation of the AEP, and by the Directorate-General for Civil Protection and European Humanitarian Aid Operations (ECHO) to inform future priorities in terms of humanitarian funding in EiE in Northwest, Southwest, West and Littoral Regions of Cameroun.

The study report will be published on the NRC website, and the lessons learned, and recommendations will be shared with the members of the Education Cluster.

In addition, NRC will develop its management response plan to follow up on the implementation of all relevant recommendations.

3 Scope and lines of inquiry

1. Scope:

Globally, this study will provide evidence and specific information in terms of needs, opportunities, and resources to scale up AEPs in the Northwest, Southwest, West and Littoral Regions of Cameroun.

The specific objective of this study is to confirm the feasibility and to identify the possibilities for an ALP as well as the difficulties hindering access to formal education for out-of-school children affected by the crisis in the North-West and South-West, whether they are hosted in the West and Littoral regions of Cameroon or living in the Northwest Southwest region. The study should have a gender-sensitive analysis and take into account the specific needs and the main challenges faced by girls, and then to develop operational and tangible recommendations for a potential scaling up of the AEP.

The geographic scope of the study will be the Northwest, Southwest, West and Littoral regions of Cameroon as indicated in the table below.

Regions

Division

Subdivision

Village

Northwest

Mezam

Bamenda 2

Mankon

Santa

Njong, Santa Mbei

Tubah

Bambui and Bambili

Southwest

Meme

Kumba 1&3

Kamalikum, Njembe , Etam

Konye

Konye Central

West

Bamboutos

Babadjou

Bachua, Balepo, Kombou

Littoral

Moungo

Fiko

Souza

Loum

Mabombe

1. Lines of inquiry

This study will provide with answers for the following questions:

• What are the educational needs of displaced children aged 6 to 14 years old in the West, Littoral, NW, and SW Regions of Cameroon as a result of the crisis?
• What are the current educational – formal and informal – ressources and infrastructure in each of the 4 regions (targeted locations)?
• Are the existing educational resources and infrastructure in the affected regions adequate in meeting the needs of displaced children (e.g. safety, access, availability, etc.)?
• How do IDP children currently access education and what are the gaps/limitations in the educational opportunities.
• What are the educational, economic and social determinants of children’s dropping out of school?
• What are the difficulties faced in accessing formal and informal education for children outside the school system (including out-of-school children and children who have dropped out of school) in the targeted locations?
• Which modality for study do all participants of learning process (teachers, parents, students) prefer and why?
• How feasible is it to implement ALP in the NW and SW regions and what are the potential barriers/constraints (e.g. resources, infrastructure, support from state structures, etc.)?
• If ALP is not feasible in NW and SW regions, what alternative learning opportunities can be deployed in these regions?
• Based on the barriers and challenges identified, what would be the best education modality to implement in the West and Littoral regions for displacement-affected children?
• How can non formal EiE in emergency program in NW, SW, Littoral and West regions help crisis-affected children in transitioning to formal education? What are the opportunities and the challenges to expect?

Based on the scope of the study and the lines of inquiry above, NRC and Plan expect the study to include a clear definition of the target populations, particularly English speaking IDP children not attending school, children who are over the required age for access to primary school, and children with disabilities, for EiE/AEP in these regions, and an analysis of the communities’ perceptions of education and their willingness to engage in EiE/AEP in the targeted areas.

4 Methodology

NRC and Plan International will open a call for consultants to submit proposals and and a study methodology with participatory approach, and both qualitative and mixed quantitative methods. The study methodology should follow a non-experimental design to produce credible results.

• The study will use a combination of quantitative and qualitative methods and the consultant, considering the suggestions and guidance of the steering committee, will propose the most relevant and suitable methodology. The consultant will develop the detailed methodology in an inception report, based on these terms of reference., The Steering Committee is in charge of reviewing and approving the report. As a minimum, the methodology should include the A desk review of key documents, including analysis of existing qualitative and quantitative data from the ongoing programme;
• Structured or semi-structured interviews with key informants, including local authorities, humanitarian actors, NRC ‘s and Plan International ‘s staff, etc. Women, elderly and minorities should be amongst the key informants.
• Participatory methods, such as inclusive and/or representative focus groups to gather the views and perceptions of specific groups, such as women and disabled people, who may have been under-represented in the household survey sample;
• Surveys of beneficiaries to identify their needs, understand their experiences, their level of participation and the use of, access to and familiarity with the goods and services made available to them.

Candidates should aim to surpass these minimum standards, demonstrating their ability to excel beyond basic expectations.

Triangulation should be carried out in the document review and analysis phases. In addition, a field visit should be planned to confirm preliminary findings with key project stakeholders.

The consultant, in consultation with the steering committee, will prepare all relevant tools based on the agreed methodology. The consultant may propose changes to the methodology, but these must be discussed and approved by the committee. All relevant data must be disaggregated by gender, and displacement status. The specific needs and concerns of girls/women, boys, adolescents and vulnerable groups must be taken into account throughout the study. Data analysis will be gender sensitive and ensure the use of appropriate statistics (median, mean, etc.) to highlight trends and correlations. Content analysis is encouraged for qualitative data.

The consultant is expected to work to the highest standards and codes of conduct. High ethical standards, transparency and objectivity will be observed at all times.

The study must respect the rights of interviewees and ensure their protection by guaranteeing confidentiality and security. Respondents must not be exposed to risk or inconvenience. Data collection tools will as soon as possible be pre-tested and study activities will provide a safe and creative space where respondents feel that their thoughts and ideas are valued. All individuals involved in the study, such as the consultant, interviewed staff, suppliers, etc. must be made aware of and abide by NRC Safeguarding Policy and Code of Conduct. The data collection plan must highlight how the consultant will observe data protection principles and methods in using and archiving the data. At least half the enumerators will be women. All enumerators will be trained on ethical data collection techniques.

5 Study follow up and learning

The results of the study will be used in the strategic review process at country level for of NRC and Plan International. Based on the findings and recommendations, NRC, as the consortium lead, will develop and implement a response plan to be disseminated among Education stakeholders, including MINEDUB, financial partners, and coordination fora.

6 Management of the study

A Steering Committee (SC) for the evaluation has been set up by NRC and Plan International and is composed of the following members:

• Chair of the Steering Committee: Head of Programme (NRC)
• Evaluation Manager: Monitoring, Evaluation and Learning Manager (NRC)
• Members of the steering committee: Education Programme Development Manager (NRC), M&E Coordinator (Plan International), and Project Coordinator (Plan International).
• The Steering Committee will oversee overall administration and coordination, including progress monitoring.

The main functions of the steering committee will be to:

• Establish the terms of reference for the evaluation;
• Select the consultant;
• Approve the methodology, the sample to be interviewed, the timeline, the tools and the potential intervention sites;
• Review the preliminary report;
• Review and approve data collection tools;
• Approve the final report; Disseminate the report.

Throughout the process, the consultant will work closely with the steering committee, and with the Evaluation Manager. The committee will coordinate the evaluation process. It will review and approve each evaluation result and establish a strategy for dissemination and use.

The consultant(s) will be responsible for logistics, communication and secretarial services (printing of documentation, etc.). The consultant(s) will also be responsible for the administration of all methodological tools such as questionnaires, focus groups, etc. NRC and Plan International will facilitate access to the intervention sites. The programme teams will facilitate the process by providing reference documents and contacts of partners and resource persons.

7 Deliverables and reporting deadlines

The consultant will carry out their tasks on the basis of an agreed work plan:

Deliverable 1: Draft Inception study Report – The draft Inception Report (using the standard NRC template) should outline any proposed changes to the methodology or any other issues of importance to the continuation of the evaluation. The inception report should include:

• a literature review;
• the conceptual framework that will be used to undertake the study;
• a study matrix defining the approach to data collection, the methodology, data sources, sampling and selection criteria;
• data collection tools (in English)
• a work plan for the study;
• an analysis plan;
• a list of the main stakeholders to be interviewed.

Deliverable 2: Study inception report – The inception report will be finalised after consultation with the members of the steering committee (max. 1 week for review).

Deliverable 3: Draft study report (30 pages maximum) – including a summary of the main findings, conclusions, and recommendations, as well as all raw data.

All raw data collected is to be transferred to the NRC and is the intellectual property of the NRC. The raw data sets will be transferred at the same time as the draft study report.

The draft study report will be produced following the literature review and after the fieldwork and formal feedback meetings with the steering committee. The draft report is then circulated at a stakeholder workshop organised by the steering committee. Wherever possible, the evaluator should lead and present the main findings of the study in person.

Deliverable 4: A final study report (30 pages maximum, in English) structured as follows:

• Cover page
• A list of acronyms and abbreviations
• A table of contents
• A summary (in French and English)
• Introduction and background
• Scope and objectives of the evaluation
• Methodology
• Limits
• Results
• Conclusions
• Lessons learned and recommendations.

Report appendices include:

• Terms of reference
• Evaluation matrix
• List of documents consulted
• Assessment tools
• Raw data
• List of people and organisations/institutions consulted.

The report will be disseminated, and the consultant is expected to present it to national stakeholders.

8 Timeframe

1. This study will commence on the 4th of September 2024 and the estimated number of working days to complete the study is 45 working days. The following phases must be respected.

Phase

Main tasks

Deadline

Phase 1

• Scoping meeting with the steering committee.
• Review of all relevant documents.
• Preparation and submission of the inception report including an assessment matrix, work plan, data collection tools, analysis plan and methodology.

September 4th, 2024

September 9th, 2024

Phase 2

• Field mission.
• Preparation of the interim report.
• Submission of the first version of the report to the steering committee.
• Initial results presented to the steering committee.

October 7thth, 2024

Phase 3

• Committee comments and suggestions on the interim report.
• Integration of comments and submission of the pre-final report.
• Validation of the final report by the steering committee.
• Presentation of the study by the consultants to Education actors and donors.

October 14th , 2024

1. Consultant team

The NRC and Plan International are seeking expressions of interest from individuals and companies experienced in conducting similar assessments and studies.

Candidates must have:

1. Advanced university degree or equivalent in Education Sciences, humanitarian/development studies, social sciences/humanities, statistics or other fields related to the provision of humanitarian aid in the Education sector;

2. Experience in planning, implementing, monitoring and especially evaluating programmes in humanitarian contexts.

3. Good knowledge of data collection methods using tablets and Computed Assisted Personal Interviewing (CAPI) systems and the ability to analyse, summarise, present and write clear reports;

4. Good knowledge of outcome evaluation approaches, in particular participatory mixed methods;

5. Good knowledge of community development mechanisms, gender and equity.

6. Good communication, writing and summarising skills in French and English;

7. At least 5 years’ experience in quantitative and qualitative research and ;

8. Technical understanding of ALP;

9. Adequate knowledge of local cultures and languages as well as of the social, economic and political context of Cameroon – the West and Littoral regions – is an asset.

For candidates applying as a group, the composition of the team must be balanced to ensure comprehensive coverage of the various aspects of the study defined in these terms of reference, including cross-cutting issues, and gender balance is expected.

10 Application process and requirements

Submission deadline:

The application must include the following information:

• A technical proposal, including the proposed study design, study methodology, comments on the terms of reference, timetable and proposed work plan (max 5 pages)
• A financial proposal (max. 3 pages) separate from the technical proposal, including all taxes and covering the costs of travel to the site, food, accommodation, etc.).
• CVs of consultants
• Three references for the firm and/or each of the proposed consultants
• At least two extracts from past work (minimum 4 pages per extract)
• A letter of motivation containing the following information: a description of how the candidate’s skills, qualifications and experience meet the requirements of the assignment, a list of previous assessments relevant to the context and purpose of this assignment, a statement confirming the candidate’s availability to carry out the assignment and the budget (the currency of the amount should be in XAF).

for more information kinly find details on the ITB via the following link

Terms of Reference

Background

The Wildlife Conservation Society is an international NGO headquartered at Bronx Zoo in New York City, USA, working to save wildlife and wildlands and to meet global challenges in over 60 countries in Africa, Asia, the Americas and the world’s oceans. WCS believes that conservation of nature and natural resources is essential to life on earth, the future of humanity, and the wellbeing and cultural identities of Indigenous Peoples and traditional and local communities.

Program Overview

The Central Africa and Gulf of Guinea program is one of the largest of WCS’s 13 Global Regional Programs, spanning Nigeria, Cameroon, Democratic Republic of Congo (DRC), Republic of Congo (RoC), and Gabon. This is a rapidly growing program with a diverse and expanding portfolio of donors, partners and projects. The region presents a set of complex conservation challenges to biodiversity and their habitats and WCS field programs are addressing these through a number of initiatives including protected area management, community engagement, sustainable livelihoods, policy reform and sustainable financing. WCS recently formally established its regional hub in Kigali, Rwanda which hosts a growing team of technical specialists and regional management to support our country programs and field offices.

Summary of Need

The Central Africa region is a recognized global biodiversity hotspot of high global biodiversity value. Countries in this region have a significant role to play in the successful implementation of the global Kunming-Montreal Global Biodiversity Framework (KM-GBF) commitments, including Target 3, which states “Ensure and enable that by 2030 at least 30 percent of terrestrial, inland water, and of coastal and marine areas, especially areas of particular importance for biodiversity and ecosystem functions and services, are effectively conserved and managed through ecologically representative, well-connected and equitably governed systems of protected areas and other effective area-based conservation measures [OECM], recognizing indigenous and traditional territories [ITT], where applicable, and integrated into wider landscapes, seascapes and the ocean, while ensuring that any sustainable use, where appropriate in such areas, is fully consistent with conservation outcomes, recognizing and respecting the rights of indigenous peoples and local communities, including over their traditional territories.” Achieving Target 3, also known as “30×30”, in the Central African countries of Gabon, DRC and RoC will require strengthening the management and expansion of existing protected areas, the identification of new terrestrial and marine protected areas, as well as the identification of OECMs and ITT with enhanced spatial planning to effectively inform these efforts.

Objective of the consultancy

WCS is looking for a consultant to support the implementation of Target 3, also known as 30×30, within the Central African country RoC, with a focus on supporting the development of national guidelines for identification, prioritization, and recognition of marine and terrestrial OECMs and ITT.

Specific tasks

• Conducts a stakeholder analysis to assess key stakeholders’ understanding (knowledge) of OECMs, their interests and expectations as well as other internal and external factors that may help or hinder the process of OECMs identification and recognition.
• Develops a stakeholder engagement plan to ensure all key stakeholders at local and national levels are included in the process of OECMs identification and recognition.
• Conducts a review of legal and policy frameworks, their implementations and challenges related to their enforcement as well as their implications for 30×30 and OECMs in particular.
• Works with the WCS regional and global Right & Communities team to identify potential impacts (positive and negative) of recognizing OECMs on Indigenous Peoples and Local Communities (IP&LCs) as well as mitigation measures.

Reporting and communication:

The consultant will report to the Africa Director of Policy and Partnerships. Calls (via Skype, MS teams or zoom) to discuss progress, forthcoming activities, and any substantive issues arising, will be scheduled at the contract start and (at least but not limited to) once every two weeks thereafter.

Level of Effort, Deliverables and Payment Schedule:

The consultancy is fixed term with an estimated duration of 105 days.

Consultant will be paid based on submission and approval of the following deliverables:

• Situation analysis (20 days)
• A report summarizing key stakeholders involved in 30×30 and OECMs, their knowledge, needs and expectations
• A stakeholders’ engagement plan for the process of OECMs identification and recognition
• Review of legal and policy framework to contextualize OECMs in the current policy framework (25 days)
• A report summarizing and evaluating the legislation and policies pertaining to 30×30, its current state of implementation with recommendations for improvement on policies and legal framework as well as recommendations for improvements on institutional coordination and implementation mechanisms.
• Development of a guideline for OECMs identification and recognition (60 days)
• A national guideline/framework document for OECMs identification and recognition in RoC

Travel and accommodation for the consultant will be arranged and covered by WCS following a pre-approval modality. Travel is required to deliver this scope of work.

Education Qualification/ Required Skills & Experience

• Master’s degree in environmental management/conservation.
• At least 10 years’ experience in conservation practice or equivalent combination of education and experience.
• Experience engaging with multiple stakeholders (local communities, Governments, private sector and NGOs, etc.) with different interests.
• Experience at the intersection of several of the following: Policy, Science, Communications, and Conservation Implementation.
• Politically savvy and knowledge of politics and society with respect to environmental affairs.
• Communicating clearly via written, spoken, and graphical means in English and French.
• Experience in partnership development with non-profit partners, community groups and/or government agencies.
• Fluency in French is preferable.

Location: Yaoundé, Cameroon with regular travel throughout the region

Start date: 1 October 2024

Duration: 15 months with possibility of renewal

Line manager: Regional Director, West & Central Africa and Caribbean

Technical advisor: Global Security Adviser, EWDE HQ

ABOUT THE ORGANIZATION

Diakonie Katastrophenhilfe (DKH) is a German NGO providing humanitarian aid in 31 countries, supporting people affected by natural hazard related disasters, war, and displacement and who are not able to cope on their own in the emergency situation they find themselves in. DKH emphasizes locally led responses through a global network of partners, promoting localized humanitarian action and equal partnerships. Committed to long-term, equitable partnerships, DKH strengthens local partners’ capacities and facilitates mutual learning and innovative cooperation, empowering partners and communities in decision-making. Fostering localized humanitarian action and an equal partnership approach lies at the very core of our work.

Part of the Protestant agency for Diakonie and Development (EWDE) under the Evangelical Church in Germany (EKD), DKH’s Regional Office for West & Central Africa and the Caribbean (WaCAR) in Dakar, Senegal, oversees operations in Burkina Faso, Cameroon, Chad, Central African Republic, DR Congo, Haiti, and Niger.

Join our team to support partner programming and project implementation while ensuring the safety of DKH staff and assets. This role impacts our security strategy in the region and suits those who enjoy working in an international, cross-cultural team with the convenience of a local office. Ideal for individuals who love to travel, help others develop expertise, and manage multiple responsibilities.

PURPOSE OF THE POSITION

The RSA provides technical leadership in Health, Safety & Security (HSS) management in the WaCAR region, to protect DKH staff, assets, operations, and interests. They advise the Regional Director on safety and security risks, support country offices, and work closely with country security staff and the EWDE global security unit. The RSA coordinates and ensures adherence to security procedures, supporting DKH program staff. In collaboration with CRs, the RSA provides technical guidance and advice to security staff and focal points in DR Congo, Chad, and Haiti, and is responsible for operational HSS in Cameroon as the Security Focal Point (FSP).

KEY RESPONSIBILITIES

Technical leadership

• Provide technical advice and support on HSS and incident management to the Regional Director and Country Representatives and make HSS decisions during emergencies if necessary.
• Guide and advise SFPs across the region.
• Ensure HSS management is integrated into program planning and strategy development in the WaCAR region.

Operational security

• Ensure a consistent yet flexible approach to HSS across the region, suggesting improvements to processes, guidelines, and tools.
• Draft and/or regularly revise HSS plans and Standard Operating Procedures (SOPs) for Areas of Operations (AoO) in line with EWDE HSS standards.
• Conduct and review Security Risk Assessments (SRA), update risk ratings for Security Phases, facilitate compliance with HSS plans and regulations, and provide HSS input for contingency planning.
• Assess and support the HSS capacity and systems of DKH partner organizations, leveraging DKH’s tools and best practices.
• Advise on and support efforts to enhance DKH’s reputation, image, and acceptance within communities and among stakeholders.
• Ensure the safety and security of all assets and infrastructure within the region.
• Liaise with external security networks on regional humanitarian safety and security matters, including at the country level for Cameroon.
• If requested, provide HSS support to the DKH sister organization Bread for the World (BftW) and professional volunteers in the WaCAR region.

Incident management

• Lead and advise on serious incidents and manage incident processes for the Regional Director and Country Representatives.
• Participate in Incident Management Teams (IMT) for all Country Offices in the WaCAR region.
• Coordinate the Regional Office and Cameroon country office IMTs, facilitate the IMT process, and execute IMT leaders’ decisions.
• Monitor events in assigned countries, review incident report submissions for accuracy, and follow up as necessary.
• Coordinate with the EWDE Global Security Unit on IMT in line with global EWDE Incident/Emergency/ Crisis Management procedures.
• Support EWDE-wide incident/emergency/crisis management efforts in the region as needed.

Travel security & travel risk management

• Ensure country offices implement field travel and visitor management procedures according to EWDE HSS Standard SOP 5 and SOP 6.
• Provide security briefings for visitors and new staff arriving in Yaoundé, Cameroon.
• Conduct travel risk assessments, security briefings, and ongoing traveler monitoring.
• Advise Yaoundé-based staff, consultants, and visitors on risk mitigation, and coordinate with line managers to sign off on travel applications and provide travel clearance.
• Coordinate safety and security arrangements for field visits of DKH staff, consultants, and visitors with partner organizations.

Capacity strengthening

• Lead and manage capacity strengthening in HSS by setting clear goals and delivering training to enhance the skills of country office SFPs and partner organizations.
• Facilitate staff training based on EWDE HSS Minimum Training Requirements, including first aid, safe driving, fire drills, and security seminars.

Fleet safety

• Monitor the implementation of vehicle and fleet safety policies and procedures across the region in accordance with EWDE HSS Standard SOP4.
• Review and investigate road traffic accidents and incidents to establish root causes and prevent future occurrences.
• Perform vehicle safety audits to identify potential hazards, ensuring employees follow safety policies and vehicles are well-maintained and safe.
• Build the capacity of country office SFPs in vehicle and fleet safety management.

QUALIFICATION, EXPERTISE, AND SKILLS

• 5 years minimum of experience in security management, preferably in humanitarian assistance
• University degree (minimum Bachelor’s) or relevant work experience in a relevant field
• Expertise in security procedures, risk assessment, and analysis of local and regional security trends
• Proficient in communicating with stakeholders in politically and culturally sensitive environments
• Strong understanding of humanitarian principles and international NGO standards
• Professional working proficiency in French and in English (written/spoken)
• Excellent coaching, mentoring, and presentation skills, with the ability to convey information (written and verbal) clearly to diverse audiences
• Experience working in dynamic, politically sensitive contexts while maintaining organization and detail orientation under pressure with minimal supervision
• Team player with a strong sense of responsibility, diplomacy, and commitment to quality and results
• Demonstrates integrity, respect for diversity, and patience

ACCOUNTABILITY TO BENEFICIARIES

DKH team members are expected to support all efforts for increased accountability towards the beneficiaries while actively engaging communities as equal partners in the design, monitoring, and evaluation of projects.