Consultancy for the community self-protection and resilience strategies to increase the positive results of BLP in Central Sahel

1. BACKGROUND

The Norwegian Refugee Council’s (NRC) Central and West Africa Regional Office (CWARO) covers country offices in Burkina Faso, Niger, Mali, Cameroon, Central African Republic (CAR), Democratic Republic of the Congo (DRC) and Nigeria. The region is characterized by multi-dimensional and chronic crises. Across the region, more than 15 million[1]people have fled their homes due to conflict. NRC provides opportunities for school-aged children (ages 6-18) to complete a full cycle of basic education, targeting children who are out of school or have had their education interrupted. NRC values the importance and prioritize the emotional and psychosocial development of learners in crises affected areas. NRC, in coordination with the Artic University of Norway (UIT), have collaborated to stress management, learning condition and academic functioning for children and youth, developing a research-based psychosocial support intervention for learners called the Better Learning Programme (BLP). The BLP supports children’s recovery from traumatic events experienced during conflict and displacement. The programme mobilizes a support network of caregivers, teachers, and counsellors to restore a sense of normality, safety and hope.

One crucial and foundational aspect of the BLP is its commitment to evidence-base and research. This approach allows for the development of a program based on real data, enabling adaptation to the specific and unique needs of each context. Having already been successfully implemented in NRC’s Middle East programs since 2012, the BLP e was introduced to the CWA region in 2020, further expanding its positive impact on the lives of vulnerable children and youth in the region.

2. CONTEXT

Burkina Faso, along with Mali and Niger, is situated in the central Sahel region, which has been plagued by longstanding underdevelopment and a recent surge in violence over access to natural resources. This challenging environment has been exploited by non-State armed groups (NSAGs) and has further exacerbated inter-communal conflicts. Beginning in northern Mali in 2012 and gradually spreading to central regions, the crisis has now engulfed northern Burkina Faso and western Niger, posing a threat to the stability of neighbouring countries as well.

The region faces multiple interconnected challenges, including deep poverty, climate change, violence, food insecurity, and malnutrition. These factors contribute to extreme vulnerability, with approximately 17.8 million people in need of humanitarian assistance in 2023 (OCHA), specifically 8.8 million in Mali, 4.7 million in Burkina Faso and 4.3 million in Niger, among whom 10 million are children (UNICEF, 2023). Communities in the Sahel are exposed to frequent violent attacks, targeted killings, abductions, and harassment. Vital infrastructure such as schools, health centers, and places of worship are often deliberately targeted, further worsening the situation.

Unfortunately, the crisis in the Sahel has worsened in 2023, with ongoing instability, expansion, and escalation. Both Burkina Faso and Mali experienced their deadliest year since the Sahel crisis began over a decade ago. Particularly concerning is the scale of atrocities against civilians, as more civilians have been killed in the central Sahel in the first half of 2022 than in the entirety of 2021.

Médecins Sans Frontières (MSF) has reported witnessing a mental health crisis, with an increasing number of patients requiring psychological support and care for trauma-related mental health needs, especially in the aftermath of attacks. This includes a significant number of affected children. However, the demand for psychological care far exceeds the available resources, as most countries in the region lack trained mental health specialists.

In Burkina Faso, according to CONASUR, the number of internally displaced persons (IDPs) has risen from 1.85 million to 1.90 million between March 31, 2022, and April 30, 2022. Alarmingly, 67% of these displaced individuals are children, highlighting the severe impact of the crisis on the most vulnerable members of society.

2.1 Education under attack

According to the Global Coalition to Protect Education from Attack (GCPEA), in Burkina Faso only, during the period of 2020-2021, the country witnessed a persistently high rate of attacks on schools, students, and education personnel. Disturbingly, over 250 school students and personnel were subjected to abduction, injuries, killings, or other forms of harm by armed groups during this timeframe. Furthermore, GCPEA documented more than 145 instances of threats or actual attacks on schools. State security forces were also implicated in cases involving the use of excessive force against student protesters.

During the same period, in Niger, GCPEA identified over 40 reported incidents of attacks on schools. In most reports, NSAG set fire to schools or threatened to attack schools and at least 17 incidents of attacks on school students, teachers, and other education personnel were reported by themedia, NGO, and UN sources.

In Mali, in 2020, the UN verified 36 attacks on schools.1014 In addition, in June 2020, the Mali Education Cluster received 516 reports of attacks on schools by armed groups, including 489 threats against schools, 11 schools burned, 2 school administrative offices burned, two incidents of looting, and 12 other attacks. In 2021, GCPEA identified over 110 attacks on schools in Mali from NGO and UN sources. During the 2020-2021 reporting period, GCPEA identified at least 18 incidents of attacks on teachers and school personnel in Mali.

The range of attacks on education in the region is deeply concerning, encompassing various forms of violence and violations. These include attacks directly targeting schools, assaults on students and staff, military utilization of educational institutions, child recruitment, attacks on higher education facilities, targeted violence against girls and women, and incidents of sexual violence.

The data provided by GCPEA highlights the alarming and ongoing threats faced by educational institutions and those associated with them. These attacks not only undermine the right to education but also inflict harm on individuals, disrupt the learning environment, and perpetuate a cycle of violence and fear. Protecting schools and promoting the safety of students and educators remains a critical challenge that requires urgent attention and concerted efforts from the international community.

Non-state armed groups targeted state education across the Central Sahel, most commonly by burning and looting schools and threatening, abducting, or killing teachers. State forces and non-state armed groups also used dozens of schools for military purposes, including as camps and temporary bases.

Female students and educators are specifically affected by attacks. Pregnancy from rape, the health consequences and stigma of sexual violence, the risk of early marriage, and the privileging of boys’ education over girls’ all make it particularly difficult for girls to return to school.

The combined effects of a long period without schooling, marginalization, ethnic tensions and limited humanitarian access create an environment that increases the potential for child recruitment, child protection concerns and severe distress among children and youth.

After years of violence, flooding and especially the impact of COVID-19 pushing millions of children out of schools and away from the protection services, has devastating effects on children’s learning, but it can also have serious consequences for their mental health, well-being and safety.

2.2 Protracted violence, impact on wellbeing and learning capacity

The pervasive violence, abuse, killings, and disappearances described in the context have far-reaching consequences for the mental health and psychosocial well-being of individuals. This impact is particularly profound among children and education personnel who have experienced direct or indirect exposure to such violence. Families and entire communities live in a constant state of fear, often compelled to flee their villages in search of safety in larger cities or neighboring countries. The psychological distress reported by victims of violence is significant, with many experiencing deep-seated fear, sleep disturbances, nightmares, general anxiety, and unexplained somatic symptoms like body pain, stomach-aches, and headaches.If these symptoms are not recognized and treated in a timely manner and providing adequate support, individuals may develop psychological disorders such as chronic anxiety, depression, mood disorders, post-traumatic stress disorder, psychosis, and, in the case of children, developmental disorders.

The accurate identification of the psychological needs of victims and the implementation of appropriate supportive interventions and therapies require the expertise of mental health professionals such as psychiatrists, psychologists, counselors, social workers, and community workers who possess specialized skills, knowledge, and experience in supporting individuals affected by violence and conflict.

Children in Burkina Faso, Niger and Mali are particularly vulnerable, often witnessing extreme acts of violence and human suffering, which can lead to nightmares, flashbacks, and overwhelming grief. Displacement and the disruption of basic needs, including access to education, further hinder their normal physical, social, emotional, and psychological development. Without proper interventions and mitigations, the long-term exposure to high levels of stress can have severe detrimental effects on the physical and mental health of children and young people.

Addressing the mental health needs of individuals affected by violence and conflict requires a comprehensive approach that includes providing specialized care, support, and interventions tailored to their unique circumstances. It is crucial to prioritize the well-being and psychological recovery of these individuals to mitigate the long-lasting impact of the traumatic experiences they have endured and loss in learning.

2.3 Limited availability of MHPSS services

Accessing MHPSS services, especially for children in the Sahel region, presents a significant challenge. Despite the efforts by both international and local organizations, the demand far outweighs the available services. Several factors contribute to this disparity. First, there’s a critical shortage of funding, limiting the scale and scope of MHPSS programs. Second, the region lacks an adequate number of trained professionals and organizations dedicated to providing these services. Finally, there’s a prevailing stigma around mental health needs, which often discourages individuals from seeking help. However, it is worth noting that in some instances, individuals who have been deeply affected and have not had access to formal MHPSS services are able to find resilience and regain their stability through supportive practices derived from community knowledge or everyday wisdom. This observation aligns with the concept of “relationship to knowledge,” which encompasses two interconnected phenomena. Firstly, it refers to how individuals and groups utilize social and political dimensions of knowledge in their lives. Secondly, it highlights the development of specific cognitive processes that reveal a distinct relationship with the world, incorporating local customs, traditions, and communal practices.[3]

This recognition of the “relationship to knowledge” underscores the importance of acknowledging and valuing the wisdom embedded within communities. While formal psychological support is essential, it is crucial to also tap into and integrate community-based knowledge and practices into MHPSS interventions. This holistic approach can enhance the effectiveness and sustainability of support efforts, empowering individuals and communities to draw upon their own cultural resources and strengths in their healing and recovery processes.[4]

2.4 Education as relevant tool to support mental health and academic functioning – NRC’s Better Learning Programme

Education is an especially relevant channel through which to provide support for such needs and offers a safe space for children and youth to begin the recovery process in a predictable, secure environment where they can make friends, play, relax and begin learning again. NRC recognises that integrating interventions which specifically target well-being and PSS – such as the BLP – into education programming can support:

• Psychosocial protection to support normalisation and recovery from traumatic stress;
• Social connectedness to foster a sense of inclusion and identity, and a source of support in a time of need.

The scope of the BLP is shown below against the IASC Guidelines on Mental Health and Psychosocial Support in Emergencies intervention pyramid, providing a multi-layered support. In particular BLP-1 and BLP-2 provide ‘focused non-specialised support’ services that are mainstreamed into an education programme, building on ‘community and family support’. The BLP-3 sits between ‘focused, non-specialised support’ and ‘specialised support’ as it requires qualified personnel to ensure safe, accountable delivery of services. The BLP-3 occupies a niche of the PSS sector which is trauma induced nightmares. For other areas of ‘specialised support’ – the highest level of the pyramid – NRC refers students with needs to partner organisations with relevant age-and-gender responsive expertise.

3. PURPOSE OF STUDY AND LINES OF INQUIRY

The proposed study is part of the broader NRC “Right to Wellbeing 2025” 4-year initiative building on the following three pillars: 1) Awareness: raising awareness on key issues affecting the mental wellbeing of displacement affected children and youth, by serving as a global advocate for a child’s right to wellbeing; 2) Access: increasing the access and availability of quality PSS services to displacement affected children and youth, through an embedded approach to respond to increased PSS needs caused by conflict and crisis, including Covid-19; and 3) Quality: improving the quality of PSS services available to displacement affected children and youth.

During the initial phase of implementing the Better Learning Programme (BLP) in the region, a preliminary round of assessments revealed concerning data regarding the well-being and sense of safety among students. Shockingly, 53% of the interviewed students reported feeling unsafe inside their schools.[5] The valuable lessons learned and direct experiences gathered by NRC staff in the field need to be effectively verified and utilized to address the complex issue of Mental Health and Psychosocial Support (MHPSS) as a crucial factor in child protection and school performance.

In order to address this, it is necessary to acknowledge the hypothesis that local communities already possess significant knowledge, and they themselves may hold knowledge and practices related to emotional, moral, and psychological support. To explore this further, a study on local knowledge and practices of psychosocial support in intervention communities is proposed. The goal of this study, conducted in the Centre-Nord and Sahel regions, is to gain new perspectives for MHPSS community – based practices by examining the practices in-depth.

The primary objective of this study is to explore the impact of attacks on schools on student well-being, as well as identify school and community-based protection measures that can support and enhance the well-being and resilience of children and youth.

By conducting this study, NRC aims to expand its understanding of the local context, leverage community knowledge and practices, and integrate these insights into the development of effective MHPSS strategies. This holistic approach recognizes the importance of local communities and their inherent wisdom and seeks to foster collaboration between external interventions and existing community support systems. Ultimately, the study intends to contribute to the well-being and resilience of students in conflict-affected regions, ensuring their protection and enhancing their educational experiences.

3.1 Study purpose

The study will specifically focus on the Centre-Nord and Sahel regions in Burkina Faso, Maradi region in Niger and Mopti region in Mali where NRC is actively implementing education and BLP initiatives. The identification and confirmation of the locations subject to this study will remain subject to the safety conditions in the area.

The study aims to investigate two primary thematic areas:

1) Assess the knowledge and self-resilience practices within communities, leading to the localization and contextualization of BLP

• Map and explore the existing local knowledge and practices related to psychosocial and psychological support;
• Understand the perceptions of communities regarding MHPSS activities implemented in the area;
• Identify community-based self-protection and resilience strategies available;
• identify key local actors, community members, and potential local partners who can support the contextualization of the BLP and promote general MHPSS acceptance in schools and communities.
• Assess how NRC can support and enhance community-based practices to maximize the positive impact of the BLP within schools and communities;
• Inform the global and regional BLP agenda by collecting evidence to mobilize resources and advocate for the inclusion of Psychosocial Support (PSS) in Education in Emergencies (EIE) initiatives;
• Provide a case study that showcases potential replicable strategies, which can be integrated as a key activity in the education/BLP programming across the region;

2) Identify the main risks in schools and communities, with a focus on attacks against education, and how education and BLP programming can provide support in such situations.

• Identify the risks associated with community-based self-protection and reduction/mitigation measures, and assess their impact on the well-being, resilience, and academic functioning of children.
• Generate evidence highlighting the significance of high-quality soft educational activities, such as training sessions and sensitization programs.
• Demonstrate the importance of implementing a coherent Safe and Inclusive Programming (SIP) approach within education and BLP interventions.

By addressing these objectives, the study aims to provide valuable insights into the impact of attacks on education, as well as the effectiveness of community-based psychosocial support strategies and the BLP. The findings will inform programmatic approaches, resource mobilization efforts, and advocacy initiatives in the region.

The primary country of focus is Burkina Faso where majority of the data collection should be completed and results validated. The consultants will need to propose an approach for answering the two thematic areas in two additional countries: Niger and Mali. Resources available for this second part should be no more than 50% of what is allocated for the full research.

3.2 Lines of inquiry

Referring to NRC’s Better Learning Programme theory, the study will inquire on five principles for recovery – safety, calming, connectedness, empowerment, and hope (Hobfoll et al. 2007) together with NRC additional child wellbeing framework elements- wellbeing, academic functioning, family support, school support. (NRC child wellbeing framework paper).

The study will look to answer the following themes:

1) Assessing the knowledge and self-resilience practices within communities, leading to the localization and contextualization of BLP

Community based adaptation/investigation

What is the general understanding of the concept of stress at the community level?

What is the general understanding of the concept of wellbeing at the community level?

What is the general understanding of child safety at the community level?

How does the community usually deal with a crisis?

Wellbeing and stress level

How crisis and insecurity affect children wellbeing?

What is the main source of stress for children at school?

What is the main source of stress for children on the way to school?

What is the main source of stress for children within the communities?

How crisis affected children behave when attending classes or when trying to study at home?

Which community bases strategies are available to improve children wellbeing?

How the BLP is improving children wellbeing?

Academic functioning

How crisis and insecurity affect children capacity to concentrate?

How crisis and insecurity affect children capacity to retain information?

How crisis and insecurity affect children memory?

How crisis and insecurity affect academic results ?

Which community bases strategies are available to improve children academic functioning?

How the BLP is improving children academic functioning?

2) Identifying the main risks in schools and communities, with a focus on attacks against education, and how BLP and endogenous practices can provide support in such situations.

Safety

How crisis and insecurity affect children safety at school?

How crisis and insecurity affect children safety in the community?

How crisis and insecurity influence student’s access to education?

Which are the main risks factors for children at school level?

Which are the main risks factor for children at the community level?

Protective factors

Who are the adults supporting children in these communities?

Which community bases strategies provide protective factors for children?

How BLP improve protective factors for children?

Which additional resources/ strategies are available and needed?

Give examples of local healthy coping mechanisms.

Give examples of worrying coping mechanisms

4.METHODOLOGY

In order to provide the most comprehensive and valuable results, bidders are expected to employ a range of research methods and to pursue innovation where appropriate. Existing NRC monitoring and evaluation tools could be used as reference documents in the design of research tools.

-The Student Learning in Emergencies Checklist (SLEC) is a tool that was developed for informing the work of planning, designing and evaluating school based psychosocial interventions for education in emergencies. The SLEC- helps measure promotors and barriers for learning before and after interventions to establish indicators for students’ academic functioning and school well-being. This tool is composed of 21 questions covering 8 factors needed to assess overall children wellbeing and academic functioning.

-Student survey – tool developed in coordination with the University of Aukland, aiming to assess the student wellbeing, learning skills, sense of safety and academic functioning.

-Teacher survey is a tool developed by NRC together with the University of Aukland, having the purpose of assess teacher wellbeing, teacher’s skills and learner’s connection and understanding.

-Risk reduction plan – Safe and Inclusive programming

The contents of the mentioned tools can be adapted and be used in the form of survey, KII or FDG. In the same way, where necessary, the tools can be revised in order to be suitable to the Sahel context.

• Geographical focus

The study will target Burkina Faso, particularly the Centre-North and Sahel regions, Niger, particularly the region of Maradi and Mali, particularly the region of Mopti affected by a complex crisis characterized by communal tensions, absence of state institutions and basic services and violence related to organized crime and Non-State Armed Groups.

5. FUNDINGS AVAILABILITY

Wellbeing in Crisis – Displacement-affected children and youth have improved wellbeing and regained learning capacity.

Total amount of 90.000 USD as detailed below:

• 65.000 USD funded by Education Cannot Wait Regional (ECW) Multi Year Resilience Plan (MYTP); fundings available until 30th June 2024.
• 25.000 USD funded by Luxemburg Aid and Development; fundings available until 1st January 2025.

6. EXPECTED TIMELINE

• An accurate timeline will be defined based on logistic needs and availability of the education and M&E teams.
• In general, the study will be developed as shown in the table below (see the ToR).
• Following security and access analyses, the geographical coverage will be revised if needed.

7. FOLLOW UP AND DISSEMINATION

The results of the study will be shared with all NRC relevant offices. Externally the study findings will be disseminated at relevant education child protection and MHPSS working groups, additionally, the results will be shared with partners and the GCPEA aiming to contribute to the narrative of the consequences that attacks on education in conflict zones can have on the overall well-being of both students and teachers.

Within the phase 7, the research Steering Committee will develop and detail action plan taking into consideration the evaluation findings. The action plan will include as well as a dissemination plan, identifying the key stakeholders to involve, including the community participating to the research.

The action plan will be reviewed every 3 months

8. KEY RESPONDANTS

The key respondents who will be involved in this study are:

• the MoE through the following departments: ST-ESU, DEPrim;
• National Education cluster;
• CPAOR;
• National and regional MHPSS working group;
• ONG: HI, OMS, ACF, UNICEF, SCI, CDC;
• Communities in which NRC and other INGO, NGO are working in.

9. CONSULTANTS RESPONSABILITIES AND PROFILE

The responsibilities of the consultant:

• The owner of this position will be responsible for;
• Submit the inception report, including the work plan indicating the issues to be addressed;
• Methodology to be adopted, sources of information and work schedule;
• Data collection and analysis;
• Recruitment and training of data collectors;
• Designing of data collection tools;
• Identifying the most adapted methodology;
• Determine the sample;
• Organize and facilitate the workshops, FGDs etc;
• Draft the final report and integrate the suggestions;
• Conduct the restitution workshop.

The consultant profile:

NRC seeks expressions of interest from consultants, consulting teams, or companies with the following skills/qualifications and expertise:

• -Minimum five years of experience in conducting research, evaluates programmes and designs policies in contexts of migration, displacement and humanitarian crisis, preferably in sub-Saharan Africa;
• -At minimum five years of experience within the field of mental health and psychosocial support (MHPSS), in humanitarian settings;
• -At minimum five years of experience in applied anthropology in humanitarian responses particularly in Education in Emergency (EIE);
• -Experience in the Central Sahel, particularly in Burkina Faso, Niger and Mali is an asset;
• Experience in evaluating and advising education and PSS programming would be an advantage;
• Fluency in written and spoken English (full professional fluency level);
• Fluency in written and spoken French (full professional fluency level);
• Strong oral and written communications skills;
• Excellent writing, communication skills flexibility and good organisational skills;
• Knowledge of NRC systems and ways of working can be considered as an advantage;
• -Strong academic and research background and connections with academic actors is an asset;
• Fund management;
• Former experience with NRC is an asset;
• Proven knowledge of the Better Learning Progamme is an asset.

Collaborative partnerships and consortia among consultants possessing diverse and complementary skill sets are strongly promoted and welcomed.

10. SUBMISSION

Consultants who meet the above requirements are invited to submit a proposal, which should include the following:

A. Financial Proposal (25% weight in evaluation): i) A financial proposal for the consultancy, fully explaining how the tasks will be accomplished and covering consultancy fees ,

B. Technical criteria Weighting

• Quality of methodology presented by consultant (30%):

-Work plan with realistic deadlines (in line with ToR requirements)

-Key considerations and proposed methodology outline

-Approach in mainstreaming/integration and data collection

• Previous experience in fulfilment of similar assignments (20%):

-Proven record of conducting exercises related to the required one, preferably mainstreaming/integration modalities

-Quality level of at least two samples of reports from previous projects relevant to this exercise

-Relevant feedback/reference from at least two previous clients

• CV quality for staff performing the task (25%):

-Academic/professional qualifications in areas relevant to the study

N.B: Technical proposal including: i) Consultant’s Profile: (maximum 5 pages); ii) concise CV with current contact information; iii) An initial planning including the

necessary steps to undertake this study; iv) A brief presentation about the Consultant’s capacities, with particular emphasis on previous experience in this kind of work.