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The HUMANITY & INCLUSION has issued a Tender notice for the procurement of a Consultancy: Lessons Learned and Prospects in Inclusive Education Study in the Chad. This Tender notice was published on 14 Feb 2018 and is scheduled to close on 28 Feb 2018, with an estimated Tender value of Refer Document. Interested bidders can access detailed Tender information, eligibility criteria, and complete bidding documents by referencing TOT Ref No. 20326068, while the tender notice number is and Registering on the platform.
Procurement Summary
Country: Chad
Summary: Consultancy: Lessons Learned and Prospects in Inclusive Education Study
Deadline: 28 Feb 2018
Posting Date: 14 Feb 2018
Other Information
Notice Type: Tender
TOT Ref.No.: 20326068
Document Ref. No.:
Financier: Other Funding Agencies
Purchaser Ownership: -
Tender Value: Refer Document
Purchaser's Detail
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Login to see detailsTender Details
Tenders are invited for Consultancy: Lessons Learned and Prospects in Inclusive Education Study.
Humanity & Inclusion (HI) - the new name of Handicap International - is an organization that intervenes in situations of poverty and exclusion, conflict and disaster. Working alongside people with disabilities and vulnerable populations, it acts and testifies, to meet their basic needs, to improve their living conditions and to promote respect for their dignity and fundamental rights. HI has been present in Chad intermittently since the 1990s in the areas of mine action, victim assistance, economic inclusion, inclusive education and physical rehabilitation of persons with disabilities and vulnerable.
HI INTERVENTIONS IN CHAD :
Humanity & Inclusion is present in Chad in a discontinuous way since the 1990s (previously under the name Handicap International). HI intervenes in N`Djamena and BET (North), Ouaddaï (East), and Lake Chad (West). New projects should extend the intervention zones to Ennedi (North East) and Logone Occidental (South).
The main sectors of intervention today and in launch are:
• Mine action, including non-technical and technical surveys, risk education, mine clearance and clearance.
• Assistance to victims, people with disabilities and other vulnerable people
• Physical rehabilitation.
• Inclusive education in partnership with the NGO COOPI.
• The economic integration of the most vulnerable households through the development of IGAs and support to groups.
• Inclusive local development and support for community solidarity.
HI projects implemented in Chad are currently funded by the European Union, ECHO, UNICEF, AFD, CDCS and SDC (Swiss Cooperation). HI`s strategy for the country for 2017-2018 is to continue the development of the Program both in terms of emergency responses and development projects. This relies on its "core business" (assistance to vulnerable people including people with disabilities, inclusion, mine action, physical rehabilitation ...) while expanding its range of sectors to meet needs and seeking innovative and sustainable solutions for the socio-economic development of the most vulnerable in Chad.
OBJECT :
The purpose of the study is to be able to identify, from the experience of Bol (Lake Chad region), the lessons learned during this pilot project of inclusive education, and to cross these results with the analysis. context to make recommendations for the sustainability and scaling up of inclusive education implementation.
AREA OF INTERVENTION :
Inclusive Education (as part of formal and non-formal education).
NB: Inclusive education refers to an education system that takes into account the special education and learning needs of all marginalized and vulnerable children and young people: street children, girls, children`s groups belonging to ethnic minorities, children from financially poor families, children from nomadic families, children with HIV / AIDS and children with disabilities. Inclusive education aims to ensure that these children have equal rights and opportunities in education.
Law No. 16 / PR / 2006 of March 13, 2006, on the organization of the Chadian Educational System, states that " non-formal education includes all education and training activities conducted outside the school structures of public and private schools. / or private education "; and that "non-formal education is for anyone wishing to receive specific training in a non-formal school".
In the project intervention area, non-formal education school curricula have been used since 2016 in Temporary Education Centers (CET), established in internally displaced persons sites.
LOCATION (X) :
Bol (Lake Chad region) with trips to localities, as well as a few days in N`Djamena.
PERIOD AND FORECAST DURATION OF THE MISSION :
Expected Period of Mission: April 2018
Duration of the assignment: approximately three (3) weeks depending on the technical and financial proposal of the consultant / design office.
CONTEXT OF CONSULTANCY AND PRIORITY NEEDS :
The consortium formed by the NGOs COOPI and Humanité & Inclusion (HI, the new name of Handicap International) in the region of Lake Chad, aims to meet the urgent needs of education, protection and psychosocial support for the populations affected by the actions of the Islamic State in West Africa (EIAO eg Boko-Haram) and population movements. Before the events that saw thousands of people moving, the school enrollment rate in the Lac region was very low (24%). Vulnerable children (separated children (ES), unaccompanied children (ENA), orphaned children (OW), children with disabilities (ESH) and girls), face even greater obstacles in accessing services and are in favor of most are excluded from an already failing educational system.
The joint action of COOPI and HI aims to provide continuity of education for children affected by the humanitarian crisis in Lake Chad. The educational responses aim to involve out-of-school and vulnerable children through educational activities adapted to their needs. These interventions contribute to increasing basic infrastructure reception capacities, provide quality education for all and help protect children against violence, manipulation and terrorism. The beneficiaries of these actions are children and adolescents, girls and boys, including the most vulnerable, communities and education staff (teachers, directors, educational advisers, inspectors). As part of the consortium mentioned above, Humanity & Inclusion works more specifically on the aspect of inclusive education through two types of complementary actions: activities focused on children, and those focused on the environment. Child-centered activities consist mainly of implementing a personalized approach: school monitoring, educational support activities, home visits. Environmental-focused activities target both the community through mass or targeted sensitization sessions, training community relays for protection as well as inclusion; but also education staff (teachers, inspectors, counselors and other educational leaders) through training, retraining or other pedagogical follow-up. The Regional Delegation for Education and Youth (DREJ) is involved as a partner for the different activities of the NGO. The DREJ is the main institutional partner of Humanité & Inclusion, so far, few links are forged with the ministerial organs in N`Djamena.
Inclusive education is still in the pilot phase in the project area. For the 2016-2017 school year, 11 localities were targeted (5 formal schools and 6 non-formal education centers). This number has increased to 19 localities for the current school year, 2017-2018, with 10 formal schools and 9 non-formal education centers. Teachers in the intervention areas received initial five (5) day training on inclusive education at the beginning of the school year. In the project`s intervention region, there is an almost total lack of expertise in the diagnosis of pathologies, as well as in terms of specialized centers. These skills are mainly in the capital, N`Djamena, about eight (8) hours away. Fact, Humanity & Inclusion . In the area, the overall level of qualification of teachers is low and precarious teaching conditions (students are often on the floor, on mats, without whiteboards ...). For this, HI`s skills enhancements have focused mainly on differentiated pedagogy, multi-sensory teaching, and taking into account individual needs in teaching. Specialized teaching approaches in an inclusive environment have not yet been brought to the fore. This pedagogy is meant to be beneficial to all students in a class.
In Chad, inclusive education is not really considered in the education system, except for rare one-off initiatives.
In this context, the study should make an inventory of the lessons of this pilot experience to capitalize lessons learned and make recommendations to promote the sustainability and extension of inclusive education practices.
OBJECTIVES OF THE CONSULTANCY :
· Analyze and capitalize lessons learned during the two years of project implementation, in terms of project benefits.
· Identify institutional and contextual opportunities for inclusive education.
· Formulate recommendations for the sustainability and extension of the implementation of inclusive education.
EXPECTED RESULTS OF THE CONSULTANCY :
· An inventory of the lessons learned and benefits of the project during the pilot phase of the Inclusive Education project in the Lake is carried out.
· Inclusive pedagogical practices for the inclusion of children with disabilities and children with special needs implemented in the intervention areas are capitalized.
· Institutional and contextual opportunities for inclusive education are identified.
· A list of concrete recommendations for the sustainability and extension of inclusive education practices is proposed. USEFULNESS OF THE STUDY :
The study should highlight the benefits of inclusive education in the project area, but also the limits, and express them in terms of lessons learned. The results will be used by Humanité & Inclusion to develop a more comprehensive strategy for inclusive education in Chad, in conjunction with state or NGO / associative partners in the territory. This strategy will be based not only on concrete pedagogical approaches and tools but also on more macro aspects in terms of institutionalization.
METHODOLOGY AND PROGRAM OF WORK :
The methodology of the study is left to the responsibility of the consultant / design office. This methodology must be clearly stated in the Technical Offer, which constitutes the application file.
The consultant / design office should propose a participatory study methodology based on a practical field approach (classroom observations, focus group, meetings with stakeholders ...). The precise pr
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