Design of a Training Module on Disability and Inclusive Education Tender, USA - 32886347

Procurement Summary

Country : USA

Summary : Design of a Training Module on Disability and Inclusive Education

Deadline : 18 May 2019

Other Information

Notice Type : Tender

TOT Ref.No.: 32886347

Document Ref. No. :

Competition : ICB

Financier : Other Funding Agencies

Purchaser Ownership : -

Tender Value : Refer Document

Purchaser's Detail

Purchaser : HANDICAP INTERNATIONAL - HUMANITY & INCLUSION
8757 Georgia Avenue Suite 420 Silver Spring MD 20910 Tel: +1 (301) 891-2138
USA
Email :info.usa@hi.org, f.lapouge@hi.org
URL :https://www.hi-us.org

Tender Details

Tenders are invited for Algeria: Design of a Training Module on Disability and Inclusive Education to be Included in the Teacher Training Curriculum - Algeria.

Design of a training module on disability and inclusive education to be included in the teacher training curriculum - Saharawi Refugee Camps

Algeria **

Location of the mission:

Saharawi refugee camps, wilaya of Tinduf, Algeria

Type of mission:

Training

Date desired start of the intervention:

May 2019
Estimated duration of the service

20 days

Program :

Humanity & Inclusion Algeria

Indignant at the injustice faced by people with disabilities and vulnerable populations, we aspire to a world of solidarity and inclusiveness, where all differences enrich us and where everyone can "live standing".

Humanité et Inclusion is an independent and impartial international solidarity 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.

For more information on the organization: http://www.hi.org

I. PRESENTATION OF THE HI PROGRAM IN ALGERIA:
a) History
The action of Humanité & Inclusion (the new name of Handicap International) in Algeria began in 1998 with collaborations with mental health and rehabilitation professionals working with public in difficulty (victims of terrorism, suffering from serious diseases, etc.). During the floods of Bab el-Oued (2001) and the Boumerdès earthquake (2003), HI supported rehabilitation as well as medical, psychological and social assistance for serious injuries, disabled people with disabilities and traumatized children. In 2003, the scope was extended to disability prevention in Assisted Children's Homes (FEA). For twelve years (2004-2016),

Observer since 2001 of the implementation of the Ottawa Convention, HI's involvement in mine action in Algeria has been reinforced since 2007 following a study of needs in education and awareness-raising. mine risks.

Gradually, HI has become a mediator and facilitator between public authorities and associations, particularly through capacity building and civil society advocacy, on new issues such as education, social inclusion and development. local vulnerable people. The two most recent projects (started in April 2018) focus on this last theme by seeking to promote the collaboration of the public authorities with civil society during the development of local development plans.

In 2016, HI opened a base in the Saharawi camps, following the floods of autumn 2015, to help improve the quality of life of people with disabilities, notably by improving care and treatment. rehabilitation and occupational therapy. An office was opened in November 2018 in Tiaret for monitoring a project (NIDID) implemented in the highlands of northwestern Algeria.

b) Projects in Algeria:
The actions of the association have as objective the structural improvement of the living conditions, the insertion and the full social participation of the vulnerable people.

Humanity & Inclusion is currently working with its institutional and operational partners 4 projects in 9 wilayas of the Algerian territory.

Currently, HI projects in the country are working to:

Rural Local Development : Support local associations / professional groups in their ability to manage innovative, sustainable and inclusive economic initiatives of rural populations. Promote consultation between local authorities, technical services and community organizations to identify local priorities for including vulnerable populations in local development.

Support to urban refugees

Health / Rehabilitation : Improve the detection and management of disability in Sahrawi refugee camps;

Education: Improved access to education for disabled children living in Saharawi camps.

II. CONTEXT, OBJECTIVES AND RESULTS EXPECTED FROM THE MISSION
a) Context of the study
The literacy rate and level of education of disabled children living in Sahrawi refugee camps is very low. The exploratory survey on needs, barriers and facilitators for access to services and social participation of children with disabilities in the Sahrawi camps carried out in 2016 by HI with the financial support of UNICEF shows that 35% of children with disabilities In a frequent survey of a specialized education center, of these, only 67% go there every day. On the other hand, only 7% of disabled children are in mainstream education.

One of the main barriers to the schooling of children with disabilities is the interest perceived by their parents: 35% of the parents interviewed feel that their child does not need to attend a specialized education center and 19% do not know how to identify if their child needs it or not. In addition, 92% of parents do not think that their child could be educated in a regular school. Other obstacles have been identified by the parents: the child's state of health, the "fear" of what could happen to their child and the perception of an insufficient pedagogical impact for the child. Parents talk about learning methods and non- materialas well as the negative attitudes of other students (ordinary environment). Finally, many parents do not take the step when they enroll their child in a specialized center by superstition (bad eye) or hope that the disability situation dissipates.

For their part, professionals in the social and educational sectors have expressed training needs to better accommodate and care for children with disabilities and meet their specific needs. They also expressed a lack of knowledge of the work done by the teams of specialized centers and a lack of connection between the ordinary and specialized environment.

In response to this observation and in connection with the recommendations detailed in the above-mentioned survey, HI has developed a project aimed at:

Strengthen the capacity of education professionals in their specific skills to improve the quality of care for children

Inform parents of children with disabilities about the abilities and potential of their child and the need for schooling;

Raise awareness among education and social affairs actors and the community about disability and the inclusive approach;

Develop an inclusive education strategy document to anchor this need in the long term.

Develop a training module on disability and inclusive education approaches in collaboration with the Teacher Training Center (activity subject to these terms of reference)

b) Objectives of the mission
Building on the existing inclusive education training guides within HI and the training modules already developed in other HI projects, develop / adapt in connection with the teacher training center and the Ministry Saharawi Education a training module on disability and inclusive education by promoting a participatory approach and ownership by stakeholders.

The training module will be officially presented to the Saharawi authorities and other relevant stakeholders for validation and integration into the current training curriculum.

c) Expected results
A training module on disability and inclusive education is developed in collaboration with stakeholders and presented for validation

III. METHODOLOGY AND DELIVERABLES
a) Methodology of the diagnosis:
The training module will be developed taking into account the existing material, produced by HI or other actors, and will be made available to the consultant at the start of its mission.

The training module should be developed in a participatory way so as to be adapted to the Saharawi context and to encourage its appropriation by the various actors concerned.

The mission will take place in the Saharawi camps with possibility of working remotely for certain stages

b) Proposition of sequences
The sequences mentioned below serve as a proposal, they may be subject to change in the context of proposals submitted by the consultant and at the first scoping meeting with the project team.

1) HI briefing and sharing of reference documents with the consultant

2) Identification and meetings with all the actors concerned by access to education for disabled children living in Saharawi camps (Saharawi authorities, UNICEF, NGOs, teachers' school, etc.)

3) Development of the training module adapted to the Sahrawi context

4) First feedback from HI and presentation preparation

5) Presentation of the training module to stakeholders for validation

6) Finalization and validation of the document taking into account the different returns made.

7) Writing a mission report

Mission steps and expected deliverables:

Steps

Provisional timetable

Livable (s) expected

Validation times by HI

E0: Selection and contracting of the consultant.e

First week of May 2019
Selection PV
N / A

E1: Scoping meeting with HI and document sharing (remote)

Directly after the signing of the contract

N / A

N / A

E2: Knowledge of the shared documentation (remote)

Mid May 2019
2 days

E3: Identification and meeting of the different stakeholders

Second half of May

Minutes of meetings and stakeholder analysis

State of play of access to education for disabled children

First draft of the training module (document structure, theme, volume) for presentation to HI

6 days

E4: Development of the training module

Second half of May

Complete training module for HI validation
4 days

E5: Presentation of the training module to stakeholders

Early June

Document of the complete training module

Presentation document of the module

2 days

E6. Adjustment of the training module

Document of the complete and finalized training module
2 days

E5: Writing the mission report (remote)

Early June

Mission report containing the minutes of the meetings and the analysis of the actors met, an analysis of the situation, recommendations for the deployment of the training module
2 days

IV. CONTRACTUAL ARRANGEMENTS
a) Indicative timetable
The mission will be organized from mid May 2019, for an estimated total duration of 20 days / man, including travel. For information :

b) Terms of payment
The payment will be made in accordance with the schedule below:

Payment terms

Amounts of installments

Contract signature

50% of the amount of the contracted service

Validation of all deliverables

50%

The modalities of installments and amounts of the installments may be adjusted during the framing meeting with the retained consultant.
V. TERMS OF APPLICATION:
a) Required expertise:
For the fulfillment of the mission described in these terms of reference, the principal consultant shall have:

§ Diplomas / Training:

Master of Science in Education, Engineering of Training
§ Experiences

At least 5 years of relevant experience in the field of basic education or inclusion

Previous experience in training curriculum development

§ Skills :

Knowledge of learning assessment approaches and training of trainers

Knowledge of HI

Being able to popularize the training / information for an audience that is not necessarily familiar with the concepts

§ Personal qualities

Ability to rearrange based on unexpected changes

Working language : Spanish essential and Arabic desired

[Disclaimer: The above text is machine translated. For accurate information kindly refer the original document.]

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