Assignment background
The MoU and Framework Agreement signed by the Ministry of Education (MoE) and the Norwegian Refugee Council (NRC), provide the background to institutionalise[1] NRC’s flagship PSS/SEL programming, known as the Better Learning Programme (BLP), across its own education responses, and to establish a solid foundation for supporting the institutionalisation of non-specialised PSS/SEL into education systems and structures across the region.
The BLP is a PSS/SEL intervention focusing on improving pupils’ learning capacity by empowering the school community, integrating coping techniques into daily teaching and learning, and encouraging pupils’ natural recovery. The programme is based on five core principles including: (1) being able to calm down; (2) restoring a sense of safety; (3) power to change ones’ situation (self-empowerment); (4) connecting with others; and (5) providing hope for the future. These principles are informed and shaped by international guidance and research, with the aims of enhancing resilience processes and mitigating vulnerabilities children and youth. Additionally, BLP works to strengthen collaboration between teachers, counsellors, and parents on supporting students’ wellbeing and building resilience in the school community (UoA, 2018). BLP is the product of a successful, long-standing, research-practice collaboration between NRC and the University of Tromsø (UiT) in Norway.
The BLP consists of three phases of programme intervention including a general, classroom-based psychosocial support approach targeted at all children and young people (BLP1); a small group intervention to support resilience amongst a more specific target group of academic underachievers (BLP2); and a specialized, clinical approach to address nightmares, which many children experience as chronic symptom of traumatic stress (BLP3). The BLP also connects education personnel with parents, to help them understand their children through a community-based approach.
Over subsequent years, NRC Palestine has scaled up BLP1 and BLP3, particularly in the Gaza Strip and within the UNWRA system, and in 2017, BLP2 was developed and has since been piloted in Gaza in partnership with MoE. Within the current grant started in January 2019 and ending in December 2021, NRC has reached 80 MoE schools in the first year, and another 80 schools in the current year. By the end of 2020, NRC will have assisted more than two thirds of MoE schools across Gaza Strip, where the implementation of BLP modules at school level will have been ensured, supervised and rolled out. In addition, NRC will have worked at building the capacities of MoE, at both implementation and senior levels.
Scope of work and Objective:
Within the above mentioned mainstreaming BLP plan, NRC is looking for a consultant to provide technical support in collaboration with the MoE and NRC PSS/SEL Working Group (PSS/SEL WG) to i) to develop the implementation modalities to be reflected in the teachers/counsellors job descriptions/ToRs, including existing monitoring and measurement tools, to integrate BLP into MoE system and strategic plan; ii) design and pilot the integration of BLP and core concepts (i.e. the Recovery Box) into national pre and in-service training modules and EiE response approaches; iii) review the existing MoE education programme (curriculum and practices), to identify the “entry points” for the BLP components and to design the mainstreaming of the BLP components and principals.
Major tasks, responsibilities, and consultant duties:
The consultant will submit the below three reports and two presentations:
· Inception report: Following a desk review and a consultation with the PSS/SEL WG, NRC Palestine and Regional office, the consultant will produce an inception report subject to approval by the PSS/SEL WG. This report will include a draft work plan with a summary of the primary information needs, the methodology to be used, and a work plan/schedule for field visits and major deadlines, in accordance to NRC’s priorities and commitments to the donor. With respect to methodology, the consultant will provide a description of how data will be collected. Once the report will be finalised and accepted, the consultant must submit a request for any change in strategy or approach to the NRC.
· Second report: based on the consultations had with school principals, teachers, counsellors……..the second report will explain the process of integrating the BLP core concepts into national and in-service training modules and the results of piloting it in MoE system, as well as including the JDs/ToRs and institutionalization work plan
· Final report: The final report and an executive summary brief paper will follow NRC’s standard template for process of institutionalization.
· Presentation to the PSS/SEL WG, NRC country office and regional office of the inception report, work plan and process towards the institutionalization
· Presentation to the above-mentioned groups of the progress in integrating BLP into MoE system, policy and strategic plan.
Duties of NRC:
· NRC will support the Consultancy with any required applications and acquisitions of visas or permits for entering and staying in Israel and Occupied Palestinian Territories (West Bank, East Jerusalem, Gaza).
· NRC will be responsible for any transportation within Israel and Occupied Palestinian Territories (West Bank, East Jerusalem, Gaza).
· NRC will provide accommodation in NRC in East Jerusalem and Gaza as required.
· NRC will facilitate contact with existing networks, key informants, forums and relevant agencies
Consultant Qualification
· University Degree in Emergency (EiE)/PSS/Psychology background and proven experiences in delivering psychology modules, and educational programmes
· Experience in the field of Education in Emergencies, humanitarian assistance and development
· Expertise in participatory approach and working with high level key actors
· Previous work experience in the Gaza Strip/Palestine, is an asset
· Previous experience in institutionalization of PSS/SEL programs
· Background in delivery of PSS programmes specifically within the education sector
· Additional, desirable knowledge, includes:
· Understanding of psychosocial programming within education settings
· Understanding of global and regional trends and initiatives on psychosocial programming within education settings
Required Skills:
· Fluency in written and spoken English are required
· Proven experience in EiE/Psychology/Counselling/social work
· Excellent teamwork and communication skills, flexibility and good organizational skills
· Excellent writing and communication skills
· Proven ability to operate under strict deadlines and with a high level of discipline and professionalism
· Experience in working in volatile contexts and in liaising with the cluster system
[1] This term involves embedding a process, behaviour or approach within an organisation or institution. It is about organisational change involving not just the integration of a package but a long-term commitment to something much broader from a policy level, down to resource commitment
How to apply:
Manner of Submission:
Please submit your quotation in accordance with the requirements detailed below by Email to: ps.procurement@nrc.no. Or** a Sealed envelope to the Norwegian Refugee Council at the address 24 Othman Ibn Afan, Sheikh Jarrah, 49647 Jerusalem.
Deadline for submission of quotations is 26 August 2020 at 14:00h Jerusalem time promptly. Companies/ consultants who do not submit their quotation by this deadline will not be considered.
· When the bid is submitted electronically please make sure you comply with the below:
· The RFQ number shall be inserted in the Subject Heading of the email
· Bid documents required, shall be included as an attachment to the email in PDF, JPEG, TIF format, or the same type of files provided as a ZIP file. Documents in MS Word or excel formats, will result in the bid being disqualified.
· Email attachments shall not exceed 4MB; otherwise the bidder shall send his bid in multiple emails.
· Failure to comply with the above may disqualify the Bid.
