A CONSULTANT TO CONDUCT CAPACITY BUILDING FOR SCHOOL EDUCATION COMMITTEES’ AND MANAGEMENT

REQUEST FOR CONSULTANTS

The Adventist Development and Relief Agency (ADRA) is a global humanitarian organization with a mission to work with people in poverty and distress to create just and positive change. ADRA Somalia belongs to the worldwide network, comprised of more than 130 supporting and implementing country offices. ADRA Somalia is seeking to recruit a consultant to conduct capacity building of community education committee and school management on community participation in education, sustainability planning and resource mobilization and cross cutting issues.
1. PURPOSE AND OBJECTIVE OF THE CONSULTANCY

Objective: The primary objective of this initiative is to equip Community Education Committees (CECs) and school management with the essential knowledge, skills, and attitudes necessary to drive meaningful and sustained improvements in their local education systems. Through a comprehensive capacity-building approach, the activity aims to foster a deep sense of ownership, responsibility, and proactive engagement among CEC members and school management, enabling them to take a leading role in the governance, management, and overall development of schools within their communities.

At the heart of this objective is the recognition that sustainable educational development is most effective when communities actively participate in shaping the future of their schools. By strengthening the leadership, decision-making, and problem-solving abilities of CECs and school management, this initiative will ensure that communities are not just passive beneficiaries of education policies but key stakeholders and co-creators of learning environments that prioritize quality, equity, and long-term success.

In addition to reinforcing governance structures, capacity support will focus on strategic resource mobilization, sustainability planning, and addressing cross-cutting issues such as gender inclusivity, climate resilience, and social equity in education. This holistic approach will empower CECs to advocate for greater community involvement, transparency, and accountability in school management, ultimately fostering an ecosystem where schools thrive through collective responsibility and shared vision. By instilling a culture of active participation and continuous improvement, this initiative will aim to bridge gaps in education access, quality, and sustainability. It will aspire to create stronger, more resilient education systems where children not only receive quality education but also grow in environments that are nurtured and supported by their own communities, ensuring a lasting impact that extends beyond schools to benefit society.

The training will be divided into three categories as outlined in the training manual: Community Participation in Education, Community Resource Mobilization and Cross-Cutting Issues.

Expected Outputs and Deliverables
As part of this initiative, the following key deliverables and outputs will be developed to ensure the effectiveness, sustainability, and long-term impact of the training program. These deliverables are designed to equip CECs and school management with the necessary resources, tools, and frameworks to take ownership of their schools’ development and drive meaningful, long-lasting improvements.

a) Adapted Sustainability Plan Templates for CECs and School Management
To ensure that CECs are adequately equipped to develop, implement, and monitor sustainability strategies, an adapted sustainability plan template will be created for each school. This plan will serve as a comprehensive, user-friendly guide to help CECs competently conduct sustainability planning for their respective schools after end of project.

Key Features of the Sustainability Plan Template:
• Customizable Format: The template will be adaptable to different school and community contexts, allowing CECs to tailor strategies based on their specific needs.
• Step-by-Step Guidance: It will include clear, structured guidelines on how to identify priorities, set goals, allocate resources, and monitor progress.
• Integrated Resource Mobilization Framework: The template will outline strategies for identifying funding opportunities, forging partnerships, and mobilizing both financial and in-kind community contributions to ensure long-term school sustainability.
• Risk Management and Contingency Planning: The plan will guide CECs on how to anticipate, mitigate, and respond to potential challenges that could impact school development.
• Monitoring and Evaluation (M&E) Mechanism: The template will incorporate key performance indicators (KPIs) and success metrics, allowing CECs to track progress and adjust strategies as needed.

Supporting Materials for Effective Implementation:
To ensure that the adapted sustainability plan is not only accessible but also actionable, a full package of training and reference materials will be developed. This will include:
• Handouts and reference guides summarizing key sustainability principles and best practices.
• PowerPoint slides covering essential concepts for sustainability planning and implementation.
• Exercise and case study materials to provide CEC members with practical, real-world applications of sustainability planning strategies.
• Properly labelled and structured content to ensure clarity and ease of reference for all users.
This comprehensive toolkit will ensure that CEC members gain the necessary skills and confidence to independently conduct sustainability planning, making their schools self-sufficient and resilient in the long run.

2. Comprehensive Consultancy and Training Report
A detailed consultancy report will be prepared to document the entire scope of the training and engagement process with CECs and school management. This report will not only serve as a record of activities undertaken during the consultancy but also provide insights, recommendations, and a roadmap for future engagement.

Key Components of the Consultancy Report:
• Overview of Consultancy Activities: A summary of all activities carried out under the training and capacity-building program.
• Training Content and Delivery: Documentation of training materials, methodologies used, and key areas of focus.
• Lessons Learned: A synthesis of challenges encountered, successes achieved, and insights gained throughout the training process.
• Impact Assessment: A preliminary evaluation of how CEC members have responded to the training, including knowledge acquisition and skill application.
• Recommendations for Future Engagement:
o Short-Term Strategies: Immediate steps for reinforcing the training outcomes in the remaining project duration.
o Long-Term Sustainability Measures: Strategies to maintain ongoing engagement with CECs beyond the project timeframe, ensuring continued capacity building and school improvement.
o Policy and Institutional Integration: Recommendations on how to align CEC activities with broader educational policies and stakeholder collaboration efforts.
This consultancy report will serve as a strategic reference document for policymakers, education stakeholders, and future trainers seeking to enhance the capacity of CECs for sustainable school management.

3. Monitoring and Evaluation (M&E) Plan and Tools
To ensure continuous improvement and accountability, a comprehensive Monitoring and Evaluation (M&E) framework will be developed. This plan will facilitate rigorous assessment of the training effectiveness, allowing stakeholders to make data-driven adjustments to improve future implementation phases.
Core Elements of the M&E Plan:
• Baseline, Midline, and Endline Assessments: A structured approach to measuring progress in CEC capacity development over time.
• Pre- and Post-Training Evaluation Tools:
o Pre-Training Assessments: Gauge initial knowledge, skills, and attitudes of CEC members before training.
o Post-Training Evaluations: Assess learning outcomes, skill application, and knowledge retention.
• Training Quality and Effectiveness Assessment:
o A structured tool to evaluate the quality, relevance, and effectiveness of training sessions conducted for CECs.
o Feedback from facilitators, participants, and other stakeholders to identify areas for improvement.
• Beneficiary Satisfaction Surveys:
o Direct feedback from CEC members on the usefulness, clarity, and applicability of the training content.
o Perceptions of how well the training prepared them to take on leadership and school governance roles.
• Key Performance Indicators (KPIs) for School Improvement:
o Development of measurable indicators to track the direct impact of trained CECs on school governance, resource mobilization, and community engagement.
o Examples of indicators may include:
 Increase in community participation in school activities.
 Amount of resources mobilized by CECs post-training.
 Improvements in school infrastructure, learning materials, or student outcomes.
• Adaptive Learning Approach:
o Mechanisms for adjusting training methodologies based on M&E findings to continuously enhance program effectiveness.
o Recommendations for future training cycles and additional support mechanisms based on evaluation insights.

2. PROFILE OF THE CONSULTANT

The ideal candidate (s) for this role should possess the following qualifications, experience, and expertise:
• A Master’s Degree or higher in Education, Pedagogy, Social Sciences, or a related field, demonstrating a strong academic foundation in educational theory and practice.
• Proven experience in designing and developing training curricula, particularly in the education sector, with a focus on practical, adaptable, and impact-driven learning materials.
• Expertise in gender-sensitive programming, with a demonstrated ability to integrate gender equity and inclusivity principles into training modules and educational interventions.
• Extensive experience in facilitating training sessions for CECs and school management, ensuring effective knowledge transfer and capacity building.
• A background in child-centered approaches, with hands-on experience working in education programs that prioritize child well-being, participation, and rights-based learning environments.
• Deep understanding of the Somali context, including familiarity with educational challenges, community engagement dynamics, policy frameworks, and sociocultural factors that influence schooling and governance.
• An ideal candidate should be highly skilled in stakeholder engagement, participatory training methodologies, and adaptive program implementation to ensure the success of capacity-building initiatives within community-driven education systems.

Desirable:
• Experience of working in Somalia.
• Familiarity with donor funded Education programmes in Somalia.
• Familiarity with previous work of similar nature will be an added advantage.

Timeframe: The assignment will be conducted during the month of February/March 2025, targeting a total of 51 schools in Jubbaland, Southwest, Hirshabelle, Galmudug and Banadir.

Application Requirements
All expressions of interest should include:

• Cover letter: A short (maximum three pages) letter addressing the criteria.
• Detailed curriculum vitae
• Technical Proposal (maximum seven pages) interpreting the understanding of the TOR, detailed methodology of executing the task, as well as draft work plan.
• Financial Proposal: The financial proposal should provide cost estimates for services rendered including daily consultancy fees excluding accommodation and living costs; transport cost; stationery, and supplies needed for the training as well as costs to be incurred by trainees. The financial proposal should also provide cost estimates for services rendered including daily consultancy fees related to the consultant.