Specific Roles
a. Principal Investigator role
The Principal Investigator (PI) roles encompass the following tasks:
1. Conduct a comprehensive review of the policies and regulations and analysis of key stakeholders to generate evidence to inform adolescent girls’ educational opportunities and outcomes, promoting gender equality and empowering girls to thrive in their educational pursuits.
2. Stakeholder Mapping and Analysis:
• Identify key stakeholders and institutions involved in shaping policies, programmes, and social norms related to girls’ and adolescent girls’ education in each country.
• Analyze the roles of women led organization, feminist CSOs and youth led organizations and other stakeholders to influence policies and social norms concerning girls’ education.
3. Systems and Structure Analysis:

Analyze the systems and structures in each country that impact girls’ education, with a focus on identifying factors that contribute to or hinder gender-transformative education.
4. Barriers and Challenges Assessment:
• Identify and assess the barriers and challenges faced by adolescent girls in accessing inclusive and gender-transformative education in Nigeria, Cameroon, and Nigeria.
5. Opportunities for Policy Change and Social Norm Shifts:
• Identify opportunities for leveraging policy change and supporting shifts in social norms using the Thinking and Working Politically approach.
• Explore the adaptive and iterative approach to promote positive changes related to girls’ education and empowerment, with a focus on the most marginalized girls
6. Conducting In-depth qualitative Research and Data Collection:
• Conduct a comprehensive literature review to gather relevant information on adolescent girls’ access to education and the social norms surrounding them in Ethiopia, Cameroon, and Nigeria.
• Collect primary data through interviews, focus group discussions, and surveys to understand the dynamics influencing access to education by adolescent girls in these countries
7. Stakeholder Engagement Strategy:
• Develop a stakeholder engagement strategy to actively involve key stakeholders in the process.
• Plan individual meetings with stakeholders and extend invitations to the ‘Utafiti House’ for informed discussions on policy changes and social norm shifts related to girls’ education.
8. Collaboration and Transformative Shifts:
• Foster collaboration among stakeholders to create realistic spaces for engagement and drive transformative shifts in societal norms that promote gender equality and empower adolescent girls.
9. Reporting and Recommendations:
• Prepare a comprehensive report that summarizes the findings and analysis of the PEA in each country.
• Provide evidence-based recommendations to inform policy discussions and actions to improve girls’ education and address social norms that hinder gendertransformative education.
10.Continuous Learning and Adaptation:
• Continuously learn and adapt the Utafiti Sera model based on feedback and emerging insights during the implementation process.

Ensure an iterative approach to the analysis and engagement to maximize the impact
of the initiative on girls’ education and social norm transformation.
Note: The scope of work will be tailored to address the specific contexts and challenges of
girls’ education outcomes and social norms in each country – Ethiopia and Cameroon. The
findings and recommendations from the research will contribute to evidence-based
decision-making and policy formulation to promote gender-transformative education and
empower adolescent girls in the region.
b. Timeline
The Principal Investigator is expected to be engaged for the whole duration of the project,
from March 2024 to March 2026, allowing time for the consultants to conduct a thorough
and comprehensive context analysis/mapping. The detailed timeline for the various tasks
will be mutually agreed upon between the selected consultant and the project stakeholders.
Flexibility in setting the timeline will ensure that the assessment process is well-paced and
efficient, accommodating any unforeseen challenges or adjustments required during the
project implementation phase. Moreover, regular communication and progress updates
between the consultant and the project team will be essential to ensure smooth
coordination and adherence to the agreed timeline.
c. Qualifications and Expertise for the Principal Investigator.
The ideal consultant should possess the following qualifications:
Principal Investigator.
• An advanced degree preferably a Ph.D. degree in public health, development, education, social sciences, gender studies or a related field.
• At least 10 years of proven experience in conducting PEA analyses and needs assessments in the field of adolescent girls’ health and education or any relevant thematic areas.
• Strong knowledge of social norms, gender issues, education systems, and relevant policies and programs with a special focus on adolescent girls in your country of choice i.e. Ethiopia, Cameroon.
• Proficient in quantitative and qualitative research methods and data analysis techniques.
• Experience working directly with adolescent girls and familiarity with ethical implications of working on gender-based violence, social norms, adolescent health, and education.
• Clear understanding of feminist and women’s rights CSOs and feminist movements

Extensive understanding of feminist MEAL (Monitoring, Evaluation, Accountability
and Learning) systems
• Excellent report writing and communication skills.
• Familiarity with the context and education sector in the specify countries of focus:
Ethiopia and Cameroon as selected.
• Demonstrated experience in working effectively with diverse stakeholders, including
adolescent girls, government agencies, feminist CSOs, and community
organizations.
• A gender-responsive approach in the entire research process will be essential to
understanding and addressing the specific challenges faced by adolescent girls in
the education sector.
• Ability to propose evidence-based interventions and strategies that can contribute
to improving girls’ access to quality education and enhancing their educational
outcomes.
• Strong research skills and the ability to deliver high-quality outputs within the
specified timeframe will be crucial for the successful completion of the consultancy.
• Fluency in English and/or French. For Cameroon, the candidate should be fluent in
both English and French, written, and oral.