Scope of Work:

(1) Conduct a mapping of early identification tools and processes for children with disabilities

• Literature review on best practices in early identification and how/steps to establish an early identification system based on ICF, Washington Module, global guidance, examples from other countries, existing policies, guidance, and practices in Nigeria. This will include criteria for assessing potential local partners.
• Develop a template for all the information needed from disability-focused actors (e.g., organization, type, location, function, technical expertise/interventions for CwD relevant to the above, target populations, approach, relationships/whether they partner with gov’t agencies, other sector, or other partners to support CwD, resources, etc.) and turn it into a partner mapping/landscape analysis survey.

2) Support the development of early warning systems for safety and climate risks in 7 states

• Provide technical input on the development of key deliverables, including feedback on the inception report and state and local consultation plans, meeting agendas and protocols for interviews and focus groups.
• Review the hazard mapping and indicator list outcomes, the methodological guidance, and the final guides for states, local actors and schools provided by the consultant against global guidance (e.g., GCPEA) and the Minimum Standards on Safe Schools to ensure alignment, compliance, and coverage.
• Review early warning system messages (e.g., for radio, SMS, etc.) and provide input to strengthen their child and developmental appropriateness and alignment with trauma-sensitive practices.

(3) Support the scaling of foundational literacy and numeracy interventions, the development of a scalable model on transition and retention, and alternate learning accreditation system

• Provide continued support to finalize the state-level validation and uptake of FLN teaching and learning material packages and procurement planning with FOs.
• Provide technical support and feedback to the retention, transition, and completion strategy.
• Support the development of alternate learning accreditation system.

(4) Proposal and strategy development

• Develop the background context, progress-to-date, outcomes, outputs, activities, ToCs and results frameworks for 4 proposals.
• Develop 2 strategies/concept notes for key thematic areas.

Task:

Support interventions across access and learning outputs, especially on school safety, climate change, foundational learning, and retention/transition.

Deliverables/Outputs:

• Support and technical input provided on early warning systems for safety and climate risks.
• Book and teachers’ guide for early environmental literacy and climate awareness among pre-primary aged learners finalized.
• State-level validation and uptake of FLN teaching and learning material packages finalized with FOs and procurement plans developed for TLMs.
• Feedback and inputs provided on the retention, transition, and completion strategy.

Early identification mapping

Deliverables/Outputs:

• Literature review on best practices in early identification drafted and revised according to feedback.
• Partner mapping survey conducted, and data set (Excel) developed.
• Mapping report drafted.

Minimum Standards for Safe Schools monitoring tool administration and data analysis, and alternate learning accreditation

Deliverables/Outputs:

• Results report updated with data from end-2024 and relevant recommendations based on new findings and trends, including progress, gaps and remaining needs.
• Accompanying presentation slides and results brief developed.
• Record of supporting the development of alternate learning accreditation system

• To qualify as an advocate for every child you will have…

  Education:

  Advanced university degree in education, international development, social sciences or other relevant fields.

  Skills:

  At least 3 years of experience in research, evidence generation and knowledge management, including designing and implementing data collection tools and supporting data analysis.

  Working experience in resilience education, namely environmental/climate change initiatives and/or safe school programming

  Experiences:

  A minimum of 5 years of experience in supporting large-scale education programmes

  Experiences in working for UNICEF or UN agencies.

  Experience in West Africa and ideally Nigeria context

  Working experience in resilience education, namely environmental/climate change initiatives and/or safe school programming

  Previous project management experience

  Demonstrated success in the development of large-budget proposals and in designing and supporting the implementation of programme strategies.

  Language Requirements:

  Fluency in English is required. Knowledge of another official UN language (Arabic, Chinese, French, Russian or Spanish) or a local language is an asset.