ToR: Revision and Finalisation of NGENA Phase One and Two Manuals

Save the Children International
Please note: this opportunity closing date has passed and may not be available any more.
Opportunity closing date: 
Saturday, 25 February, 2017
Opportunity type: 
Call for proposals

ASPIRES SOUTH AFRICA PROJECT
SUPPORTING ACCESS to Tertiary Education For At-Risk Adolescent Youth in South Africa

Terms of Reference

  Revision and Finalisation of NGENA Phase One and Two Manuals

Introduction
Under the FHI 360's ASPIRES (Accelerating Strategies for Practical Innovation and Research in Economic Strengthening) Project, Save the Children United States of Africa( Save USA) has been contracted to provide Technical Assistance (TA) to deliver Economic Strengthening (ES) integrated with HIV/AIDS prevention education for at-risk youth in South Africa (SA). This is a three year(2015 - 2017) USAID funded project, which is working with five(5) Implementing Partners (IPs) that deliver programming either directly to communities they serve or through Community-Based Organizations(CBOs) or Non-Profit Organizations(NGOs) in South Africa. The target population is low-income at-risk youth aged between14 to 24.  There is a strong emphasis in the programme for reaching and impacting upon young girls who must make up at least 60% of the target.
 
Project Goal, Purpose, Aims and Key Objectives

  • Project Main Goal

To enhance the evidence base on and strengthen the capacity of IPs in Gauteng and Kwazulu Natal (KZN) provinces to carry out integrated HIV prevention and Economic Strengthening (ES) programme interventions.

  •  Project Main Purpose

To improve the long-term economic security and HIV prevention knowledge, attitudes and skills of at-risk youth in South Africa through the application of combinations of evidence-based, gender-sensitive economic strengthening interventions.

  • Project Key Objectives

Building the capacity of five (5) Implementing Partners (IPs), pre-selected by USAID/FHI 360, has been at the core of Technical Assistance provided since 2015. The ES package that Save the Children US has been supporting / building capacity of the IPs constitutes three core modules namely: (1) Financial Capability - FC (youth financial education and linking youth to suitable savings mechanisms), (2) Employability Skills, (3) Entrepreneurship Skills, and (4) Supporting Access to Tertiary Education- (SATE) (Supporting youth to transition from secondary to tertiary education – Universities, Vocational and Training schools, FET Colleges etc). The above objectives are all geared to achieving the main goal and purpose of the programme by improving copying strategies of targeted youth towards better livelihoods and improved health outcomes.

Overall TA Objectives

  • To build local Implementing Partners’ strengths and address their weaknesses in both ES and HIV prevention education, as well as build their capacity to intentionally integrate these two types of interventions.
  • To support, facilitate, and accommodate Randomized Control Trial Test (RCT) and Synergy Studies research aspects with two separate IPs, one for each study, carried out and monitored by FHI 360, to evaluate and document the effects of the TA provided to build the evidence base to guide future programming.

Objective of the Consultancy
ASPIRES SA Project requires the services of a Consultant to undertake the following:
During Year one and two of the ASPIRES SA Project, a curriculum to assist secondary students to access tertiary education was designed, separated into two phases. Phase one of the SATE module is called NGENA Phase One - Reaching my Potential and is supported by a resource manual.  This phase is implemented by facilitators from participating IPs in both Gauteng and KZN provinces. The Phase two of the module is implemented by University students. These are called Mentors. The module curriculum is called NGENA Phase Two -Mapping my Career Pathway. Both of these two manuals, NGENA- Reaching my Potential and NGENA- Mapping my Career Pathway have already been designed and refined during Training of the Trainers (ToT) workshops with IPs and during field roll-out for public schools secondary students.   In making a clear distinction from the first round of revisions mentioned above, the particular focus of the consultancy will be to further revise and finalise NGENA phase one and two manuals and fine-tune mentorship programme activities through a list of activities (A) which is below:-
List A

  • Gathering of broad experience gained from Cohort 1 field roll-out/implementation by,
  • Interviewing University students who mentored Cohort 1 youths during Ngena two field roll-out
  •  SATE Facilitators and Co-ordinators from ASPIRES SA Implementing Partners who implemented during first year of the project for grades 9-10 in both KZN and GP provinces,
  • Interviewing the  Content Designer and Compiler ( Writer of the Content) and the SATE Specialist
  • Receiving technical inputs from management of IPs in both KZN and Gauteng on how the manuals should look like.

 The following are specific objectives of the consultancy:

  • Review and understand the current graphic design content, and sequencing of resources supporting the NGENA phase one and two curriculum for SATE, specifically any extra and additional, other online or manual student manuals/modules and mentee journals,
  • Propose methodology for soliciting and collecting feedback on what needs to be changed in the two manuals and how. These will be collected from stakeholders in list A above,
  • Design data and information collection/gathering tools so that feedback received from the stakeholders/processes mentioned in List A above which is needed to improve manual content is correctly captured in right format, and
  • Use information received from technical discussions and work them back into the NGENA manuals.  Broadly this is about looking at and changing the current technical design layout, content and re-sequencing of sessions/topics and other resources supporting NGENA phase one and two curricular for SATE so that they are easy to use.

Rationale of the TOR
 
Career guidance is an intricate component of the educational system in South Africa and plays a critical role in making educational services accessible to youth. Effective career guidance services therefore need to be guided by comprehensive educational, occupational and labour market information. Up to now, various sources of literature point to the fact that there is no single agency either at a national or provincial level with the exclusive or predominant responsibility for the management and/or provision of career- and labour market-related information, career guidance and counselling services and labour market information in as much as there a few institutions whose material is not harmonized to researched key needs for the target youth population.
 
ASPIRES SA Project has already rolled out SATE pillar using NGENA manuals and preliminary suggestions have pointed out to the need to re-design and fine-tune the manual in order to achieve the intended outcomes of the project pillar, and by extension, project goals.  The revisions are aimed at achieving the following:-

  • Making the sessions/topics in the  two separate manuals better sequenced and more coherent,
  • Making manual content more complete by providing extra explanation where possible,
  • Making the entire manuals more user friendly to both University Mentors and IP Facilitators and other users, and
  • Coming up with better and more relevant icons where deemed necessary.

Scope of work for the Consultancy
The purpose of this Consultancy is to re-design and finalise the two NGENA manuals that will be used to provide guidance through face-to-youth mentorship programming in order to prepare youth to transition from secondary to tertiary education. In undertaking and concluding this work, the consultant must always keep in mind that in-school beneficiary youth will be guided to making informed educational career and occupational choices in grade 9 and think about developing their career planning and management skills as they transition from secondary to tertiary education.
 
Whilst the consultant is at liberty to propose his/her work methodology/scheme that would adequately result in the expected deliverables in Section 6 which is below, the following activities are suggested as forming part of the core focus of this consultancy,

  •  Understand and review the NGENA phase one and two manuals

It is expected that the consultant will go over the already existing project SATE pillar documents to get a clearer understanding of project background, key objectives, rationale, deliverables and key outcomes. Separate meetings can also be set up with Project Director, Specialist(s), key staff and, where necessary, management/leadership of Implementing Partners who include University student boards implementing the SATE activities in order to:-

 Conduct focus group discussions with University student mentors, and IP Supervisors and  Facilitators
 
Understanding that the project is moving into its final year of implementation, one of the key activities that may need to be fully considered and adopted is holding of focus group discussions with IP SATE Co-ordinators, IP Facilitators, University student mentors and key informants who have already implemented these activities in year one and two of the ASPIRES SA Project. The focus group discussion will be held with University students from the Universities of Johannesburg and Kwa-Zulu Natal and selected IP Facilitators who have shown good understanding of the module to-date. In view of time constraints, these may be pre-selected for the consultant.

Re-designing, adaptation and re-packaging of the current content in the manual
 
Core to this consultant work is the revision and finalization of the NGENA manual though re-designing, adaptation and re-packaging of the current outline and content of the two NGENA manuals. This will be done in harmonization of the comments received from key project stakeholder like IPs Supervisors of the ASPIRES SA Project, IP Facilitators, University Mentors, and target youth.
 
Development of an SATE partnership guide
One of the key aspects of ASPIRES SA Project is to build long term sustainability of the project activities in order for IPs to continue with project operations after final project deliverables have been completed by the TA provider organisation.  In the broadest spectrum, the consultant will also assist in giving insights into practical strategies and action plans which are required towards developing high potential public, private partnerships for successful continuation of activities.

Consultancy Key Deliverables

Undertaking  content review of the current two NGENA manuals and producing an inception report for the min-project  (contracted work)
  • Coordinating and conducting focus group discussions with University student mentors, and IP Supervisors and Facilitators. This to gain an in-depth understanding of areas that need attention in the current two NGENA manuals.
 
  • Re-design and finalise the two NGENA Curricular (w.r.t graphic design content and user-friendly outline). This is basically a revision of the two existing manuals which were designed. In adapting the content, there is need to co-ordinate the process of in co-operating gender norms with our counterparts in the Save the Children International (United States of America Office. Lastly this also includes making comments on artworks/graphics currently being designed for the final manual.
 
  • Development of a 2-pager SATE partnership guide for presentation when presenting the final manual to ASPIRES SA Project Director, SATE Specialist and the entire ASPIRES SA Team.

 Proposed Timelines

# Activity Required Time (Days) Calendar Scheduling        
                                                                                Partner Review
1 Reviewing of key ASPIRES SA Project documents, including two NGENA manuals (Ngena Phase one and two).
 
2 TBA upon appointment.
2 Co-ordinating and conducting focus group discussions with University student mentors, and IP Supervisors and Facilitators etc. 3 TBA upon appointment.
3 Re-designing, adaptation and re-packaging/re-writing of the current manual and producing final NGENA manuals
 
4 TBA upon appointment.
 
 
 
Finalisation and Presentation
4 Development of a 2-pager SATE partnership guide. 1 TBA upon appointment.
5 Presenting final copy-edited version 1 TBA upon appointment.
  Total  11 Days Expected Duration

Required Competencies of the Consultant

  • Advanced practical knowledge in curriculum design in a multi-stakeholder, multi-granting funded setting
  • At least 5 years’ experience in working with tertiary education, post-secondary career guidance programmes, and/or projects and initiatives in the development sector on access to tertiary education issues.
  • Experience in working with rural  and peri-urban in-school programming
  • Proven experience and solid understanding of the skills youth programming
  • Strong writing, communication, documentation, researching and presentation skills.
  • Demonstration of strong analytical, report writing and summarizing skills.
  • In the case of a firm, a company profile will need to be attached. For an individual consultant, attach updated relevant CV.

Project Work Contracting
 
The SATE consultancy may be conducted by an individual, firm or company or consortium of companies, which should be able to assume required duties immediately after contract signing.

Remuneration for Consultancy
Remuneration for SATE Consultancy will be an agreed fee for a total of 11 working days. Details of how this package will be paid will be discussed with successfully bidder(s).

Submission format and deadline 

The Consultant should prepare a proposal on how the required SATE assignment will be undertaken including a clear work plan strictly adhering to time limes detailed in section 4 above – proposes time limes table.  Also include your budget costing and Curriculum Vitae of leading expert(s) as already indicated. The proposal must be concise and straight to the point. A soft copy must be submitted to stanley.nyanyirai@savethechildren.org) with a copy to mitchel.chivuru@savethechildren.org

The documents should be submitted on or before 25 February 2017. Only shortlisted candidate will be contacted.                                                                                 

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