Now Recruiting: Individual Consultant

Major responsibilities include:

Conduct a participatory and intentional study of the Community and Home-Based Learning (CHBL) model in Amhara:

• Review of existing national/regional education policies, strategies and education sector plans to see if there is an enabling policy environment for the implementation of CHBL models in Amhara region.
• Review of other similar learning initiatives and materials the model uses (if any) in the region and draw lessons from the model and any existing resource materials.
• Technical in-depth interviews with experts from MoE, Amhara Regional State Education Bureau, the three Zonal Education Departments and three sample Woreda Education Offices (out of the eight Woredas targeted) to learn more about their perspectives, and technical views on the implementation of the model.
• Participatory assessment with teachers, caregivers, children, and community leaders (PSTAs) in three sample woredas of the three targeted Zones to identify aspirations, opportunities, protection risks, and potential barriers limiting the efficiency and effectiveness levels of CHBL implementation. This exercise should enable the Project to identify responsive, contextually appropriate, play-based models for community/home-based foundational learning through assessment and client-driven approaches
• Mapping of available resources (e.g. safe spaces, community structures, community facilitators/ volunteers, local radio broadcasts, and other digital platforms (telegram/WhatsApp) and assessing their feasibility for content delivery.

Development of national/regional CHBL guidelines:

• Rationale of the model, and its core implementation strategies
• Competencies and training requirements for facilitators and community volunteers
• Roles and responsibilities of facilitators/community volunteers, community structures and learners
• Inclusive strategies for girls, children with disabilities, IDPs, and marginalized groups.
• Supervision and quality assurance structure, including supervisory roles, and frequency
• Minimum operational standards for learning environment, safeguarding, facilitator selection, inclusion, learning time, and supervision
• A set of at least three sample locally relevant learning models (e.g. small group/village/community-based activities, home-based sessions, community events, listening circles)

Expected Deliverables

• Develop and submit a draft inception report outlining the technical approach, work plan, schedule, and data collection methodology, including the required data collection tools for review and feedback.
• Revise and submit the final inception report, incorporating comments and inputs received from IRC, together with finalized data collection tools.
• Conduct a review of relevant materials and implement the data collection exercise in line with the agreed methodology.
• Prepare and submit a draft assessment report for review, incorporating findings from the data collection and analysis.
• Present the assessment findings at a validation workshop and incorporate feedback from stakeholders
• Develop a draft national/regional CHBL model guideline for review.
• Facilitate a validation workshop with key partners and stakeholders to refine the guideline.
• Revise and submit the final CHBL guideline document incorporating all feedback.

Duration of the Consultancy:

• The consultancy is expected to be conducted between April and June 2026, in accordance with the agreed work plan.

Safeguarding Responsibilities: -

• Promote and actively participate in initiatives and efforts to build team engagement, inclusion and cohesion in IRC [team/office]
• Foster ongoing learning, honest dialogue and reflection to strengthen safeguarding and to promote IRC values and adherence to IRC policies

Qualification:

• MA in Education and related fields
• Minimum work experience of 12 years in conducting participatory assessments in the education sector
• Demonstrated experience in reviewing education policies, strategy and sector plan documents; and adapting and producing high-quality teaching and learning materials for primary school-aged children in the education sector
• Proven track record of working closely with government stakeholders, community members, and target clients to ensure contextual relevance and ownership.
• Familiarity with the education sector, community structures in the target woredas of Amhara, with some knowledge of crisis affected contexts

Language Skills:

• Excellent written and verbal communication in English, and Amharic with the ability to adapt materials as needed.

Certificate and License

• Sample works and certificates - proving successful completion of similar assignments
• Being legally registered (licensed) to provide consultancy services is an advantage.

Skills Required:

• Education / Teaching / Training