TERMS OF REFERENCE FOR DELIVERY OF HUMANITARIAN SKILLS 3

Purpose The purpose of this consultancy is to deliver the third and final training event designed to increase the knowledge and skills of local faith actors operating in South to contribute to humanitarian response. The training will be delivered face-to-face in August 2019 in and Aweil, , where LFAs are currently based. The training will equip the participants with knowledge and skills to implement small-scale humanitarian responses. The methodology of the training will be learner-centred and participatory.

Description

The training will be delivered as part of the Bridging the Gap project, which is implemented by RedR UK in consortium with five other organisations. The project seeks to enhance inclusion and understanding between faith actors and humanitarian community working in South Sudan.

Humanitarian Skills 3 Key Objectives (course duration: 4 days):

• Apply data collection methods to LFA's own context and humanitarian response • Identify dilemmas and ethical considerations of humanitarian response in LFA's own context and analyse their impact • Create a project closure plan for the LFA's programme and context

Person Specification

Since Associate Trainers go through a thorough assessment process, all ATs are expected to be competent in training delivery and core humanitarian competencies. In addition, for this assignment the Consultant is expected to have:

- Extensive expertise in grant applications and management, programme planning and design, programme management cycle and needs assessment - Understanding the complexities of working with local partners in South Sudan - Experience and strong knowledge of the context in South Sudan - Fluency in English is expected - We encourage applications from Associates based in South Sudan or the Central/East Africa region

Duration

The work detailed in the terms of reference to be completed between 5 July – 2 September 2019 (inclusive of travel and reporting). See detailed timeframe below (with allowance for project delays that may occur due to the nature of the project and its dependence on external actors outside the control of RedR UK).

Activities Stage 1 – agreement of the work

• Agree terms of reference • Return signed contract

Stage 2 – travel requirements

• Discuss necessary travel requirements and submit relevant visa documents and passport, if required

Stage 3 – preparation for delivery

• Review and prepare the content for sessions which you will deliver, including: o Correcting factual errors such as statistics or references now out of date o Correcting mistakes such as typos, duplications or mismatched timings o Adjusting formatting of PowerPoint slides if necessary.

Stage 4 - delivery

If the training is off-site, upon arrival organise the training room in appropriate configuration and ensure facilitation materials are in place and working (Projector, flipcharts, markers etc) and ensure that all materials for participants are in place. • Facilitate the training and deliver specific sessions as agreed and ensure that RedR as an organisation is introduced to the group. • Liaise with RedR staff or client organisation staff onsite, including in the event that changes to the timetable are necessary to ensure timekeeping, share changes with all involved and keep a record of these changes in the trainer report. • Collect participant feedback at the end of each training day during the course. Work with the delivery team, client and/or any onsite RedR staff as appropriate, to identify improvements to be made and ensure these are communicated to participants. • Collect participant feedback at the end of the course (written end of course evaluation forms).

Stage 5 – reporting and contract closure

• Prepare course report, to be submitted to RedR within 2 weeks of the end of the course • Submit the invoice, expense form and itemised receipts within 2 weeks of the end of the course. Outputs The output will principally be in the form of a 4-day training and post-training report. Electronic formats will be provided by RedR UK.

Fee £330 for preparation for the training

£1,320 for the delivery of the training in Juba, South Sudan (4 days x £330/daily rate)

£1,320 for the delivery of the training in Aweil, South Sudan (4 days x £330/daily rate)

Total fee = £2,970

RedR UK will also make a provision for travel and rest days as outlined in the RedR Associates Handbook.

What RedR will be responsible for

RedR will be responsible for venue arrangements prior to the course, organising trainers and training equipment, producing course materials (including workbooks and handouts), and managing the booking and registration of participants. Should any concerns arise on the timing, scope or quality of the materials, RedR UK will inform the consultant as soon as possible and will work with him or her to identify ways to ensure contractual requirements are met

Reporting and liaison

The Trainer shall report to and receive feedback from Andrew Mahon, Bridging the Gap project officer at RedR UK.

Conduct and quality

It is expected that training sessions will meet RedR UK standards on training material development, which are described in the Annex below.

It is expected that throughout all phases of the assignment, the AT will adhere to the RedR UK Code of Conduct and display professional behaviour towards the client, participants, and RedR staff.

In case of concerns regarding quality or conduct while undertaking an assignment, RedR will undertake the steps outlined in the Consultant Handbook (page 21-22). Similarly, if the Consultant has complaints about the conduct of RedR staff, he/she can raise this using the complaints procedure outlined in the Consultant Handbook (page 21).

RedR Budget Code Reference 5110/Funded/BtG

Detailed Timeframe

Activity Agreed Deadline Stage 1 - agreement of the work 5 July 2019 Stage 2 - travel requirements 15 July 2019 Stage 3 - preparation for delivery 24 - 31 July 2019 Stage 4 - delivery 7 – 19 August 2019 Stage 5 - reporting and contract closure 2 September 2019

Annex: Quality standards for Training Development

RedR UK expects training materials to meet the following standards

1. The course content is in line with participants’ learning needs

• The course aim, objectives and key learning points are in line with the participants’ learning needs: they address what the target group needs to know about the topic in order to perform their role effectively. • The course objectives are realistic and at the right level in relation to the course aim and the needs of the target group (as per Bloom’s taxonomy on forms and levels of learning). • The course overall is at the right level for the target group (incl. methodologies, exercises). • The course is well tailored and contextualised for the target group. This includes tailoring for the particular country, regional or international composition of the participant group and reflecting this in terms of content covered as well as case studies, names, pictures etc. If the course is for a specific organisation, discuss if any organisation-specific policies or practices are to be included.

2. The content of the materials is complete, accurate and up-to-date

It is expected that the course is • Complete: o The materials include all components as agreed in the terms of reference (all materials for each of the sessions are available) o The sessions together meet the course aim and objectives o At session level, the objectives and key learning points are met o There is no unnecessary content • Accurate: o The information contained in the course is technically sound o The content reflects the current mainstream ideas on the topic as well as potentially relevant/interesting contrasting ideas. o There are no inconsistencies in the messages provided • Up-to-date: o The course includes references to recent events, includes recent trends and issues (incl. in graphs/tables presented) o Includes relevant new and recent (past 3 years) publications/reading materials alongside the ‘classics’ o The content is in line with recent thinking on the issue discussed

3. The content provides sufficient attention to cross-cutting issues

Key cross cutting issues that RedR UK expects to be addressed in each course are: • Gender: the course should consider the use of sex disaggregated data, the inclusion of gender analysis, and the different needs and opportunities of men, women and people who identify as trans-gender. • Age: the course should consider the use of age-disaggregated data, and an analysis of different needs and opportunities of different age groups. • Disability: the course should consider data collection on people with disabilities and their specific needs and opportunities. • Inclusion more broadly: the course should consider the specific needs and situation of minority groups, including religious and ethnic minorities as well as the LGBTI community. • Working across the disaster cycle: as much as possible, the course should link discussions of humanitarian relief work to longer term plans around rehabilitation, development, as well as improving preparedness and building resilience. • Urban as well as rural settings: where relevant, the course should make a distinction between working in urban and rural settings, and the impact this has on the provided.

The above cross-cutting issues should be covered by providing dedicated attention to this, as relevant for the topic of the training. In addition, the case studies and exercises reflect the cross- cutting issues listed above, for example, case studies should reflect people of different gender, abilities and ages.

4. The methods are in line with the RedR UK training ethos

The course is expected to: • Be based on principles of adult and participatory learning • Include sufficient opportunities for participants to engage with the materials and concepts being presented such that all sessions will involve a significant proportion of the time with participants engaged in activity • Include power point presentations if necessary but that these should be limited in time and length so that the balance of a session is more in favour of activity rather than presentation • Reflect respect for individual’s beliefs and culture and will lead to an inclusive and supportive learning environment.

5. The course has a logical flow and realistic time table

The course is expected to have: • Sessions that build on previous learning in a logical way • Clear and explicit linkages between themes within sessions as well as between sessions • No unnecessary repetition of content • A balance of activities that account for different adult learning styles • Adequate time allocated for each session and for the exercises

6. The materials are self-explanatory and ready to be used (incl. by other trainers)

The materials are expected to be self-explanatory and detailed enough, particularly the session briefs, so that another trainer can easily pick up the materials and deliver the content.

In terms of the presentation of the materials, it is expected that: • The templates provided in RedR format and branding will be used. • The slides of powerpoints do not include too much text. • There is consistency across the course in terms of terminology, timings, labelling, formatting.

Annex: Clarification of terms related to course materials

DEFINITION NOTES

Course A description of the title, target This is included in the Course description audience, duration and course aim and Overview Tool and then objectives. Depending on course, it incorporated in other materials like

may also include competencies, the the Workbook and external assessment process (for credit-rated communications. courses) and prerequisites (if any).

Session Brief Detailed notes for use by any trainer To be written so that any trainer can that provide a detailed explanation of use the brief. the methodology for the session.

These includes session objectives, key messages/learning points, session plans, methods/exercises & timings, answers to exercises and points to draw out and additional resources/reference materials for the trainer.

Power point Presentation of any key information Print outs and electronic copies of required in the session. Includes at power points are not normally least a title slide and session shared with participants since the objectives. content is covered in the workbook, and to secure intellectual property of the materials. It can be shared on an exceptional basis (e.g. visual impairment of a participant) at the discretion of the manager.

Workbook A document provided to all The workbook should present participants which covers a description information in the sequence of the course, a learning log, discussed in the training. information related to the session content and suggestions for additional reading materials and resources.

Workbook Information to be given to participants The information should reflect the sheets which will be combined into a session and contain key workbook. information from the powerpoint as well as any additional required information.

Handouts Sheets that are to be photocopied to It is not expected that the give to participants information on these sheets will be required by the participants after the course and it is likely that these will be written on and probably disposed of. The number of handouts should be minimised.

Resource Any resource that participants will use It is expected that these resources materials during a session but will not need to will be reusable on subsequent keep following the course courses. Bibliography List of suggested reading for To be included in the Workbook participants with any essential pre- course reading identified.

Additional Soft copies of any materials that are resource freely available which can be given to materials participants on a USB that will further their understanding of the topic.

Timetable Order of session titles with timings To be included in the Workbook indicated