Sep 26, 2021, 12:12:28 PM Call for Expression of Interest " Promoting Play-based Early Learning Through a System Strengthening Approach for IDP and returnee/host children affected by conflict in Benishangul Gumuz region" CEF/ETH/2021/016 1 Timeline Posted Jun 1, 2021 Clarification Request Deadline Jun 4, 2021 Application Deadline Jun 11, 2021 Notification of Results Jun 21, 2021 Start Date Jul 1, 2021 End Date Jun 30, 2023 2 Locations A Ethiopia a Benishangul-Gumuz Region 3 Sector(s) and area(s) of specialization A Education a Early childhood development b Education - general c Education in emergencies 4 Issuing Agency UNICEF 5 Project Background This is a Call for Expression of Interest with funding from the LEGO Foundation under Early Childhood Education Cannot Wait. Interested CSOs may prepare a program proposal to express their interest in partnering with UNICEF to deliver results for internally displaced, returnees and host age 4-6 years girls and boys and their parents/caregivers in Benishangul Gumuz region. Under this programme UNICEF aims to support the regional education bureau to strengthen its early childhood education system through development and adaptation of early childhood education strategy, standards and curriculum materials and capacity building of personnel at all levels in implementing these documents. Timeline: UNICEF is looking for an Implementation Partner (IP) for a 2-year programme starting in July 2021 until June 2023. Programmatic scope: Programmatically UNICEF under this partnership focusses on preprimary education both at system level and providing access to play -based learning for IDP, returnee/ host boys and girls age 4-6 years in the two woredas (Dangur and Mandura) in Benishangul Gumuz region through improved quality O- classes with play- based approach. As this programme will be implemented in a conflict-affected environment, a conflict sensitive lens should be integrated to ensure that UNICEF’s interventions do not fuel tensions between host and IDP communities and do not create new or exacerbate existing conflicts in the target woredas. An equity focus will be central to the programme ensuring that both IDP and host/returnee communities, will benefit from and participate in the design and implementation of the proposed programme. Targets and Geographical scope: Benishangul Gumuz region, Metekel zone – 2 Woredas: Mandura and Dangur woredas Based on the DTM data two woredas (Mandura and Dangur ) with limited access to early childhood education were selected for the ECE Cannot Wait programme supported by LEGO. Targets: The programme will benefit: - Direct: 2,750 IDP and returnee/host children age 4-6, of which 50 % girls ( 2,000 in Dangur woreda and 750 children in Mandra Woreda ). - Indirect: 90,601 (F=44,450) children, age 4-6 in Benishangul region with the system strengthening - 244 administrators at REB, ZEOs, and WEOs, school principals, and ECE teachers with capacity building - 2,750 parents/caregivers and older children through participation in community engagement activities to promote play-based early learning 6 Expected Results The expected results of the 2-year project July 2021 - June 2023 are as follows: The overall UNICEF outcome statement to which this project contributes: "By 2025, the education system is strengthened to build the foundational skills of girls and boys in pre- and early primary with focus on the most disadvantaged and those affected by humanitarian situations." The overall UNICEF corresponding and contributing indicators: " 'Indicator 1.1. Existence of effective governance for early learning." ; Indicator 1.2. Existence of quality teaching and learning environment for early learning; Indicator 1.3: Number of girls and boys accessing UNICEF-supported early childhood education(ECE) programmes (both in humanitarian and development interventions). Below results should be achieved by the end of the project, and disaggregation by sex, age, and relevant categories (host, IDP, disabilities, geographic location) ensured through monitoring and reporting to ensure equity, gender, and conflict sensitivity. Objective: The overarching goal of this partnership is by mid-2023, the regional education systems in B/Gumuz will be strengthened to better plan, finance, implement play-based preprimary education, and 2,750 boys and girls, aged 4-6 years impacted by internal displacement in two target woredas access play-based early learning through quality O-classes. 1. Education decision makers prioritize pre-primary education in legislation and strategy to promote effective and sustainable expansion of quality pre-primary education. - Costed preprimary/ECE Strategic Operational Plan (SOP) developed for B/Gumuz region UNICEF is working with the MoE and other key stakeholders in developing a costed national preprimary education SOP to inform the progressive universalization of pre-primary services. The CSO will provide technical guidance and capacity building for the region to adapt/develop preprimary education SOP. 2. National ECE standards contextualized with quality assurance and regional, zonal, woreda education administrators and schools implement the ECE standards - Contextualized regional ECE standards - # of ECE administrators at all levels and pre-primary teachers trained on regional ECE standards The key players at regional and all levels will enhance their professional competencies through translating and contextualizing the national ECE standards and training. CSO ensures distribution of ECE standards in local mother-tongues to all levels including pre-primary settings. 3. ECE sub-sector develops and implements new ECE curriculum with a strengthened play-based approach to early learning. - Reviewed/improved regional ECE curriculum in local mother-tongues. - # CTE teacher’s training curriculum aligned with preprimary curriculums - # of administrators at all levels and ECE teachers trained on the improved curriculums The MOE is working with UNICEF and other partners to improve the ECE curriculum to facilitate play-based learning for essential school readiness skills (cognitive, language, social and emotional…) in young children and better prepares them for primary. CSO supports the region to adapt/review new play-based preprimary curriculum in local mother-tongues and implement through practical in-service training for administrators, supervisors, school directors and pre-primary/O-class teacher. 4. Teachers apply their training on ECE standards and curriculum in early learning pedagogical practices with on-the-job technical supervision and monitoring. - # of local suppliers with enhanced capacity producing local ECE kit. - Local ECE kit with toys and early learning materials - # of schools using local ECE kits - # of O-classes with damaged facilities renovated - # of schools supported with on-the-job technical supervision/coaching - # of ECE teachers applying ECE standards and curriculum - # of boys and girls aged 4-6 years participating in play-based early learning. The CSO supports the REB to work with local suppliers to enhance their practical knowledge of ECE and to improve toys and other early learning materials for age appropriateness, quality, and alignment with the ECE curriculum/standards. A local ECE kit containing a set of developmentally and culturally appropriate toys and other early learning materials will be developed and distributed to 78 schools and 7 damaged O-classes rehabilitate/setup 5. Parents/Caregivers and older children and suppliers of ECE learning materials participate in facilitating play-based early learning. - # of parents/caregivers engaged to promote play-based early learning The CSO supports meaningful caregiver engagement in creating safe, clean, and stimulating environment for children to learn through play and work with the local/traditional leaders and media to promote gender equality in child caring. 6. Programme review meetings and workshops held to review implementation and share experience - # of programe review &experience; sharing meetings 7 Indicative Budget 830920.00000 8 Other Information The indicative budget is in USD ($830,920). Refer attached CEI for indicative activities. 9 Selection Criteria Name Description Weight The CSO's approach should reflect an understanding of the programme in creating conducive environment for learning through play from system to school/O-class level. ;demonstrate how they will apply it to ensure an innovative and sustainable programming approach. The approach can be reflected in their programing of the community engagement activities , creating attractive, safe to play school environment that can serve as a model to other preprimary/O-classes. The approach may also address through the education programming issues of conflict-sensitivity, peacebuilding and social cohesion as this project is embedded Innovative approach in context of forced displacement. 25 It is important that the CSO has previous project implementation experience in Benishangul region and an established network with local partners and established professional relationships with the local governments. An overall solid understanding of the local context is imperative to understand political-economic, socio-cultural processes and dynamics in general and in particular in view of IDP and host communities. This understanding is key for conflict-sensitivity and equity programming. A local presence in the region is highly desired; however, a strong local network of partners is also acceptable. The Program Proposal shall outline