UNICEF-Turkey TERMS OF REFERENCE SHORT-TERM INSTITUTIONAL CONSULTANCY DEVELOPMENT OF WASH IN SCHOOL EDUCATION CONTENT AND METHODS AND PILOT IMPLEMENTATION (REF: EDU/TURA/2014- I) Programme/Project/Activity Title and Work Plan Code: Ministry of National Education Project on Completion of Primary Education and Transition to Secondary Education 2014-15 Work Plan I. BACKGROUND According to the latest estimates of the WHO/UNICEF Joint Monitoring Programme for Water Supply and Sanitation (JMP), released in early 2013 (collected in 2011), 36 per cent of the world’s population – 2.5 billion people – lack improved sanitation facilities, and 768 million people still use unsafe drinking water sources. Inadequate access to safe water and sanitation services, coupled with poor hygiene practices, kills and sickens thousands of children every day. UNICEF works in more than 100 countries around the world to improve water supplies and sanitation facilities in schools and communities, and to promote safe hygiene practices. All UNICEF WASH (water, sanitation and hygiene) programmes are designed to contribute achieving the Millennium Development Goals – particularly those related to universal access to primary education, reducing child mortality and increasing gender equality, as well as the targets for improving water and sanitation. Improved water, sanitation and hygiene education helps fulfil every child’s right to health and education. Children are often eager to learn and willing to absorb new ideas. New hygiene behaviour learned at school can lead to life-long positive habits. Teachers can function as role models Children and youth may question existing practices in their households, and by demonstrating good hygiene, they become agents of change within their families and communities. It is also more cost-effective to work with children in school-based programmes than with adults. UNICEF, together with its partners at global and country level, is involved in many different programmes to improve sanitation and promote hygiene in schools. ‘‘To educate and train all individuals of the Turkish nation as constructive, creative and productive persons with balanced and healthy personality and character in physical, mental, REF: EDU/TURA/2014- I Page 1 of 6 spiritual and emotional terms; equipped with capacity to think freely and scientifically and a wide world outlook, respectful to human rights and entrepreneurship and responsible to the society" is stated as one of the aims of the National Education Fundamental Law no. 1739, dated 14 June 1973. With the financial support of UNILEVER, UNICEF together with Ministry of National Education (MoNE) implements the project titled “A clean setting, a complete education: improved hygiene practices in boarding schools” in order to ensure that primary education institutions reach the hygiene standards. In 2012 UNICEF supported to 28 boarding schools for the development of their improvement plans based on the results of the self-assessment in line with relevant Water, Sanitation and Hygiene Standards (WASH) and also relevant targets of the Action Plan for Improving Boarding Schools. MONE identified 26 boarding schools (2 out of 28 have been closed during the planning phase due to the changing demand in settlement area) received financial support through UNILEVER funds in October 2013 to improve quality in schools in line with their school development plan prepared. As the next step of the Project, WASH in school trainings will be developed and scaled up to all boarding schools upon piloting in 26 boarding schools which were involved in the selfassessment and improved their quality. Purpose of the Assignment: The general objective of this assignment is to develop water, sanitation and hygiene education (WASH) content together with the education methods (participatory, peer to peer and etc), teachers guide and provide trainings for teachers from boarding schools who will be responsible for the implementation. Target Population: Boarding school students are the target population for the water, sanitation and hygiene education developed. Besides, for the implementation teachers (especially counsellors or teachers for counselling classes) from boarding schools and MONE staff at central level from Primary Education General Directorate are the target population. II. METHODOLOGY: Good education about hygiene is as important as good sanitary facilities. Life skills-based hygiene education allows children to learn about water and sanitation related behaviours REF: EDU/TURA/2014- I Page 2 of 6 and the reasons why these lead to good health or bad health. The most commonly used way to teach about hygiene is the participatory education through teachers in schools. Considering these facts, the national institutional consultancy company is expected to develop the WASH education content together with methods which are appropriate for primary school aged children as well as the guidebook for teachers. The followings are defines as the key hygiene behaviours for school children:  Personal hygiene: Children understand appropriate personal hygiene: washing hands with soap, wearing shoes or slippers, cutting nails, brushing teeth, combing hair and the regular washing of body and hair  Environmental hygiene: Hygiene in environments (such as classroom, room, toilet, bathroom and etc) The Ministry of National Education (MoNE) will establish a working group composed of its own staff to work with the experts of the selected national consultancy firm within the scope of this assignment. It is the prime responsibility of the national consultancy firm to develop the WASH education content and methods as well as teachers’ guide and teachers training. The impact assessment for pilot implementation, which will take place in 26 boarding schools, will be conducted. In case, the positive impact of the developed training content and methods is found out, the trainings for teachers coming from all boarding schools will be delivered in order to scale up to all boarding schools. In total, the duration of the assignment is 135 days between 17 November 2014 and 30 September 2015. UNICEF will cover the training expenses as well as the travel cost of technical team (including meals, accommodation and travel therefore these lines should not be included in the financial proposal). LOCATION: The teachers training will take place in Ankara. The pilot implementation will take place in 26 boarding schools. Besides, the technical team will visit some of the boarding schools during the implementation. SUPERVISOR: Inclusive Primary Education Officer REF: EDU/TURA/2014- I Page 3 of 6 III. DURATION AND COST OF ASSIGNMENT  Duration: The assignment will cover the period between 17 November 2014 and 30 September 2015. It is estimated that 135 man/days is needed for the completion of tasks.  Payment schedule: UNICEF will issue a contract in YTL. The payment will be made upon the delivery of requested outputs as specified in the contract.  Reservations: UNICEF reserves the right to terminate the contract without a prior notice and/or withhold all or a portion of payment if performance is unsatisfactory, if the rules and the regulations regarding confidentiality, ethics and procedures of UNICEF and the project partners are not followed, if work/outputs are incomplete, not delivered or for failure to meet deadlines. IV. DESCRIPTION OF THE ASSIGNMENT Work expected from the technical team: 1- Preparing a desk review for the locally and internationally developed water, sanitation and hygiene education, presenting the outcome of the desk review as a report, 2- Conducting need assessment study through focus groups in 26 boarding schools which are involved in the earlier stage of the project in order to better understand the current conditions and needs, 3- Developing the water, sanitation and hygiene education content for students based on the outcomes of the desk review and need assessment, 4- Developing the appropriate methods for hygiene promotion and training in participatory (children and teachers) manner, 5- Getting feedback from the working group established by MONE and UNICEF team and revising the content and methods if necessary 6- Developing the training content and guidebook for teachers (one director and one counsellor) coming from 26 boarding schools who will be responsible for the pilot implementation of the water, sanitation and hygiene education 7- Conducting teachers training during the period of 04 – 06 February 2015 8- Supporting the pilot implementation by giving visits to some of the boarding schools and providing guidance when requested by teachers 9- Conducting impact assessment for pilot implementation in 26 boarding schools 10- Getting feedbacks regarding the content and methods developed from teachers who are involved in the implementation, 11- Finalizing the water, sanitation and hygiene education content and methods in line with the feedbacks received from schools which are part of implementation 12- Once the positive impact of the training is confirmed through impact assessment, conducting trainings for responsible teachers coming from all boarding schools (each training for three days, four separate trainings) REF: EDU/TURA/2014- I Page 4 of 6 Expected to be brief and to the point, reports will be prepared in Turkish. UNICEF will have it translated into English. The translation cost will be covered by UNICEF from the project budget. 1 2 3 4 5 6 7 8 9 10 11 TASKS OUTPUTS Desk review for the water, sanitation and hygiene education materials Need assessment study Desk review report 17 – 28 November 2014 (10 days) Need report 28 November – 12 December 2014 (15 days) 12 December 2014 -09 January 2015 (30 days) Developing the water, sanitation and hygiene education content and methods as draft Getting feedback from MONE and UNICEF regarding the content and methods Revising the content and methods in line with the feedbacks Developing the content of Training of Trainers and teachers guide Conducting TOT for teachers coming from 26 Boarding Schools Supporting the pilot implementation in 26 boarding schools and providing guidance when requested Conducting impact assessment for pilot implementation in 26 boarding schools Getting feedbacks regarding the content and methods from schools Finalizing the water, sanitation and hygiene education content and methods REF: EDU/TURA/2014- I Draft education content and methods ESTIMATED DURATION/DELIVERY DATE Feedbacks for the education content and methods 09 – 23 January 2015 Education content and methods 23 – 27 January 2015 (3 days) Content of TOT and guidebooks 27 January – 03 Şubat 2015 (5 days) Completion of TOT & Training report 04 – 06 February 2014 (4 days) Implementations monitored and evaluated & report 9 February - 12 June 2015 (26 days) Impact assessment report 01 – 30 June 2015 (16 days) Report for feedbacks regarding the content and methods 01 – 05 June 2015 (5 days) Final education content and methods 08 – 12 June 2015 (5 days) Page 5 of 6 Conducting trainings for responsible teachers coming from all boarding schools (2 participants per school) once the positive impact of the training is found out 12 Completion of trainings and reporting 24 August – 04 September 2015 (16 days) VI. EXPERTISE AND QUALIFICATIONS REQUIRED: 1 WASH Expert:  Master degree or bachelor's level degree on hygiene, water, public health or associated disciplines.  Experience on developing water, sanitation and hygiene education, implementation and supervision  No obligation to travel  Computer literacy 2 Guidance and Psychological Counselling Experts:       Graduate from Faculty of Education and master or Ph.D. degree in Guidance and Psychological Counselling, At least 10 years of responsible professional work experience in the field of Guidance and Psychological Counselling Knowledge and working experience about the compulsory education system in Turkey Developing and facilitating training programs in the school and/or educational sector No obligation to travel Computer literacy 1 Monitoring and Evaluation Expert:  Graduates of Faculty of Education and having master or PhD degree on measurement and evaluation  At least 5 years of professional experience on monitoring and evaluation (especially in education programs and materials)  Knowledge and working experience about the compulsory education system in Turkey  No obligation to travel  Computer literacy 1 Child Development Expert: Graduates from child development and education teacher or child development and having master or PhD degree on these fields  At least 5 years of professional experience on child development  No obligation to travel and spend extended periods in provincial areas,  Computer literacy REF: EDU/TURA/2014- I Page 6 of 6