Background
The Republic of South Sudan is the newest country in the world, established on 9th July 2011 following a referendum which saw the separation of Southern Sudan from Sudan. Despite the ending of war and the will of the country national authorities to advance development peacefully, still South Sudan reports some of the world’s worst socio-economic indicators. Among those, education is probably the most alarming one. Women and young girls in South Sudan face extreme disadvantages in education. Girls are less likely to enter school, more likely to drop out, and there are just 400 in the last grade of secondary education. War during the three decades has left the education system in tatters and as a result South Sudan has one of the lowest literacy rates in the world. Only 8% of women are estimated to have the basic literacy skills (Literacy Situational Analysis – South Sudan, 2012, UNESCO).
Illiteracy is widespread in South Sudan to the extent that it concerns the whole population regardless the age, sex or status. Nevertheless, some categories are more sensitive than others. The armed forces (including organized forces: prison police, fire brigades, wild life, etc.) are definitely one of those which require priority intervention, both because of their protective role in the society and because of their mandate to assert, apply and perpetuate the rule of law.
Women and young girls are in general the most affected by the lack of education and basic literacy skills. Context barriers to the right to education for them include the following: discrimination against the education of women, culture (the role of girls, older children and youth caring for younger siblings, children and youth caring for livestock, the role of the first born, the value of education), gender-based violence, inadequate facilities and assistance for physical and mental disabilities, inadequate access to school latrines for adolescent girls, mother tongue different from language of instruction (tribal languages and English curriculum), financial barriers (indirect school costs, such as uniforms and shoes), socio/economic situation of the family, natural disasters (floods, drought, famine), insecurity or armed conflict, and discrimination on the basis of ethnicity. Furthermore, the reasons for the decline in women attending schools is compounded by the fact that there are only 12.3% of female teachers in primary schools and only 10.5% of female teachers at secondary level.
The Ministry of General Education and Instruction (MOGEI):
The Government of South Sudan (GOSS), compelled by the Transitional Constitution “...to ensure a free and compulsory education at the primary level and free illiteracy eradication program” (Art. 29) and in order to effectively respond to the “Illiteracy Emergency”, on 8th September 2012 officially launched the National Literacy Campaign. The campaign is led by the Ministry of General Education and Instruction (MOGEI), and in particular by the Directorate of Alternative Education Systems (AES), which is the one in charge of adult literacy and non-formal education. The national literacy campaign was launched to raise awareness and mobilize all stakeholders to take up the challenge of fighting illiteracy. At present the AES is responsible for 7 education programmes targeting youth and adults across the country:
- Basic Adult Literacy Program (BALP);
- Accelerate Learning Program (ALP);
- Community Girls' School (CGS);
- Pastoralist Education Program (PEP);
- Intensive English Course (IEC);
- South Sudan Interactive Radio Instruction (SSIRI);
- Agro-forestry.
UN Women:
The United Nations Entity on Gender Equality and the Empowerment of Women (UN Women) was created in July 2010 by General Assembly resolution A/Res/64/289 to assist countries and the UN system itself to progress more effectively and efficiently toward the goal of achieving gender equality, women’s empowerment and upholding women’s rights. In South Sudan UN Women has developed a Strategic Note for the period 2012-2013 and which are aligned with the South Sudan Development Plan and the United Nations Development Assistance Framework (UNDAF) (2011-2013).
The three strategic priority areas for UN Women South Sudan elaborated in the Strategic Note and Country Programme Document are as follows:
- Women’s leadership and participation in gender-responsive governance;
- Women’s access to economic empowerment and opportunities;
- Improved Security and protection of women and girls.
In the effort to increase the access to education for young girls and the functional literacy for adult women, as a means to prevent and reduce exposure to violence, better their life and foster their advancement, UN Women identified two groups to be targeted through the support to the MOGEI, for being more vulnerable or for occupying strategic position in the society: young girls in their “marriage age” and policewomen.
The MOGEI already started a programme targeting the armed forces, which has reached so far some 70,000 policemen/women among others groups. The material used is the one of the BALP programme, based on 4 years classes. In Juba town, literacy courses have already started in the 2 existing police training centres.
Duties and Responsibilities
Objectives:
The objective of the consultancy is to initiate the process of reviewing and revising the “English” module of the MOGEI's Basic Adult Literacy Manual from gender perspective while strengthening the skills of the Curriculum Department of the MOGEI to finalize the review and revision of the entire material.
The selected international consultant will work as a team with the Curriculum Department in order to review and revise the first module of the MOGEI's Basic Adult Literacy Manual from gender perspective and apply it to literacy classes for police women in the South Sudan Police Services.
Specific Duties and Tasks:
Under the overall supervision of the Literacy and Life Skills Adviser, working closely with a national counterpart focal point at MOGEI, the international Consultant will be expected to:
- Review the English module of the MOGEI's Basic Adult Literacy Manual used for women police literacy classes;
- Assess its gender responsiveness and identify areas that require amendment-revision;
- Propose revisions to the Basic Adult Literacy Manual from a gender perspective;
- Review and discuss the revisions with the MOGEI;
- Finalize the English module based on feedback received;
- Hold meetings with the relevant stakeholders department of Alternative Education at the MOGEI, Ministry of Gender, Child and Social Welfare, UN Women, South Sudan Police Forces (SSPS), Civil Society Organizations (CSOs) to elicit their views and feedback on the tools and propose revision;
- Conduct skills and knowledge transfer sessions both formal and informal with the national consultant so as to ensure that the national counterparts has the required capacity to continue the work;
- Revise the English module of the MOGEI's Basic Adult Literacy Manual from gender perspective/lense;
- Held a refreshing training for the 20 literacy facilitators selected by the MOGEI based on the new material. elaborated.
Expected resultat/deliverables
- A road map for the review of the MOGEI's Basic Adult Literacy Manual;
- A Skills Transfer Plan;
- Tools and guidelines for the review of the MOGEI's Basic Adult Literacy Manual from gender perspective developed;
- The English module revised from a gender perspective;
- Refreshing training conducted targeting 20 facilitators.
Competencies
Core competencies
- Demonstrate consistency in upholding and promoting the values of UN Women in actions and decisions, in line with the UN Code of Conduct.
- Demonstrate professional competence and expert knowledge of the pertinent substantive areas of work;
- Cultural sensitivity and valuing diversity: Demonstrate an appreciation of the multicultural nature of the organization and the diversity of its staff. Demonstrate an international outlook, appreciating difference in values and learning from cultural diversity.
Functional competencies
Planning and Organizing:
- Ability to plan work assignments, establish priorities and meet strict assignment deadlines with limited resources.
Coordination and Monitoring:
- Ability to build strong relationships with clients and focus on impact and results;
- Demonstrated aptitude to build effective partnerships with a diverse group of stakeholders;
- Capacity to coordinate monitoring activities, to mentor programme/project staff/national counterparts and provide guidance and support;
- Knowledge of methodologies and best practices for promoting gender equality, equity and women empowerment in general and in South Sudan in particularly.
Communications and Language:
- Compelling (verbal and written) communication skills including ability to prepare reports, formulate and defend sound recommendations and articulate opinions concisely conveying maximum necessary information;
- Outstanding oral and written communication and presentation skills in English. Arabic is an asset.
Required Skills and Experience
Education:
- An advanced University degree in education, social sciences, international development studies, gender/women’s studies, human rights or a related relevant technical field.
Experience:
- At least seven years relevant experience in research and programming on women’s empowerment and gender equality in the field of education, and functional adult literacy in particular. Knowledge of and country experience in conflict and post-conflict situations is necessary;
- Experience developing manuals/guidelines/training materials relating to adult functional literacy particularly from a gender perspective;
- Experience providing high level policy advice and technical assistance on adult literacy programmes in post-conflict context;
Language requirements:
- Fluency written and spoken English.