Tenders Are Invited For Consultancy To Integrate Gender Responsive Approaches Into The Three Existing Child Friendly Schools Cfs Training Modules Since 2008 Unicef Has Been Supporting The Child Friendly Schools Cfs Initiative In Angola From 2018 Onwards Unicef Has Been Implementing The Model In The Municipalities Of Cacula Gambos And Quipungo In The Province Of Huila Among Other Things This Model Is Characterized By Promoting Teaching Processes That Contribute To The Cognitive Social And Emotional Development Of Students Based On Pedagogical Practices That Place The Student As The Central Figure In The Educational Process Within The Scope Of Child Friendly Schools Project In Angola In 2015 The Ministry Of Education And Unicef Developed Three Manuals To Support Trainings For Teachers Directors And Parent Committee Members 1 Student Centred Pedagogy Ensino Centrado No Aluno The Student Centred Training Manual Is Based On A Student Centred Learning Approach This Approach Anchored In The Philosophy Of Social Constructivism And Differentiated Pedagogy Promotes Participatory Processes Of Teaching And Learning That Emphasize Differentiated Pedagogy And Instruction To Ensure That The Unique Learning Needs Of Individual Students Are Met 2 Water Sanitation And Hygiene Wash For Students gua Saneamento E Higiene Ash Para Alunos The Wash Manual Provides Clear Guidance On Wash Infrastructure And Hygiene Practices Needed To Ensure Safe Clean School Environments For Students And Staff 3 Leadership And School Management M dulo Sobre Lideran a E Gest o Escolar The Leadership And School Management Manual Provides Guidance To School Directors And Parent Committee Members On How To Lead And Organize Schools With A Focus On The Development Of School Management Plans Projectos Educacativos Escolares The Existing Manuals While Extremely Useful Are Not Currently Adequately Gender Responsive Nor Have They Been Updated In The Light Of Learning Methodologies That Allow The Acquisition Of Practical Transferable Skills For Lifelong Learning Within The School Environment These Transversal Skills Must Be Integrated Into The Learning Processes Of Different Subjects Addressed In The Manuals The Development And Implementation Of Transferable Skills For Lifelong Learning Facilitates Learning Processes And Helps Transform Approaches Such As Gender Equality Into Practice While Issues Of Gender Are Sometimes Addressed In The Three Documents Mentioned Above They Do Not Employ An Explicit Gender Lens To Examine The Differentiated Ways That Boys And Girls Experience Their School Environments In The Context Of Angola This Is Problematic Girls Face Significant Challenges Accessing Quality Education And Educational Processes Spaces And Learning Materials Are Frequently Not Gender Responsive In Angola Evidence Suggests That Major Gender Inequalities Negatively Impact The Lives Of Girls The Human Capital Index Developed And Published By The World Bank In 2018 Suggests That Girls Access To Education And Learning Outcomes Are Lower Than For Boys On Average Girls Go To School Almost Two Years Less Than Their Male Counterparts And Their Outcome Of Quality Learning Years Is 0 8 Years Less Than Boys With The Closure Of Schools In 2020 And Early 2021 Due To Covid 19 Girls Lost The Protection That Schools Often Provide Against Exploitation And Gender Based Violence Gbv Administrative Data From The Criminal Investigation Services Suggests That Gbv Increased Significantly During The Pandemic 77 More Cases Were Reported Nationally Between January And June 2020 Than Compared To The Same Period In 2019 In 2020 7 283 Girls Reported Being Victims Of Physical Sexual Or Psychological Violence And According To Inac Nearly 15 000 Children Experienced One Of These Same Forms Of Violence In 2020 Sos Child Line 2020 Early Pregnancy And Marriage Tend To Increase Among Girls Which Will Make It More Difficult For Them To Return To School According To Demographic Health Survey Data Ine 2015 2016 Only 58 Of Women Are Literate While The Literacy Rate Among Men Is 84 In Rural Areas The Difference Is Even Greater Only 25 Of Women Are Literate Compared To 63 Of Men The Completion Rate Of Lower Secondary Education In The First Cycle Is 74 8 The Difference By Sex Shows That Girls Are At A Disadvantage Data From The Angolan Ministry Of EducationS Education Management And Information System Emis Or Sige In Portuguese Shows That 69 7 Of Girls Compared To 79 8 For Boys In Upper Secondary Education The Completion Rate Is 25 8 For Girls It Is 24 And For Boys It Is 27 5 Med Sige 2020 The Data Above Highlights The Need For Improvements In Gender Responsive Approaches In All Areas Of The Angolan Education System This Includes Strengthening Gender Responsive Pedagogy Gender Responsive School Leadership And Gender Responsive Water Sanitation And Hygiene Infrastructure And Practices Unicef Angola Feels That A Greater Emphasis On Gender Equity Anchored In A Right Based Approach That Guarantees ChildrenS Access To Safe Quality Learning Is Strongly Needed In The Child Friendly Schools Project This Consultancy Will Contribute To Strengthening Gender Equity In The Cfs Project By Revising And Improving The Three Manuals To Be More Gender Responsive And To Help Develop Transferable Skills For Lifelong Learning Such As But Not Limited To Empathy Participation And Respect For Diversity For Example The Student Centred Pedagogy Module Can Be Strengthened By Incorporating Principles And Practices From The Gender Responsive Pedagogy Grp Toolkit Developed By The Forum For African Women Educationalists Fawe To Address Quality Aspects Of Teaching In African Schools With The Support Of Unesco Unicef Iicba And The Creative Action Institute The Grp Methodology Focuses On The Individual Needs Of Students Especially Girls And Aims To Equip Teachers With The Knowledge Skills And Attitudes That Will Enable Them To Respond Appropriately To The Learning Needs Of Girls And Boys By Improving Gender Aware Classroom Processes And Practices It Develops Teaching Practices That Engender Equal Treatment And Participation Of Girls And Boys In The Classroom And In The Wider School Community It Advocates For Classroom Practices That Ensure Equal Participation Of Girls And Boys Including A Classroom Environment That Encourages Both To Thrive Teachers Are Trained In The Design And Use Of Gender Responsive Lesson Plans Classroom Interaction Classroom Set Up Language Use In The Classroom Teaching And Learning Materials Management Of Sexual Maturation Strategies To Eliminate Sexual Harassment Gender Responsive School Management Systems And Monitoring And Evaluation The Adaptation And Improvement Of The Manuals From A Gender And Transferable Skills Perspective Will Help To Ensure That Issues Of Access Quality And Schools Management In Supported Schools Will Be Addressed Through Gender Sensitive Policies Processes And Infrastructure This Gender Lens Is Needed If The Model Is To Be Taken To Scale
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