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Background The Horn of Africa is experiencing a severe drought, and 3.2 million people is at risk of food insecurity in Kenya only. The drought emergency, water scarcity and death of livelihoods in pastoral areas are leading to consequent outbreaks of communicable diseases, high malnutrition rates, and displacements. Children and women in the affected areas remain extremely vulnerable to the effects of the drought on education and protection. The worst-affected areas are Wajir, Mandera, Marsabit, Moyale, eastern Samburu, and northern Isiolo in northern Kenya where mortalities of over 15 per cent have been reported.
Initially established in 1991 to host 90,000 refugees, the Dadaab refugee camp is now home to about 440,000 people of which 167,000 are school age children. Children in the Horn of Africa are facing a triple shock caused by prolonged drought, soaring food prices and conflict in Somalia. The protracted refugee situation calls for a two pronged approach that addresses the onset of the emergency with the arrival of additional refugees together with a long-term developmental approach that addresses the needs of the refugee population and the host community that is similarly affected by the drought. Due to the influx of refugees the enrolment rate has been decreased significantly t0 31% last several years.
However, the severity of drought dose not only affect children in Dadaab refugee camp. An assessment of the drought situation conducted by the Ministry of Education has revealed that the drought is having a severe impact on both the access to and the quality of education. Lack of pasture for livestock, food and water for the communities has led many people to migrate in search of pasture. The most heavily affected are the semi-settled pastoralist communities. Movement of populations has resulted in an increase of enrolment in some schools while other schools suffer from depleting or irregular attendance. The Education system is not flexible enough to deal with these fluctuations in attendance and resources for schools cannot adapt to the influx of students in schools resulting in poor quality teaching in overcrowded schools and lack of water and food in these schools. In summary, the drought has affected the quality of education in the following ways: o Due to the increased number of children, the classrooms are overcrowded. o Water in schools is scarce across the Arid and Semi-Arid Lands o Existing school resources are inadequate to support the new number of children i.e. text books, exercise books and desks. o Increased enrolment in primary schools and ECD centers has put a lot of pressure on the school feeding programme. Food rations have reduced as schools are cooking the recommended rations leading to some children missing out on meals. The school meal is often the only meal for these children and not enough food increases risk of malnutrition. In schools without water they are not able to cook. o Temporary drop outs are being recorded as irregular attendance increases due to pressure on children to contribute to the survival of the families through water fetching, income generating activities and domestic chores to free up the time of their parents. o Boarding school is the most promising way to provide both food security and education to children in drought affected areas especially in ASAL. However, the schools face serious capacity gaps as the already existing facilities are either over stretched, dilapidated or non-existent. o Secondary schools are worst affected by the high food prices and lack of fees payment according to head teachers in the districts visited, schools may not reopen next term if the situation doesn’t improve. o Boy preference is prevalent among the communities in the most of the districts visited putting girl’s education at stake. However, in some districts boys were engaged in child labour activities As a pure lifesaving intervention boarding schools are the only safe haven for the nomadic children whose livelihoods have been swept away by the ravaging drought or who are left behind by their parents who moved with the livestock to far distances. Schools are seen as the only option for feeding their children and parents are even bringing their young two to three year old children to access food in the schools.
As the enrolment of the host community is actually lower than that of Dadaab and there is a potential collaboration for a better result if the education strategy could be linked with the education strategy for host community, the EYP team in Dadaab does not only look at Education in Dadaab but also host community.
Justification
Under these circumstances of emergency in Kenya together with current proposal made by the UNHCR that UNICEF would take the technical lead and coordination role of education in Dadaab, there is an increasing need for scaling up programming as well as monitoring and evaluation of the projects in place in the field. Given the numbers of drought-affected areas covered by Garissa Field Office, the increased number of partnerships, delivery of supplies, and programmes requiring monitoring, additional staff is needed to support the education emergency response related tasks and responsibilities for Dadaab. Especially, there is an urgent need for interventions for host community of Dadaab camp. Further more, the EYP team in Dadaab needs to constantly engage in fund-raising activities including proposal writing, and receiving NatCom and other visits while the data on Education in Dadaab and host community needs to be updated constantly.
Scope of Work Under the overall guidance of the Head of Dadaab field office and Chief of Education and Young People Section, accountable for the development, design, planning, implementation and management of the Education programme within the Dadaab and host community programme. As lead of the education team in Dadaab, direct, lead and manage a group of professional and support staff to develop, manage and administer the sectoral or inter-sectoral programme.
The key tasks and responsibilities include: • Technical Leadership (40%): o Provide technical leadership and coordination provided for the education intervention in Dadaab and host community.
o Through the process, UNICEF’s global goals and operational models (e.g. child friendly schools) effectively promoted through advocacy and policy dialogue with the UNHCR and local stake holders, as well as with other external partners operating in the Education sector. o Provide inputs and guidance for the Situation/Secgtor Analysis, and its periodic update completed for effective programme planning, development and management. o Sectoral joint work plan with the UNHCR and activities formulated, implemented and monitored, ensuring alignment with UNHCR and country priorities and approaches defined in the programme strategy.
• Managing the sector plan and activities (30%): o Quality of rights-based Education programmes effectively promoted, and coherence, synergy and value added to programme management process through results-based management. Gender/sex disaggregated data and inputs relevant to the Education programme provided. o Education programme delivery, evaluation and reporting carried out efficiently, rigorously and transparently in compliance with the established guidelines and procedures. o The activities will be rigorously evaluated through defined monitoring and evaluation framework.
•Coordination and Communication (20%): o Jointly coordinate education partners in Dadaab and host community with the UNHCR. Provide support to bridge the coordination in Dadaab refugee camps and the Kenya education emergency cluster (and MOE).. o Expand and further engage education partners in Dadaab and the host community response – including national/local authorities, and national and international NGOs. Due to the sensitive nature of the relationships between the host community and the refugee populations, the TA will also be asked to work closely with local community leaders as well as colleagues engaged in child protection, both in the humanitarian sector and the local community. o Provide timely reports to the head of the Dadaab field office and Chief of Education.
• Resource Mobilization, Partnerships and Advocacy (10%) o Identify advocacy issues affecting refugee education. Sustain advocacy for the right of children and youth to education in Dadaab and host community. Effectively mobilize resources to implement the defined activities by the joint work plan.
AWP areas covered
• IR3: Emergency
Key Deliverables • Minutes of periodical education coordination meetings • Joint annual work plan with the UNHCR and partners • Quality reports that is submitted timely manner • PCAs and SSFAs approved in timely manner. • Fund-raising proposals • Inputs to the strategic papers and sector and sub-sector analyses (if any). • Strengthened relationships with partners and other agencies operating in the areas of education and child protection. • Hand-over note.
Desired background and experience
Advanced University degree in Education or related Social SciencesMinimum of seven years of significant experience in education development and emergency education and minimum three-year experience in management.Knowledge in various education sub-sectors (e.g., ECDE, Primary, Secondary, Out-of-school youth, life skills, vocational education, education finance, EMIS, curriculum, Child-Friendly School practices) and SWAP approach Knowledge of the cluster approach guidelines and terms of reference and knowledge/experience in applying themDemonstrable ability to work with diverse groups of stakeholders and to develop consensus and partnerships;Demonstrable technical expertise in education in emergencies and development, early recovery and post crisis transition. An understanding and training in INEE Minimum Standards for education in emergencies would be an added advantage;Capacity to present ideas in a clear, concise and convincing manner while listening to and acknowledging other people’s perspectives;Fluency in English (verbal and writing) and another UN language preferred;Solid analytical, organizational, negotiating, advocacy and planning skills.IT skills (Microsoft Word, Excel, PowerPoint, Outlook)Willingness/ability to be stationed in Dadaab and travel to field locations.
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