Consultancy for training design and developing a curriculum for Humanitarian Sector Learners

Terms of Reference for undertaking a training design and developing a curriculum for Humanitarian Sector Learners

1. Background
The Humanitarian Leadership Academy’s Kenya Academy Centre (KAC) is seeking to develop more relevant and cost-effective ways of delivering learning and skills to a wide range of stakeholders in the humanitarian sector in Eastern Africa (with a special focus on those who are based in Tanzania, Kenya and Uganda). The goal is to respond to the learning and knowledge gaps that are brought about by challenges that are posed by the growing number, complexity, and intractability of natural and human-induced hazards, risks, and disasters in the region. In order to achieve this, however, relevant materials, tools and approaches are needed. These would be tested and subsequently implemented to scale. Accordingly, KAC is seeking to establish partnership with a qualified professional training institution to develop a design and curriculum for the envisaged training. The following Terms of Reference (ToR) outline the task that will be facilitated by the selected institution.

2. Rationale
Needs assessments have recently been concluded in Tanzania and Kenya, and another is under way in Uganda. Based on the completed assessments, and on a number of other discussions, key recommendations have been made with regards to how to move forward the learning agenda. For example, in Tanzania, the Academy Centre was urged to consider supporting capacity building and knowledge management activities in the humanitarian sector, may be beginning with Dar es salaam and Kigoma. Proposals were also made to facilitate a mentorship program between practitioners and academia; organize regular forums to discuss issues related to capacity building and learning; support curricula for universities for short and long term trainings involving many different stakeholders including practitioners; work on shared production of research outputs and adaptation of these products to different audiences; introduce tailor made training programs focusing on policy, tools for first responders and community members working at local level; and provide support for trainings on institutional developments and soft skills for national organizations (national NGOs and staff from government departments). In addition, the Academy was challenged to consider setting up and facilitating in Tanzania a new space/dialogue/ working group on Humanitarian Learning and Partnership to ensure coordination, information sharing and documentation related to capacity building, partnerships and knowledge management in the humanitarian sector.
On the other hand, in Kenya, the Academy was called upon to invest in building and enhancing capacities of local responders (including civil society organizations and private sector) to ensure that the humanitarian response is more effective. A range of delivery mechanisms, including face-to-face training courses to a broader audience, was suggested. Specifically the following topics and audiences were proposed:
Topics

Audiences
Disaster risk reduction and disaster management: preparedness, planning, delivery, monitoring and evaluation. Also, aspects related with early recovery and resilience
Sector (all) and organization level, particularly governmental bodies now in charge of leading and managing these activities.
Inter-sector and sector coordination. This topic involves several sub-themes: inter-sector coordination, meeting management, conflict resolution, partnership, information management, etc.
Sector (all) and organization level, especially governmental bodies now in charge of managing and leading these activities.
Advocacy and campaigning, including evidence production.
Organization and individual levels, especially leaders and managers from civil society organizations.
Resources mobilization, donors’ management and public-private partnerships. This topic involves several sub-themes like: needs assessment, proposal writing, donors’ management, reporting, etc.
Sector (all), organizations and individuals, especially leaders and managers from civil society organizations and small to medium enterprises.
Humanitarian system (principles, standards, do not harm, etc.) and programme cycle management, especially the phases of needs assessments, planning, monitoring & impact evaluation.
New coming actors in all sectors, but also organizations and individuals, especially leaders and managers from civil society organizations, large companies and private small to medium enterprises.
Protection of vulnerable populations (human rights); Water and Sanitation (hygiene promotion and water supply systems); Logistics and Food Security: use of cash and vouchers for aid provision, and analysis of value chains.
Organizations and individuals, especially programme/project officers, technicians and persons in charge of front-line/outreach activities from local NGOs and private sector.
General management of organizations.
Organizations and individuals, especially managers and administrative staff from local NGOs and civil society organizations.
Management of capacity development systems.
Organizations and individuals, especially managers and administrative staff from local NGOs and civil society organizations.
While these proposals capture well “what” needs to be focused on with respect to learning, they neither clarify the “how” or “why” the learning should be designed, tested or rolled out. This is the primary objective of the present assignment.

3. Justification of the proposed approach
On-line learning has a number of advantages. While many learners in the East African region still use the traditional face-to-face methods, particularly in workshops, people who use on-line approaches have the chance to study in their own time and at much reduced cost. Training may also occur anytime, and in any place that has internet access. In addition, trainees can learn at their own pace and around their own schedules within a given training time frame. Further, individuals often gain access to colleagues and experts from more diverse geographic locations and the trainees are able to take advantage of lifelong learning without relocating or quitting their jobs.
However, on-line learning also presents some challenges. Without the opportunity to physically interact with other learners some trainees may find it difficult to express themselves on issues where they encounter difficulties, especially conceptual issues. Similarly, the absence of competition between colleagues can lead to low levels of stimulation. In addition, course facilitators at times find it difficult to deal with the large numbers of trainees that may be interested in joining a discussion all at the same time. Further, online learning can be difficult in situations where the subjects that are being handled are more practically-oriented.
In order to address these and other related challenges, the provider will be expected to propose a mix of approaches (blended learning).

4. The proposed task
KAC is looking for an experienced training provider who is familiar with curriculum design processes and with developing training approaches, to design and test a holistic humanitarian sector learning programmes with key components to be delivered in Kenya, Tanzania and other countries in the East African region. The service provider/partner will propose a logical sequence of the components and the links that these will have. The programme/s that will be designed will consider the following:
• The humanitarian system and essentials (principles, standards, approaches, etc.);
• Programme cycle management (how this relates to the humanitarian sector);
• Disaster risk reduction and disaster management: preparedness, planning, delivery, monitoring and evaluation.
• Inter-sector and intra-sector coordination (promoting adherence by organizations and sectors to humanitarian principles; principles of partnership; promoting the mainstreaming of cross-cutting issues; conflict resolution; information management; etc).
• Resource mobilisation for the humanitarian sector.
• Protection of vulnerable populations (human rights); Water and Sanitation (hygiene promotion and water supply systems); Logistics and Food Security: use of csh and vouchers for aid provision, and analysis of value chains.
The programme will combine on-line, off-line and face-to-face modes of training and it will be targeted at the following categories of trainees, namely:
(a) Existing, new, and prospective actors in the humanitarian sector (including those in the traditional “development” sectors with an interest in incorporating humanitarian response in their work);
(b) Organizations and individuals (especially leaders and managers from civil society organizations, and private sector institutions; and,
(c) Government institutions and professionals, particularly those working at the sub-national level (county and sub-county in Kenya; region and district in Tanzania; and district and sub-county in Uganda) on planning, design and implementation of Disaster Risk Reduction and Management (and other humanitarian sector) strategies;
Due to the need to carry forward with the process after the design, a consortium and partnership approach to working on the task will be encouraged.
1. Key deliverables
The main output from this exercise is a set of “training designs” with clearly defined curricula for a cross-section of humanitarian sector stakeholders. Specifically the selected service provider/s will be expected to deliver curricula and proposed approaches for blended learning (combining on-line and face-to-face training) on:
(a) Introduction to the humanitarian system and essentials (principles, standards, approaches, etc.);
(b) Disaster risk reduction and disaster management: preparedness, planning, delivery, monitoring and evaluation;
(c) Inter-sector and intra-sector coordination (promoting adherence by organizations and sectors to humanitarian principles; principles of partnership; promoting the mainstreaming of cross-cutting issues; conflict resolution; information management; etc;
(d) Integration of hazard and risk issues in development planning; and,
(e) Resource mobilization, donor management, and public-private partnerships (including such sub-focus areas as needs assessments, proposal writing, donor management, reporting, etc.).

6. Timescale
KAC will consider for assessment proposals that are received by 5 pm on 14th September 2016 (East African Time). Following the deadline short-listed bidders or consortia will be identified and contacted to make clarifications, following which the winning bidder/ consortium will be announced and a draft contract prepared. The following indicative timescale will be used:

7. Proposals
Proposals to the Humanitarian Leadership Academy Kenya Academy Centre should be submitted in English, ensuring that in the proposal the names and contact details of all people who will be involved in the assignment and their roles are indicated. Similarly, the proposal should include a detailed plan for the assignment and proposed methodology for carrying out the assignment. The proposals should also include the following organisational information:
• Company profile, including brief history and financial overview
• Relevant experience
• Relevant skills profile of those to be involved in the project
• Names and brief biographies of key staff to be involved in the project, including the project manager who will act as the Academy’s primary contact, and the person who will have overall responsibility for ensuring success.

HOW TO APPLY:
If any parties other than the applicant are to be involved in the assignment, the role or roles that such party or parties are expected to play must be indicated and the concerned “other party” should indicate by signed letter their willingness and availability to undertake the tasks. The proposal must also include a detailed financial breakdown inclusive of all taxes.
The proposal should be sent to c.odhiambo-odandi@humanitarian.academy by close of business on 14thSeptember 2016.