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A participatory mapping study to select targeted schools and beneficiaries in Kairouan  and Siliana 

1. Context 

Ifrikya Center for Common Ground (ICCG) 

Ifrikya Center for Common Ground (ICCG) is a Tunisian non-profit organization, established on  December 13, 2021, in accordance with the provisions of Decree No. 2011-88 of September 24,  2011, on the organization of associations to promote social cohesion in Tunisia. ICCG is a Tunisian  peacebuilding NGO that aims to promote sustainable social cohesion in Tunisian society through  conflict transformation. 

Ifrikya Center for Common Ground in Tunisia: 

ICCG’s strategy for Tunisia includes promoting the culture of dialogue and diversity through the  involvement of all parts of society while building their capacities. ICCG works in Tunisia to help  members of Tunisian society to address conflicts and differences constructively through  cooperation and dialogue. ICCG works across multiple channels, mainly with youth, public  institutions, CSOs, media actors, and local authorities to build the capacity of individuals and  institutions to address challenges including differences and act on common points. ICCG’s main  strategic objectives include: (i) contributing to peacebuilding in Tunisia through fostering a culture  of dialogue and education based on values of citizenship,and tolerance, (ii) promoting socio economic inclusion and protection of vulnerable groups; (iii) strengthening citizens’ engagement  and equal participation of men and women in public life. (iv) enhancing participatory and inclusive  governance; (v) strengthening the Tunisian social fabric through better cooperation and  coordination between different members of the society. 

The Project  

ICCG is implementing a 18 month project titled “My school – Attractive, open and inclusive ودامجة ومنفتحة جاذبة مدرستي “targeting 128 schools, located in the regions of Kairouan and Siliana.  The project is funded by GCERF, and implemented by ICCG and its two partners, the Tunisian  Scout and the National Union of Tunisian Women (UNFTK), under the auspices of the Tunisian 

National Counter-Terrorism Commission (CNLCT) and the Ministry of Education (MoE). The  project leverages peace education tools and innovative educational approaches to address factors,  potentially, leading to violence and violent extremism in Tunisian schools. The overall objective  of the project is to increase community resilience to violent extremism through a more attractive,  open, inclusive school that is actively engaged in instilling human rights and peace values in  children. 

The project is expected to achieve the following results: 

1. Renewed relationships based on mutual trust and respect between teachers and pupils and  between pupils in the target schools and administrative staff; 
2. An attractive and supportive environment that stimulates effective teaching and learning, leading to better educational outcomes;
3. Better collaboration between teachers and administrative staff to improve student learning outcomes;
4. Active participation by parents in initiatives carried out by pupils at school.
5. Goal and Objectives of the Mapping Study 

In the context of the project “My school – Attractive, open and inclusive”, ICCG seeks to conduct  a participatory mapping that will lead to the selection of 128 target schools in Kairouan ( 80) and  Siliana (48). The mapping seeks to provide an in-depth understanding of the local contexts of the  target regions: Kairouan and Siliana, leading to understanding the type of community initiatives  that are needed to be implemented in the target regions.The mapping also seeks to produce  different selection criteria that will allow the CNLCT, MoE, and project team to validate the final  128 schools selected in Siliana and Kairouan where the project will be implemented. 

4. Geographic Locations 

The project will mainly target the regions of Kairouan (80 schools) and Siliana (48 schools). The  study published by the Institut Tunisien de la Compétitivité et des Etudes Quantitatives (ITCEQ):  “ETAT des lieux et disparités du système éducatif tunisien ” approche par l’indicateur des régions  d’éducation prioritaires” n°71, Avril 2022, attests that the phenomenon of school drop-out has  evolved considerably to exceed the critical threshold of 100,000 annually after the 2011 revolution.  This phenomenon generally affects pupils from disadvantaged backgrounds, where parents are  unemployed or in precarious employment, mothers have a low level of education, there is a  geographical concentration of people who have experienced the same difficulties, there is a lack  of extracurricular activities, and the resources available are limited. Dropping out or wasting away  at school is therefore the result of many difficulties encountered by the pupil at family, school and  social level.

Schools in Tunisia’s interior regions are the most disadvantaged in every respect (availability of  teachers, access to education, attendance, etc….). Poor schooling conditions combined with socio economic difficulties prevent pupils, mainly girls, and particularly those from disadvantaged  families, from pursuing and succeeding in their education in the targeted region. 

The targeting and prioritization of intervention areas and beneficiaries have been carefully studied,  taking into account the size of the project budget in order to identify target regions for tailored  policies. Analysis shows that two of the 24 governorates score very low: Kairouan ranks 23 out of  24 and Siliana 21 out of 24 on the “priority education region” indicator. 

5. Methodology and Data Collection Tools 

The mapping methodology will be determined by the consultant in collaboration with ICCG’s  team, based on ICCG and GCERF requirements. ICCG requests that the methodology includes the  following approaches:  

– Inclusiveness: the methodology should ensure the inclusion of a wide range of viewpoints. – Qualitative approach: 

❖ Primary data: 

– 05 Meetings/consultations with the following key target stakeholders: the Ministry of  Education, CNLCT, CNLCT focal points in Kairouan and Siliana, the Regional  Directorates of the Ministry of Women and Social Affairs and locally elected councils.  Additional meetings/consultations with other stakeholders including other local  delegations in Kairouan and Siliana and ICCG’s local partners may be conducted if  needed.The meetings will result in the development of the selection criteria to select 128  schools, a preliminary list of schools to be validated by the MoE, GCERF as well as context  analysis of the target regions. 

– Field visits to a sample of pre-selected schools to assess their situations and inform the  mapping report. 

❖ Secondary data: desk research to understand the local contexts, and the characteristics of  the regions of Kairouan and Siliana and current situations of the schools in the target  localities.  

To ensure a better understanding of the key issues that will be addressed in the project, data should  be disaggregated by age and gender, as well as by geographical location. ICCG Team will approve  the final methodology and tools before data collection begins, as well as provide feedback on the  report. 

Furthermore, the consultant must abide by the different Ethical Principles including:  

• Honesty and Transparency: the consultant should be honest and transparent with the  contractor about any conflict of interest, any change made in the negotiated project plan,  or any risk that may lead to producing misleading information. Any changes made and the  reasons why those changes have been made should be communicated immediately to ICCG  team.  
• Respect: the consultant must respect the security and dignity of respondents and project  participants at all times. The consultant must respect differences among participants  including culture, religion, gender, disability and age. 

Deliverables 

The following deliverables are required by the consultant 

• Inception report including a proposed methodology, calendar, literature review; preliminary suggested criteria for the selected schools, for review by ICCG staff and  partners; 
• Analysis of the data collected and production of a draft report presenting the socio  economic context, suggest a list of potential community initiatives, preliminary list of  suggested schools in French and Arabic, for review by ICCG staff and partners; 
• A Final Report in French and Arabic; 
• Presentation of the key findings in front of ICCG’s partners, COPIL and key actors. 

Logistical Support 

ICCG will share all the available project documents and materials with the consultant. Costs for all transportation should be included in the submitted proposals. 

6. Timeline 

The total number of working days for the participatory mapping for the selection of target  schools and beneficiaries in Kairouan and Siliana will be 09 working days. The following timeline will be followed: 

7. Requirements  

The applications received will be evaluated based on the following criteria:  

• Proficiency in French and Arabic (written and spoken); 
• More than 10 years of experience in working in CVE/PVE and in the education field
•  Knowledge of peace education and its approaches; 
• Prior experience conducting similar mapping studies; 
• Experience working with international organizations; 
• Prior experience in dealing with sensitive issues and contexts; 
• Good writing skills. 

8. Applications 

The consultant should apply by submitting curriculum vitae(s), presenting three references and a  short methodological note by email to ICCG at: apply@ifrikyacenter.org by August 30th, 2024  Tunis time at 18 pm. Please note that late and/or incomplete applications will not be considered. 

The short methodological note should consist of:  

− Overview of experience in conducting similar types of studies;

− A short note on the planned mapping study design, including data collection techniques  and methodologies;  

− A proposed work plan with a time frame;  

− Financial proposal detailing relevant costs.