Consultancy: (Baseline Study for the project) -Ifrikya Center for Common Ground Retour vers les opportunités

Consultancy: Baseline Study for the project  

“My school – Attractive, open and inclusive- ودامجة ومنفتحة جاذبة مدرستي“ 

1. Context 

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 (80) and  Siliana (48). The project is funded by GCERF, 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 baseline study 

The purpose of the baseline study is to collect information on target groups related to the planned  intervention of the programme, design and collect data on all outcome indicators of the project as  described in the results framework of the project. The methodology of the baseline should be  replicable for endline processes as well as for the ongoing monitoring processes. The baseline  survey will provide the benchmarks against which any changes resulting from the project  interventions and results will be measured. The baseline assessment will be the basis to evaluate  the project’s performance and progress over time. 

The baseline study will allow ICCG and its partners to:  

– Analyze and understand the different multilevel factors (individual, family, community,  that may lead to risky behavior, violence and violent extremism among Tunisian pupils  in the target local communities; 

– Understand how Tunisian pupils in the target local communities are engaged with their  schools and with their local communities; 

– Understand the contribution of local communities’ members, in particular women, in the  prevention of violent extremism and detection of risky behaviors among young Tunisians; – Analyze the perceptions and attitudes towards the usage of the innovative educational  approaches based on peace and citizenship to prevent risky behavior and violence among  Tunisian pupils;

– Collect data on key indicators for measuring the project’s outcomes, including information  on different gender dynamics, as well as the project results framework’s relevance to the  local contexts. 

– Draw recommendations for programming to ensure “Do No Harm” and conflict sensitivity  are respected in the project and throughout the implementation process; 

– Draw recommendations to inform the current project and similar future projects. 

3. Key Questions of the Study 

The Baseline study will gather key information on the current situations and conditions in the  target local communities (Kairouan and Siliana), perceptions and attitudes of pupils, teachers, and  local communities towards violence, risky behaviors, violent extremism and school drop out, as  well as the contribution of different local community members to prevent violence and risky  behaviors among young Tunisians. The baseline data will also gather data related to the indicators  identified in the Results framework of the project.  

The baseline study seeks to answer the following research questions: 

OB 1 – Understanding the multilevel factors leading to violence, risky behavior, and violent  extremism among Tunisian pupils  

1. What are the prevalent factors that can push Tunisian pupils to engage in violent behaviors? 2. How does the intersection of the different factors impact Tunisian’s pupils’ resilience to  violent extremism? 
2. Is there any gender-based difference in the way that the identified factors influence female  and male pupils in the target communities? 
3. What behaviors and actions do Tunisian pupils regard as risky and violent? 5. How do Tunisian pupils engage with their peers?  
4. To what degree do Tunisian pupils feel that there are opportunities to meaningfully and  constructively engage with their schools and local communities?  

OB 2 – Contribution to preventing violence, and risky behaviors among Tunisian pupils  

– What role have the local communities including parents been playing in preventing,  violence and risky behaviors among Tunisian pupils?

– How have women been engaged in the prevention of violence and risky behaviors among  young Tunisian pupils? 

– According to local communities and educators, what could be done to prevent risky  behaviors, and violence among Tunisian pupils in schools? 

– What are the attitudes and perceptions of local communities, educators and Tunisian pupils  towards the usage of innovative educational approaches based on peace and citizenship in  Tunisian schools to prevent violence and risky behaviors. 

OB 3 – Baseline Value and Results Framework 

1. Is the project Results Framework relevant to the local context? How could it be  strengthened? 
2. What are the baseline values of the project’s indicators, highlighted in the table below?

OB 4 – Do no Harm 

1. What are the different risks that need to be taken into consideration and monitored? 2. What can the project do to ensure the incorporation of conflict sensitivity and “Do No  Harm” principles throughout the implementation process ? 

OB 5 – Recommendations 

1. What are the main recommendations to inform this current project and similar  programming in Tunisia or elsewhere? 
2. Geographic Locations 

The project will mainly target the regions of Kairouan (80) and Siliana (48). 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. 

In fact, Kairouan suffers from high school dropouts, high rate of school violence and poor  educational environment. Similarly, Siliana suffers from many socio-economic difficulties  including high poverty rate, high unemployment and precarious educational conditions. 

5. Methodology and Data Collection Tools 

The Baseline study methodology will be determined by the consultant in collaboration with the  ICCG team, based on ICCG and GCERF requirements. The consultant will develop the sampling  criteria, methodology and tools of the baseline in consultation with the ICCG team. 

The field work cannot begin without the reception of the formal approval on the methodology,  sampling and the overall baseline design. 

ICCG requests the methodology to include the following approaches:  

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

– Mixed-method approach: both qualitative and quantitative methods need to be included in  the methodology. A literature review, perception surveys targeting Tunisian pupils and  local communities, and key Informant Interviews with key community stakeholders  including educators, education inspectors and key actors. 

To ensure a better understanding of the key issues that will be addressed in the project, the data will be disaggregated by age and gender, as well as by geographical location.

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 the ICCG team.

• Respect: the consultant must respect the security and dignity of respondents, project  participants at all times. The consultant must respect differences among participants  including culture, religion, gender, disability and age.  

Deliverables 

ICCG expects the following deliverables from the consultant: 

• A baseline plan (inception report) detailing a proposed methodology, sampling strategy,  questionnaire, tools, calendar, and the literature review; 
• Training for Data collectors  
• Analysis of the data collected and production of a draft baseline report in French or  English, for review by ICCG staff and partners; 
• A Final Report in French or English consisting of:  

o Table of contents 

o Abbreviations 

o Executive summary of methodology, limitations, key findings and  recommendations 

o Background information (project specifics) 

o Methodology: Objectives, data collection and analysis and limitations of the study o Research findings, analysis, with associated data presented (should be structured  around the main objectives and should cover all indicators) 

o Indicator table showing all baseline indicators 

o Appendices, which include detailed research instruments, list of interviewees and  terms of references  

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 baseline survey will be 25 working days over the 30  days period from the date of the contract signature. The following timeline should be followed:  

7. Requirements  

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

• Proficiency in French/ or English and Arabic (written and spoken); 
• More than 5 years of experience in project evaluation for similar programs or the equivalent  expertise, including the design of innovative evaluation methods; 
• Prior experience in conducting baseline studies; 
• Experience working with international organizations; 
• Demonstrated qualitative and quantitative data collection skills; 
• Knowledge of peace education and its approaches; 
• Prior experience in dealing with sensitive issues and contexts 

8. Applications 

Consultants should apply by submitting curriculum vitae(s), presenting three references and a short  methodological note by email to ICCG at: apply@ifrikyacenter.org by 13/09/2024 Tunis  time at 18 pm. Please note that late and/or incomplete applications will not be considered. 

The short methodological note should be composed of: 

− Overview of experience in conducting similar types of studies; 

− A short note on planned baseline design, including high-level sampling approach, data  collection techniques and methodologies;  

− A proposed work plan with a time frame;  

− Financial proposal detailing all relevant costs.

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