psychosocial support and socio-emotional learning Coordinator (UNOPS)
Hardship Level (not applicable for home-based)B
Family Type (not applicable for home-based)
Family
Staff Member / Affiliate Type
CONTR Local Professional Level
Target Start Date
2025-02-01
Deadline for Applications
February 4, 2025
Terms of Reference
1. General Background
In the last quarter of 2024, Kenya hosts over 800,000 refugees hosted mainly in designated settlements in Kakuma and Dadaab. With over half of the refugee population under the age of 18 and a steady stream of new arrivals, the demand for education services continues to increase.
Furthermore, amongst the specialised support needed for refugee children, psychosocial support and socio-emotional learning in schools is an essential element of creating a safe, learning environment where children can recover from traumatic experiences and develop coping and resilience skills in the stressful environment of the camps.
Whilst several education partners in the refugee education space are providing PSS-SEL programming, UNHCR raised the concern that these activities were being implemented in an ad hoc, uncoordinated fashion, potentially duplicating services and leaving gaps in coverage.
In 2023, Porticus supported partners to address this issue through a consultancy to map the implementation of PSS-SEL approaches in refugee camp schools in Kenya. The findings of the study showed that although partners are providing a range of PSS-SEL activities in camp schools, there are significant gaps related to rationalisation, harmonisation and coordination in this area.
The study proposed nine recommendations to strengthen PSS-SEL services for refugee children, including some foundational activities that will serve as a basis for the others. The recommendations central to strengthening PSS-SEL interventions for children include:
• “Conduct a comprehensive joint assessment of the SEL-PSS needs of refugees” to provide an evidence base and rationale for a range of PSS-SEL interventions.
• “Establish a common understanding of SEL and PSS” among partners to unify understanding of approaches and terminologies and to develop a common, more technical understanding of PSS-SEL needs.
• “Promote meaningful partner collaboration” in order to jointly enhance capacity and ensure relevant PSS-SEL interventions in education services and the community.
2. Purpose and Scope of Assignment
This consultancy will support the implementation of the recommendations emerging from the PSS-SEL Mapping study conducted in 2024. The consultant is expected to take a highly participatory approach, involving key stakeholders throughout to achieve a well-coordinated, cohesive approach to strengthening PSS-SEL service delivery. Meaningful participation of stakeholders in the design and roll out of activities is a core value of the programme.
Key activities under this Terms of Reference include:
• Establishment and ongoing coordination of a PSS-SEL steering group made up of partners and key stakeholders.
• Development of a PSS-SEL workplan
• Manage and coordinate an assessment and profiling of the PSS-SEL needs of refugee children in Kakuma and Dadaab.
• Facilitate the development of a joint framework and tools for PSS-SEL for refugee education programming, to promote a common understanding of terms, definitions, principles and guidelines.
• Coordinate PSS-SEL activities in camp schools to promote alignment with PSS-SEL framework, address duplications and gaps, and harmonise with other MHPSS/child protection programming.
• Facilitate capacity-building activities for partners, counsellors and teachers to promote PSS-SEL in schools.
• Facilitate assessment of school environment and infrastructure to develop and pilot child-friendly, cost-effective guideline for school design that will guide construction, procurement, school management and maintenance.
• Regular travel to Kakuma and Dadaab is expected.
3. Monitoring and Progress Controls
• Bi-monthly PSS-SEL coordination meeting minutes
• PSS-SEL annual workplan developed.
• PSS-SEL assessment report finalised and disseminated.
• Joint PSS-SEL framework and harmonised toolkit developed.
• Five PSS-SEL capacity development activities delivered.
• Guideline on child-friendly school environment developed and piloted.
4. Qualifications and Experience
a. Education
Graduate degree in relevant discipline (psychology, mental health disciplines, education policy, migration/displacement)
b. Work Experience
Essential
1-year relevant experience with Undergraduate degree; or no experience with Graduate degree; or no experience with Doctorate degree
Desirable
• 5 or more years of demonstrated experience in delivery of MHPSS-SEL services or programming.
• Knowledge of and experience working with displaced populations or other marginalized groups in Kenya
• Demonstratable experience is design and delivery of capacity building or training.
• Experience with coordination of multiple stakeholders to achieve common outcomes.
• Professional experience working in the education/humanitarian sector/child protection with emphasis on education in crisis/displacement is desirable.
c. Key Competencies
(Technical knowledge, skills, managerial competencies or other personal competencies relevant to the performance of the assignment. Clearly distinguish between required and desired competencies)
• Expertise in MHPSS and SEL and education
• Excellent coordination and communication skills
• Training materials development and facilitation skills
• Knowledge of and experience working with the INEE PSS-SEL toolbox or similar tools is desirable.
