During the inception phase of the project, we will initiate a comprehensive situation analysis across the two RECs. This exercise will serve as an initial step to guide the project’s interventions in three thematic areas: gender and inclusion, digital education, and green education. The purpose of the situation analysis is to develop a detailed understanding of the current landscape in each region, identifying who the key actors are, what initiatives and policies already exist, and which practices have demonstrated positive results. It will also examine the main challenges, barriers, and systemic gaps that hinder progress, and determine the common regional priorities that can be addressed collectively.

This methodology for the situation analysis will consist of a desk review, short surveys, and interviews of the main stakeholders for basic education in the region, primarily the Ministries of Education (MoEs), but also the main technical partners and other relevant regional organizations. The analysis will not only map the current state of gender and inclusion in each region but will also apply a broad integrated view on how gender and inclusion interact with other thematic priorities of the project and within the broader basic education ecosystem.

For the gender and inclusion in education component, particular attention will be paid to how countries are integrating and assessing gender equality and inclusion into their education sector plans (strategic level), and into teaching and learning (operational level), how infrastructure challenges are being addressed, and what capacity-building efforts are in place for teachers and administrators. The analysis could include a few specific, small-scale experiences in the region or outside the region that could be used as reference points for the subsequence strategic and operational planning, though it should be primarily be focussed on systematic challenges, opportunities and possible options.

The output of this exercise will be a regional analysis and mapping that highlights the common challenges, opportunities, and strategic priorities supported by operational options (suggested joint actions) shared by the member states within each REC. This output will form the basis of a referential framework to be used by the thematic working groups that will be established in the next phase of the project. The situation analysis will be on the main documents to support the the working groups’ annual work plans, and should thus be thought as such from the start. The working groups should be able to select issues from the framework to address collectively, ensuring that their workplans are rooted in a sound understanding of the regional context.

Purpose of the assignment

The Short-Term Technical Expert in Gender and Inclusion in Education will ensure that this thematic component of the situation analysis is technically sound, methodologically rigorous, and relevant to the needs of both regions. The expert will be responsible for drafting the Terms of Reference for the gender and inclusion in education strand of the situation analysis in close collaboration with the project’s Team Leader and under the technical guidance of the Technical Advisors for Education Policies in each REC.

Once the ToRs will be elaborated, the short-term gender and inclusion education expert will carry out the desk review, surveys, and interviews with key stakeholders in the sector to draft a preliminary report providing insights into existing policies, initiatives, and best practices in gender and inclusion in education in SSA. This report will help identify gaps and opportunities for policy and programme innovation, with a focus on approaches that have proven effective in similar contexts. The report will synthesize the findings on the key challenges, leading stakeholders, and notable initiatives in both ECOWAS and EAC, offering a consolidated perspective on the state of gender and inclusion in education in both regions.

The assignment will also involve active participation in the ADEA Triennale, where the expert will facilitate and animate a dedicated session on gender and inclusive education. This will be an opportunity to present preliminary findings, engage with a broad range of stakeholders, and contribute to shaping the policy dialogue at a regional level.

Depending on the project’s evolving needs, the expert may also support the onboarding process of the Long-Term Gender & Inclusion Education Expert, expected to join the project towards the end of December. In this capacity, they would ensure continuity of knowledge and transfer of insights gathered during the inception phase, setting a strong foundation for the implementation period.

The expert will operate primarily on a remote basis but will be required to undertake frequent travel to the headquarters of the EAC in Arusha, Tanzania, and ECOWAS in Abuja, Nigeria, as well as to the venue of the ADEA Triennale. They will report directly to the Team Leader and under the technical lead of the Technical Advisors for Education Policies (TAEP) in each REC, maintaining open lines of communication and ensuring timely delivery of outputs in line with the agreed workplan.

Main responsibilities

• Technical Expertise & Dialogue.
  • Serve as the lead technical resource for gender and inclusion in education in support of the RECs and PEERS team during the situation analysis phase.
  • Provide technical inputs and direct contributions to ensure that the sections of situation analysis on gender and inclusion aligns with the latest trends, evidence, and policy priorities for the two RECs.

• Development of the situation analysis ToR
  • Draft the ToRs for the gender and inclusion in education component of the situation analysis in close collaboration with the Team Leader and under the guidance of the TAEP in each REC.  
  • Contribute to the ToR for the ADEA Triennale session on gender and inclusion in education.

• Capacity Building & Onboarding
  • Provide inputs for the smooth onboarding of the Long-Term Gender and Inclusion Education Expert.
  • Share findings and recommendations from the inception phase to inform long-term planning.

Delivrables

1. Draft and final ToR for the gender and inclusion in education component of the situation analysis.
2. Session facilitation and technical contributions during the ADEA Triennale.
3. Analytical report and mapping on challenges, stakeholders, initiatives, and practices in gender and inclusion in education in the ECOWAS and EAC regions (with associated PowerPoint presentation).
4. Briefing note for onboarding the Long-Term Gender & Inclusion Education Expert (if required).