Background

Internal displacement in Ethiopia has dramatically increased recently, mostly as a result of interethnic violence and instability as well as climate change.  Lack of access to livelihood, health care, social life, shelter and basic services create unbearable living conditions for IDPs. Women and girls are particularly  at high risk of exposure to sexual violence and abuse. The pandemic coupled with the civil war in the north is forcing many children to enter a third year without access to education. This has caused a massive loss of learning among children as well as a feeling of hopelessness. Furthermore, children in IDP camps suffer from trauma, abuse and neglect as a result of the conflict and efforts need to be put in place to not only rehabilitate educational access to IDPs but also rehabilitate IDP children from the trauma and suffering they have endured in order for them to be mentally ready to go back to school.

Education for Sustainable Development (ESD) together with Malala fund Education Champions commissioning a situational analysis to understand the situation of girls and women in IDP camps and the impact it has on their education journey.  ESD is planning to commission a situational analysis on IDP girls in five centers of two regional states: Amhara and Afar; (Dabat IDP center, kebero Meda/Gondar IDP center, Debrebirhan IDP Center, Sekota IDP Center, Zone 02 of Afar Regional state (Konoba, Abala and Berehale) IDP Center) looking for competent consultant and for the consultancy service to be delivered as per this ToR.

Overall Objective of the Assessment

The purpose of this research is to collect evidence-based data and stories of girls and women in the IDP centers during and post conflict which will later inform our advocacy work to ensure relevant stakeholders address the particular educational need of girls with in IDPC.

More specifically, this task intended to achieve the following;

• Understand the situation of girls and women in IDPC by collecting insight about their lived experience, fear and hope for their future
• Draw particular focus on understanding what support girls in IDPC need to return to school.
• Develop a situational analysis report and policy brief to help aid the campaign for girls education.

Specific Objectives

The research is expected to address the following specific objectives:

1. Identify cultural, economic and social problems that encumber girls in the IDP
2. Assess and identify policy gaps that contribute to IDP girls’ vulnerability and risk factors in relation to their education and sexual reproductive health.
3. Assess and identify gaps observed in the existing law and its enforcement to protect girls from sexual harassment and other forms of violence.
4. Identify existing intervention and gabs to rehabilitate and integrate girls in IDP camps to their community in general and enrolling them to school in particular.
5. Draft and recommend policy brief for the policy and decision makers to minimize vulnerability of IDP Girls and young women.

Scope of work

The /research will focus on the girls’ challenges and situations in five selected IDP centers of Amhara and Afar regional states. The research team is expected to focus on assessing and identifying major economic, political, and cultural and policy related problems of the IDPs that hinder girls in their schooling, health and future life.

The research team will be responsible for carrying out all activities leading to a high-quality analytical and evidence-based report on the questions engaged, including the following essential tasks:

• Develop detailed literature review and context assessment in line with literatures and available evidence on the impact of displacements
• Develop a research methodology with a detailed plan of action through defining study settings in detail, and justify the selection, collecting secondary data where needed, develop a clear sampling framework and methodology for each IDP centers.
• Develop questionnaires, research guides for qualitative research, and field manuals; and undertake a pilot of the questionnaire to ensure flow, comprehension, ease, and length. Then the team should integrate feedback from the pilot into questionnaires and discussion guides for individual interviews and focus groups/individual interview.
• The research team /consultant will have full responsibility of implementing data collection.
• Based upon the outline, develop a draft report in close cooperation with ESD team.
• Integrate feedback from ESD and other stakeholders who will attend the validation workshop and finalize the report  for publication and final dissemination.
• In close cooperation with the ESD team and Malala Fund Education Champions , the research team will develop a concise policy brief summarizing research findings and outlining policy recommendations, not exceeding two pages in length.

The research team should consist:

• The lead consultant/team leader should have masters’ degree or PhD in education management, economics, sociology, gender or related fields. Or in case his/her qualification is not directly related with the aforementioned fields, at least he/she should have proven experience in leading researches and or assessments of the IDP or related issues.
• In addition to the team leader, the team should be composed of one expert at least with BA degree in humanitarian response / education / gender and one professional
•  The consulting firm should be with at least five years’ experience in conducting research and or assessment. And it should have a renewed license for consultancy