Call for Concept Notes:

Education Cannot Wait Seed Funding Ethiopia Multi-Year Resilience Programme (MYRP) 2020-23

Pre-selection stage: Call for Concept Notes The Education Cannot Wait (ECW) facilitated Multi-Year Resilience Programme (MYRP) Grantees: UNICEF and Save the Children International invite interested partners based in Ethiopia to submit Concept Notes for the ECW Seed Funding to be implemented during the period of 2020 to 2023. Concept Notes must be in line with the MYRP programme document for Ethiopia (see attachment) as guided by the ECW facilitated MYRP guidance note, including the Education Cannot Wait’s four Outcomes of access, quality, retention and transition, and capacity of Education institutions. Organisations that meet the eligibility criteria will then be required to submit a full proposal for further review. This common call for Concept Notes by UNICEF and Save the Children must be specific to the geographical division of labour between UNICEF and Save the Children. Applicants are requested to specify the geographical area of interest. UNICEF is Grantee responsible for Oromiya and Amhara regions, and Save the Children is Grantee responsible for Somali region

Partners interested in Oromiya and or Amhara regions are invited to submit their Concept Notes to UNICEF by email to: dminogue@unicef.org Cc’ing; pbagambe@unicef.org

Partners interested in Somali region are invited to submit their Concept Notes to Save the Children by

email: sisay.dejene@savethechildren.org

Partners applying for funding to implement in Somali region AND Amhara/Oromyia must submit two separate Concept Notes, one to Save the Children for the Somali region, and one to UNICEF for Amhara and/or Oromiya.

Organisations or consortiums of organisations that cover all the programmatic areas (three programme outcomes as indicated in the result framework) in one or more regions are favoured but this is not mandatory. Organisations that are active members of the Education Cluster, the Education Technical Working Group and/or other national coordination mechanisms (e.g. protection cluster, refugee education working group, and/or CP/GBV Area of Responsibility) are also favoured. Outcome 4 of the MYRP will be implemented by the Education Cluster and the MYRP Coordination Unit. The related fund will therefore be managed by the grantees and not the partners, as both SCI and UNICEF are co-leads of the Education Cluster.

Note: Applicants are strongly encouraged to apply in Consortium especially with Local NGO/s and community groups wherever possible, in order to demonstrate technical capacity, added value, local knowledge and expertise across the target regions and across various components of the programme. The lead organisation should be specified as they will sign the partnership agreement on behalf of the consortium. Partners that are able to provide their cash and/or in-kind contributions to the MYRP are encouraged to do so. Promotion of gender equality and inclusion is a strong component of the programme across the outcomes. Applications

are encouraged from partners that demonstrate the ability to adequately and appropriately address gender and disability

inclusion

Partners will need to comply with SCI and/or UNICEF’s respective policies (including but not limited to compliance, fraud prevention, child safeguarding, prevention of sexual exploitation and abuse (PSEA)).

Prior to submitting the concept note, please review the eligibility criteria carefully.

Concept note submission deadline: 6th April 2020 by 5:00 PM

No late submissions will be accepted.

Submission method: For UNICEF To: Darragh Minogue, Education Specialist Email: dminogue@unicef.org Cc’ing; pbagambe@unicef.org For Save the Children To: Sisay Dejene, Head of Partnerships Email: sisay.dejene@savethechildren.org

Submission requirements: 1) Narrative Concept Note (Template on Page 4) 2) High-level log frame (Refer guidance note - Result Framework) 3) Budget (Refer to guidance note - Budget) 4) Signed Commitment form in PDF (Consortium members agreement). Incomplete applications will not be considered.

Document format: 1. Narrative (include organization profile): Microsoft Word (using this present template)

2. Log frame in Microsoft Excel 3. Budget in Microsoft Excel 4. Signed Commitment Form in PDF

No PDFs will be accepted for 1, 2 or 3.

Attachments to this call for Concept Note:

Proposal documents: 1) Programme Document of the ECW MYRP 2) Results Framework 3) Abridged Budget for Partners

Contact in case of enquiries and Frequently asked questions

UNICEF Ethiopia, Education Specialist: Darragh Minogue: dminogue@unicef.org Cc’ing; pbagambe@unicef.org Save the Children, Sisay Dejene, Head of partnership sisay.dejene@savethechildren.org Ministry of Education, UNICEF and Save the Children will host an information session with interested partners on 19th March 2020 at 9am at Ministry of Education. Regions will also undertake a similar session at regional level.

Eligibility criteria for the receipt of ECW Seed Funding: Partners must:

Administrative requirements

- Be registered with the Government of Ethiopia as a Civil Society Organization (with required work permits) and this must be shared with the concept note.

Operational requirements

- Include local level expertise and partnerships with local civil society organizations (preferably in a consortium)

- Have a recognized geographic presence in the target regions and at least 3-5 years’ experience in education in emergency response in the affected/concerned area/s and be willing and able scale up in other areas quickly.

- Propose a project duration of three years – (one year of funding guaranteed with the remaining disbursed annually based on performance and renewal of partnership agreement)

- Be ready to start implementation not later than June 2020. - Have the ability to manage the envisioned intervention (e.g. experience managing

budgets and staffing of similar size, evidence from micro assessments and assurance activities);

- Demonstrate ability to access areas of implementation.

Technical capacity requirements

Have the capacity to immediately implement education in emergencies programming on preparedness, response and recovery.

Directly responds to the content and priorities set out in the Request for Concept Notes;

Demonstrate solid technical quality and alignment with national and global education policies, SPHERE Core Humanitarian Standards, Minimum Standards for Child Protection in Emergencies, EiE standards (INEE) such as those pertaining to mental health and/or psychosocial support services.

Demonstrate an ability/capacity for coordination and implementation of inter-sectoral programming interventions (particularly as related to child protection systems strengthening);

Demonstrate solid administration and financial management system and tools in place for managing funds of this size.

Demonstrate an ability to conduct situational analysis, report against the ECW mandatory indicators and the joint Programme Results Framework (included in the ECW MYRP document);

Demonstrate an ability to adequately and appropriately address gender and disability inclusion, as well as child safeguarding in their programming. If and where applicable: show evidence of possessing and building strong technical capacity in structured, goal oriented, highly contextualized evidence-informed MHPSS methods (such as mindfulness, cognitive behavioral techniques, trauma-informed interventions etc.) for children and/or teachers.

Local experience, presence and community relations (community engagement programming, particularly community level peace building programming an added value)

Demonstrate value for money

Budgetary requirements

Propose a project budget within the proposed budget ceilings funding. Budget must be proposed within the ceiling per outcome and per region, applying reasonable unit prices.

See below the recommended budget ceilings per year per region. The financial split is based on the targeted children. The budget is therefore different for each Grantee. Submissions to either Grantee must meet the below ceilings.

Budget a project duration of three years – (one year of funding guaranteed, with the remaining disbursed annually based on performance and renewal of partnership agreement). It should be noted however, that at this stage, only funding for year one has been granted. Funding for year 2 and year 3 will be allocated based on performance.

Budget Ceilings for Save the Children Submissions

Outcome Region Year 1 Year 2 Year 3 Total

Outcome 1 Somali 2,075,193 2,457,565 1,751,695 6,284,454

Outcome 2 Somali 254,607 235,596 250,344 740,547

Outcome 3 Somali 346,755 305,967 525,009 1,177,732

Support Costs Somali 535,311 599,826 505,410 1,640,547

Total Somali 3,211,867 3,598,955 3,032,458 9,843,280

Budget Ceilings for UNICEF Submissions

Outcome Region Year 1 Year 2 Year 3 Total

Outcome1 Amhara 279,806 331,363 236,188 847,357

Oromiya 1,541,996 1,826,121 1,301,617 4,669,734

Sub-total 1,821,802 2,157,485 1,537,805 5,517,091 Outcome 2 Amhara 34,330 31,766 33,755 99,851

Oromiya 189,188 175,062 186,021 550,272

Sub-total 223,518 206,829 219,776 650,123 Outcome 3 Amhara 46,754 41,255 70,789 158,798

Oromiya 257,660 227,352 390,114 875,127

Sub-total 304,415 268,607 460,903 1,033,925 Support Costs

Amhara 72,178 80,877 68,146 221,201

Oromiya 397,769 445,707 375,550 1,219,026

Sub-total 469,947 526,584 443,697 1,440,228

Total Amhara 433,069 485,261 408,878 1,327,208

Oromiya 2,386,613 2,674,243 2,253,302 7,314,159

Grant Total 2,819,682 3,159,504 2,662,180 8,641,367

Cost effectiveness: level of programme and programme management costs proposed by the CSO to implement the joint work plan;

Accountability requirements

Demonstrate how the programme will be accountable to the affected populations and in project design, planning, implementation and monitoring and evaluation.

Demonstrate how the target communities will be consulted throughout the implementation and how feedback be incorporated.

Scoring Criteria:

Proposal relevance, quality and coherence (50%)

Relevance of proposal to achieving expected results; (15)

Clarity of activities, monitoring and evaluation and expected results;(15)

Innovative approach; (5)

Replicability and scalability; (5)

Accountability to the supported communities, and Sustainability of intervention (5) Clarity of the proposed gender and inclusion approaches (5)

Institutional capacity and sustainability (30%)

Expertise and experience in the sector/area (by the consortium members); (10)

Local experience, presence and community relations; (5)

Management ability; and (10) Experience working with government of Ethiopia and UN and local communities. (5)

Budget (20%). Overall cost; clarity and fair costing for the Programme and programme support costs. (15)

Clarity of proposed budget (including consideration for value for money); (5)

Guidance for completion of the Concept Note Template

- See specific guidance included at the relevant sections. - The Grantees will fund organizations that can both demonstrate strong technical quality education

service delivery, and the capacity and willingness to effectively coordinate with the ECW Seed Funding Grantees (UNICEF and Save the Children), the Ministry of Education, Regional Education Bureaus, the Education Cluster, and other EiE and child protection stakeholders.

- Harmonization of delivery of sound and context-specific technical approaches will be key throughout the planning and implementation of the programme and individual projects. Reporting to an established Joint Results Framework under the guidance note will also be key to the success of the programme. Organizations are expected to demonstrate their ability and commitment in both the pre-selection and final selection stage to such harmonization efforts for the entire MYRP for Ethiopia.

- The overall concept note must not exceed the page limitations set for the specific sections. Submissions beyond page limit will be considered INELIGIBLE. The subsequent proposal will provide opportunity for more detail.

- If the applicant is applying for funding to implement in Somali region AND Amhara/Oromyia, the organization must submit two Concept Notes, one to Save the Children as the Grantee for the Somali region, and one to UNICEF as Grantee for Amhara and/or Oromiya.

If all criteria are met, the Concept Note and other application information will be reviewed and scored based on the set scoring criteria. If any one of the above criteria is not met, the concept note is INELIGIBLE and will not be considered for short listing.

Section 1: Programme & Civil Society Organization (CSO) Overview 1.1 Project submission reference

Project Title

Submission date

1.2 Organization information

Organization Name

Acronym of Organization Name

Name of CSO Authorized Official

Title of Authorized Official

Email of Authorized Official

Phone of Authorized Official

Name of Project Focal Point

Title of Project Focal Point

Email of Project Focal Point

Phone of Project Focal Point

Address (Head Office in Ethiopia)

1.3 Project information

Duration (months)

Geographical coverage (Regions, Woredas, Refugee, IDPs etc)

Population focus (detailing beneficiaries at different categories)

1.4 Project budget From CSO (where possible) Cash: USD $: %

From Grantee (Save the Children/UNICEF)

Cash: USD $: %

Supplies: USD $: %

Total (CSO & UNICEF) (Cash & Supplies) USD $: 100%

Section 2: Project description – Max 10 pages.

2.1 Rationale/ justification

“Why”/Purpose of this project

This section outlines the problem statement, the context and the rationale for the project:

Overview of the existing problem and situation analysis, using data (disaggregated) from existing reports, including who are affected and what are the barriers/bottlenecks to education outcomes for children at Pre-Primary and Primary levels?

How the problem is linked to Ethiopia (education) priorities and policies;

The relevance of the project in addressing the identified problem.

2.2 Approach and expected results (Please complete the Project Results Framework.)

“What” this Project will achieve.

The table below defines the project results framework (results and their link to results defined in the country programme and/or humanitarian response plan; expected results and specific indicators are provided; baselines, targets and means of verification OV for each project output). This section should provide a narrative, discuss the activities in more detail, and describe the expected results and how they address the key problem, implementation monitored, and outcomes measured. Also indicate the total number of children and other beneficiary category to be reached per output. Specific information on how the programme will strengthen the Education Cluster is required.

2.3 Continuity and Sustainability

“How” of this project continuation

Describe how the programme strengthens Government of Ethiopia’s educational system to deliver education during times of emergency. Note that ECW is committed to providing multi-year funding for the ECW MYRP with a three-year funding (one-year agreement renewed depending on performance). If funding is not available beyond the end of the programme what sustainability strategy would be put in place to ensure sustainability of the project?

2.4 Gender, Equity and Inclusion

“How” this programme takes into account gender, equity and inclusion.

This section briefly mentions the practical measures taken in the project to address gender, equity and inclusion of Children with disabilities.

2.5 Partner’s contribution

This section briefly outlines the partner’s specific contribution to the project (monetary or in-kind value) and value for money / alignment with the overall programme budgets estimates.

2.6 Inter-sectoral linkages This section describes how the project effectively implements inter-sectoral interventions, and addresses linkages and coordination with child protection, MHPSS, WASH, nutrition, health, etc. as appropriate.

2.7 Programme Management and other partner involvement

“With whom” will this programme works with? Consortiums are encouraged.

This section outlines any other partners who may have a role in project implementation, including other organization providing technical and financial support to the project. This section proposes additional potential partners, their roles, and whether UNICEF and Save the Children as the Grantees will also need to review their institutional capacity to endorse any other aspect of the project to be sub-contracted to another entity.

2.8 Programme Monitoring, Evaluation and Reporting

This section briefly outlines the partner’s monitoring, evaluation and reporting mechanisms to be put in place and how lessons learnt will be taken into consideration to improve the programme.

Section 3: Organisational Profile – Max 5 pages.

3.1. Technical experience in education in emergencies

Experience to deliver educational programmes in insecure environments including school construction, school feeding, and data management. Include sectoral knowledge and experience (in Ethiopia).

3.2. Operational presence and geographic coverage

Experience in the geographic areas of intervention, and ability to cover other areas if required.

3.3. Ability to formulate and oversee programmes of similar grant size and scope.

Nature and performance of the agency’s education portfolio in the country, and internationally.

3.4. Ability to discharge fiduciary and administrative responsibilities

Experience, in country and internationally, with managing fiduciary and administrative risk, relative to the modality and scope of the grant.

3.5. Commitment to Education Cluster and emergency coordination.

Level and extent of previous participation in the Education Cluster and joint sector dialogue.

3.6. Added Value Experienced personnel supporting implementation in country; ability to offer technical resources and support during implementation

Section 4: Project Result Framework (High-level) -For partners

Expected Result/Outputs Indicators

GOAL: Improve learning through equitable access to resilient and quality education for emergency-affected children in Ethiopia

OUTCOME 1: Equitable access to safe, protective and gender-sensitive (pre-primary and primary) learning environments for emergency-affected girls, boys, incl. CWDs is increased

OP1.1: A learning environment that is safe and protective is created in targeted IDP-hosting and return/relocation schools

Number of children enrolled ECW-supported formal and/or non-formal education in target woredas (by sex, CWDs)

Girls to boys ratio in ECW supported schools

Share of ECW-supported schools and learning environments meeting safe learning standards

OP1.2: School infrastructure rehabilitated and equipped with gender sensitive and inclusive facilities in targeted IDP-hosting and return/relocation schools1

Number of gender sensitive latrines constructed or rehabilitated through ECW- supported programmes.

Number of water points established in ECW supported schools

Number of children and youth receiving individual learning materials (textbooks, notebooks etc.) through ECW-supported programmes

OP1.3: Children’s school &

learning readiness is enhanced in targeted IDP-hosting and return/relocation schools

Number of children and youth provided with learning materials in a language they understand through ECW-supported programmes

Number of schools/children benefiting from school feeding (disaggregated by in-kind or cash based modalities

Number of children benefiting from pre-primary alternative learning programmes

Outcome 2: Quality and relevance of education for emergency-affected girls, boys, including CWDs is enhanced

OP2.1: Learning and teaching practices in the classroom improved

Percentage of teachers in ECW supported schools trained on instructional methods and continuous assessment in targeted schools

Number of children benefitting from improved instructional methods and continuous assessment in targeted schools

OP2.2: Reading practices enhanced through a well-developed reading environment

Percentage of teachers in ECW supported schools trained on literacy programmes

Number of children benefitting from literacy programmes in targeted schools

OP2.3: Teacher competencies, motivation and well-being improved

Number of schools that report cluster supervision at least 4 times per year

ECW supported teachers reporting an increase in motivation and well-being

Number of refugees teachers that upgrade their educational qualifications by one level (certificate/diploma from CTE)

OP2.4: Accountability

of school leadership to effective instruction and inclusive learning

Number of schools benefiting from accountability/leadership enhancing interventions

Number of participants in accountability/leadership enhancing interventions

Outcome 3: Retention and transition for emergency-affected girls, boys, incl. CWDs is improved

OP3.1: Academic support system for vulnerable learners (OOSC, poor performing, CWDs, IDPs/returnees) organized.

Number of children benefiting from remedial or "catch up" classes

Number of children completing alternative learning programmes and transitioning to formal primary

OP3.2: Gender sensitive protection mechanisms established in targeted schools and communities

Number of teachers/administrators trained (in psychosocial support, peace education, life skills, etc.) through ECW-supported programmes, by gender

Number of girls and boys who have experienced violence reached by health, social work or justice/law enforcement services

To be eligible for evaluation, the following documents MUST be submitted:

No Checklist Item YES/NO

1 Copy of valid Registration Certificate as a Civil Society Organization (registered in Ethiopia)

2 Template completed (including all sections, budget, results framework)

3 Proposed budget with clear breakdowns for each outcome (level of direct costs and administrative costs proposed as necessary by the CSO/s to implement the joint work plan).

4 Summary workplan in line with UNICEF/Save the Children requirement.

5 Curriculum Vitae of proposed staff that will work on the project

6 Most recent Annual report to a donor

7 Most recent Audit Statement

8 Micro assessment report (for those who have previously partnered with UN and UN agencies).

Education Cannot Wait Seed Funding Proposed Activities: Partners may modify the recommended activities and or suggest additional innovative activities to achieve set achieve set programme outcomes, outputs and indicator. Any new suggested activities should contribute to achieving the set outcomes and outputs.

Outcome 1: Equitable access to safe, protective and gender-sensitive (pre-primary and primary) learning environments for emergency-affected girls, boys, incl. CWDs is increased:

OP1.1: A learning environment that is safe and protective is created in targeted IDP-hosting and return/relocation schools

Recommended activities:

Conduct community-based gender sensitive and inclusive enrolment campaigns in targeted schools

Train school club members and teachers from schools on basic sanitation and hygiene

Procure and distribute sanitary pads for schoolgirls of reproductive age

OP1.2: School infrastructure rehabilitated and equipped with gender sensitive and inclusive facilities in targeted IDP-hosting and

return/relocation schools Recommended activities:

Rehabilitate partially destroyed primary schools

Provide child-friendly furniture for rehabilitated schools

Rehabilitate gender segregated and inclusive latrines in targeted schools

Rehabilitate and regularly maintain inclusive water points in targeted schools including rain-harvesting systems where no water points exist

Construct semi-permanent Learning Spaces in displacement locations and/or in return areas

Procure furniture for semi-permanent classrooms OP1.3: Children’s school & learning readiness is enhanced in targeted IDP-hosting and return/relocation schools Recommended Activities:

Provide school feeding to children in targeted schools employing a homegrown model.

Provide food handling and management training to targeted Woredas and schools

Provide learning materials children in targeted schools.

Pilot cash support to mothers to enable them generate income to provide food and learning materials to their children

Pilot community-based pre-primary education

Outcome 2: Quality and relevance of education for emergency-affected girls, boys, including CWDs is enhanced

OP2.1: Learning and teaching practices in the classroom improved: Recommended Activities:

Develop capacity of teachers and cluster supervisors to undertake, mentor and support formative assessments (AFL) and instructional methods.

Develop capacity of cluster supervisors and teachers on literacy and numeracy. OP2.2: Reading practices enhanced through a well-developed reading environment: Recommended Activity:

Deliver an inclusive, gender sensitive and conflict sensitive literacy programme in target schools including distribution of reading materials and additional support required for CWD (brail, hearing aids, eye-glasses)

OP2.3: Teacher competencies, motivation and well-being improved: Recommended Activities:

Support cluster supervisors to provide instructional leadership, mentorship and support to emergency affected schools

Establish gender sensitive teacher peer support and well-being systems

Train refugee teachers in targeted primary schools to reach diploma/certificate level (Tuition fee)

Strengthen capacity of Colleges of Teacher Education to provide gender sensitive pre/in service training to emergency affected teachers including refugee teachers, and teachers in IDP/returnee hosting schools

OP2.4: Accountability of school leadership to effective instruction and inclusive learning strengthened Recommended Activity:

Organize capacity building of PTSAs to support effective instruction and inclusive learning of emergency-affected

children, including CWDs

Outcome 3: Retention and transition for emergency-affected girls, boys, incl. CWDs is improved

OP 3.1: Academic support system for vulnerable learners (OOSC, poor performing, CWDs, IDPs/returnees) organized. Recommended activities:

Identify and provide remedial classes to vulnerable IDP/returnee children

Using innovative or technology-based approaches, deliver primary level accelerated learning programmes for displaced children with age appropriate transition points to formal schools (For rehabilitated schools or TLS)

OP3.2: Gender sensitive protection mechanisms established in targeted schools and communities Recommended Activities:

Support teachers to provide in-school psychosocial support (PSS) and identify and refer vulnerable learners

Strengthening the protection of children in the learning environment and community, and establishing strong referral pathways for children that require additional support - including community assessments and mapping and mapping and strengthening of referral pathways

Support schools to establish peer to peer learning networks among adolescent girls, female teachers and mothers using girls/gender club.