The RAH WASH/Nutrition/school gardening BCC promotion package is intended to bring about sustainable behavior change primarily among school children and subsequently in associated communities to boost the existing school efforts of health/nutrition promotion. The program’s goals include:
Promote good hygiene practices including but not limited to: safe usage of toilet/latrine, handwashing with soap, use of safe drinking water, menstrual hygiene management, personal hygiene, waste management, and food hygiene.
Promote best nutrition/health practices for school-aged children at different phases of growth: middle childhood growth and consolidation (ages 5-9), the adolescent growth spurt (ages 10-14), and adolescent growth and consolidation (ages 15-19). According to Bundy et al., “Intervention during each of these stages is essential to enhanced survival and to effective development; in addition, each stage provides an opportunity to remedy earlier failures in development, at least to some extent.”
Teach and promote school gardening methods with the goal of schools establishing a HGSF within a time-frame that aligns with HGSF best practices.
Development of the RAH WASH/Nutrition/school gardening BCC promotion package (manual, facilitator’s guide and accompanying training materials) is intended to promote and encourage a safe, healthy and quality learning environment. While the training is centered on schools, it must engage educators, health officials, and school boards of management/Parent-Teacher Associations (PTAs), community leaders and caretakers. The training is intended to translate into behavior change and improve the health of the school and catchment community.
2.0 OBJECTIVE OF THE ASSIGNMENT
The main objectives of the assignment are to conduct a literature review focusing on primary and secondary school feeding programs in developing countries, which will be used to develop a RAH WASH/Nutrition/school gardening BCC promotion package manual, facilitator’s guide and accompanying training materials. The facilitator’s guide should be activity-based to promote hygiene and nutrition in schools utilizing effective behavior change models.
RAH intends to engage a firm that will conduct a literature review focusing on school feeding programs in developing countries. The review will cover historical background, best practices, current trends, lessons learned, existing programming, and government-approved modules/curricula.
It is intended for the review to include literature from various regions, with an emphasis on Western Africa, Southern Africa, Southern Asia, Haiti, and the Philippines. The review should focus on both primary and secondary school students and highlight how approaches/strategies can and should differ between and amongst age groups. Ideally, the review will also detail the effectiveness of complementary programming (as described above) across various cultural contexts.
In addition, within the targeted geographic regions listed above, the review should make clear if there are existing government-approved behavior change communications that relate to health, nutrition, and/or hygiene, and link to those resources to the extent they are available as well as list which ministries have approved the BCC messages and when.
After conducting a thorough literature review, the firm will develop a needs-based BCC strategy, a Training of
Trainers (ToT) curriculum and facilitator’s guide, plan effective and innovative core messages, tools and materials, and provide a road map on implementation and monitoring of complementary activities in schools. Initially, RAH seeks a general and adaptable module-based curriculum. As RAH expands its programming, we will look to adapt the general module to fit those countries, contexts, and cultures.
3.0 SCOPE and FOCUS OF THE ASSIGNMENT
The literature review must draw upon existing literature on the effectiveness (or lack thereof) of school feeding programs in the following target regions: Western Africa, Southern Africa, Southern Asia, Haiti, and the
Philippines. This includes looking across literature sources written by research institutions, United Nations (UN) agencies, non-governmental organizations (NGOs), national civil society organizations (CSOs), etc. in various regions and in local languages, where appropriate. The literature review should include not only existing guidelines or general articles on school feeding programs, but also documents that have addressed some specific complementary activities of school feeding such as BCC strategies; improvements to onsite WASH facilities and behaviors; deworming programs; nutrition training; complementary school gardening training; implementation of HGSF Programs. The literature review will present an impartial critique of past and current school feeding programs and present promising trends, emergent practices, and innovations and will provide a critical assessment of the strengths and limitations of the studies/documents reviewed.
The manual must have content on standards and guidelines on WASH/Nutrition/Gardening in Schools. The facilitator’s guide must be activity-based and developed on BCC models to bring about sustainable behavior change among school children and the catchment community. The facilitator’s guide must primarily target school health coordinator, head teachers and administrators, PTA chair and members and school caretakers. The guide and the manual must aid the school health coordinator and the school administration in promoting improved hygiene practices among school children in their respective schools and support improved operation and maintenance of water and sanitation facilities.
The manual and the guide must contain detail out the following contents:
A. Behavior Change Communication: The manual must include a chapter on BCC with detailed guidance on awareness raising and social mobilization founded on key motivation for behavior change. It must include guidance on consultations with the community, parents, child participation, hygiene promotion for behavior change in the school and community, community decision-making, mobilization of the community and handling contributions for the operation and maintenance of school facilities and education.
B. Key Hygiene Behaviors: The manual must have content on at least the following seven hygiene behaviors among school children: safe usage of toilet/latrine, handwashing with soap, use of safe drinking water, menstrual hygiene management, personal hygiene, waste management, and food hygiene. Additional messaging content is welcome. Detailed contents required for each of the elements are given in Annex 1.0
a. Potential resources:
i. https://www.unicef.org/wash/schools/files/UNICEF_Field_Guide-3_Star-Guid… C. Nutrition and Physical Health Promotion Modules:
a. Potential resources:
i. “Schools as a System to Improve Nutrition”
ii.Ages (approx.) 5-14 essential package of interventions 1.
iii. Ages (approx.) 10-19 essential package of interventions: 1.
D. Best practices in School Gardening with goal of establishing a HGSF program.
- Potential resources:
i. http://hgsf-global.org/ ii.
=2.181324898.452691091.1537029783-1687266125.1523986939 iii. http://www.sdg2advocacyhub.org/news/home-grown-school-meals
4.0 KEY TASKS
• The firm must develop the literature review, training manual, facilitator’s guide and develop a Monitoring & Evaluation (M&E) plan to measure success.
• Establish the key behavioral motivators in relation to WASH and nutrition BCCs.
• Produce a draft training manual and facilitator’s guide on WASH and nutrition BCC in schools based on key motivation and emotional connection for adopting behavior change as well as school gardening/HGSF best practices.
• Finalize RAH Training Manual and Facilitator’s guide on WASH/Nutrition and Gardening in Schools
• Design training to ensure quality at all levels.
5.0 COORDINATION ARRANGEMENT
The assignment will be contracted out by RAH. The firm will facilitate the development of the literature review, manual and facilitator’s guide, key messages and materials, and appropriate M&E plans.
6.0 TIME FRAME AND DELIVERABLES
Proposed tentative time schedule for the assignment is as given below.
1) Identify and secure relevant articles/documents, summarize information on articles/documents, and provide a critical assessment of the strengths and limitations of the studies/documents. 3 working days
2) Provide a table of existing, government approved BCC messages/modules/curricula with the geographic focus areas of Western Africa, Southern Africa, Southern Asia, Haiti, and the Philippines that include which are ministry-approved and on what date. 3 working days
3) A comprehensive report (in English) summarizing the outcomes of the literature review: major challenges, summaries of the most successful complementary programs and modules, and recommendations for emergent practices and effective implementation of school feeding programs in developing countries. 9 working days
Approximate number of days: 15 working days from the firm’s base.
1) Finalizing the framework for the BCC promotion package with broad outline of the RAH WASH/Nutrition/gardening manual, and facilitator’s guide.
2 working days
2) Drafting of the Manual and the Facilitator’s guide
25 working days
3) Finalize manual, modules, and materials.
Approximate number of days: 30 working days from the firm’s base.
Total number of days between Literature Review and Curriculum Development: 45 days The key deliverables expected from the assignment are as below:
A. Literature Review highlighting the effectiveness (or lack thereof) of school feeding programs in the following target regions: Western Africa, Southern Africa, Southern Asia, Haiti, and the Philippines.
B. Finalization of the framework for the development of RAH WASH/nutrition/school gardening BCC promotion package
C. Research and write-up as regards Key Motivational Behaviors as described in Section 4.0: Key Tasks.
D. Training manual and training modules/materials and an activity-based facilitator’s guide on promotion of WASH/Nutrition/Gardening in Schools
E. As part of the training, the firm shall develop and deliver M&E guidance to gauge the effectiveness of each module developed. This should include, but is not limited to, pre- and post-testing of beneficiaries.
7. BACKGROUND, QUALIFICATION AND WORK EXPERIENCE
QUALIFICATION AND EXPERIENCE
The firm must have the following qualifications and experience:
A proven track record of professionalism and ethical conduct.
Relevant technical knowledge, skills and extensive work experience research and producing academic papers/literature reviews.
Relevant technical knowledge, skills and extensive work experience in designing BCC strategy, messages, tools and materials, including capacity building and M&E.
Experience in providing consulting services and excellent track record of completion of tasks according to timelines.
Previous experience in data collection/analysis in international education and/or nutrition interventions.
Experience with donor-funded projects.
Excellent reporting and writing skills with experience in projects of a similar nature, of at least a minimum of 7 years.
Additionally, the firm should possess the following qualifications:
Key personnel must have at least a degree/equivalent qualification in Social Science, Behavior Change, or related fields.
The firm should have demonstrable experience in and knowledge of WASH, nutrition, and gardening.
Key firm personnel involved in the RAH project must possess good facilitation skills for internal and external consultations
The firm should submit a detailed methodology and work plan. The proposal must contain the following.
• Comprehensive curriculum vitae of key personnel.
• Concept note outlining the firm’s understanding of the assignment, proposed methodology, analytical framework, and time-frame along with a detailed work plan for completing the assignment. Kindly limit concept notes to 10 pages or less.
• Relevant experience and examples of prior work in similar fields.
• Consultancy fees with cost breakdown linked with proposed number of working days. Any other relevant information.
Submission of proposal: All proposals should be sent to:
firstname.lastname@example.org the subject line should read: ‘Literature Review on School Feeding and Development of RAH WASH/nutrition/school gardening BCC promotion package’ Submissions are to be sent no later than Nov. 9, 2018 by 5pm EST.
Firm’s Experience - 15%
Summary of past relevant assignments (in similar regions and technical areas) indicating scope, geographic coverage, staff involved, budget, and client (name and contacts).
Understanding of TOR and Proposed Methodology and Approach as outlined in the Concept Note - 15%
Firm’s perspective of what the assignment entails and the key considerations that should be made to implement it successfully. Innovative/ “outside-the-box” approaches to BCC will be given special consideration.
Work Plan - 20%
Clear sequencing of activities, staff role distribution and time planning.
Qualification & Experience of Staff - 15%
CVs for nominated staff indicating their academic qualification and clear relevant experience summary.
Financial Costs - 35%
A breakdown of costs detailing proposed staff days, daily rates, and other direct costs related to the assignment in USD.
10. PAYMENT SCHEDULE
Payment will be made in the following tranches within 10 days upon receipt and acceptance of invoice and the required deliverables as described in the agreed Terms of Reference.
• 10% upon acceptance of the literature review
• 10% upon finalization of the framework for the development of RAH WASH/nutrition/school gardening BCC promotion package
• 40% upon submission of the draft manual and facilitator’s guide
• 40% upon acceptance of the final guide, manual/modules and materials
The firm will provide technical consultative services/contractual services for an agreed upon daily rate/deliverable fee for a total not exceeding 45 working days total (inclusive of literature review and development of BCC promotion package).
• Invoices. Payment to the consultant/firm will be based on the invoice submitted to RAH for the attention of Mr. Kevin McClellan. Invoices will contain an itemized statement of the services performed and any expenses incurred. All individual expense claims will be supported with original receipts attached to the invoice. The invoice shall be submitted in accordance with the payment terms outlined in the contract and indicated below.
• Manner. Payment under this Agreement will be made by bank transfer to the contractor’s nominated account.
These payments are all subject to acceptance of the deliverables by RAH Director of Global Impact and Food Security Manager on the completion of services by the firm.
11. Endorsement of Terms of Reference
Approved by: Amy Bruins, Director of Global Impact
The manual must cover in detail at least the following elements as pertains to WASH in schools. Facilitator’s guide and materials must aid the teachers in imparting the skills to other teachers in the schools and in scaling up behavior change among school children.
A. KEY HYGIENE BEHAVIOR FOR SCHOOL
i. Safe Usage of Toilet/Latrine
Introduction to types of improved toilets relevant to schools
Location of toilets and selection of toilets
Key features of child-friendly, gender sensitive toilets
Introduction to national standards on WASH in schools
Toilet ratio for boys and girls
Guideline on operation and maintenance of different type of facilities with financing plan
ii. Hand Washing with Soap
-Importance of hand washing with soap
-Hand washing steps
-Critical times to wash hands
-Guidance on promotion of supervised group hand washing with soap
-Types of hand washing facilities to facilitate mass hand washing
-Financing plan for making soap accessible in schools
iii. Use of Safe Drinking Water
-Types of improved water sources
-Safe water handling from collection, transportation and storage
a. Prevention of contamination – water safety plan
b. Low-cost treatment options for schools
iv. Menstrual Hygiene Management
a. Theory on menstruation and menstrual hygiene management
b. Guideline of child-friendly, gender sensitive toilets; changing room which offers with provisioning of soap, water and sanitary pad disposal facility
c. Software: Counselling menstrual hygiene education
d. Consumables: Tips on financing for sanitary napkins and making low cost sanitary napkins or reusable pads available in schools.
v. Personal Hygiene
Key personal hygiene - brushing, bathing, washing, nail cutting, etc.
Promotion of supervised group tooth brushing in schools
vi. Waste Management
- Principles of waste management for solid waste and waste water for improved sanitation
vii. Food Hygiene (implicate vendors at schools as applicable)
-Prevention of food contamination
-Safe and hygienic handling of food
B. BEHAVIOR CHANGE COMMUNICATION
Provide introduction to behavior change communication
Guidance on advocacy, awareness raising and social mobilization
Provide direction on consultations with the community, hygiene promotion for behavior change in the community, community decision-making, mobilization of the community and handling contributions for the operation and maintenance of school facilities and education.
C. MONITORING AND REPORTING
-Develop self-assessment format for schools to promote supervised group hand washing, supervised mass cleaning of toilets, hygiene promotion, menstrual hygiene management, safe drinking water etc. in schools.
-Develop monitoring and reporting format for use by Education and Health officials to rate schools on supervised group hand washing, supervised cleaning of toilets, etc.
Bundy DAP, Silva Nd, Horton A. P., et al. Child and Adolescent Health and Development: Realizing Neglected Potential. In:
Bundy DAP, Silva Nd, Horton S, et al., editors. Child and Adolescent Health and Development. 3rd edition. Washington
(DC): The International Bank for Reconstruction and Development / The World Bank; 2017 Nov 20. Chapter 1. Available from: https://www.ncbi.nlm.nih.gov/books/NBK525272/ doi: 10.1596/978-1-4648-0423-6/ch1
UNSCN (United Nations Standing Committee on Nutrition). Schools as a System to Improve Nutrition: A new statement for school-based food and nutrition interventions. Available from: https://www.unscn.org/uploads/web/news/document/SchoolPaper-EN-WEB.pdf