TERMS OF REFERENCE CONSULTANCY TO DEVELOP A MODEL SAFE SCHOOL PROGRAMME FOR CARIBBEAN SCHOOLS

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1 TERMS OF REFERENCE CONSULTANCY TO DEVELOP A MODEL SAFE SCHOOL PROGRAMME FOR CARIBBEAN SCHOOLS 1. INTRODUCTION The Caribbean region is one of the most disaster prone regions in the world, being vulnerable to an array of natural and anthropogenic hazards. Disasters and the associated far-reaching impacts threaten the economic, social and environmental progress made in the Region over the last five decades of development. Recognising the threat which disasters pose to sustainable development, the countries of the Caribbean Community (CARICOM) have embraced a Comprehensive Disaster Management (CDM) approach, emphasising risk reduction and resilience building at all levels, in addition to developing and maintaining sound response and recovery mechanisms The Caribbean Disaster Emergency Management Agency The Caribbean Disaster Emergency Management Agency (CDEMA) is an institution of CARICOM, established and supported by Participating States as a specialized regional disaster management agency. The CDEMA Participating States (PS) comprise eighteen (18) countries that have signed the Agreement establishing CDEMA. The organisation is supported by a Coordinating Unit (CU) located in Barbados, and which functions as a secretariat and programme implementation unit for the Agency The Regional Comprehensive Disaster Management Strategy Utilising a broad-based, participatory and consultative process, regional stakeholders have articulated a multi-year disaster risk management strategy for the Caribbean, which aims to link CDM more firmly to development decision-making and planning. The Regional CDM Strategy will give broad strategic direction to addressing the challenges of disaster risk management in the Caribbean over the next ten years. This is the third such Strategy, the previous versions having been adopted by CARICOM in 2001 and The Regional CDM Strategy has been refined since its inception in 2001; subsequent iterations, including the current Strategy, have more clearly emphasised disaster loss reduction through risk management, underpinned by Results Based Management (RBM) and Program Based Approach (PBA) methods. The Regional CDM Strategy prioritises four areas at the Outcome-level: (i) institutional strengthening, (ii) knowledge management for CDM, (iii) mainstreaming of CDM into key sectors and (iv) building and sustaining community resilience. More specifically, Priority Outcome 2 of the Regional CDM Strategy states: Increased and sustained knowledge management and learning for Comprehensive Disaster Management. The activities outlined in this TOR target the education sector at the primary 1 and secondary 2 school levels to support achievement of the outputs linked to Outcome Two of the Regional CDM Strategy Primary school level in the Caribbean includes, generally, ages Page 1 of 7

2 1.3. Integrating Disaster Management into the Education Sector Education is recognised as a key sector for mainstreaming disaster risk management, largely through the generation and transfer of knowledge, utilising both formal and informal modes of engagement to promote a culture of safety. The concept of a culture of safety goes beyond the traditional concern for specific natural hazards to seek to address all of the factors that can place the individual and society at risk. Within the formal education system, schools at the primary and secondary levels offer perhaps the best opportunity to engender a culture of safety within a given population. To facilitate this role, schools must become safe spaces for both teachers and students, often one of the more vulnerable populations in a society. Further, schools play vital roles in providing important community services e.g. communal meeting spaces, emergency shelters. The conceptualisation of a safe school should not be limited to enhancing the curriculum. It is increasingly recognised that the approach to creating safe schools must also consider related issues that have implications for well-being of students and staff. It is therefore vital that Caribbean schools increase the level of integration of risk-reduction theory, thinking and behaviour into both the curriculum and the management of school. Critical issues of climate change, climate change adaptation and environmental management (greening) must also be addressed. While there are a number of disparate tools, models and approaches for school safety, there is a need for a model approach to developing and implementing a comprehensive programme of safety and riskreduction, which is more specifically tailored for Caribbean Schools and more easily adaptable at the national level. The CDEMA Coordinating Unit is desirous of hiring a Consultant/Firm to develop a Model Safe School Programme for Caribbean Schools. The work will complement other consultancies to enhance and augment disaster management resources for principals, teachers and students at the primary and secondary level. 2. OBJECTIVES The objective of the consultancy is to develop a Model Safe School Programme for Caribbean Schools. The consultancy will contribute to an overarching goal of ensuring that preparedness, risk reduction and recovery concepts are integrated into the education sector, training materials and practices. 2.1 Specific Objectives The specific objectives are: To identify the components of a Model Safe School Programme for Caribbean Schools. 2 Primary school level in the Caribbean includes, generally, ages 11-16, with some schools at this level teaching students up to 18 years of age. Page 2 of 7

3 To develop a Model Safe School Programme for Caribbean Schools which can guide ministries, school administrators, teachers and students in developing and implementing comprehensive safety programmes for primary and secondary level schools; To develop and/or collate a suite of guidance documents and tools that will support users in adapting the Model Safe School Programme for Caribbean Schools; To pilot the Model Safe School Programme for Caribbean Schools in four (4) schools in CDEMA Participating States. 3. SCOPE OF WORK This consultancy may require collaboration with consultants that are concurrently undertaking activities that also support Outcome 2, particularly at the data gathering and piloting stages. The pilot schools may be primary, secondary or a mix of both levels. All work will be conducted in English. The Consultant will: 3.1 Participate in an inception meeting with the CDEMA CU to agree on the roll-out of the consultancy. 3.2 Review relevant literature aimed at providing an understanding of the context for the consultancy. Documents to be reviewed will include inter alia: a. The Regional CDM Strategy b. The Enhanced CDM Strategy and Programme Framework c. The Australian Disaster Resilience Education for Schools Programme d. INEE Minimum Standards for Education: Preparedness, Response, Recovery e. Disaster Preparedness Manual for Schools f. Disaster Mitigation Policy Guidelines for School Principals g. Maintenance as a Mitigation Tool h. The outputs of the Government of Brazil supported Living Schools Project including the Model Knowledge Management Toolkit for Building Capacity in Disaster Risk Management among the School-Aged Population. 3.3 Prepare an inception report, post inception meeting, which details the methodology/approaches and timelines associated with this consultancy. The Inception Report will also propose a process for piloting the Model School Programme, inclusive of a recommended selection methodology for identifying pilot schools. 3.4 Participate in regular progress meetings with the CDEMA CU, the frequency of which will be agreed at the inception stage of the consultancy. 3.5 Consult with key stakeholders, including CDEMA PS and CU, to inform the recommendations for the content of a Model Safe School Programme for Caribbean Schools. The consultations should also gather lessons learned from the experiences of CDEMA PS in integrating disaster management in to the national education sector. Consultations should also be had with the Education Sector Sub-Committee (ESSC) of the CDM Coordination and Harmonisation Council, Page 3 of 7

4 which will have technical oversight for the work of this consultancy. This task may require collaboration with Consultants that are concurrently undertaking activities that also support Outcome Develop a draft Model Safe School Programme for Caribbean Schools. The Model should include processes, guidance documents and simple user-friendly tools e.g. checklists, safety indices, standards. Consideration must be given to incorporating tools, best practices and lessons learnt from relevant initiatives currently being implemented or concluded by inter alia the following: i. CARICOM-Brazil Cooperation Living Schools Initiative ii. PAHO Safe Hospitals programme iii. USAID/OFDA- safe school programme iv. International Federation of the Red Cross (IFRC) v. Australia & Other Countries. The Model must be holistic, and consider and address at a minimum, inter alia: i. All hazards- natural and anthropogenic, including terrorism and bullying; ii. Disaster preparedness and response including school plans; iii. Mitigation including design, new construction, retrofitting and maintenance of the school plant; iv. Recovery after disasters, including early return to learning; v. Psychological health of students, teachers and support staff post-disaster; vi. Environmental health and safety; vii. Greening concepts, including energy conservation; viii. Establishing linkages to national and ministerial priorities, policies and strategies. 3.7 Finalise the Model Safe School Programme for Caribbean Schools, based on the comments received on the draft Model. 3.8 Pilot the Model Safe School Programme for Caribbean Schools in a minimum of four (4) schools in four (4) CDEMA PS inter alia: a. Develop guidance notes and template documents to assist the CDEMA participating states (PS) in the piloting of Model Safe School Programme, b. Identify Participating States willing to undertake the piloting of the Model Safe School Programme in collaboration with the Education & Training Specialist, c. Design and facilitate pilot activities in the selected pilot schools, in collaboration with the Education and Training Specialist. This task may require collaboration with Consultants that have been tasked with developing other resources for the education sector. 3.9 Improve the Model Safe School Programme for Caribbean Schools of the upgraded Disaster Education Kit for Caribbean Schools based on the experiences, feedback and recommendations emerging from the pilot stage. Page 4 of 7

5 3.10 Submit draft Final Report of the Consultancy for review. The draft final report should include: a. The Model Safe School Programme for Caribbean Schools, b. Activities undertaken and results (planned and unplanned), c. Reports on each pilot, d. Challenges, lessons learned and recommendations Submit the Final Report of the Consultancy for final review and approval. 4. RESULTS AND DELIVERABLES The Consultant(s) will submit to the CU for approval: 4.1 An inception report which details the methodology/approaches and timelines associated with this consultancy. This report should demonstrate consideration of gender and climate change issues. To be submitted within one (1) week of contract signature. The acceptance of the inception report by the CDEMA CU is to be considered as a critical path activity of the consultancy. 4.2 Detailed progress reports, written and verbal, in the format prescribed by the CDEMA Coordinating Unit. 4.3 A draft Model Safe School Programme for Caribbean Schools which includes tools and materials, the methodology for piloting and accompanying guidance notes. To be submitted within three (3) weeks of acceptance of the Inception Report. 4.4 A revised Model Safe School Programme for Caribbean Schools. To be submitted within one (1) week of receiving comments on the Draft Model Safe School Programme for Caribbean Schools. 4.5 A Report on the pilots. To be submitted within seven (7) weeks of acceptance of the upgraded/new mitigation and preparedness resources. 4.6 A final revised Model Safe School Programme for Caribbean Schools incorporating lessons from the pilots. To be submitted within two (2) weeks of completing the pilots. 4.7 Draft report on the consultancy, including deliverables noted at Section 3.10 above. To be submitted within two (2) weeks of completing the pilots. 4.8 The final report on the consultancy, including the revised Model Safe School Programme for Caribbean Schools. To be submitted within one (1) week of receiving comments on the draft report at Section 4.7 above. 5. LEVEL OF EFFORT The maximum number of chargeable man-days for this consultancy is estimated at forty-five (45). 6. INPUTS OF THE CDEMA COORDINATING UNIT The CDEMA CU will: Page 5 of 7

6 i. Provide technical comments and feedback on the outputs of the Consultancy. ii. Organize the inception meeting. iii. Support the organization of relevant meetings and teleconferences between the Consultant, and relevant stakeholders through the provision of contact information, and participate, if required. iv. Provide oversight in the roll out of the consultancy. v. Technical comments and feedback on the outputs of this Consultancy within ten (10) working days of submission. vi. The documents and resources listed at 3.2 (a) (i) (or guidance on how to access the resource, where applicable). 7. CONSULTANT REQUIREMENTS The Consultant/Consulting Team should demonstrate the following qualifications and competencies: 7.1. Qualifications A Masters degree in Civil Engineering or a related field is preferred, with a minimum of seven (7) years demonstrated experience in engineering, particularly in the Caribbean. A Bachelor of Engineering degree will be considered, if accompanied by at least ten (10) years demonstrated engineering experience A Masters degree in Disaster Management or a related field is preferred, with seven (7) years demonstrated experience, particularly in the Caribbean Further Professional Experience Practical knowledge and experience in architectural design in the Caribbean would be a distinct asset Practical knowledge and experience in electrical and plumbing design and maintenance in the Caribbean would be a distinct asset Knowledge of disaster management, environmental management, gender and climate change issues Proven experience in working in a participatory and consultative environment Analytical skills, particularly the ability to conduct research and prepare appropriate findings and conclusions Exceptional written and report writing skills Demonstrated experience as a facilitator with good presentation and listening skills. Page 6 of 7

7 8. DURATION Work is expected to start by 10 th March, 2014, 2012 and conclude no later than August 31 st The Consultants should ideally be a team/firm and should be able to assume duties by 10 th March, The Consultancy is scheduled to be completed within five (5) months. A technical and financial proposal based on the Terms of Reference outlined above must be provided by no later than close of business on 28 th February, The proposal must include a methodology for conducting the work, a proposed work plan 3 and full Curriculum Vitae for each member of the proposed team. Financial proposals should account for all costs, including expenses (such as accommodation, travel and communications). Interested consultants may submit questions to Ms. Gayle Drakes (gayle.drakes@cdema.org) at the CDEMA Coordinating Unit (CU) during the period 10 th 20 th February The responses to all questions will be shared with interested consultants on 21 st February Further information may be obtained from Ms. Gayle Drakes (gayle.drakes@cdema.org) at the CDEMA Coordinating Unit (CU). Please send proposals to the address below: Attention: Ms. Elizabeth Riley, Deputy Executive Director, CDEMA Caribbean Disaster Emergency Management Agency Building #1 Manor Lodge Lodge Hill St. Michael, Barbados Tel: (246) Fax: (246) gayle.drakes@cdema.org; with courtesy/carbon copy (cc) to cdema@cdema.org 3 Timeframe for completion is a constraint for this work and work plans should be very efficient. Page 7 of 7