Application Deadline : 23-Aug-21 (Midnight New York, USA)
Time left : 12d 19h 53m
Additional Category : Management
Type of Contract : Individual Contract
Post Level : International Consultant
Languages Required :
Arabic English
Starting Date :
(date when the selected candidate is expected to start) 31-Aug-2021
Duration of Initial Contract : 130 WD (6 months)
Expected Duration of Assignment : 6 months
UNDP is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence.
UNDP does not tolerate sexual exploitation and abuse, any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.
Background
Since the fall of the former regime in 2011, Libya has been embroiled in a series of crises that have created political, social, and economic challenges, especially for some of the most vulnerable populations. Coupled with falling oil prices, an UN-backed oil embargo amid a growing COVID-19 pandemic the economic backdrop of Libya continues to look bleak for many who are losing or have lost their livelihoods.
This complex scenario is further compounded by the presence of armed militia gangs in key locations, which continue to play a destabilizing role in the political and social fabric of Libya; especially in the border areas to the south. Often times the interests of these gangs typically coalesce with those of violent extremist groups, especially in the economic arena. For many young men (and sometimes women) these economic interests often present as a way out of a challenging predicament, which can often lead to their involvement in cross-border illicit crime (human trafficking, drug smuggling and arms proliferation). However, it has also led to the recruitment of youths by violent extremist (VE) groups. The growing awareness of this social and security dynamic has led to calls for comprehensive prevention of violent extremism (PVE) strategy in Libya that is implemented in the education system, specifically in the school curriculum of young boys and girls.
Teaching youth how to manage conflict in a productive way can help to reduce incidents of violent extreme behavior and subsequent participation in VE groups in the future. Nonviolent dialogue and debate strategies and critical thinking skills can be a beneficial component of a comprehensive PVE and intervention programme in kindergarten and high school curriculums throughout Libya.
Nonviolent conflict resolution strategies and critical thinking skills includes problem solving mechanisms whereby parties in a dispute express their points of view, voice their interests, and find mutually acceptable solutions without resorting to violence. A conflict resolution and critical thinking curriculum, when taught at a young age, will help young Libyans to grow up and recognize that while conflict happens all the time, people can learn new skills to deal with conflict in nonviolent ways. An effective and comprehensive curriculum will involve multiple components such as:
problem-solving processes and principles of conflict resolution.
basics of effective communication and listening.
critical and creative thinking.
an emphasis on personal responsibility and self-discipline.
An effective nonviolent dialogue and debate, and critical thinking curriculum will enable children to respond nonviolently to conflict by using the dialogue and debate problem-solving processes of negotiation, mediation, and consensus decision-making. It will also enhance educators’ ability to manage students’ behavior – without coercion – by emphasizing personal responsibility and self-discipline. An added benefit is that it can also mobilize community involvement in the prevention of violent extremism through education programmes and services, such as expanding the role of youth as effective citizens beyond the school into their respective community.
Broader PVE considerations
An effective and informed National PVE Strategy – adhering to regional, national, and local considerations – involving the coordinated dissemination of counter violent extremist messaging at the municipal/ local governance level, in schools as well as at the communal and religious levels. This will help stem the tide of youth involvement in illicit trade and their eventual recruitment by VE groups. Therefore, at the local level, a coordinated PVE strategy will be implemented along three (but not limited to) distinct yet interrelated pillars:
Local Governance: PVE strategies for local development plans;
Education: Nonviolent conflict resolution strategies and critical thinking skills; and
Community: Counter VE messaging (for border communities and religious groups).
To ensure the effectiveness of this approach, there is a pressing need to empower a network of relatable role models such as: local governance focal points, teachers, community and religious leaders, and peers who have the opportunity to act as change agents and influence the population groups’ behavior, attitudes, and actions. However, the first step is to develop the required curricula/ tools to ensure cohesion and complementarity between activities/ actions under each pillar. This will form the building blocks of a future National PVE Strategy.
Duties and Responsibilities
Within delegated authority, and under the supervision of the UNDP Libya Development Programme Specialist, the Individual consultant shall be responsible for the following duties:
Conduct a desk review of current nonviolent dialogue and debate strategies and critical thinking curriculum/ training courses (particularly for children and youths) in Libya
Design and draft the overall methodology for a nonviolent dialogue and debate resolution strategies and critical thinking skills curriculum for Libya considering previous studies and experiences in other conflict and post-conflict affected countries in the MENA region. This will include the following methodological steps:
Baseline overview: Conduct a desk review/ analysis of the specific form of ‘violent extremism’ in the following seven municipalities where the proposed curriculum will be taught (i.e., Al Kufra, Murzuq, Sebha, Ghat, Misrata, Bani Walid and Zuwara)
Needs assessment: conduct mapping of the psycho-social characteristics, socio-economic and developmental needs of the learners or target audiences (8 to 12 years old and 12 to 15 years old) in each of the locations/ municipalities where the curriculum will be taught
Stakeholder mapping: conduct mapping of and (where possible) gather input from key stakeholders in the curriculum development process, such as the implementers of the curriculum, relevant ministries, municipalities, schools, community, and religious groups and other relevant CSOs
Content development: Detailed outline of the important and relevant content of the nonviolent dialogue and debate strategies, and critical thinking curriculum for school children (8 to 12 years and 13 to 15 years). This should also include a strong extra-curricula component that engages the participants with key sections of their community/ society.
Strategic approach: Comprehensive detailing of methods to accomplish intended outcomes (i.e., how will the curriculum be taught?)
Impact analysis: Outline the expected changes intended for the learners/ target audience (i.e., what are the intended outcomes/ objectives – what will the learners be able to do after participating in the nonviolent conflict resolution and critical thinking curriculum)
Monitoring and evaluation framework: Monitoring and evaluation strategies for the content, methods of delivery, and intended outcomes of the nonviolent conflict analysis and critical thinking curriculum.
Competencies
Corporate Competencies:
Integrity, professionalism, and respect for diversity.
Functional Competencies:
Ability to think conceptually and flexibly, capacity to adapt, innovate, and propose multiple options.
A team player with good interpersonal skills
Time management skills.
Enjoy sensitivity for research and academic integrity.
Ability to work well under pressure and stressful environment
Promoting ethics and integrity, creating organizational precedents
Building support and political acumen
Creating and promoting enabling environment for open communication
Sharing knowledge across the organization and building a culture of knowledge sharing and learning
Fair and transparent decision making; calculated risk-taking
Required Skills and Experience
Academic Qualification:
At least an advanced university degree in Global Security, Political Science, Research and Statistics, Mathematics, Development Studies, Education or another closely related field;
Experience:
At least 7 years experience in a wide range of humanitarian assistance and emergency relief activities;
Ability to plan own work, manage conflicting priorities and work under pressure of tight and conflicting deadlines;
Minimum of five years of experience working on PVE and education issues in the Middle East and North Africa (MENA) Region.
Experience in working with international agencies and NGOs is a must, desirable with UNDP.
Languages:
Strong written and spoken English. Working knowledge of Arabic is an asset.
Documents to be included when submitting the proposal:
Applications without i) financial offer, ii) P11 form, and iii) Documents mentioned under Technical Proposal will NOT be considered for evaluation.
The financial proposal should be in the provided format (i.e Annex 3- OFFEROR’S LETTER TO UNDP);
Firms are not eligible for this consultancy assignment (open only for national individual consultants).
An incomplete application will not be considered, it will be disqualified automatically.
Please complete the Statement of Health form and submit it along with the proposal
Please complete the Vendor form and submit it with the proposal
Note: While submitting your proposal via email please put the reference no. IC-UNDP-21-032, without reference no. proposal shall not be accepted.
ANNEX
ANNEX 1- TERMS OF REFERENCES (TOR)
ANNEX 2 – INDIVIDUAL CONSULTANT GENERAL TERMS AND CONDITIONS
ANNEX 3- FINANCIAL PROPOSAL TEMPLATE
Annex 4- Health Statement form
Annex 5- Vendor registration form
Detail Terms of Reference, P11 Form, Financial Proposal Form, and other relevant documentation can be found in the following link:
https://procurement-notices.undp.org/view_notice.cfm?notice_id=81758
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