Title of Assignment:
Developing Mentorship and Coaching Manual guiding Bridge Scholarship Program Students (Age: 14-16)
|Project Title:||Bridge Scholarship Program|
|Donor:||Sawiris Foundation for Social Development (SFSD)|
|Expected starting date:||June 2021|
|Contract Type:||Service Provider Contract (Both Individuals and Firms can apply)|
Youth and Development Consultancy Institute (Etijah) is specialized in youth empowerment. It provides young individuals with the necessary skills and works on building the capacity of not only youth, but also governmental and non-governmental youth serving organizations. Etijah was founded and registered in 2006 in Cairo to serve Egyptian and Arab youth on various levels using local resources.
Etijah is implementing “Bridge” Project with the support of Sawiris Foundation for Social Development. The project is designed to provide public high school students with the skills, knowledge and tools required for scholarships’ admission in high quality university programs. The design of the project sought to create a model that could be applied to this target group to be aligned with Egypt’s educational vision through adopting different methods such as remote learning, conducting online sessions, incorporating games into the learning process, and raising the students’ awareness on the helpful databases for learning. These methods act as a permanent learning platform that everyone could benefit from after joining the program. Likewise, any student in this program can develop his/her skills and knowledge of the different scholarships.
Project’s Main Objectives
Qualifying 200 public high school students for quality educational university programs, ensuring equal gender representations and 5% PwD. The project aim to achieve the following outcomes:
· Developing and transforming the life skills needed for Public High School Students.
· Building the essential linguistic and computer skills.
· Engaging students in Online Learning platforms to create timely feedback, instructor presence, and engagement.
· Activating the role of students in community Engagement.
Target Students Background
The project serves 200 students to develop their capacity to apply for high quality educational programs and scholarships. Each governorate includes two working groups, and each group has 25 students in the four governorates. The students are divided according to their gender, 50 percent of them are females and 50 percent are males with 5 percent of People with Disabilities (PwD). The 5 percent will be selected to represent the PwD students among the total number of students who will be selected according to the following criteria:
1. Students should be from one of the designated governorates: Beheria, Kafr ElSheikh, Beni Sueif and Qena.
2. Students must be between 14-16 years old.
3. Students must have an academic score more than 80 percent in the preparatory stage and a total score more than 80 percent in the English exam.
4. The willingness of family to take its responsibility towards encouraging and committing their sons and daughters to the scholarship through various activities such as involving parents in the initial interview and making home visits.
5. Students should have completed the preparatory stage and joined the secondary stage in one of the mentioned governorates.
6. Students should have a real economic need for the scholarship.
|The design of the project includes two tracks: Developing the personal skills and the required skills for applying for scholarship programs and developing the language skills especially English. These skills are developed through several activities ranging from discussions to team building challenges. The “Backward Design” has been adopted in order to analyze the requirements of various scholarships to conclude the different project activities that will meet these requirements.
The importance of educating life skills comes in the light of the restrictions that students encounter in the classroom and the traditional learning methods, resulting in young people receive an education that is not compatible with contemporary reality and the requirements of the labor market. The youth’s lack of the necessary skills to succeed and work to become active members in their societies, requires providing children with the life skills required for facing the changes from the childhood to adulthood stages, from education to work, and from nurture to citizenship. This was stated according to MENA Initiative for Educating Life Skills and Citizenship that covers four main dimensions of the students’ learning; knowledge, the instrumental learning, learning to work, the individual dimension, the personal skills, and the social dimension. These dimensions are covered through developing 12 mail skills as shown in the figure.
The program mainly relies on a well-known guiding method called GROW framework to deal with young people and follow up on the basic skills. GROW framework stands for goal, current reality, options or obstacles and the way forward. GROW model assumes that the trainer should act only as a facilitator to help students choose the best options and systematically provide advice or guidance.
Project’s Main Activities
|1. Organizing 4 camps (1 camp/ governorate) for life skills development.
2. Conducting 12 life skills sessions, covering MENA Initiative for Educating Life Skills and Citizenship dimensions.
3. Providing intensive English language program to develop the linguistics skills of the students.
4. Developing the students’ capacity in using different computer skills (such as: MS office)
5. Prepare and support the students to take IELTS exam.
6. Develop the volunteering skills of the students by engaging them in their local communities through self-organized social initiatives.
7. Providing support to the students in applying for scholarships through several one-on-one and group activities.
8. Providing guidance and support to the students through one-on-one coaching and follow-up sessions. (The TOR scope falls under this activity)
Consultancy Task Scope
This TOR consultancy task falls under activity 8 mentioned above, aiming to develop a manual for Etijah’s coordinators to follow-up and guide Bridge’s students throughout the project lifecycle, covering all the project’s interventions.
Etijah aims to provide 12-16 one-on-one coaching and follow-up sessions to 200 students (14-16 years old) through 2+ years of intervention to achieve the following objectives:
· Measure students’ progress regarding the project’s main interventions and activities.
· Encourage the students to reflect their learning progress using reflective learning approaches.
· Assess students’ challenges that affect their progress and development.
· Support the students in planning for their development progress to better equip them with the needed skills to join future scholarships.
· Provide the students with self-guided sheets, guides, and tools to support them in self-reflection activities, personal planning, managing their wellness, managing their academic life, and applying for future scholarships.
The consultant will be responsible for the following:
· Develop an overall coaching and follow-up approach that will be used by Etijah’s project coordinators that shall match the GROW model, and the above objectives.
· Develop a manual for Etijah’s project coordinators that guide their (12-16) structured follow-up sessions and support them in reporting and tracking the students’ performance.
· Provide a suggested coaching schedule and timeline for the 12-16 sessions through 24-30 months.
· Provide the needed learning materials for Etijah’s project coordinators to be aligned with the manual’s approach and methodology.
· Develop self-guided sheets, guides, and tools to support the students in their self-reflection activities, personal planning, managing their wellness, managing their academic life, and applying for future scholarships. (These tools shall be aligned with the manual’s coaching schedule and approach)
· Coordinate with Etijah’s staff throughout the manual development period.
· Conducting target analysis activities with the students such as: focus groups – surveys – 1:1 interview.
· Ensure the inclusiveness of all the materials and the deliverables.
· Ensure the use of appropriate Arabic language in all the materials and deliverables.
· Develop monitoring and evaluations tools to assess the manual’s effectiveness with the target group.
June – August 2021 for design and development and October – November 2021 for testing
Required Minimum Qualifications and Professional Experience
· Experience in developing similar manuals and training guides for the target group.
· Experience with young learners (14-16) from the same background.
· Capacity to conduct field visits if needed to assess the target group needs and evaluate the manual’s effectiveness.
|Interested firms/organizations must submit the following documents before 03/05/2021:
The offers should be stamped on each page, and signed by the legal representative of the applying firm/organization. Technical Offer and Financial Offer should be submitted each in a separate close envelope and delivered to Etijah Office at: 56 El Nozha st, Heliopolis, Cairo, Egypt or call: +202 24 17 7 375 Sunday to Thursday 10:00 AM to 4:00 PM.
For Q&A: email@example.com (Last date to receive your questions and inquiries:24/04/2021)