Regional Disaster Risk Reduction Initiative
School Safety Assessment - Consultant
INTRODUCTION
This Terms of Reference describes the tasks for a mid-level consultant todocument fully the
School Safety Assessment experiences in the selected countries. This will involve the consultant undertaking travel to at least one country in the each of the sub-regions (Central
Asia and South Caucasus) as part of the UNICEF Regional DRR Initiative: Proposals for
Documentation (RKLA 4).
BACKGROUND
There are no truly ‘natural’ disasters. In fact, while hazards such as storms and earthquakes are largely natural, the severity of their impact is determined by the vulnerability of the community they hit. Put simply, this means that the poorest and most vulnerable people, who often live in exposed areas such as marginal agricultural lands, river floodplains or informal urban slums, bear the brunt of drought, floods, earthquakes and other hazards, and are most likely to experience a disaster as a result. They are, as we say, at the greatest risk.
Women and children are 14 times more likely to die than men during a disaster. Children are especially vulnerable because of their stage of physical, psychological and social development. The risks they face from disasters include death and injury psychological trauma; diseases from malnutrition, dirty water and bad sanitation; interrupted or even lost education; and a worsening of already dangerous living conditions.
Climate change is further exacerbating disaster risks. It has been estimated that losses from weather-related disasters alone are doubling globally every 12 years i ; and climate change impacts have been predicted to increase the numbers of children affected by disasters from an estimated 66.5 million per year in the late 1990s, to as many as 175 million per year in the coming decade ii .
Girls are particularly vulnerable, as they can be exposed to forms of exploitation, such as abuse, trafficking and prostitution, which can increase after disasters or in times of chronic crisis. Additionally, during crises, shortages of food and other vital goods and services can increase the burden on women and girls, who traditionally provide for their families’ everyday needs. For example, during drought, girls may have to walk many hours to fetch water, which may expose them to further threats.
Disaster Risk Reduction (DRR) is one of the four emerging areas in the ten priorities identified under the Regional Knowledge and Leadership Agenda (RKLA), which aimed at responding to inequities in CEE/CIS facing the most marginalized children and to support governments in the region to close the equity gaps.
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The purpose of the RKLA 9 on Disaster Risk Reduction is to support the identification, documentation and communication of key results and good experiences related to DRR.
School Safety Assessment is a major gap area as most countries in the region do not have an overview of the status of schools. Following the Recommendations of the 2009 Global
Platform on Disaster Risk Reduction it was proposed that “by 2011 national assessment of the safety of existing education and health facilities should be undertaken, and that by 2015 concrete action plans for safer schools and hospitals should be developed and implemented in all disaster prone areas”. Under the Central Asia and South Caucasus DRR project 2010-
2011 funded by DIPECHO, UNICEF developed a simple tool for structural and non-structural school safety assessments, geared towards promoting the school structural safety assessments in the region.
Since its development it has been tested in Armenia and Tajikistan and methodology and instrument were adjusted accordingly. At the same time Kyrgyzstan —with a funding support of USD 1 million from OFDA/USAID —has further elaborated the methodology and conducted a nationwide assessment of educational facilities in the country. The experience was presented at the Asian Ministerial Conference on Disaster Risk Reduction in October
2012. As part of the current DIPECHO project, all country offices (except for Kyrgyzstan due to the on-going nationwide assessment) are to use this methodology to assess structural and non-structural safety of schools covered by the project.
PURPOSE
A consultant will be required to document experience of school safety assessment in the selected countries. This will involve the consultant undertaking travel to at least one country in the each of the sub-regions (Central Asia and South Caucasus).
The consultant will mostly work at the country level, his/her work will focus on supporting the countries that have requested support on documentation and advisory issues related to
School Safety Assessment – Armenia, Azerbaijan, Kazakhstan, Tajikistan and
Turkmenistan.
TASKS
1. Desk review of the existing school safety ensuring methodology and instruments developed by UNICEF RO, methodology developed by Kyrgyzstan CO and other international good practices in the area of school safety assessment.
2. Work with the UNICEF RO and Country Offices to develop a set of case studies demonstrating good practices and lesson learned from school safety assessments using the methodology (annexed) to the TORs.
3. Field visit to selected countries in Central Asia and South Caucasus to gather information on the case studies. This will require interviewing key informants, including
UNICEF country offices, government partners, especially ministries of education and emergencies, technical experts, school principals and teachers, children, etc.
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4. Review and analyse existing materials, policy papers, meeting reports and other relevant documents for the case studies.
5. Develop a 8-10 page case study for each country on school safety assessment experiences. Prior to the development of case studies, a set of criteria and format for the good practices will be developed and agreed upon with UNICEF.
DELIVERABLES

5 case studies of School Safety Assessment (SSA) in Armenia, Azerbaijan, Kazakhstan,
Tajikistan and Turkmenistan (participation of Turkmenistan will be confirmed later), including: o description of a relevant background description o stakeholder analysis o identification of existing gaps o SSA-related specific recommendations for each country including construction companies o Lesson learned

General framework or guidance recommendations for future school safety assessments that is general to all countries.

In Azerbaijan, the consultant will also be required to document the work by International
Civil Defense Organization on the estimation of likely numbers of casualties during earthquakes, which helps planning the response.
TIMEFRAME
The consultant will be contracted for approx. 45 days between July – October 2013.
*This timeframe presents the official contract start and end dates, which are based on
UNICEF’s internal procedures. However, the deadlines stated in the deliverables section are those to be adhered to by the consultant.
TRAVEL
The consultant will be expected to travel as follows:
Kazakhstan
Armenia
Azerbaijan
Tajikistan (visit to be confirmed)
Turkmenistan
5 days
5 days
5 days
5 days
(no visit, documentation will be conducted remotely
09 - 13 September 2013
16 – 20 September 2013
23 – 27 September 2013
07
– 11 October 2013
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*Travel may be combined for convenience and cost-saving.
*Duration and details of travel may change. The above timeframes are only estimates and travel may be added or taken away.
QUALIFICATIONS OF CONSULTANT
Education:

Advanced university degree in disaster management, social sciences or related field

Specialized training in disaster risk reduction highly desirable
Work Experience: Five to ten (5-10) years progressively responsible professional work experience at national and international levels in disaster management, including risk mitigation.
Key competencies:

Current knowledge of global developments and trends, technology and institutional environments in disaster management, especially related to education.

Proven skills, knowledge and experience in the implementation and management of programmes humanitarian situations.

Proven ability to conceptualize, develop, plan and manage activities within the framework of organisational and government programmes.

Good analytical, communication and writing skills.

Ability to work in an international or multicultural and team environment and develop partnerships.

Good knowledge of UNISDR system and Hyogo Framework for Action, especially
Priority 3 (knowledge and education).

Knowledge of range of computer applications.
Languages:
Fluency in English language required. Fluency in Russian desirable
How to apply:
Qualified candidates should submit a cover letter, CV and P11 form (can be downloaded from http://www.unicef.org/about/employ/index_53129.html) to baku@unicef.org by 26 June
2013.
*UNICEF reserves the right to withhold payment or partial payment for deliverables that are of poor quality or that do not meet the deadline stated in the contract.
*If deliverables are submitted before the end of the contract payment will be processed at the time they are delivered.
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