Individual Consultant: Community and Home-Based Learning (CHBL) Model

Job Description

The International Rescue Committee (IRC) responds to the world’s worst humanitarian crises, helping to restore health, safety, education, economic wellbeing, and power to people devastated by conflict and disaster. Founded in 1933 at the call of Albert Einstein, the IRC is one of the world’s largest international humanitarian non-governmental organizations (INGO), at work in more than 40 countries and 29 U.S. cities helping people to survive, reclaim control of their future and strengthen their communities. A force for humanity, IRC employees deliver lasting impact by restoring safety, dignity and hope to millions. If you’re a solutions-driven, passionate change-maker, come join us in positively impacting the lives of millions of people world-wide for a better future.

The IRC in partnership with Luminos Fund, Emmanuel Development Association (EDA), Amhara Development Association, Tigray Development Association and other local partners is implementing a three-year, and transformative education Project titled ‘Playful Education Pathways for Ethiopia (PEPE) in crises affected areas of Amhara and Tigray from January 2026 to December 2028.  Anchored in rigorous research and learning agenda, PEPE seeks to improve foundational literacy, numeracy, and social-emotional skills for 150,620 out-of-school children in Amhara and Tigray, while building resilience within Ethiopia’s education system. PEPE will create inclusive, community and home-based learning initiatives/opportunities in areas where formal schools remain closed to keep children engaged in education while laying the groundwork for future reintegration into formal schooling. These opportunities will be facilitated by trained local community volunteers and existing teachers. In some communities, structured home-based activities may also be facilitated by caregivers or older siblings, while others may use communal spaces for small group sessions.

PEPE would like, through a team of experienced individual consultants,  to get any similar initiatives in the region reviewed, their experiences documented,  and opportunities and potential implementation challenges carefully studied in consultation with  key partners as well as key stakeholders at Federal, regional, woreda and community levels including CSOs that might be already doing similar initiatives in the region. The consultants will also review existing policy, strategy and sector plan documents to check the policy environment any related best practices elsewhere – all to further inform the design of this model and its subsequent implementation.

Major responsibilities include:

Conduct a participatory and intentional study of the Community and Home-Based Learning (CHBL) model in Amhara:

• Review of existing national/regional education policies, strategies and education sector plans to see if there is an enabling policy environment for the implementation of CHBL models in Amhara region.
• Review of other similar learning initiatives and materials the model uses (if any) in the region and draw lessons from the model and any existing resource materials.
• Technical in-depth interviews with experts from MoE, Amhara Regional State Education Bureau, the three Zonal Education Departments and three sample Woreda Education Offices (out of the eight Woredas targeted) to learn more about their perspectives, and technical views on the implementation of the model.
• Participatory assessment with teachers, caregivers, children, and community leaders (PSTAs) in three sample woredas of the three targeted Zones to identify aspirations, opportunities, protection risks, and potential barriers limiting the efficiency and effectiveness levels of CHBL implementation.  This exercise should enable the Project to identify responsive, contextually appropriate, play-based models for community/home-based foundational learning through assessment and client-driven approaches
• Mapping of available resources (e.g. safe spaces, community structures, community facilitators/ volunteers, local radio broadcasts, and other digital platforms (telegram/WhatsApp) and assessing their feasibility for content delivery.

Development of national/regional CHBL guidelines:

• Rationale of the model, and its core implementation strategies
• Competencies and training requirements for facilitators and community volunteers
• Roles and responsibilities of facilitators/community volunteers, community structures and learners
• Inclusive strategies for girls, children with disabilities, IDPs, and marginalized groups.
• Supervision and quality assurance structure, including supervisory roles, and frequency
• Minimum operational standards for learning environment, safeguarding, facilitator selection, inclusion, learning time, and supervision
• A set of at least three sample locally relevant learning models (e.g. small group/village/community-based activities, home-based sessions, community events, listening circles)

Expected Deliverables

• Develop and submit a draft inception report outlining the technical approach, work plan, schedule, and data collection methodology, including the required data collection tools for review and feedback.
• Revise and submit the final inception report, incorporating comments and inputs received from IRC, together with finalized data collection tools.
• Conduct a review of relevant materials and implement the data collection exercise in line with the agreed methodology.
• Prepare and submit a draft assessment report for review, incorporating findings from the data collection and analysis.
• Present the assessment findings at a validation workshop and incorporate feedback from stakeholders
• Develop a draft national/regional CHBL model guideline for review.
• Facilitate a validation workshop with key partners and stakeholders to refine the guideline.
• Revise and submit the final CHBL guideline document incorporating all feedback.

Duration of the Consultancy:

• The consultancy is expected to be conducted between April and June 2026, in accordance with the agreed work plan.

Safeguarding Responsibilities: –

• Promote and actively participate in initiatives and efforts to build team engagement, inclusion and cohesion in IRC [team/office]
• Foster ongoing learning, honest dialogue and reflection to strengthen safeguarding and to promote IRC values and adherence to IRC policies

Requirements:

Educational Requirements:

• MA in Education and related fields

Preferred Experience and Skills:

• Minimum work experience of 12 years in conducting participatory assessments in the education sector
• Demonstrated experience in reviewing education policies, strategy and sector plan documents; and adapting and producing high-quality teaching and learning materials for primary school-aged children in the education sector
• Proven track record of working closely with government stakeholders, community members, and target clients to ensure contextual relevance and ownership.
• Familiarity with the education sector, community structures in the target woredas of Amhara, with some knowledge of crisis affected contexts

Language Skills:

• Excellent written and verbal communication in English, and Amharic with the ability to adapt materials as needed.

Certificate and License

• Sample works and certificates – proving successful completion of similar assignments
• Being legally registered (licensed) to provide consultancy services is an advantage.

 

IRC is an equal employment opportunity employer.  IRC considers all applicants on the basis of merit without regard to race, sex, color, national origin, religion, sexual orientation, age, marital status or disability.

IRC strives to build a diverse and inclusive team at all levels who as individuals, and as a group, embody our culture statement creating a working environment characterized by critical reflection, power sharing, debate, and objectivity for us to achieve our aspirations as a team and deliver the best possible services to our clients.

 

Professional Standards: The IRC and IRC workers must adhere to the values and principles outlined in IRC Way – Standards for Professional Conduct. These are Integrity, Service, and Accountability. In accordance with these values, the IRC operates and enforces policies on Beneficiary Protection from Exploitation and Abuse, Child Safeguarding, Anti Workplace Harassment, Fiscal Integrity Anti-Retaliation and Combating Trafficking in Persons

Gender Equality: IRC is committed to narrowing the gender gap in leadership positions. We offer benefits that provide an enabling environment for women to participate in our workforce including parental leave, gender-sensitive security protocols, and other supportive benefits and allowances

 

PROFESSIONAL STANDARDS

All International Rescue Committee workers must adhere to the core values and principles outlined in IRC Way – Standards for Professional Conduct. Our Standards are Integrity, Service, Equality and Accountability. In accordance with these values, the IRC operates and enforces policies on Safeguarding, Conflicts of Interest, Fiscal Integrity, and Reporting Wrongdoing and Protection from Retaliation. IRC is committed to take all necessary preventive measures and create an environment where people feel safe, and to take all necessary actions and corrective measures when harm occurs. IRC builds teams of professionals who promote critical reflection, power sharing, debate, and objectivity to deliver the best possible services to our clients.