Call for Quotations Ref: VVOB MA 2026 07 06 Consultancy Services – Gender Equality Disability and Social Inclusion and Safeguarding Specialist for SCALE Remediation Pilot (Malawi)

VVOB – education for development is an international non-profit organisation with 40 years of experience in improving the quality of education systems. The ambition of VVOB is to ensure learners around the world enjoy their fundamental human right to quality education, without exception. In striving for that ambition, we place our values ‘commitment’, ‘integrity’, ‘respect’, ‘quality’ and ‘innovation’ central.  

To this end, VVOB enters long-term partnerships with Ministries of Education around the world. VVOB also draws on an extensive knowledge network consisting of like-minded international organisations and a range of educational actors in Belgium, where its headquarters are located. VVOB is supported by some of the world’s leading education foundations, including the LEGO Foundation and Mastercard Foundation, and by committed institutional donors such as USAID, UNICEF, and Belgian and Flemish International Cooperation. 

The Remediation Programme (Scaling Phase) aims to improve foundational literacy and numeracy outcomes for early grade learners (Standards 1-4) through targeted, evidence-based instructional strategies. Inspired by the Teaching at the Right Level (TaRL) approach, the programme seeks to address learning gaps by grouping learners according to their actual learning levels and providing tailored support to accelerate progress.

The primary objective is to test and refine a scalable remediation model that aligns with Malawi’s National Reading Programme and Numeracy Curriculum Review (NMCR). Expected outcomes include improved learner performance in literacy and numeracy, strengthened teacher capacity in remedial instruction, and actionable insights to inform national policy and programming.

1.    Background and Purpose of the Consultancy

VVOB, in collaboration with the Ministry of Education (MoE), FCDO, TaRL Africa, IPA and other partners, is implementing the SCALE remediation pilot in Malawi. As the programme transitions from an 80‑school pilot to a multi-district scaling phase (up to 300 schools), Gender Equality, Disability and Social Inclusion (GEDSI) must be robustly integrated across:

• Teaching and learning materials
• Master and mentor training
• Tools for classroom observation, mentoring and assessment
• Safeguarding and child protection procedures
• District-level capacity strengthening
• Disability identification and support systems

The Gender Equality Disability and Social Inclusion Consultant will provide specialised expertise to ensure the remediation model is inclusive, transformative, and aligned with MoE systems and community realities.

1.    Role of the Gender Equality, Disability and Social Inclusion Specialist

The consultant will provide technical leadership, capacity development and quality assurance on GEDSI and safeguarding across the SCALE remediation initiative.

The focus is on meaningful mainstreaming, not standalone activities — ensuring inclusion is embedded through materials, training, tools, implementation processes, and monitoring.

2.    Specific Responsibilities

A. GEDSI Integration in Material Development

• Review and refine teaching and learning materials through a GEDSI lens.
• Ensure representation of marginalised learners, gender-sensitive illustrations, examples, and classroom strategies.
• Align with findings from IPA research and earlier inclusion studies.

B. Master Trainer & Mentor Training Inputs

Including development of materials and delivery of sessions.

• Develop GEDSI modules for the Master Trainer training (gender inequality, disability inclusion, classroom management that avoids harmful stereotypes).
• Adapt mentor training materials to include GEDSI-informed observation, feedback and coaching.
• Support integration of GEDSI elements throughout training week agendas.

C. Capacity Building of VVOB and TaRL Africa Teams

• Facilitate initial workshops with technical and MEAL teams, using the GEDSI self-assessment/discussion tool.
• Provide ongoing coaching to VVOB and TaRL Africa Advisors and district-based teams.
• Conduct 6‑monthly GEDSI reflection sessions.
• Support integration of inclusive education strategies into Teacher Learning Circles.

D. Disability Inclusion and SEN Specialist Support

• Provide technical guidance for a disability detect app try-out with zone-level SEN officers.
• Review training content to ensure relevance and practical application.
• Support the mini needs assessment / FGD with SEN officers.
• Provide guidance on ensuring equitable reach for remote and underserved schools.

E. Safeguarding Support – Programmatic & Organisational

• Develop or review safeguarding policies, referral pathways, and reporting tools aligned with MoE structures.
• Deliver safeguarding training for headteachers, Community Protection Workers and VVOB teams.
• Advise on integration of safeguarding into classroom observation and school support systems.
• Provide light-touch organisational safeguarding guidance (consent forms, staff conduct, reporting protocols).

F. Monitoring, Observation & GEDSI Indicators

• Strengthen observation tools to integrate GEDSI-sensitive indicators.
• Support the VVOB and TaRL Africa MEAL team in designing qualitative and quantitative GEDSI indicators.
• Participate in joint monitoring visits and provide inclusion-focused coaching. 

G. Knowledge Sharing & Learning Events

• Contribute to learning events, cross-country SCALE convenings and donor briefings.
• Produce short learning products (blogs, briefs, case studies) on GEDSI in remediation.
• Support documentation of promising practices for national scale-up.

3.    Deliverables

• GEDSI-integrated version of training materials (MT + mentor).
• Workshop reports and session materials for capacity-building.
• Safeguarding training package and referral pathway guidance.
• Revised classroom observation and monitoring tools with GEDSI indicators.
• Notes from joint monitoring visits with inclusion-focused feedback.
• Short learning pieces (2–3 per year).
• 6‑monthly GEDSI reflection report.

4.    Required Profile

Essential Qualifications

• A Master’s degree in at least one of the following fields:

o  Gender Studies

o  Disability Studies / Inclusive Education

o  Education, Social Sciences, Development Studies (with a proven specialisation in GEDSI)

o  Human Rights, Child Protection, or Social Work (with relevant safeguarding experience)

o  Minimum 8 years of experience in education programme management, ideally in Malawi.

• In exceptional cases, a Bachelor’s degree with at least 10 years of relevant GEDSI or safeguarding experience may be accepted.

Essential Professional Experience

The consultant must demonstrate:

A. GEDSI Expertise in Education (Minimum 7–10 years)

• Proven experience integrating gender and social inclusion into educational programmes.
• Demonstrated ability to adapt teaching materials to be inclusive and gender responsive.

B. Safeguarding Competence

• Experience designing or delivering safeguarding training.
• Familiarity with FCDO safeguarding standards (strong asset).
• Experience developing organisational and school-level safeguarding pathways.

C. Disability Inclusion Experience

• Experience with SEN processes, disability identification, or inclusive pedagogy.
• Work with disability screening tools or SEN specialists is a strong asset.

D. Experience in Teacher Professional Development

• Designing and delivering training for educators, mentors, or district officials.
• Experience coaching or mentoring education teams.

E. LMIC or Sub-Saharan Africa Experience

• Prior experience working in Malawi is preferred.
• Strong understanding of national education systems (MoE structures, inclusive education policies).

 Skills & Competencies

• Strong facilitation and adult learning skills.
• Ability to conduct qualitative fieldwork (FGDs, interviews) with vulnerable groups.
• Excellent communication and interpersonal skills.
• Strong analytical ability and attention to detail.
• Cultural sensitivity and ability to work with diverse stakeholders.
• Commitment to child rights, equity and inclusion.

 Other Requirements

• Ability to travel to and within Malawi.
• Commitment to VVOB’s integrity and safeguarding policies.
• Ability to deliver high-quality outputs with minimal supervision.

Nationality: This assignment is open to both Malawian nationals and international profiles. 

Location: Malawi-based or remote with regular travel to Malawi.

How to Apply

Find attached more details here https://www.publicprocurement.be/publication-workspaces/9703efbb-85e7-44ef-926a-d62f474f0d86/general

The signed quotations must be submitted to procurement-zm@vvob.org and Stefaan.vandewalle@vvob.org with in cc before 03 August 2026, 17h (CSET) and mention in object: ‘quotation ref VVOB – MA – 2026 07 06’