TORs for an International Researcher to Develop a Study on the Role of Religious & Traditional leaders in Girls' Edu't

TERMS OF REFERENCE (TORs)

For the Recruitment of an International Consultant/Researcher to develop a study on the role of religious and traditional leaders in the promotion of girls' education in Africa

The purpose of this document is to outline the terms of reference (ToRs) for a researcher to develop a study on the role of religious and traditional leaders in the promotion of girls' education in Africa

1. I. Background

African Union CIEFFA is a specialised and technical institution of the African Union since 2004, dealing with women and girls’ education following Decision Assembly/AU/DEC.44 (III). The Centre is located in Ouagadougou, Burkina Faso. 

AU/CIEFFA has been established under the Department of Education, Science, Technology, and Innovation at the African Union Commission to coordinate the promotion of girls and women’s education in Africa, with a view of achieving their economic, social, and cultural empowerment. The Centre works closely with AU member States and government, civil society, and international partners to implement its programs and activities in line with the African Union Agenda 2063, Agenda 2020, African Union second 10-year implementation plan, CESA (12-25 and 26-35), new TVET Strategy, STISA, Digital Education Strategy, and the AU Convention on VAW, Maputo Protocol amongst other continental and international frameworks. 

AU CIEFFA is currently implementing its mandate through its Strategic Plan (2021-2025). Through girls and women’s education-centred programming, Member State engagement, strategic partnerships, capacity building and advocacy, AU CIEFFA has successfully championed girls and women’s education on the continent.

1. The role of religious and traditional leaders in shaping societal norms

In many African societies, religious and traditional leaders serve as moral and cultural gatekeepers, mediators, and custodians of traditions. Their authority can either reinforce or challenge prevailing norms that can affect members of their communities. Their voices often carry more weight at the grassroots level than formal state structures, particularly in rural and remote areas.

Religious and traditional leaders hold considerable influence in shaping social norms, values, and community behaviours that can positively affect and uplift the impact on their more vulnerable members of communities, particularly girls and young women.

Religious and traditional promoting girls' education

Despite the demonstrated progress made through continental and national frameworks providing provisions to promote girls’ education, gaps remain in translating policies into tangible community-level change. In that regard, local cultural and religious dynamics can represent both a challenge and an opportunity to seize and leverage.

When effectively mobilised, these leaders can serve as powerful advocates for change, influencing attitudes, fostering dialogue within their communities, and legitimising practices that support girls’ and young women's education. They can help reinterpret cultural and religious narratives in ways that promote inclusivity, gender equality in education, and the value of educating girls. Conversely, when uninvolved or misinformed, their influence can unintentionally sustain regressive norms and further retract girls' education.

III. Work Description

Harmful and regressive gender norms still hamper girls and young women's access, retention and completion of schooling. AU CIEFFA is therefore seeking to engage a researcher to develop a study on the role of religious and traditional leaders in the promotion of girls' education in Africa.

The primary objectives of this consultancy are to:

• Mapping analysis: Assess and map existing and ongoing girls' education initiatives led by religious and traditional leaders and identify the intervention gaps and;
• Conduct an analytical review of existing customary practices and statutory policies on girls and young women's education at grassroots, national and international levels in view of identifying drivers and bottlenecks that are hampering their education; and
• Practices and recommendations: Propose programmatic, cultural, budgetary, legislative, monitoring and reporting interventions that could be adopted to reduce the high prevalence of out-of-school girls, especially young mothers in targeted countries specifically and in Africa in general

1. Duties and Responsibilities

Under the direct supervision of the AU CIEFFA’s Coordinator, and closely working with the Programme Officer and Gender and Research Officer, the researcher will be expected to perform the following specific duties:

1. Conduct a Mapping analysis to ascertain the landscape of religious and traditional leaders' structures and the nature of their involvement in education advocacy, policy influence and community mobilisation for girls and women's education;
2. Identify the existing and ongoing interventions led by the religious and traditional leaders across the continent;
3. Carry out the review and analysis on the contextual, cultural, religious, legislative policy and socio drivers of girls' exclusion from schooling; the effects and consequences of their marginalisation from school; good interventions and investments by religious and traditional leaders in education for girls; legislation and policy implementation of girls education; accountability that influence the traditional and religious leaders effective engagement
4. Implications and recommendations on programming; behaviour, culture and community; recommendations on access to education; planning, investment and resourcing; legislation and policy implementation; monitoring and accountability;
5. Present the preliminary findings to the African Union CIEFFA, religious and traditional leaders, representatives and stakeholders for feedback;
6. Finalise the development of the study based on feedback received.

Deliverables

The experts are expected to deliver:

• A comprehensive study detailing the findings of the study mapping, literature review and analysis of community-based interventions for gender equality in education; Survey with faith-based organisations, traditional groups, women and youth groups representatives and education partners; multi-level and multi-stakeholder implications summary and recommendations
• A well-structured PowerPoint presentation on the findings of the study.

1. Duration of the consultancy

The assignment shall span a period of 3 Months starting from the date of recruitment.

1. Payment

The researcher shall receive a negotiated lump sum fee upon satisfactory completion and delivery of the tasks outlined in these Terms of Reference (TORs).

VII. Education, Experience, and Skills Requirements

• PhD in Social Sciences, Gender, Anthropology, Development, Education management, or other related fields.
• At least 5 years’ proven experience in developing continental and regional studies. for international development organisations;
• Strong analytical skills;
• Excellent communication and stakeholder engagement skills;
• Experience working with or engaging religious and traditional leaders, faith-based organisations, and community networks in advocacy or development programs, particularly girls' and women’s education, is a plus
• Familiarity with African Union CIEFFA programs is an added advantage.

viii. Applications

Interested candidates should submit a CV, including links to previous research carried out, and a technical and financial proposal for this assignment to au-cieffa@africanunion.org with a copy to modongol@africanunion.org and boubakary@africanunion.org