Consultant to undertake Gender Equality Education Research for the Strengthening Education for Mining Project (STEM) in Ethiopia
Date of Publication:
July 24, 2018
August 10, 2018
Agriteam Canada Consulting Ltd.
MAXIMIZING FEMALE STUDENT SUCCESS STUDY
TERMS OF REFERENCE
The Strengthening Education for Mining in Ethiopia (STEM) project is a five year, Global Affairs Canada (GAC) funded project with the ultimate outcome of “increasing the number of Ethiopian men and women with relevant skills and qualifications for work in the mining sector in Ethiopia”. The primary project stakeholders are the Ministry of Mines, Petroleum and Natural Gas (MoMPNG) as well as the Ministry of Education (MoE), the Federal TVET Agency, the Regional TVET Bureau, Shire and Axum Polytechnic Colleges and four selected Ethiopian universities (all of which offer earth sciences (geology) and/or mining engineering programs at the undergraduate level). These include Addis Ababa University (AAU), Addis Ababa Science and Technology University (AASTU), Mekelle University (MU) and Axum University (AXU).
The project has two key outcomes:
- Improved capacity of Earth Science and Mining Engineering (ESME) programs to produce graduates, especially females, who have the environmental and technical knowledge and skills required by the mining sector; and,
- Increased relevant technical, vocational and employment skills by local community members, especially women in communities around mine sites and in mining hubs
- The Lower level results include in particular: E
- nhanced capacity (including curriculum, resources and facilities)of select universities (AAU,AASTU,MU&AXU) to deliver mining related knowledge and skills to male and female university students; and,
- Improved practical skills and knowledge related to the mining sector by university instructors
The STEM project has a mandate in building the capacity of higher education institutions to better prepare Ethiopian men and women for work in the mining sector. The project targets building the capacity of university instructors of Earth Science and Mining Engineering departments to maximize student success, particularly female students. The project also aims to identify gender equality issues for female professionals pursuing careers in the mining sector, and to build the capacity of University instructors and staff (management and support staff) on gender equality issues in mining. The objectives are to build awareness about these issues and to increase the capacity of departments to address female students’ concerns. This includes developing a gender strategy to maximize female student success, and improving awareness and understanding of both academic and administrative staff and management. It is expected that this would lead to reduction or elimination of barriers faced by female students in mining related education, such that they will benefit from employment opportunities in the mining sector.
PURPOSE OF STUDY
One of the initial outputs required as part of the STEM logic model is;
- To Develop and implement a Gender Strategy to maximize female student success
- To Develop training programs for University instructors and staff (Management and support staff) on gender equality issues in mining, and on how they can best address female students’ concerns.
To carry out the above activities, key barriers to female student’s success in ESME and gender equality issues for female professionals in the mining sector should be researched and identified.
The current finding from Gender situational analysis and the research summary report from available secondary data on barriers to female academic success in Ethiopian Higher Education in general and science program in particular revealed that, there are various underlying factors and barriers that play significant role for female success and there are multitudes of gender equality issues for female professionals in the mining sector. These reports are available for review.
This research activity is intended to identify specific gender barriers that play a significant role for female student success to provide a deeper understanding of the key gender barriers that hamper female student success. As well, to identify the gender equality issues faced by female professionals in the Ethiopian mining sector that limit their equitable access and benefit from mining and mining related employment opportunities. It will supplement the initial secondary data/literature collected and reviewed with the cohort data of enrollment and attrition rate and serve as a baseline to develop gender strategies to maximize female student success. It will also serve to develop training programs for the staff of ESME department in each partner universities to enhance their awareness and prepare female students for the sector.
- Identify gender barriers and impediments to female student success in Earth Science and Mining Engineering programs (ESME)
- Perceptions of faculty and support staff in ESME departments on barriers females face working in the mining sector
- Analyze the primary data with the existing secondary literature to confirm/contrast the data in the Ethiopian context
- Provide a gender analysis of the research data and findings
- Based on the key findings of the study define female student success and identify key indicators to measure this
- Develop a report on the barriers to female student’s success in ESME higher education and on the findings from the faculty and support staff perceptions
- Based on the study findings, make recommendations on a strategy to maximize female student success in undergraduate earth science and mining engineering programs
- Make recommendations on training programs to be delivered to faculty and support staff to improve their capacity to prepare female students for work in the mining sector.
SCOPE OF STUDY
Qualitative research methodology (Focus Group Discussions) with students to address barriers to female student success) and;
FGD and Key Informant Interviews with ESME department staff (Management, academic and Administrative staff) to address gender equality issues faced by female professionals in the mining sector.
This may involve designing a short survey to determine common perceptions held by faculty and support staff about females pursuing careers in mining.
SCOPE OF THE STUDY RESEARCH QUESTIONS: The research questions will be designed with two different perspectives: maximization of female student success; and, perceptions of gender equality issues for females pursuing work in the Ethiopian mining sector. The scope of each research question will revolve around:
- Questions for barriers for female success
- What are the existing and common barriers female students faces in ESME?
- What factors contribute to the increment of attrition rate in ESME and lower enrollment rate of female students compared to their counterparts?
- What are some of the attitudes that female and male students have about females working in the mining sector?
- How would you define success for females in ESME higher education? For males?
- Questions for Gender Equality Issues for Female Professionals within the Ethiopian Mining Sector.
- What programs are most effective in preparing female students for work in the mining sector?
- What are some of the existing attitudes that faculty and support staff hold about females pursuing careers in Earth Science and mining? Why do they think this attitude exists?
- How would you define success for females in higher education? For males?
STATEMENT OF WORK
The research will begin as early as September 1, 2018 and completed report presented by January 30, 2019. The Consultant will work closely with the STEM Gender Specialist, with input from the International Gender Advisor, Geology, Mining and Higher Education Expert and the Project Field Director.
RESPONSIBILITIES OF THE CONSULTANT
- Develop research proposal and refine research questions
- Develop detailed plan of action to carry out research activities, observing standard research ethics and consent protocols
- Determine appropriate sample size for qualitative research/KII /FGD/survey
- Develop a timeline for completing the data collection and analysis, including pilot testing data collection instrument(s)
- Develop data collection tools, guidebooks, questionnaires, consent forms
- Hire and train enumerators (if necessary); pilot test data collection tools
- Carry out interviews, undertake FGD , collect and analyze data in integration with literature reviewed summary report
- Prepare a research report highlighting key findings
- Present the findings and incorporate comments. Submit the final research outputs based on the comments
- Make recommendations for developing gender strategy
- Develop recommendations for training program for faculty and support staffon the barriers to female students success in alignment with gender equality issues for female professional within the Ethiopian mining sector
- Research action plan
- Data collection methodology with justifiable sampling methodology
- Tools ( instruments for key informant interview and FGD guidelines)
- Draft Research Report
- Incorporating comment and final submissions
- Summary of key points for gender strategy
- Policy brief on the barriers to female students success in alignment with gender equality issues for female professional within the Ethiopian mining sector
- PhD in education, social sciences, gender equality studies, earth science or related field of study from an accredited university/academic institution, plus 3-5 years of work experience in higher education, gender equality and/or community development
- Master’s degree in Education, Gender Studies or a related social sciences field of study from an accredited university/academic institution, plus 5-7 years of direct work experience in gender equality analysis and education, mining, and/or community development/relations
- 3-5 years of work experience designing and implementing research activities, including mixed methods
- Experience in qualitative designing data collection tools, i.e. Focus Group Discussion Protocols and Key Informant Interview questionnaires
- Strong research skills including quantitative and qualitative data analysis skills
- Experience working with international teams (2 years minimum)
- Availability for work between August and December 2018
To apply: Please email a copy of your curriculum vitae and a cover letter highlighting your relevant experience to firstname.lastname@example.org
Deadline for submitting CVs is August 10, 2018. Please ensure you include “STEM Education Research Consultancy” in the subject heading