Knowledge, Attitude and Practice (KAP) Study in Early Childhood with Focus on Parents

Knowledge, Attitude and Practice (KAP) Study in Early Childhood with Focus on Parents

Knowledge, Attitude and Practice (KAP) Study in Early Childhood with focus on Parents’ support of young children’s school readiness and emergent literacy development in Solomon Islands and Vanuatu

Requesting Section:Education

Date:8 January 2014

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1. Purpose of Assignment:

To design and implement a knowledge, attitudes and practices (KAP) survey on key parenting practices that promote and support young children’s school readiness in particulartheir emergent literacy development in selectedcommunities in Solomon Islands and Vanuatu. The study will guide development of key interventions for early childhood development support.

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2. Background

School readiness is considered to be a powerful framework for improving equity in access to education and affecting learning outcomes, especially for marginalized children[1].The current focus of the MoEs in both Solomon Islands and Vanuatu is on increasing the number of formal early childhood education centres (kindies, preschools) so that more 3-5 year olds can access and benefit from early learning opportunities. UNICEF, however, would look at another dimension of school readiness that is a real gap: families’ readiness for school.

Research shows that supportive parenting and stimulating home environments have been shown to be among the strongest predictors of school performance during primary school and beyond (Bradley and Corwyn 2005; Burchinal et al. 2002; Morrison and Cooney 2002; Richter 2004; Rogoff 2003; Werner and Smith 2001; Whiting and Edwards 1988). The learning environment provided in the home – as indicated by parents’ engagement with their children in learning activities such as singing, reading books, telling stories and playing games – is considered to be one of the characteristics of ready families.

Children’s readiness for school and early academicsuccess are influenced by parental involvement and thehome environment. Experiences such as reading or booksharing, and having routines for meals and bedtimespromote school readiness by encouraging emotional,social and cognitive development in children.[2] Education efforts are needed to increase parents’awareness and understanding of holistic care that includes health, nutrition and protection, and the relationshipbetween early childhood experiences and later schoolreadiness. Research also shows that home provides the earliest learning environment for developing vocabulary and providing exposure to print. Thus, understanding how the home literacy environment contributes to the development of important language and emergent literacy skills is critical in promoting successful literacy acquisition as well as preventing reading failure.

The United Nations World Fit for Children (WFFC) mission statement of 2002 provides a current concept of “school readiness”, namely, a good start in life, in a nurturing and safe environment that enables children to survive and be physically healthy, mentally alert, emotionally secure, socially competent and able to learn. The WFFC goals highlight the importance of a caring, safe and stimulating environment for the holistic development of young children.

UNICEF plans to focus on children who do not have access to early childhood development and education services and strengthen family support to provide developmentally appropriate practices that would nurture and prepare their young children holistically for school.

The context of Solomon Islands and Vanuatu

Improving the learning outcomes of children in primary education is a major national goal for both the governments of Solomon Islands and Vanuatu. Currently, for Solomon Islands the minimum required learning achievement rates for grade 6 students in literacy and numeracy are 40% and 45% respectively (2010). For Vanuatu, the minimum required levels of literacy and numeracy for grade four students are 39% and 35% respectively. In national plans of both countries, increasing the literacy and numeracy rates has been prioritized as part of improving quality of education. Both countries have identified early childhood education as a key strategy in improving children’s learning outcome. Working with parents and other ministries such as Health as partners in improving the education outcomes is a recent approach to provide a holistic approach to children’s development and learning and facilitate a smooth transition from home to formal preschool and/or primary school.

The Vanuatu multiple indicator cluster survey (MICS), conducted a “child development” survey in 2007 in which it studied parents’ engagement with their young children and promotion of learning and school readiness. The study showed that adults on average engaged in 5.2 activities with children while fathers engaged in only 2.6 activities. About 19% of surveyed children under 5 had three or more play materials in their homes while 12 per cent did not have any such materials.

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3. Work Assignment/ Major Tasks to be accomplished*:

The study aims to assess the level of knowledge, attitude and practices regarding school readiness among parents in the target communities prior to their exposure to the pilot activities. The outcome of this study will further inform ways to increase parents’ awareness and understanding to increase their engagement with their young children in order to better support their children’s school readiness in a holistic manner. Additionally, the result of the study will support design of simple interventions that can support parents in promoting school readiness at home.

The survey is to be conducted in selected communities in one province in Solomon Islands and selected communities in one province in Vanuatu. For Solomon Islands, the KAP study will focus on families with children aged 0-5 and will be for 6 weeks starting from 24 March 2014 with five weeks in country and one week from own base. The Vanuatu KAP Study focus on families with children aged 0-3 and will also be for 5weeks approximately starting on 26 May 2014 again for 6 weeks in country and one week from own base.

For both countries the consultant’s assignments are as follows[3]:

  1. Desk review of secondary information sources (literature, studies and reports, policy documents in the Pacific describing current situation and to assess what can be adopted as tools).
  2. Meetings with various stakeholders at the district level (government officials, traditional leaders, school principals and teachers, etc.).
  3. Design the survey methodology.Sampling of households in selected communities in each targeted province in both Solomon Islands and Vanuatu will be done jointly with support from UNICEF M&E Specialist and the National Statistic Office in countries).
  4. Develop comprehensive tools for collecting data on key parenting practices and other factors that influence children’s school readiness (such as health, nutrition, protection) and present tools to country teams[4] before field data collection.
  5. Set up quality control mechanisms.
  6. Train data collectors for the KAP survey.
  7. Prepare the logistics of the survey (questionnaires, communication etc.) in liaison with UNICEF field office.
  8. Organize adequate supervision and coordination of the survey teams in the field.
  9. Data entry, data analysis and compile a comprehensive KAP survey report.
  10. Present the final baseline survey report in soft and hard copy.

* Cost of training, workshops, survey materials, translations ,field transport, etc. will be covered directly by UNICEF.

4. Deliverables (based on start date for each country):

  • The output of the consultancy will be two study reports with clearly defined approach, sampling procedure, data collection tools, variables measured, organization of survey, results, and recommendations.
  • At inception, the consultant is expected to submit a detailed plan for how the survey will be carried out including the guidelines and questionnaires. The plan will outline the tools and detailed work plan for the entire exercise.

The detailed deliverables are as follows:

  1. An inception report including desk review of similar surveys and tools knowledge, attitudes, practices and barriers to supporting school readiness at home and outlining methodology, implementation of the study for both countries. The report should include: Project plan (activities and schedule); Methodology (data collection tools, data sources,, indicators and analysis plan vis-à-vis the key research questions); Annotated outline of the main report.by week 3 from own home base
  1. Draft reports, which should incorporate specific realistic and achievable recommendations,that couldinform design of a communication strategy and key interventions. The report should include the following: by week 9
  • Be well-structured, logical, clear and complete. This includes an executive summary; findings, conclusions and recommendations based on evidence derived from the analysis; and relevant annexes.
  • A rich selection of relevant tables, charts, maps and quotations (‘voices’ of beneficiaries and other stakeholders) to visualize and illustrate key data, indicators, trends and core messages of the report.
  1. Final baseline study report after program team inputs and comments have been incorporated by week 13
  1. A stand-alone summary for non-technical audiences (maximum 10 pages) by last day of consultancy
  1. Presentations (PowerPoint) on key findings and recommendations to key decision-makers.By last day of consultancy
  1. All raw data collected by the end of full consultancy. Last day of consultancy

Reports should be written in English. Please note that the contractor is responsible for ensuring that final reports are edited and proofread to ensure they are of publishable quality.

5. Payment Schedule:

Payments by UNICEF are delivery-based, i.e. payments are triggered by satisfactory submission of specified deliverables and accompanying invoices. Any deliverable not meeting the required specifications will have to be reworked and resubmitted at no additional cost to UNICEF. The proposed payment schedule for this assignment is as follows:

Deliverables 24 March – 25 July 2014

1st payment (30%) for delivery of the 2 inception reports (include literature review) for both countries

2nd payment(40%) for delivery of the first draft baseline study reports for both countries (separate reports)

3rd payment (30%) for delivery of final baseline study report with PPT presentation for both countries

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6. Type of Supervision that will be Provided:

Technical supervision will be done by the UNICEF Pacific Chief of Education. The Chiefs of Solomon Islands and Vanuatu Field Office will provide overall operational and administrative supervision on a day-to-day basis. In addition, the consultant will receive technical guidance and supervision from the UNICEF Pacific Education Specialist in close consultation with the Education Officer based in Solomon Islands and the Education Specialist in Vanuatu.

  1. Consultant’s work plan and Official Travel Involved:

The consultancy will be for 13 weeks spread from 24 March to 25 July with four weeks work done from own base. The work plan is in line with the work schedule above.UNICEF will organize transport during the field mission and survey logistics in the Solomon Islands and Vanuatu, however the consultant has to make their own arrangements for international travel.

  1. Consultant’s Work Place:

Part of the consultancy is home-based, but UNICEF Solomon Islands and Vanuatu Field Offices will organize a temporary workspace while on mission in the Solomon Islands and Vanuatu.

  1. Qualifications or Specialized Knowledge/Experience Required:

Qualifications:

Advance degree in Social Sciences with minimum of 8 years of demonstrable experience in qualitative and quantitative research, data analysis and reporting with a focus on child development and education

Knowledge, Skills and Experience

  • Verifiable, extensive experience in survey design including sampling;
  • Extensive experience in data management and analysis;
  • Verifiable field experience;
  • Availability for field work during the evaluation’s timetable;
  • Knowledge of the field of early childhood development and/or parenting is essential
  • Proficient in the application of software statistical packages such as: SPSS, STATA
  • Proven training and facilitation skills;
  • Experience of coordinating diverse teams and communicating with individuals/groups at all levels
  • Fluency in English.

Personal Competencies

  • Excellent communication skills; ability to explain complex concepts in a simple manner;
  • Strong analytical, presentation and excellent report writing skills in English;
  • Able to work effectively in a multi-cultural environment and a high sense of integrity.

10. Confidentiality:

The documents produced during the period of this consultancy will be treated strictly confidential and the rights of distribution and/or publication solely resides with UNICEF.

General Conditionsof Contracts for the Services of Consultants / Individual Contractors

1. Legal Status

The individual engaged by UNICEF under this contract as a consultant or individual contractors (the “Contractor”) is engaged in a personal capacity and not as representatives of a Government or of any other entity external to the United Nations. The Contractor is neither a "staff member" under the Staff Regulations of the United Nations and UNICEF policies and procedures nor an "official" for the purpose of the Convention on the Privileges and Immunities of the United Nations, 1946. The Contractor may, however, be afforded the status of "Experts on Mission" in the sense of Section 22 of Article VI of the Convention and the Contractor is required by UNICEF to travel in order to fulfill the requirements of this contract, the Contractor may be issued a United Nations Certificate in accordance with Section 26 of Article VII of the Convention.

2. Obligations

The Contractor shall complete the assignment set out in the Terms of Reference for this contract with due diligence, efficiency and economy, in accordance with generally accepted professional techniques and practices.

The Contractor must respect the impartiality and independence of UNICEF and the United Nations and in connection with this contract must neither seek nor accept instructions from anyone other than UNICEF. During the term of this contract the Contractor must refrain from any conduct that would adversely reflect on UNICEF or the United Nations and must not engage in any activity that is incompatible with the administrative instructions and policies and procedures of UNICEF. The Contractor must exercise the utmost discretion in all matters relating to this contract.

In particular, but without limiting the foregoing, the Contractor (a) will conduct him- or herself in a manner consistent with the Standards of Conduct in the International Civil Service; and (b) will comply with the administrative instructions and policies and procedures of UNICE relating to fraud and corruption; information disclosure; use of electronic communication assets; harassment, sexual harassment and abuse of authority; and the requirements set forth in the Secretary General's Bulletin on Special Measures for Protection from Sexual Exploitation and Sexual Abuse.

Unless otherwise authorized by the appropriate official in the office concerned, the Contractor must not communicate at any time to the media or to any institution, person, Government or other entity external to UNICEF any information that has not been made public and which has become known to the Contractor by reason of his or her association with UNICEF or the United Nations. The Contractor may not use such information without the written authorization of UNICEF, and shall under no circumstances use such information for his or her private advantage or that of others. These obligations do not lapse upon termination of this contact.

3. Title rights

UNICEF shall be entitled to all property rights, including but not limited to patents, copyrights and trademarks, with regard to material created by the Contractor which bears a direct relation to, or is made in order to perform, this contract. At the request of UNICEF, the Contractor shall assist in securing such property rights and transferring them to UNICEF in compliance with the requirements of the law governing such rights.

4. Travel

If UNICEF determines that the Contractor needs to travel in order to perform this contract, that travel shall be specified in the contract and the Contractor’s travel costs shall be set out in the contract, on the following basis:

(a)UNICEF will pay for travel in economy class via the most direct and economical route; provided however that in exceptional circumstances, such as for medical reasons, travel in business class may be approved by UNICEF on a case-by-case basis.

(b)UNICEF will reimburse the Contractor for out-of-pocket expenses associated with such travel by paying an amount equivalent to the daily subsistence allowance that would be paid to staff members undertaking similar travel for official purposes.

5. Statement of good health

Before commencing work, the Contractor must deliver to UNICEF a certified self-statement of good health and to take full responsibility for the accuracy of that statement. In addition, the Contractor must include in this statement of good health (a) confirmation that he or she has been informed regarding inoculations required for him or her to receive, at his or her own cost and from his or her own medical practitioner or other party, for travel to the country or countries to which travel is authorized; and (b) a statement he or she is covered by medical/health insurance and that, if required to travel beyond commuting distance from his or her usual place or residence to UNICEF (other than to duty station(s) with hardship ratings “H” and “A”, a list of which has been provided to the Contractor) the Contractor’s medical/health insurance covers medical evacuations. The Contractor will be responsible for assuming all costs that may be occurred in relation to the statement of good health.

6. Insurance

The Contractor is fully responsible for arranging, at his or her own expense, such life, health and other forms of insurance covering the term of this contract as he or she considers appropriate taking into account, among other things, the requirements of paragraph 5 above. The Contractor is not eligible to participate in the life or health insurance schemes available to UNICEF and United Nations staff members. The responsibility of UNICEF and the United Nations is limited solely to the payment of compensation under the conditions described in paragraph 7 below.

7. Service incurred death, injury or illness

If the Contractor is travelling with UNICEF’s prior approval and at UNICEF's expense in order to perform his or her obligations under this contract, or is performing his or her obligations under this contract in a UNICEF or United Nations office with UNICEF’s approval, the Contractor (or his or her dependents as appropriate), shall be entitled to compensation from UNICEF in the event of death, injury or illness attributable to the fact that the Contractor was travelling with UNICEF’s prior approval and at UNICEF's expense in order to perform his or her obligations under this contractor, or was performing his or her obligations under this contract in a UNICEF or United Nations office with UNICEF’s approval. Such compensation will be paid through a third party insurance provider retained by UNICEF and shall be capped at the amounts set out in the Administrative Instruction on Individual Consultants and Contractors. Under no circumstances will UNICEF be liable for any other or greater payments to the Contractor (or his or her dependents as appropriate).

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