Terms of Reference (ToR) For Consultancy To Conduct Research On “Access, Enrolment, And Mobility: Barriers And Pathways To Gender-Responsive Education Among Fulbe Children In Northern Ghana”

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Job Description Research Title Consultancy to Conduct Research on “Access, Enrolment, and Mobility: Barriers and Pathways to Gender-Responsive Education among Fulbe Children in Northern Ghana”. Brief Description The Fulbe (Fulani) communities in Northern Ghana are predominantly pastoralist and semi-nomadic, characterized by high mobility, livestock-dependent livelihoods, and limited access to formal basic social amenities and services. These socio cultural and economic dynamics often create barriers to children’s access, enrolment, retention, and progression in formal basic education systems. Girls, in particular, face heightened vulnerabilities due to gender norms, domestic responsibilities, early marriage, and safety concerns. Background School for Life is leading a Consortium consisting of YEFL-Ghana and the Ghana Developing Communities Association (GDCA) in the joint implementation of the “Citizens Led Action for Educational Accountability and Responsiveness in Ghana” (CLEAR) project, funded by the Global Partnership for Education’s fund for advocacy and social accountability “Education Out Loud” and managed by OXFAM Denmark. The project objective seeks to contribute to equitable access to quality basic education for children in deprived areas of Ghana by strengthening transparency and accountability through citizen-generated data and the facilitation of spaces for advocacy and stakeholder engagements. The project strategy to achieve this objective is through the mobilization and building the capacity of youth and citizen groups in deprived communities in Ghana to understand their rights, monitor education delivery using social accountability processes, and make their voices heard. The project focuses on highlighting issues affecting equitable access to quality education for the most vulnerable, especially girls and minority groups such as the Fulbe and People with Disability. The project also works to strengthen alliances and networks of Northern Ghana CSOs to engage in national dialogue on equity in education using evidence generated by the CBOs and other research. By the end of the project, it is expected that strong evidence on inequality in basic education particularly the barriers faced by Fulbe (Fulani) communities and other marginalized groups will be significantly generated and documented by citizens, including youth and community based organizations (CBOs) from deprived districts. Through this process, these groups will be empowered to hold district authorities accountable, advocate for the educational needs of underserved populations, and ensure their voices influence local decision making. The project will contribute to opening up access rights to basic education for Fulbes and other marginalized learners by spotlighting systemic gaps and promoting equitable policy responses. The Fulbe (Fulani) communities in Northern Ghana are predominantly pastoralist and semi nomadic, relying on high mobility, livestock dependent livelihoods that shape their patterns of settlement and interaction with state services. Their mobility, coupled with limited access to formal social amenities such as education, health, and basic infrastructure, contributes to longstanding structural barriers that inhibit children’s access, enrolment, retention, and progression in formal basic education. These constraints are exacerbated by socio cultural expectations within pastoral systems, where children especially boys are often required to support herding activities, while girls face heightened vulnerabilities linked to restrictive gender norms, heavy domestic responsibilities, early marriage practices, and concerns over personal safety. Despite national education policies such as the Inclusive Education Policy, which seeks to promote equitable and gender responsive schooling for marginalized groups, Fulbe children remain insufficiently integrated into mainstream educational programming. Evidence shows that Fulbe communities continue to experience intersecting forms of social exclusion, negative stereotyping, and limited participation in local governance processes that influence the allocation of educational resources and services. These structural and social dynamics rooted in broader patterns of discrimination and the perception of Fulbe populations as ‘outsiders’ or non citizens further constrain the effectiveness of policies intended to enhance their educational inclusion. Understanding these barriers and identifying feasible pathways for enhancing educational access will support policy interventions, programming, and advocacy efforts to strengthen equitable learning outcomes in Northern Ghana. Purpose of the assignment The purpose of this consultancy is to conduct an in depth study that investigates the key barriers, enabling factors, and gender-specific challenges affecting Fulbe children’s access and retention to quality basic education. The research will generate actionable insights to inform policy, programming, and community level strategies for strengthening gender responsive education. Specific Objectives Identify major barriers that hinder