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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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”

JOB SUMMARY

Company School For Li... Industry

NGO/IGO/INGO

GH¢

Education Master’... Experience

N/A

Job Expires Apr 09, 2026 Contact

...

 

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 Fulbe children’s participation in basic education, with attention to gender differences.

Assess the influence of pastoral mobility and livelihood patterns on school attendance, enrolment, retention and continuity.

Analyze community perceptions of formal education among Fulbe households, including gendered attitudes toward girls’ schooling.

Document existing pathways, positive practices, or interventions that have improved educational participation among Fulbe children.

Propose gender-responsive, culturally appropriate strategies for increasing access and reducing disparities in education.

Project Locations

Nanumba North, Tatale/Sanguli, East Mamprusi, Talensi, Wa West and the North-East Gonja

Scope of work

The consultant will:

Conduct a desk review of existing literature, policies, and studies on Fulbe education and gender-responsive education.

Develop a clear research methodology and sampling approach in collaboration with the SfL’s MEAL.

Design data collection tools including (Household survey instruments, interview guides, Focus group discussion (FGD) guides, observation checklists, case study templates). 

Collect data from sampled Fulbe communities across the CLEAR project districts. 

Engage key stakeholders, including: 

Parents and caregivers

Teachers and headteachers

Fulbe and non-fulbe communities

Girls and boys of school-going age

District education offices and District/Municipal assemblies

CSOs working on fulbe issues or gender-responsive education

Analyze quantitative and qualitative data to: 

Identify gendered barriers and enablers 

Examine mobility-related challenges

Highlight contextual differences across communities/districts

Present draft findings for review.

Produce a comprehensive final report with evidence-based and actionable recommendations.

School for Life’s MEAL will be responsible for reviewing and approving all data collection tools; reviewing the draft report for methodological consistency;

Methodology

A consultant(s) will be selected to conduct the research/study. The selected consultant will be required to prepare a detailed research methodology in partnership with the Project implementing team.  It is expected that both quantitative and qualitative data collection methods will be applied. The consultant is expected to indicate in detail the sampling strategy he or she will be using for schools, teachers and pupils. What learning assessment tools s/he will be using and the data analysis plan. The consultant is also expected to demonstrate or show how he/she will significantly comply with standard ethical rules or protocol for the research assignment, including but not limited to tool development, data protection measures he will put in place, enumerators' codes of ethics, and respondent rights and consent. He/she should also show consideration for the linguistic and cultural standards of Fulbe communities. The researcher is also expected to sign the School for Life standard safeguarding and child protection policy and take to the field, a child consent form to be used when a child is to be interviewed. A total of 60 communities across six districts will be target areas for the research. The consultant must demonstrate how the research team will address language barriers (including Fulbe proficiency), including how they will establish culturally appropriate community entry protocols in collaboration with Fulbe leadership structures, and ensure that data collection approaches respect gendered norms around access to women and girls.

 

Quantitative Data Collection Methods

The project’s results framework, which forms the basis for this research/survey and guides the assessment of progress at both the objective and outcome levels.  In alignment with Ghana’s Education Strategic Plan (ESP) 2018–2030, which identifies improved equitable access to and participation in inclusive education at all levels as a core policy objective alongside strengthened accountability for learning outcomes, the consultant is required to adopt an approach that reinforces these national priorities. The ESP emphasizes that achieving Ghana’s vision of a “learning nation” depends not only on improving teaching and learning quality but also on ensuring that all learners regardless of background, gender, disability status, or geographic location are meaningfully included within the education system. This commitment is further echoed in the national Inclusive Education Policy, which outlines the government’s strategic direction for addressing learner diversity and promoting equitable access through inclusive school environments.

 

Qualitative Data Collection Methods

It is expected that the consultant will make use of appropriate quantitative and qualitative data collection methods, including tools for outcome harvesting. The independent consultant shall suggest key stakeholders to be interviewed based on information needs. All suggested tools will be discussed with the project team together with the Regional Management Unit before finalization.

 

Document Review

Once selected, the project team will provide all relevant project documents. The consultant is expected to also use official secondary data sources to support data analysis, interpretation, and reporting of findings

 

Data analysis and interpretation

Primary data, as much as possible, needs to be disaggregated by Region, District, gender, age, mobility status (settled/semi-nomadic), disability status, and language group and distributed in terms of Region, District, gender, and age. Collected data will be processed using statistical data analysis software agreed upon by both the project team and the consultant. The consultant is expected to collaborate with the consortium to organize a post-evaluation validation workshop with key stakeholders. 

 

Duration/Timeline of Assignment

The consultancy will be conducted over 6–8 weeks from the date of contract signing. The detailed timeline will be finalized in the Inception Report.

 

Target Group

Parents and caregivers

Teachers and headteachers

Fulbe and non-fulbe communities

Girls and boys of school-going age

District education offices and District/Municipal assemblies

CSOs working on fulbe issues or gender-responsive education

Deliverables 

The consultant shall deliver the following:

Inception Report detailing methodology, work plan, sample, and tools (within 2 weeks of contract signing).

Data Collection Tools (surveys, interview guides, observation tools).

Field Data Collection Report summarizing data collection activities.

Draft Research Report for review.

A one-day Validation Workshop and Presentation shall be conducted bringing together various stakeholders from Regional and district GES officials, District Assemblies and CSO representatives.

Final Research Report incorporating feedback

Policy Brief summarizing key findings and recommendations.

Reporting and Coordination Management of the Process

The consultant(s) will work directly with the Project Manager who will coordinate the daily activities of the research. The PM will be supported by the Monitoring, Evaluation, and Learning Unit and GES Lead.

Required Skills or Experience

Qualification and Technical Expertise of Consultant

The consultant must possess, but not be limited to, the following:

Demonstrable experiences and achievements working with NGOs and civil society on promoting inclusion, access, quality, and equity in public basic education governance as well as policy advocacy in Ghana. 

S/he will have accomplishments in conducting assessments of education intervention projects, including education development and advocacy programming tailored towards social inclusion. S/he will have a strong profile in conducting evaluations and in leading a team(s) of evaluators to conduct evaluations. 

The applicant must possess a high Academic Qualification.  A minimum of a relevant research-oriented master’s degree, preferably a Ph.D. qualification.

Excellent communication skills in both written and oral communication

The applicant's prior experience researching and working with local community members and government official stakeholders, both at the national and sub-national level, would be an advantage.

Knowledge and experience of doing similar research in the project area would be an advantage. 

The applicant's ability to show in the technical proposal how he/she will ensure gender-sensitivity, inclusion and safeguarding. Protection of children's rights will also be an advantage in the bid evaluation process.

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