Gender Equality Education Research in Ethiopia

Consultancy
Canada, Ethiopia
Posted 5 months ago

Maximizing Female Student Success Study
Terms of Reference

Introduction

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.” Working with the Ministry of Mines, Petroleum and Natural Gas (MoMPNG) as well as the Ministry of Education (MoE), the Federal TVET Agency, and a number of academic institutions, STEM aims to build the capacity of higher education institutions to better prepare Ethiopian men and women for work in the mining sector. The project also aims to identify gender equality issues for female professionals pursuing careers in the mining sector, and to build the capacity of instructors and staff to address gender equality issues and maximize success for female students in mining-related education.

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.

Purpose of Study

To deliver on these outcomes, STEM will undertake a study to identify and research key barriers to female student’s success in ESME and gender equality issues for female professionals in the mining sector.

This research activity will identify specific gender barriers that play a significant role for female students, providing a deeper understanding of the key gender barriers that hamper female student success.

The research will 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 rates, 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 departments in each partner institution to enhance their awareness and better prepare female students for the sector.

Expected Outcomes

  • Identify gender barriers and impediments to female student success in Earth Science and Mining Engineering programs (ESME);
  • Identify perceptions of faculty and support staff in ESME departments on the barriers faced by women 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, 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 perceptions of faculty and support staff;
  • Make recommendations on a strategy to maximize female student success in undergraduate earth science and mining engineering programs; and
  • 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 the completed report will be 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 a 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, and 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 into a final report;
  • Make recommendations for developing a gender strategy;
  • Develop recommendations for a training program for faculty and support staff on the barriers to female student’s success, in alignment with gender equality issues for female professionals within the Ethiopian mining sector.

Qualifications

  • 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;
  • Or;
  • 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;
  • And;
  • 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);


To apply:
Please email a copy of your curriculum vitae and a cover letter highlighting your relevant experience to employment@agriteam.ca.

Deadline for submitting CVs is August 10, 2018.

Please ensure you include “STEM Education Research Consultancy” in the subject heading.

 

Job Features

Job CategoryGender Specialist, Researcher

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