TOR: REVIEW AND REDESIGN OF THE WOMEN SCHOOL OF LEADERSHIP (WSOL) CURRICULUM

At a glance

Closes in 18 days

Where

Kenya

Closes

15 October 2026

Posted

24 September 2026

Background Fairtrade Africa (FTA) represents Fairtrade-certified producers and workers across 29 countries. Since 2016, its Women School of Leadership (WSOL) has been a flagship, experience-based (non-academic) gender programme, delivered by trained facilitators and Trainers of Trainers who cascade learning to wider groups. Over nine years it has trained 536+ participants directly across West Africa, Kenya, Malawi and Ethiopia, with cascading reaching over 25,952 people across 258 communities. Rationale A 2026 Mid-Term Evaluation of the NORAD-funded Kenya WSOL project shows the programme has opened women's voices without yet fully shifting power: strong participation and confidence gains, but leadership uptake, decision-making influence, and verifiable skills outcomes lag behind targets. Combined with a changed operating environment (climate shocks, digital gaps, safeguarding standards, mental health needs) and distinct lessons from Côte d'Ivoire, Ethiopia, Ghana and Malawi, FTA is commissioning a comprehensive review and redesign of the WSOL model — not only its curriculum. Scope of the Assignment The assignment covers the WSOL as a leadership development system, spanning six components: • Curriculum and learning journey (the 10 WSOL themes) • Facilitator development and certification (currently no formal accreditation) • Cascading approaches to wider groups of women and men • Mentorship and alumni engagement • Leadership pathways for graduates within SPOs and HLOs • Mechanisms for sustainability and institutional ownership The consultant will also independently assess whether the programme name remains appropriate across all contexts, including HLO settings. Key Objectives • Diagnose the current WSOL model, including cascading ratios and leadership barriers • Redesign the model into two tailored tracks (SPO and HLO), integrating climate resilience, digital financial literacy, GBV/safeguarding and mental wellness • Strengthen the learning architecture (sequencing, core/optional content, practice projects, graduation criteria) • Develop implementation-ready facilitator and participant materials for low-literacy, low-connectivity settings • Strengthen MEL for transformative, largely qualitative outcomes • Strengthen the organisational enabling environment for women's leadership • Pilot, validate and finalise the redesigned programme in at least two country contexts (one SPO, one HLO) Timeline and Travel The assignment runs approximately 15 weeks across five phases: Inception and Diagnostic (Wks 1–2), Participatory Consultations and Co-Creation (Wks 3–6), Model Redesign (Wks 7–12), Piloting and Validation (Wks 12–13), and Finalisation and Handover (Wks 14–15). In-person travel, accompanied by the FTA Gender Coordinator, is required to Ghana, Côte d'Ivoire and Kenya (Naivasha); Ethiopia and other contexts are consulted virtually. Consultant Profile • Advanced degree in Gender Studies, Adult Education, Development Studies or related field • 7+ years designing gender-transformative, participatory curricula for low-literacy adults • Experience with cascading/ToT models and facilitator certification in agricultural or cooperative contexts • Strong participatory research track record (FGDs, KIIs, storytelling) with women and marginalised groups • Experience developing qualitative MEL frameworks for transformative outcomes • Working knowledge of French desirable (Côte d'Ivoire); Portuguese an advantage

Who may apply

No country restriction stated

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