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

En bref

Clôture dans 18 jours

Où

Kenya

Clôture le

15 octobre 2026

Publié le

24 septembre 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

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