Consultant to Rapid Review and HCD process Out-of-School CSE Curriculum Vulnerable Youth

Background

UNFPA works across the Asia-Pacific region to ensure adolescents and youth have access to age-appropriate comprehensive sexuality education (CSE) in and out-of-school settings. Doing so equips young people with essential information and skills to have healthy relationships, promote gender-equitable social norms (including positive masculinity), and make informed decisions about their body and rights.

UNFPA works across the Asia-Pacific region to ensure adolescents and youth have access to age-appropriate comprehensive sexuality education (CSE) in and out-of-school settings. Doing so equips young people with essential information and skills to have healthy relationships, promote gender-equitable social norms (including positive masculinity), and make informed decisions about their body and rights.

Out-of-school CSE serves as a valuable complement to in-school programmes. They enable non-formal and flexible learning environments, diverse and innovative curriculum tailored to specific out-of-school vulnerable adolescent and youth populations (e.g., young migrants, youth with disabilities, those living with HIV), and increased learning interaction. These approaches can tackle challenging topics that may not always be feasible within the national curriculum.

To ensure out-of-school CSE efforts are evidence-based, contextually-responsive to the real-life constraints of vulnerable youth, and genuinely interactive to equip youth with real knowledge and skills, there is a critical need to assess existing efforts and directly involve vulnerable youth in co-creating, adapting and refining existing curriculum and delivery models for their emerging needs.

The purpose of this international consultancy is to conduct a rapid review of existing out-of-school CSE curriculum for vulnerable youth in peri-urban areas, and lead a human-centered or participatory learner-led design process with vulnerable youth to refine the content and delivery models to their unique circumstances.

• Leading and conducting a rapid review of the current out-of-school CSE curriculum used for reaching youth in peri-urban areas to identify emerging needs and propose new content accordingly;
• Based on identified needs, facilitating a human-centered or participatory learner-led design process to rapidly prototype and co-create select content modules and pedagogy to strengthen the existing out-of-school CSE curriculum and implementation strategies to be reflective of the young people’s realities;
• Documenting and packaging the approach for adaptation and dissemination with other countries.

• Inception phase and rapid assessment:
  Design a methodology and workplan to complete the consultancy, including briefings, desk reviews of existing curriculum, key informant interviews with stakeholders, and a rapid assessment of strengths and areas of growth for the OOS CSE programme (with attention to these emerging youth needs: digital literacy, online safety, positive masculinities, TF-GBV). A safe and ethical framework for engaging vulnerable youth will be required.
• Human-centered or participatory learner-led design process:
  Facilitate participatory approaches and HCD sessions with diverse out-of‑school youth to map their lived experiences, needs, emerging SRH knowledge and life skills gaps, and preferred learning platforms and channels. This will involve leading a co‑creation process with youth to ideate, prototype, iterate updated curriculum modules and delivery approaches.
• Curriculum and implementation strategy revisions:
  Integrate new and relevant HCD findings into a refined, innovative and flexible CSE curriculum for the target out‑of‑school youth population,…