Handicap International

Training of Communities in CBR (Community-based Rehabilitation) Setting
 
Kakuma Refugee Camps, Kenya
 
Program: Kenya-Somalia
Domain: Operations
Project: Community – based Rehabilitation Project in Kakuma Refugee Camps
Date: March 23-27, 2015
Person in Charge: Reiza Dejito, Operational Coordinator – Refugee Affairs (OCRA)
Type of Mission: Training
 
I. Context and Background: As of January 2015, Kakuma Refugee Camp, located in the Turkana district of the north-western region of Kenya, was host to 178,5521 refugees from thirteen countries in the region. 

In December 2013, a new conflict rose in South Sudan, which displaced more people and forced many to flee to refugee camps in Kenya, Ethiopia, and Uganda. 

The new influx of refugees in Kakuma has put a strain on basic humanitarian aid offered in the camp, which has already exceeded its initial capacity of 100,000. Since the recent conflict started, 44,791 new arrivals have poured into the camp. 
The new influx compelled UNHCR and the DRA (Department of Refugee Affairs) to set up a new section (Kakuma 4) on the outskirts of the camp to accommodate newly arrived refugees. 
Temporary tents and makeshift service delivery points were put up in the new section to cater for the basic needs of the newcomers. 
The unforeseen increase in refugee population in Kakuma increased the strain on existing resources and humanitarian services. Not only is there a need for the new arrivals to access basic services, they are also competing for these scarce resources with the existing refugee population.

UNHCR estimates that around 10% of the new arrivals have some form of impairment and/or disability. 
With the current struggle for resources among the refugee population, women and men, girls and boys with disabilities – mentioned in the proposal as Persons with disabilities (PWDs) – are more likely to have difficulties accessing humanitarian assistance programs due to a variety of societal, environmental, and communication barriers. 
They remain vulnerable and marginalized, may be hidden in shelters, missed in needs assessments, and not consulted in design of programs {Women’s Commission for Refugee Women and Children, Disabilities among refugees and conflict-affected populations (New York: Women’s Refugee Commission, 2008)}.
In 2010, UNHCR requested HI, which has operated a CBR program in Dadaab camp since 2007, to conduct the CBR assessment in Kakuma Refugee Camp. 
During the assessment, gaps in service provision were identified and helped to inform improvements in the existing CBR programming implemented by the health partner IRC (International Rescue Committee). 
The assessment highlighted various unmet needs of PWDs including functional rehabilitation, assistive devices, access to basic humanitarian and specialized services, community participation, and protection against violence on grounds of disability. However, this sector continues to be inadequately funded with shortages in staffing, supplies, and equipment. 
In April 2014, HI and IRC entered into a synergistic partnership to build on IRC’s existing CBR structure and facilities and HI’s technical expertise and human resources in overcoming funding obstacles, maintaining cost-effective operations, and maximizing the impact of the CBR interventions in Kakuma Refugee Camp. 
In 2015, HI is implementing CBR activities in Kakuma 1 2, 3, in close coordination with the National Council of Churches in Kenya (NCCK).

A big component of the CBR project is capacity development of the community through various trainings of refugee staff, persons with disabilities and their families, caregivers, community leaders, PWD committee members, and other community members on basic and practical knowledge and skills on identification and prevention of disability, functional rehabilitation, awareness raising, among others. 
It is, therefore, important that national staff are equipped with methodologies to effectively impart practical knowledge and skills to community members, who in general have low literacy levels.
 
II. Objectives 
With emphasis on active teaching and learning methodologies, the training aims at improving the learner’s understanding of basics concepts in education including: adult learning, Multiple intelligences, competencies, teaching/learning methodologies, learning objectives, course syllabus, student assessment, teaching materials and training environment. 
Main Objective: Help the trainees develop active teaching methods in both classroom and clinical settings and to integrate concepts of education into their respective practices. 
Specific Objectives: 
At the end of the workshop, the trainee will be able to:
  • Demonstrate the ability to use active teaching methods in the classroom or in a clinical setting. 
  • Explain concepts and importance of: education, learning, adult learning, multiple intelligences, competencies and teaching and learning methodologies. 
  • Identify their own multiple intelligences. 
  • Recognize effective approaches to teaching and learning. 
  • List the challenges in educating in community settings. 
  • Be able to explain how learning objectives determine the content, teaching methodologies and evaluations. 
  • Be able to develop learning objectives. 
  • Be able to explain the following concepts: the course syllabus, student assessment, assessment methods, teaching methods, teaching materials, teaching environment and the Teacher.
III. Methodology
Teaching methods: Active teaching methods will be used including role-plays, demonstrations, games, questioning, etc. in combination with presentations and written exercises. 
Learning materials: Handouts will be provided to the trainees as well as materials needed for learning activities. 
Student assessment methods: Trainees will be assessed on their ability to use active teaching methods. 
Workshop assessment methods: Trainees will be asked to evaluate the training by filling a questionnaire before and after the training.

IV. Reporting and Feedback
The consultant is expected to develop a training plan with detailed learning objective, methodology, schedule, and resources needed. 
The plan should be submitted to the OCRA at least three days before scheduled training.

English copies of the final training report must be submitted to HI in soft-copy (Word and PDF) no later than 2 weeks after completion of training.

Handicap International will:
  • Make available all relevant documents to the trainer.
  • Provide working space, access to the internet, and office services (printing, photocopying, etc.)
  • Provide logistical support, accommodation, and meals while in the field (Kakuma).
  • Cover one return flight for 2 trainers from Nairobi to Kakuma and back.
V. Profile of the Trainer
The ideal trainer will have:
  • Extensive and relevant experience on training design and facilitation.
  • Experience in adult education, disability, and rehabilitation, an advantage.
  • Knowledge of community development strategies an added advantage.
  • Knowledge of development and humanitarian context will be considered a plus
VI. Training Schedule: The proposed dates for the training are March 23-27, 2015. 
The training should not extend for more than 1 week.

The final training report should be completed by 31st March 2015.

VII. Application Process
Applicants may submit their applications to: recruit02@handicap-international.or.ke
The application should include:
  • Curriculum vitae of the Trainer
  • A good description of the methodological approach, budget, and schedule
The deadline for submission of application is March 16, 2015.

 




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