Name: Rfp - Tlm Review-Gender Lens
Start: 2023-10-12
End: 2023-10-19
Location: Room to Read

Organization Details:

Organization Name:

Room to Read

Country:

India

Contact Person:

Address:

Location: India ,

Contact Details - Email:

procurement.india@roomtoread.org

Phone

Notice Details:

Notice Type

Tender Notice

Bidding Type

Other

Notice No.

73004287

Deadline

2023-10-19

Description

About Room to Read:
Room to Read is a global organization transforming the lives of millions of children in low-income communities by focusing on literacy and gender equality in education. Founded in 2000 on the belief that World Change Starts with Educated Children®, our innovative model focuses on deep, systemic transformation within schools during two time periods that are most critical in a child’s schooling: early primary school for literacy acquisition and secondary school for girls’ education. We work in collaboration with local communities, partner organizations, and governments to develop literacy skills and a habit of reading among primary school children and ensure girls can complete secondary school with the skills necessary to negotiate key life decisions.
By focusing on the quality of education provided within the communities and ensuring these outcomes are measured, we have created a model that can be replicated, localized, and sustained by governments. With its global headquarters in San Francisco, Room to Read till date has benefited 32 million children across 21 low-income countries. Room to Read India was established in 2003 and presently has programs in twelve states – Andhra Pradesh, Bihar, Chhattisgarh, Delhi NCR, Jharkhand, Karnataka, Madhya Pradesh, Maharashtra, Rajasthan, Telangana, Uttarakhand, and Uttar Pradesh. By working closely with the government and other partner organizations to create equal and robust education systems that reach the most vulnerable children and improve teaching and learning environments and materials, as of 31st December 2021, Room to Read India’s interventions resulted in:
Establishment of 15,553 libraries
367,844 girls benefitting
Training of 31, 395 teachers in various programs
Tertiary education/job opportunities for 63.8% of scholars within a year after graduation
Publishing of 220 Room to Read India titles, and distribution over 9.35 million books
About the Program (SERI):
Since 2015, Room to Read India is implementing the Scaling-up Early Reading Intervention (SERI), supported by the United States Agency for International Development (USAID). It is a large-scale, innovative, early grade reading program aimed at benefiting children in government primary schools in India. The project aims to demonstrate an effective model towards improving reading outcomes among primary grade children and an innovative approach for scaling NGO-led interventions through the government system.
The intervention started with a few hundred schools (I-Do/Demonstration schools) across two states of Uttarakhand and Chhattisgarh in 2015 which later scaled-up (We-Do/Scale-up) to 1000 schools in these two states in 2016, and to 1000 more schools of Uttar Pradesh and Madhya Pradesh in 2017. In 2019, SERI moved to You-Do/Expansion phase in 2019 in which the focus was on state-wide systemic strengthening initiative. As part of this approach, SERI has engaged with state governments towards supporting the states in planning and implementation of NEP and NIPUN mandates. In 2022, the intervention was further expanded to two new states of Rajasthan & Telangana, and some activities at National level to augment FLN reform nationally.
About the Vendor/Agency:
The consulting individual / agency should have solid grounding in the work of gender equality and must have deep understanding of how gender bias unfolds in situations, images, and text. The applicant must have demonstratable work on issues of gender equality and content creation, especially content analysis and must have done similar work in the past. In addition to pulling out overt and subtle and deeper biases the applicant must also be able to suggest gender transformatory changed content which is relevant. An applicant with experience of analyzing children's literature will be preferred.
Background of the assignment:
Gender and Foundational stages of education: a brief context
Global research shows that 90% of brain growth occurs by age five, meaning that the quality-of-life early childhood education has a crucial impact on the development and long-term schooling of a child1. Research indicates that gender identities are formed by the time children are age two and a half years (Chi 2018)2; gender stereotypes about girls’ and boys’ intelligence are formed as early as age six (Bian, Leslie, and Cimpian 2017)3; and such stereotypes can have a lasting influence on girls’ and boys’ beliefs, attitudes, behaviors, and learning outcomes (Mlama et al. 2005).4
Research detail that children’s books depict gender bias in the content, language, and illustrations (Jett-Simpson & Masland, 1993)5 and gender stereotypes in roles. The stories attributed greater variety of jobs to men than to women, key social role to men & caring nurturing role to women, imageries of a male doctor versus a female nurse, men in leadership positions & speakers, women in audience, men identified by their profession and women via their relationship etc. are some examples cited from studies from children literature across the world.6 Ernst (1995)7 did an analysis of titles of children's books and found male names represented nearly twice as often as female names. She also found that even books with female or gender-neutral names in their title centered around the story of a male character. Many classics and popular stories represent girls as sweet, naive, conforming, and dependent, while boys are typically described as strong, adventurous, independent, and capable. Many stories portray that girl characters achieve their goals because others help them, whereas boys do so because they demonstrate ingenuity and/or perseverance. If females are initially represented as active and asse

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