GRANT-1056 KIR: Equitable Access to Quality Education Project - ICS-07 Prevention of Sexual Exploitation, Abuse and Harassment (PSEAH) Specialist (E-058335-001)

1. Project objective

Objective and Purpose of the Assignment

Kiribati is one of the world's most geographically dispersed and climate-vulnerable countries,

comprising 32 low-lying atolls and the raised island of Banaba spread across approximately 3.5 million

km²

of the central Pacific Ocean.

With a population of approximately 125,000 people, almost half reside

on South Tarawa, while the remainder are dispersed across remote outer islands.

Geographic isolation,

limited resources, and increasing climate change impacts continue to constrain economic development and

the delivery of essential public services.

The education sector faces significant challenges, including inadequate and climate-vulnerable

infrastructure, unequal access to educational resources, limited teacher capacity, and persistent gender

and social inclusion barriers.

These challenges disproportionately affect students in outer island

communities and contribute to reduced participation, lower educational outcomes, and increased

vulnerability among disadvantaged groups.

To address these issues, the Asian Development Bank and the Global Partnership for Education are

supporting the Equitable Access to Quality Education Project.

The project aims to improve equitable

access to inclusive, climate-resilient and quality education through investment in school

infrastructure, teacher development, curriculum improvements, school transport, and measures that

strengthen gender equality, disability inclusion and social inclusion across the education sector.

Output 1: Gender-responsive, inclusive, and climate-resilient education infrastructure expanded.

The

output will replace temporary, vulnerable classrooms with climate-resilient, disability-accessible

facilities in nine primary schools in the outer Gilbert Islands to improve enrollments and attendance.

KGV on South Tarawa will receive purpose-built dormitories to accommodate more outer island boys in

secondary education.

The KTC (South Tarawa) will gain separate male and female accommodations with

secure pathway, private washing areas, and disability-accessible features, encouraging more outer island

teachers and male role models.

Output 2: Gender-responsive curriculum, assessment standards, and delivery strengthened.

The output

applies a push-and-pull strategy, engaging students in learning (pull factors) while addressing barriers

to retention (push factors).

Enhanced digital education will serve as a pull factor, making learning

interactive and stimulating, while equipping students with practical skills.

Support will be provided to

upgrade technology curricula and assessments, establish computer laboratories (labs) in junior secondary

schools, and upgrade senior secondary school labs in the outer Gilbert Islands and in South Tarawa.

A

pilot in six junior secondary schools will compare the effect of the use of mobile (laptops/tablets) and

of fixed (desktop) labs on learning outcomes over two years.

The approach which yields better results

will be scaled up.

Solar panels and battery systems will be provided to schools lacking reliable

electricity access.

Findings from the pilot will guide maintenance and service plans for long-term

usability.

To address push factors—bullying, teenage pregnancy, and gender inequality—family-life

education will be enhanced.

Curriculum and assessment upgrades in junior and senior secondary schools

will incorporate interactive activities such as discussions, case studies, role-playing, and scenariobased exercises, alongside diverse assessment methods beyond traditional exams.

These approaches will

strengthen critical thinking, decision-making, and understanding of sexual and reproductive health,

gender equality, violence prevention, consent, and safe use of technology.

Output 3.

Teacher training and community engagement expanded.

Teachers and education leaders in junior

and senior secondary schools in the outer Gilbert Islands and South Tarawa will receive targeted

training in vocational digital technology, family-life education, and strategies for engaging boys and

managing behavior.

Training will combine in-person and virtual in-service programs on updated curricula,

practical teaching methods, and culturally sensitive approaches to gender equality and student wellbeing.

Virtual training will use project-supported computer labs, incorporating interactive and

contextually relevant learning methods.

The output will strengthen community engagement to support

student retention, working with island councils, churches, and parent groups to foster positive social

norms.

A dropout prevention pilot in selected junior secondary schools will address attendance,

behavior, and academic challenges, creating a more supportive learning environment.

A new attendance

tracking system will be introduced in project schools in the Gilbert Islands, ensuring sex- and

disability-disaggregated data to monitor and improve participation.

The project’s Gender Assessment and Action Plan (https://www.adb.org/projects/documents/kir-58335-001-

gap) can be accessed for additional information.

The objective of the assignment is to support the Ministry of Education (MOE) and Project Management

Unit (PMU) to develop, implement, and monitor measures for preventing and responding to sexual

exploitation, abuse and harassment (SEAH) and child safeguarding risks during pilot programs,

construction works, school transport activities, and the operation of new project facilities.

The specialist will also review the adequacy of proposed digital safeguarding measures associated with

the introduction of internet access and digital equipment in project-supported schools and provide

recommendations where gaps are identified.

Specifically, the specialist will undertake the following tasks.

Scope of Work

a.

Risk Assessment and Safeguarding Framework

b.

Grievance Redress and Referral Pathways

c.

Codes of Conduct, Procedures and Contractual Provisions

d.

Training and Awareness

e.

Digital Safeguarding Review

f.

Monitoring and Implementation Support

g.

Monitoring, Evaluation and Reporting

Detailed Tasks and/or Expected Output

a.

Risk Assessment and Safeguarding Framework

(i) Carry out a PSEAH and child safeguarding risk assessment covering project activities, locations,

facilities, stakeholder groups, and implementation settings.

(ii) Identify specific project locations, stakeholder groups, and activities at elevated risk and

recommend context-specific prevention, protection, reporting, and response measures.

(iii) Develop and support initial implementation of a project code of conduct, procedures, and action

plan for preventing and responding to SEAH and child safeguarding risks during pilot programs,

construction works, school transport activities, and at new project facilities.

(iv) Support the integration of SEAH and child safeguarding measures into infrastructure, transport,

training, community engagement, and facility management activities.

b.

Grievance Redress and Referral Pathways

(i) Review and recommend enhancements to the project grievance redress mechanism (GRM) to provide safe,

confidential, accessible, and survivor-centred channels for reporting and responding to SEAH and child

safeguarding concerns.

(ii) Support the establishment of the project GRM committee, ensuring that at least 30% of committee

members are women.

(iii) Assist in piloting and refining the SEAH and child safeguarding components of the GRM for school

transport activities, construction sites, and new project facilities.

(iv) Map existing SEAH and child safeguarding response services and referral pathways in Kiribati and

recommend how these should be integrated into project procedures and protocols.

(v) Recommend measures to improve coordination among schools, communities, island councils, health

services, police and justice services, and other relevant response providers.

c.

Codes of Conduct, Procedures and Contractual Provisions

(i) Develop and support the rollout of SEAH-sensitive codes of conduct for civil works contractors,

contractor personnel, dormitory supervisors, school transport operators, and other relevant project

personnel.

(ii) Develop standard operating procedures covering SEAH prevention and response, respectful conduct,

child safeguarding, confidential reporting, survivor referrals, and incident management.

(iii) Draft SEAH and child safeguarding provisions for inclusion in relevant bidding documents and

contracts, including compliance requirements, monitoring arrangements, reporting obligations, and

consequences for non-compliance.

(iv) Advise on the inclusion of SEAH and child safeguarding provisions in MOUs or MOAs with island

councils and in relevant school safety policies and procedures.

d.

Training and Awareness

(i) Design and deliver mandatory pre-commencement training for construction contractors covering gender

equality, social inclusion, prevention of SEAH, child protection, occupational safety, HIV and health

awareness, and compliance with the applicable code of conduct.

(ii) Design and deliver tailored SEAH and child safeguarding training for MOE, PMU, school leaders,

transport providers, dormitory supervisors, contractors, island councils, and community stakeholders.

(iii) Tailor training to the responsibilities and risk exposure of each audience, including gender

dynamics, appropriate workplace conduct, bystander approaches, reporting obligations, and survivor

referral pathways.

(iv) Develop culturally appropriate community awareness materials addressing project activities, SEAH

and child safeguarding risks, expected standards of conduct, available reporting channels, and sources

of support.

(v) Deliver at least one project awareness-raising event at each of the following locations:

• MOE.

• Kiribati Teachers College.

• The headquarters of at least five Gilbert Islands councils.

(vi) Collaborate with faith leaders, island councils, schools, women’s groups, organizations of persons

with disabilities, and other community representatives in developing and disseminating awareness

messages.

(vii) Ensure consultation processes meaningfully and safely engage women, children, persons with

disabilities, and other vulnerable groups, using separate or protected consultation spaces where

appropriate.

e.

Digital Safeguarding Review

(i) Review the digital safeguarding measures proposed for the introduction of internet access and

digital equipment in project-supported schools and provide recommendations on any material gaps relating

to online harassment, cyberbullying, privacy, inappropriate content, misuse of technology, safe

reporting, and child safeguarding.

(ii) Consider the adequacy of proposed awareness and training, school ICT-use policies, reporting

procedures, supervision arrangements, and technical safeguards specified by the project.

(iii) The specialist will not be responsible for the technical design, configuration, installation,

testing, maintenance, or operation of ICT systems or cybersecurity controls.

f.

Monitoring and Implementation Support

(i) Establish indicators and practical monitoring tools for SEAH and child protection risk management

during pilot programs, construction works, school transport activities, and operation of new project

facilities.

(ii) Support the Project Gender Officer to monitor implementation of SEAH and child protection riskmanagement measures at construction sites and other project locations.

(iii) Ensure that SEAH-related monitoring information is appropriately disaggregated by sex, age, and

location, where safe and appropriate, and collected, stored, and reported confidentially in accordance

with survivor-centred principles.

Personally identifiable information must not be included in routine

project reporting.

(iv) Document lessons learned, effective practices, and appropriate anonymised case studies for

consideration by the Project Steering Committee and other relevant stakeholders.

(v) Provide additional support to the project as reasonably requested by the Project Manager or

Infrastructure Team Leader.

g.

Monitoring, Evaluation and Reporting

(i) Establish and maintain a monitoring and evaluation framework for the specialist’s activities,

including relevant Gender Action Plan, SEAH, child safeguarding, disability, and social inclusion

indicators, working closely with the KFSU Monitoring and Evaluation Specialist.

(ii) Develop appropriate procedures for reporting progress, risks, issues, and recommended actions to

MOE, the PMU, the Project Steering Committee, and ADB.

(iii) Prepare and submit progress reports covering activities completed, findings, emerging risks,

actions required, and progress against relevant Gender Action Plan and safeguard requirements.

(iv) Prepare a final report consolidating the risk assessment, action plan, codes of conduct,

procedures, training and awareness activities, GRM recommendations, referral pathways, digital

safeguarding review, monitoring tools, outstanding actions, and recommendations for continued

implementation.

(v) Provide all final tools, templates, procedures, training materials, and awareness materials in

editable formats and brief the responsible MOE and PMU personnel on their continued use.

(vi) Provide additional support to the project as reasonably requested by the Project Manager, including

assistance with reporting, coordination, and on-site problem-solving within the scope of the assignment.

Minimum Qualification Requirements

The PSEAH Specialist must hold a relevant degree and professional qualification in gender studies,

social work, international development, safeguarding, human rights, or a related field.

He/she must have at least 10 years of experience working on gender-based violence prevention,

safeguarding, or social protection, including a minimum of 3 years focused on SEAH prevention and

response in development projects.

Prior experience developing and implementing SEAH risk assessments, codes of conduct, complaints

mechanisms, and survivor-centered training is essential.

Experience working on SEAH issues in the

education sector, particularly in school infrastructure or transport systems, will be considered an

asset.

Previous experience in the Pacific region is preferred.

Minimum General Experience 10

Years

Minimum Specific Experience (relevant to assignment) 3

Years

Regional/Country Experience Required

Desired

Not Required

Deliverables

Details Name Type Estimated Submission Date

No results found.

Schedule and Places of Assignment (chronological and inclusive of travel)

Schedule Type Continuous

Intermittent

Max.

Working Days/Week Home Office 5

Field 6

City and Country Working Days Estimated Start Date Estimated End Date Other Details (use if place selected is Others)

Home Office, Other Search and Select: Place

36 19-Oct-2026 04-Dec-2026

Tarawa, Kiribati Search and Select: Place

30 05-Dec-2026 29-Jan-2027

Total

66

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All rights reserved.

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