About Flying Kites
Flying Kites implements evidence-based programs in partnership with educators in rural Kenya to advance girls' empowerment, gender equity, and child protection. Guided by our mission, we partner with educators to design and pilot programs at our private, community-centered school, the Flying Kites Academy, before scaling them to benefit our broader network of public schools across South Kinangop, Nyandarua County (our "School Network").
Purpose of Engagement
As part of our strategy and commitment to inclusive, gender-equitable, and transformative education, Flying Kites Academy (serving grades PP1-9) is working to develop, pilot, and institutionalize the broad, holistic, and interlinked components of Gender Transformative Education (GTE) for teaching, including violence prevention, safe school environments, and comprehensive sexuality education (CSE). Under a framework aligned with Kenya's Competency-Based Education (CBE), the pilot will serve as a model for scaling GTE practices across our School Network.
To that end, Flying Kites is seeking a highly qualified Kenya-based expert with experience designing, implementing, and evaluating GTE programs and resources at the ELC, Primary, and Junior School level, scaffolded by a comprehensive understanding of the CBE, as well as broad and deep experience in teacher professional development, program management, and Monitoring, Evaluation, and Learning (MEL).
The consultant will lead a phased process encompassing assessment, co-design, framework development, capacity building, implementation support, and MEL—ensuring alignment with credible, evidence-based global and regional resources, as well as national education policies and CBC requirements.
Scope of Work
The consultant will work closely with Flying Kites and Flying Kites Academy leadership, teachers, students, parents, and community stakeholders to deliver the following:
- Phase 1: Assessment & Stakeholder Engagement Conduct a baseline assessment of existing gender norms, practices, policies, and learning environments at Flying Kites Academy. The baseline will include an assessment of how gender responsive pedagogy and student safety is shaping teaching, learning and student experience, including:
- Review of curriculum materials such as lesson plans, textbooks, story books, and teacher classroom observation from a gender lens.
- Learners experiences of gender equity and safety.
- Teacher's capacity, attitudes, confidence and practices related to gender, positive discipline, violence prevention.
- Review alignment with:
- Kenya's CBE
- Kenya's Ministry of Education policies
- Credibly sourced gender-transformative education frameworks and tools
- Lead meaningful engagement with key stakeholders, including:
- Students
- Teachers and school leadership
- Parents and caregivers
- Community leaders and partners
- Identify contextual opportunities, risks, and readiness for gender-transformative programming.
- Phase 2: Framework Development & Program DesignCo-design a gender-transformative education framework for Grades PP1–9 that is:
- Age-appropriate and developmentally progressive
- Culturally responsive and contextually grounded
- Strongly and clearly aligned with CBC competencies and learning areas
- Develop, define, and clearly articulate:
- a mission- and strategy-aligned logical framework underpinned by measurable outcomes and clear indicators
- Learning and behavior change pathways
- Align the framework with existing credible resources, toolkits, and evidence-based approaches, adapting rather than duplicating where possible.
- Develop resources and guidance for:
- Classrooms
- School culture and leadership
- Student voice and agency
- Parent and community engagement
- Phase 3: Capacity Building & Resource DevelopmentDesign and deliver teacher professional development and coaching aligned with CBC and GTE pedagogy.
- Support school leadership in embedding GTE practices into:
- School policies and resources
- Teaching and learning routines
- Child protection and safeguarding approaches
- Parent engagement activities
- Identify, curate, and co-create (when necessary) teaching and learning resources, ensuring access to high-quality, credibly-sourced materials.
- Phase 4: Monitoring, Evaluation & Learning (MEL)Design a robust and clearly-articulated MEL Plan aligned with the established logical framework, including:
- Baseline and endline tools
- Qualitative and quantitative indicators
- Measurement of both learning outcomes and shifts in attitudes and practices
- Manage data collection, reflection, and adaptive learning throughout implementation.
- Produce and share ongoing and end-of-pilot reports, data analyses, and documentation to inform learning and contribute to potential strategies for scale.
- Phase 5: Scale Readiness & PartnershipsProvide recommendations for adapting the pilot to public school contexts within Flying Kites School Network.
- Identify and recommend potential partners (including, government entities, NGOs, research institutions, potential funders) to support:
- Ambitions for scale
- Technical refinement
- Policy alignment
Timeline, Work Location & Key Deliverables
- Duration & Location: April - December 2026 (9 months) at our primary location in Njabini, Kenya
- Minimum 2-3 days per week on campus at Flying Kites Academy, with extended days anticipated for assessment and stakeholder engagement, as needed
- Occasional evening work may be required to accommodate meetings with US-based team members
- Key deliverables include (but are not limited to):
- Inception report and detailed workplan
- Baseline assessment report
- Pilot Delivery Framework and Plan, including schedule of activities, resource needs and budget
- MEL Plan, including baseline and endline tools
- Teacher training modules and resource toolkits
- Endline Pilot Evaluation and Learning Report
- Scale-readiness and partnership recommendations
Required Qualifications & Experience
The ideal consultant will have:
- Advanced academic or professional qualifications in education, gender studies, social sciences, or a related field
- Demonstrated expertise in gender-transformative education, particularly in school-based settings
- Strong working knowledge of Kenya's Competency-Based Curriculum (CBC)
- Proven experience in:
- Teacher capacity building
- Education program design and implementation
- Monitoring, Evaluation, and Learning (MEL)
- Experience engaging students, parents, educators, and communities in sensitive, participatory processes
- Familiarity with rural Kenyan education contexts
- Strong facilitation, documentation, and analytical skills
- Fluency in English; Kiswahili proficiency strongly preferred
Reporting & Coordination
The consultant will report directly to the Executive Director and collaborate closely with members of Flying Kites' senior leadership, FKA school leadership and program staff.
Submission of Technical & Financial Proposal
Interested candidates should submit:
- A Technical Proposal outlining approach and relevant experience
- CV(s) highlighting relevant work experience
- Examples of relevant frameworks, tools, or evaluations (where available)
- Proposals must be submitted by March 20th, 2026
- Proposals should be submitted by email to careers@flyingkites.org.
This position was originally posted by Flying Kite and has been curated by PurposePhil Career. To apply, please visit the original listing on the "apply" link on the side. We are not affiliated with the employer organization of this job ad or consultancy, and provide this curated listing as a service to our users.
