Tor: Review and Redesign of the Women School of Leadership (Wsol) Curriculum

Background

Fairtrade Africa (FTA) represents Fairtrade-certified producers and workers across 29 countries. Since 2016, its Women School of Leadership (WSOL) has been a flagship, experience-based (non-academic) gender programme, delivered by trained facilitators and Trainers of Trainers who cascade learning to wider groups. Over nine years it has trained 536+ participants directly across West Africa, Kenya, Malawi and Ethiopia, with cascading reaching over 25,952 people across 258 communities.

Rationale

A 2026 Mid-Term Evaluation of the NORAD-funded Kenya WSOL project shows the programme has opened women's voices without yet fully shifting power: strong participation and confidence gains, but leadership uptake, decision-making influence, and verifiable skills outcomes lag behind targets. Combined with a changed operating environment (climate shocks, digital gaps, safeguarding standards, mental health needs) and distinct lessons from Côte d'Ivoire, Ethiopia, Ghana and Malawi, FTA is commissioning a comprehensive review and redesign of the WSOL model — not only its curriculum.

Scope of the Assignment

The assignment covers the WSOL as a leadership development system, spanning six components:

• Curriculum and learning journey (the 10 WSOL themes)
• Facilitator development and certification (currently no formal accreditation)
• Cascading approaches to wider groups of women and men
• Mentorship and alumni engagement
• Leadership pathways for graduates within SPOs and HLOs
• Mechanisms for sustainability and institutional ownership

The consultant will also independently assess whether the programme name remains appropriate across all contexts, including HLO settings.

Key Objectives

• Diagnose the current WSOL model, including cascading ratios and leadership barriers
• Redesign the model into two tailored tracks (SPO and HLO), integrating climate resilience, digital financial literacy, GBV/safeguarding and mental wellness
• Strengthen the learning architecture (sequencing, core/optional content, practice projects, graduation criteria)
• Develop implementation-ready facilitator and participant materials for low-literacy, low-connectivity settings
• Strengthen MEL for transformative, largely qualitative outcomes
• Strengthen the organisational enabling environment for women's leadership
• Pilot, validate and finalise the redesigned programme in at least two country contexts (one SPO, one HLO)

Timeline and Travel

The assignment runs approximately 15 weeks across five phases: Inception and Diagnostic (Wks 1–2), Participatory Consultations and Co-Creation (Wks 3–6), Model Redesign (Wks 7–12), Piloting and Validation (Wks 12–13), and Finalisation and Handover (Wks 14–15). In-person travel, accompanied by the FTA Gender Coordinator, is required to Ghana, Côte d'Ivoire and Kenya (Naivasha); Ethiopia and other contexts are consulted virtually.

Consultant Profile

• Advanced degree in Gender Studies, Adult Education, Development Studies or related field
• 7+ years designing gender-transformative, participatory curricula for low-literacy adults
• Experience with cascading/ToT models and facilitator certification in agricultural or cooperative contexts
• Strong participatory research track record (FGDs, KIIs, storytelling) with women and marginalised groups
• Experience developing qualitative MEL frameworks for transformative outcomes
• Working knowledge of French desirable (Côte d'Ivoire); Portuguese an advantage