Consultancy for Situation Analysis on Alternative Pathways and Distance Learning in Nigeria, Abuja, Nigeria (45 working days)-Remote

UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential. 

Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone. 

And we never give up. 

For every child, an advocate

In Nigeria, UNICEF works in a complex humanitarian and development setting to fulfill and protect children’s rights in partnership with the government, civil society, children, and families.  UNICEF Nigeria is one of the largest UNICEF Country Offices globally – click the link to learn more about UNICEF in Nigeria: https://www.unicef.org/nigeria/

How can you make a difference? 

Background and Purpose of the Assignment
Nigeria is home to approximately 206 million people, 43 per cent of whom are below 14 years of age. By 2030, there will be close to 126 million children in Nigeria. Rapid population growth and the swelling child population will place significant pressure on the education system, including its infrastructure and resources. At the same time, Nigeria has the potential to reap a dividend from the impending youth bulge, but this will require significant investments in children’s and adolescents’ education and well-being. The country has developed policies that guarantee free and compulsory basic education and has seen increasing access to education in recent years.
Nigeria is committed to achieving the Sustainable Development Goals, as reflected in current education policies, which guarantee free and compulsory basic education and which position quality of learning outcomes at the centre of the country’s education agenda. The Education Sector Strategic Plan (ESSP) (2016-2019) and the Ministerial Strategic Plan (2018-2022) prioritize education access, learning quality and systems strengthening. A recent analysis of the country’s progress toward Sustainable Development Goal target 4.1 revealed evidence of initiatives in all states that aim to improve children’s access to quality education. These efforts have been met with increasing enrolment in recent years. However, there remain challenges in high out-of-school rates, dropout and persistent inequality.
Nigeria has approximately 10.2 million children who are out of school (OOS) at the primary level , and accounts for 15 per cent of the total number of out of school children globally. Overall, 1 in 3 children are OOS in Nigeria , with 12.4 million having never attended and 5.9 having left school early. Two-thirds (66 per cent) of all OOS children are in the northeast and North-west, 86 per cent are from rural areas and 65 per cent are from the poorest socioeconomic quintile. More than 50 per cent of girls are not attending school at the basic education level, and only 1 in 3 adolescents eligible for senior secondary education are attending. Despite the efforts over the past years, both from the Government of Nigeria as well as its development partners, to strategically address the challenge of out-of-school children (OOSC), and to ensure that all children are in school and learning, progress in reducing the number of OOSC is not keeping pace with the growing child and youth population of Nigeria.

Scope of Work:

Under the overall supervision of the Chief of Education and the guidance from Education Specialist (Access and Equity), the consultant will be responsible for the following tasks over the course of the contract:
a. Conduct initial regional mapping of successful global practices on alternative learning pathways and distance learning opportunities, which include policies, frameworks, models (types and modalities), curriculum, and guidance, in the sub-Saharan African region (primary focus on anglophone countries). The mapping should cover alternative learning pathways for the following groups:
• Primary school-aged children, both inside and outside of schools.
• Junior secondary school-aged children, both inside and outside of schools.
• Senior secondary school-aged adolescents, both inside and outside of schools.
Gender, disability, and emergency/conflict considerations should also apply across all identified groups.
b. In collaboration with other stakeholders, conduct mapping of alternative learning pathways and distance learning opportunities in Nigeria, for both in-school and out-of-school children from primary to senior secondary level. The mapping should include 1) types and forms, 2) operational modalities, 3) providers, 4) target groups, 5) pedagogical content, 6) learning content, 7) teaching and learning methodologies, 8) design and mechanisms to facilitate transition to formal education, and 9) evidence/evaluation of impact on learning and transition to formal education.
c. Using available data and the information collected though the mapping exercises, analyze the existing gaps in practices and knowledge of alternative learning pathways and distance learning opportunities in Nigeria and identify challenges and bottlenecks in their provision and delivery for different categories of learners in Nigeria.
d. Based on the review and analysis, develop a set of policy and strategy recommendations for strengthening the delivery of quality alternative learning pathways and distance learning in Nigeria. The recommendations should be developed for basic and post-literacy level programmes for learners of different age categories.
e. Develop a strategy paper on the implementation and expansion of alternative learning pathways and distance learning in Nigeria with an operational plan.

To view the full job description, please refer to the attached… TOR situation analysis.pdf

To qualify as an advocate for every child you will have… 

• An advanced university degree (Master’s or higher) in  Education Development, Education Policy, Social Policy, International Relations, or a related field.
• A minimum of 5 years of experience in designing, implementing, and/or evaluating education programmes related to alternative learning pathways (e.g., non-formal education, remote learning).
• A minimum of 3 years of experience in conducting studies and surveys on education and developing policy recommendations and strategy papers.
• A strong understanding of the current issues and phenomenon of out-of-school children in sub-Saharan Africa is required.

Language requirements:

• Fluency in English is required.
• Excellent written and oral communication skills are required.

Other skills and attributes:

• Strong knowledge of the Nigerian education context around OOSC and alternative learning pathways is an asset.
• The ability to present ideas and communicate evidence and advice concisely to diverse audiences (including government) is an asset.
• Experience working with UN agencies, particularly with a good understanding of UNICEF’s programmes, is an asset.
• Fluency in French is an asset.
  

For every Child, you demonstrate… 

UNICEF’s values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS). 

 To view our competency framework, please visit  here. 

 UNICEF is here to serve the world’s most disadvantaged children and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, age, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, or any other personal characteristic.

UNICEF offers reasonable accommodation for consultants/individual contractors with disabilities. This may include, for example, accessible software, travel assistance for missions, or personal attendants. We encourage you to disclose your disability during your application in case you need reasonable accommodation during the selection process and afterward in your assignment. 

UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority, and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check. 

Remarks:  

Only shortlisted candidates will be contacted and advance to the next stage of the selection process. 

Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws. 

The selected candidate is solely responsible for ensure that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract. Selected candidates are subject to confirmation of fully vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.