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For every child equal Access to Education

Over the last few decades, countries around the world have been leveraging Educational Technology (EdTech) to advance education. The debate on the role of educational technology in Lower Middle-Income Countries (LMICs), prompted by the COVID-19 pandemic, has been centered on the multiple challenges of developing, introducing and scaling high-quality digital learning initiatives. In Bhutan, experience with digital learning during the pandemic highlighted the digital divide in the country, as 37.2% of public schools did not have internet connectivity (Annual Education Statistics, 2022). Limited access to digital devices and skills for teaching and learning, coupled with the absence of digital content are common issues in Bhutanese schools. This hinders the integration of technology into the classroom and affects students’ prospects in the job market.

How can you make a difference?

Assist the Ministry of Education and Skills Development in developing a school education technology framework to provide a strategic direction for the digital transformation of the education system in Bhutan.

Background:

Over the last few decades, countries around the world have been leveraging Educational Technology (EdTech) to advance education. The debate on the role of educational technology in Lower Middle-Income Countries (LMICs), prompted by the COVID-19 pandemic, has been centered on the multiple challenges of developing, introducing and scaling high-quality digital learning initiatives. In Bhutan, experience with digital learning during the pandemic highlighted the digital divide in the country, as 37.2% of public schools did not have internet connectivity (Annual Education Statistics, 2022). Limited access to digital devices and skills for teaching and learning, coupled with the absence of digital content are common issues in Bhutanese schools. This hinders the integration of technology into the classroom and affects students’ prospects in the job market.

The use of technology for education in Bhutan has improved over a couple of years, with an increased number of schools connected to the Internet and the development of a Learning Management system (LMS), which is currently being tested. New partnerships with key stakeholders have also contributed to advancing digital learning. However, as Bhutan’s economy is still developing, investments in digital infrastructure and technology represent a significant challenge for the government. Limited skills among children and adults alike to safely navigate the online world were also found to be a huge concern. Limited resources often slow down efforts to bridge the digital skills gap in education.

In recognition of these challenges and the potential for progress, the European Union and UNICEF have signed an agreement to support the Ministry of Education and Skills Development in digitalising education in Bhutan. The overall objective of the EU-funded initiative “Supporting Inclusive Access to Digitalisation in Education and Skills in Bhutan” is to “improve learning outcomes and skills development through investment in the digital transformation of the education system, thereby contributing to greater employability, economic growth, and poverty reduction”.

This initiative has 3 key outputs, the first one of which focuses on “Systems strengthened for an enriched and high-quality digital learning experience with improved digital governance and policy environment towards inclusive quality basic and secondary education and TVET-related skills for all children, with a focus on women and girls”. Under this output, Activity 1.1 requires the development of a comprehensive Education Technology Framework (ETF). UNICEF Bhutan seeks the support of a consultant to assist in the development of the ETF, which will encompass guidelines and standards aimed at ensuring the equitable integration of technology in basic and secondary education and TVET, with a particular focus on enhancing opportunities for women and girls. The Education Technology Framework (ETF) will provide a strategic direction for the digital transformation of the education system in Bhutan and serve as a guiding document for all activities under the EU-funded initiative.

The Ministry of Education and Skills Development will convene a diverse group of stakeholders, including educators, policymakers, technology experts, private sector partners, and youth representatives to contribute to the development of the ETF. Through a series of consultations and workshops, the consultant will gather relevant inputs and insights  from these stakeholders and craft a policy framework that outlines the vision and goals of digital education and addresses critical aspects such as content, pedagogical approaches, technology, standards, equitable access, monitoring and evaluation, etc.

Scope of the work:

• Conduct a desk review of relevant documents related to the digitalisation of education in Bhutan (including regulations and laws, ICT in education masterplans– isherig 1 and 2, the EdTech Hub report on isherig 2, Bhutan’s Education Policy, draft cybersecurity policy etc.)
• Conduct/participate in consultations and technical workshops with relevant stakeholders[TP1] [MT2]  to gather the necessary input for the development of the ETF. Ensure all consultations and workshops are well documented. Consultations and workshops will help relevant parties to agree on goals and actions that are feasible and identify possible risks. They will also help mobilize interdisciplinary knowledge and reveal possible resources.

Develop a comprehensive ETF to support the digital transformation of education in Bhutan. The ETF should include, among others:

1. The vision, goals, and equitable principles of digital education in basic and secondary education and TVET. Guidelines on use of technology for teaching and learning across grade levels (K-12) and all subjects, including pedagogical approaches, learning goals and environments, equitable access, use of technology inside and outside the classroom and technical requirements.

2. The guidelines should consider what is feasible both with the current infrastructure and access levels and with improved conditions including how to make the school secure and safe to prevent, mitigate and respond to child online protection risks.

3. Guidelines for teacher training and coaching, including training for ECCD facilitators (pre-service and in-service).

4. Digital literacy standards for students and teachers, ECCD facilitators, including assessment methods to evaluate knowledge and skills. The standards should consider the progressive development of ECCD facilitators, teachers’ and students’ skills over the next 5 years (instead of focusing only on their current/immediate needs) and the rapidly changing digital environment.

5. Digital learning content standards, including accessibility features, technical requirements and cultural nuances and values that should be incorporated into digital learning materials.

6. Cybersecurity, online safety and data privacy standards.

7. Recommendations for unlocking policy, technical and behavioural bottlenecks and opportunities at individual, organizational/Institutional and systems levels.

8. A road map including milestones and results to be achieved over the next 5 years.

9. A monitoring, evaluation, and accountability framework.

10. A checklist for evaluating the effectiveness of digitalisation initiatives.

11. A strategy to operationalize the ETF, including stakeholder mapping, a comparative advantage analysis and public budget allocation.

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

• Master’s degree in Education, information technology, engineering, social sciences or another relevant field. A first university degree in a relevant field combined with 2 additional years of professional experience may be accepted in lieu of an advanced university degree.
   Work experience

  A minimum of 5 years of professional experience in Educational Technology (Edtech) with experience in managing programmes involving multiple stakeholders. Experience in digital learning policy/ICT in Education masterplan development on a national scale. Experience in teaching with technology/blended learning is an asset. Experience in digital content creation/curation is an asset. Proven training and capacity building skills for a range of stakeholders including working with government on similar projects. Experience working in a developing country is considered as an asset. Relevant experience in a UN system agency or organization is considered as an asset. Fluency in English is required and Excellent writing/presentation skills

Interested consultant can submit the following documents:

1. Cover letter

2. Latest CV

3. Sample of similar work done in the past

4. Lumpsum fee for 45 days. The travel cost, DSA and Visa cost will be reimbursed to consultant on actual when travel takes place.

5. For any technical issues do contact Mr. Bishnu Bhakta Mishra, Education Officer @ [email protected]

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 afterwards 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 to 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.