National consultant to support USAID Inclusive Pre-Primary Education

The purpose of this consultancy is to engage a national skilled and experienced National consultant, who will play a pivotal role in the successful implementation of the evidence generation for the project, mainly during the Year I (inception phase). The National consultant will contribute to the refinement of the initiative’s design, ensuring it aligns with the overarching goal of enhancing pre-primary education in Tajikistan and conduct quality assurance for all evidence generation activities. The National consultant will focus on overseeing and coordinating a comprehensive analysis of the pre-primary education landscape and assessing school readiness/pre-primary learning outcomes which is aimed for Year 1 of the project.

Gender Equality and Social Inclusion Analysis (GESI) and Action Plan:

• Conduct through desktop review the Activity goals focused Gender Equality and Social Inclusion analysis (GESI)
• Develop Action Plan with specific interventions, along with gender-sensitive indicators to track changes in the gender inequalities identified as a result of the GESI analysis.
• Ensure implemented interventions are responsive to gender considerations and seek to ensure that assistance provided, and the results achieved are beneficial to all the genders. 1.4. Address the current lack of preparedness of teachers and the education system in dealing with topics such as gender equality and challenging conversations related to the needs of adolescent girls.

Pre-Primary Context (Landscape) & School Readiness Analysis, including KAPB survey:

• Support the project team with the advertisement and selection of research companies to implement evidence generation activities and analysis.
• Coordinate the collection, aggregation and analysis of data related to ECE centers, including the number of children attending (with gender and disability disaggregated data), staff demographics, physical capacities, and funding sources.
• Facilitate and provide technical expertise during thorough review of existing pre-primary education quality assurance mechanism, identifying gaps and areas for improvement jointly with the research company.
• Ensure the inclusion of diverse demographics, such as children with disabilities, girls and ethnic minorities.
• Oversee the training of data collectors and ensure the effective implementation of the chosen tool.
• Plan for the measurement of learning outcomes in years 2, 3, 4, and 5, providing a longitudinal perspective on the impact of the initiative.
• Facilitate KAPB study information and data collection in targeted districts, analyzing the existing local systems involved in addressing the needs of young children with disabilities and their families across social, health and education sectors will be initiated including analysis of the mechanisms for referral of children with disabilities to ECE centers and support for inclusive learning.
• Summarize and share with relevant stakeholders and partners, beneficiaries the salient emerging findings from the knowledge, attitude, practices and behaviors around children with disabilities.

Overall Project Support:

• Collaborate with relevant stakeholders, including government bodies, NGOs, and educational institutions, to ensure seamless coordination and information sharing.
• Contribute to the development of reports and presentations based on research findings, providing valuable insights for evidence-based decision-making.
• Participate in policy dialogue sessions, leveraging research findings to advocate for advancements and reforms in the primary education curriculum.
• During this policy dialogue (Steering Committee meetings) presented and validated the findings and trends from the PPE landscape analysis, KAPB and other studies with the national and local authorities.
• Ensure validation of the whole Activity intervention is aligned with the MoES and USAID, UNICEF defined priorities and to facilitate common understanding around inclusive PPE and quality of existing PPE services.

Gender Equality and Social Inclusion Analysis (GESI) and Action Plan:

• Conduct through desktop review the Activity goals focused Gender Equality and Social Inclusion analysis (GESI)
• Develop Action Plan with specific interventions, along with gender-sensitive indicators to track changes in the gender inequalities identified as a result of the GESI analysis.
• Ensure implemented interventions are responsive to gender considerations and seek to ensure that assistance provided, and the results achieved are beneficial to all the genders. d. Address the current lack of preparedness of teachers and the education system in dealing with topics such as gender equality and challenging conversations related to the needs of adolescent girls.

Data collection and analysis:

• Coordinate the comprehensive collection, aggregation and analysis of data related to ECE centers
• Include disaggregated data on the number of children attending, with a focus on gender and disability.
• Assess staff demographics, physical capacities, and funding sources of ECE centers
• Identify gaps and areas for improvement in collaboration with the research company.
• Ensure the inclusion of diverse demographics, such as children with disabilities, girls, and ethnic minorities
• Oversee the training of data collectors.
• Ensure effective implementation of the chosen data collection tools.

Overall Project Support Stakeholder Collaboration:

• Collaborate with relevant stakeholders, including government bodies, NGOs, and educational institutions.
• Ensure seamless coordination and information sharing among stakeholders.
• Support MoES in finalizing the National Concept on Inclusive Education (NCIE) and its endorsement by the Government of Tajikistan
• Ensure Inclusive Education as well as ECE, ECD aspects are well reflected in government policy documents, like Code of Education, Action Plan to operationalize the NCIE, etc.
• Reporting and Presentation
• Contribute to the development of reports and presentations based on research findings.
• Provide valuable insights for evidence-based decision-making.
• Technical support in PPE Advocacy Sessions
• Participate jointly with UNICEF representative and contribute in PPE advocacy sessions with state and development agencies.
• Summarize and share with relevant stakeholders and partners, beneficiaries the salient emerging findings from the knowledge,

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

Education:

• Advanced university degree in the fields of Early Childhood Development (ECD), Early Childhood Education (ECE), Early Childhood Intervention (ECI) and/or inclusive education

Expertise/Skills: 

• At least 5 years of professional experience in ECD, ECE, ECI, and Inclusive education program in development context.
• Understanding the complex socio-economic factors affecting child well-being, including the needs of children with disabilities and developmental delays.
• Explicit experience in working with Ministry of Education and Sciences, Ministry of Health and Social Protection, including with national and local authorities, including ECE Centers, schools, and health facilities.
• Good understanding of research and data collection methods, including mixed methods/research in gender, ECE area with a focus on inclusive education and children with disabilities and developmental delays.
• Solid knowledge of projects/programmes management and coordination.

Language:

• Knowledge of Tajik/Russian at professional level is required. Fluency in English is an asset.

Source:  https://jobs.unicef.org/cw/en-us/job/570598