Out-of-school children Programme Model Designer (OOSC-PMD) – International Consultant, Damascus, Syria

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TITLE OF THE CONSULTANCY: Out-of-school children Programme Model Designer (OOSC-PMD) – National Consultant

SECTION IN CHARGE: Education

BACKGROUND (RATIONALE AND CONTEXT):

The protracted conflict in Syria has had a devastating effect on the country and its people. Currently 6.1 million school-age children and youth in and out- of- school are in need of education assistance. Close to 2 million school-age children have been displaced as a result of the conflict and many of them on multiple occasions. The lack of protective inclusive learning environments, coupled with shortage of appropriate WASH facilities, have significantly hindered regular education in some areas. Over 7,000 schools – one in three – have been fully destroyed, partially damaged, and are used as shelters for displaced families or for military and other purposes. All of this has resulted in an estimated 2.08 million children out-of-school (36 percent) in the 2016/17 academic year and still many children are at risk of dropping out.[1] It is estimated that approximatively 445,200 school aged children live in communities in hard to reach areas where education support is urgently needed to support and revive the education system.[2]  However, many students have been out of school for more than five years. In 2,114 communities (40 per cent), child labor plays a primary role in keeping children out of school and there have been reports of an upward trend in child marriage for girls, although the scope is unknown.[3]

The current situation on the status and profile of out of school children (OOSC) in Syria is complex. Some general factors contributing to children being out of school can be briefly summarized and grouped as following[4]:

At the individual child level:

Grade repetition, low achievement, over age enrollment, regular absence (this might also be determined at the school level)

 psychological distress and heightened psychosocial needs

children’s age vis-a-vis the learning experience and exposure

children’s health and the presence of disabilities (physical and developmental) 

At the household level:

the economic situation of the family and community

the frequency of moving across and in/out of the country

child labor

child marriage

at the service provision/school level:

access to safe school varies among areas

the length, quality and kind of exposure to learning of the child

the quality of the education services provided (including school environment: teacher’s availability and/or absenteeism, school physical environments, overcrowded classrooms, etc.)

All these and many more factors, together with the peculiar schooling circumstances resulting from the conflict, jeopardize meaningful access to education for many children. As a result, children registered in schools fail to attend, fail to learn, or fail to progress and then drop out from school. Failure to complete the cycle of primary education not only limits future opportunities for children and has lifelong consequences for them but is also a significant drain on the limited resources that Syria currently has for the provision of primary education.

The Syrian MoE and main education actors in Syria understand the urgency to establish a forum to facilitate discussion about out-of-school children and jointly identify a holistic strategy and action plan to respond to the current needs of OOSC in the short term but also to contain and prevent a worsening of the phenomenon and find more sustainable solutions to eradicate it in the longer term.  In the initial discussion to activate the forum, the MoE has given priority to the development of a quality alternative and flexible education programme and modalities for delivery to reach current out- of- school children in the short-term and support their reintegration into formal education and/or any available education pathways and labor market.

UNICEF will be supporting the Syrian MoE by providing technical expertise in the discussion and operationalization of the Task Force/Steering Committee on the Response to Out-of-School Children’s needs in Syria and in devising the development of a flexible and life skills based programme model targeting out- of- school children in the age range of 11-14 years who have been missing education for many years.

OBJECTIVES OF THE CONSULTANCY (PURPOSE OF THE ASSIGNMENT):

Under the close supervision of the UNICEF Education Specialist based in Damascus, Syria the national consultant is expected to provide technical expertise on OOSC and non-formal education programmes in the Syria MOE OOSC task force. The consultant will also support the MoE in planning, designing and finalizing a flexible learning life skill based programme harmonized with the National Curriculum in Syria and customized to address the current needs of OOSC. The programme will be rolled out initially as a pilot by the MoE in Syrian public schools in 2019-2020.

Under the Syria Country Office (SCO) Education Annual Workplan (AWP) 2018 and 2019, the Out-of-school children Programme Model Designer (OOSC-PMD) consultant will provide technical assistance in the following areas:

Provision of technical expertise and support to the MoE in leading the Syria MoE-OOSC Task Force

The consultant will provide technical expertise and support the Syria MoE - OOSC Task Force discussion to design a holistic response strategy and an operational plan that can address the current needs of out-of-school children and clarify learning pathways in Syria. In collaboration with the MoE s/he will ensure timely finalization of the Syria MOE OOSC Task Force identified deliverables as per the TOR of the Task Force. S/he will ensure coordination with and within MoE different relevant departments, NFE education sector sub-working group and relevant institutions currently interested and/or working on programmes targeting OOSC children.

Provision of technical support to MoE technical committee to devise an OOSC flexible learning-life skills based programme model-

The consultant will provide technical expertise to conceptualize and design a harmonized, inclusive and life skills based programme model for OOSC  aged 11-14 years  based on the recommendations from the OOSC task force. Technical expertise will be specifically requested to develop:

Model and Pilot Programme conceptual framework based on MoE’s child learner’s profile as

Learning objectives framed within the new National Curriculum with a specific focus on life skills   

Learning Assessment framework 

Learner material (identified based on the nature of the programme to be developed)

A comprehensive training package and material for teachers/facilitators

A descriptive document on the modalities for the delivery of the programme model

In collaboration with the MoE the consultant will also assess and identify external technical expertise and resources needed to support the MoE in designing the programme

LOCATION (GEOGRAPHIC AREA/ DUTY STATION):

On-site working days: Damascus based and full time consultancy

Off-site working days: 0

Field Missions/Travel: 20 (approx. 2 days/visit) field visits to SCO field offices and MENARO office upon needs

DURATION:

Estimated Start Date:  01 March 2019

Estimated End Date: 31 January 2020

The selected consultant/institution will work for the period of 11 months from March 2019  to January 2020 upon signature of SSA contract. It is envisaged: 20 workdays out of county. The exact schedule of the activities will be agreed between the consultant and the Education Specialist based on the consultancy implementation progress. The deadline for submission of final deliverables to UNICEF is as per schedule highlighted in the tasks/deliverables below.

SUPERVISOR:

The consultant will be supervised and report to the UNICEF Education Specialist with regular de-briefing with the UNICEF Chief of Education in the Syria Country Office about the progress of the consultancy. The consultant will work on daily basis with UNICEF Education Section.

DESCRIPTION OF ASSIGNMENT (TASKS, SMART DELIVERABLES, DEADLINES):

ICT CONSIDERATIONS:

Access to electronic Information Resources

UNICEF email ID

ICT Hardware: laptop and hardware

TRAVEL CONSIDERATIONS:

Should “mission travel” be required, UNICEF will manage and pay for travel via Travel Authorization. 

QUALIFICATION REQUIREMENTS:

 1. Academic Qualifications:

At least an advanced degree, and preferably a Doctoral degree in Education;

2. Years of experience:

Academic and relevant field expertise (minimum 8 years) in education quality component related to curriculum design, non-formal education and life skills programming

Experience/expertise in both qualitative and quantitative research

Experience in the design, execution, and management of NFE programme

Experience and knowledge of the country context and region in general, and the socio-cultural, economic and education systems in particular are an asset.

3. Competencies:

Computer and statistical skills for the capture and analysis of data, evaluation report preparation, and professional quality presentation

Capacity to establish and maintain productive relations with a range of actors from different national and cultural backgrounds

Ability to write clear and concise reports and communicate effectively

Excellent analytical skills and a constructive approach to problem solving

Ability to advise others

Ability to manage her/himself and others

Ability to deliver outputs by agreed deadlines – sometimes at very short notice.

4. Language requirements:

Excellent communication and interaction skills, both written and oral in English and Arabic, with a variety of stakeholders at all levels.

Ability to develop local language tools and tools with proven ability to engage and elicit quality responses from a variety of stakeholders.

PAYMENT SCHEDULE:

Select proposed methodology:    Monthly

Lump sum payment will be made monthly, inclusive of all professional fees and other administrative costs.  Overtime, weekend and official holidays will not be compensated, nor will any holiday/leave time be granted.

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.

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, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles.

Remarks:

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