TERMS OF REFERENCE
FOR INDIVIDUAL CONTRACTOR
Position Title:
Education Consultant (Policy Dialogue and Programme)
Level:
P4 equivalent
Location:
Mbabane, Swaziland
Start Date:
June, 2015 – December, 2015
Duration:
7 months (with a possibility of an extension in 2016)
Reporting to:
Deputy Representative
Purpose of the assignment
UNICEF SCO is supporting the Ministry of Education and Training (MoET) at a various levels, in
particular at the upstream level to strengthen the education system and reinforce the coordination
mechanism. Since 2013, Education Management Information System (EMIS) is supported to
generate timely and accurate data to enhance evidence-based programming and planning for a better
delivery of education. In the same vein, strong and continued advocacy towards the senior Education
authorities resulted with the reviving of the coordination mechanism. An officer was designated within
the EMIS department as Coordinator. A continued discussion on the coordination and other relevant
issues such the quality of education, between UNICEF, the MoET and relevant partners is ongoing.
UNICEF is supporting the MoET and its partners to leveraging of resources for the education sector,
to ensure children’s right to quality education. Currently UNICEF is supporting the MoET exploring
the possibilities to enter into collaboration with the Global Partnership for Education (GPE), specifically
for data generation, sector analysis, or education plan development. There is also a focus on SouthSouth and triangular exchange of knowledge and experience, to contribute resources and expertise,
looking at Violence in Schools and Sports for Development (life skills).
Under the general guidance of the Deputy Representative, the incumbent will provide support to
UNICEF Swaziland, in a context of restructuring and change management. The incumbent will be
accountable for the finalization of the design, planning, implementing, monitoring and evaluation of
Education programme(s) in the context of the preparation of a new country programme (2016-2020),
and will ensure overall efficiency and effectiveness of the programme management, delivery and
accomplishment of programme goals and objectives.
Specifically, the support of the candidate will be required in four major areas:
1. Managing the transition: The Swaziland CO is in the process of finalizing its new CPD 20162020, which will come into effect the 1 January 2016. In this process, the programme has
adopted a “life-cycle” approach, identifying key interventions for specific age groups: early
stages of development; and adolescents (10-14 years and 15-19 years). The education sector
will focus on: (i) improved quality of ECD services, contributing to making a strong foundation
for children’s best start in life and achieving the child related sustainable goals; and (ii)
redressing gaps in public provision for adolescents and the promotion of adolescent
development, participation and citizenship. In particular, the promotion of the expansion of
opportunities for positive adolescent development by aiming to increase adolescents’ inclusion,
participation and completion of quality education, including establishing safe and protective
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environments in schools through the implementation of ‘Schools without Violence’ programmes
within the Child Friendly School (CFS) initiative.
This transition period for the section is an important process which will require firm but delicate
management to ensure a smooth transition.
2. Reprofiling UNICEF support in an evolving Education context: Swaziland has made
tremendous progress in terms of broadening access to primary education. The education sector
is in a transitional situation with a bulk of children in primary while the other two extremities of
the education sector are quite empty: few children are benefitting from a qualitative ECD
services with a NER at 33% while the situation is worse in secondary education with a NER at
27%. At the meantime the quality and relevance of the curriculum and the subsequent learning
outcomes are not at the required standards. High repetition rates are noted throughout the
whole education system, while children who succeed to complete their studies are struggling
to step into the job market, with unemployment among youth, aged between 15 and 24 years,
at 64%.
2015 is the final year of the gradual rolling out of the FPE which started in 2010. Number of
questions have been raised about the sustainability of the initiative, its extension to lower
secondary education in the framework of Basic Education. This provides an important
opportunity to move the education agenda forward together with the Ministry, especially as the
government prepares the Education Sector Analysis. In addition, this is an opportunity to
advocate for budgetary allocations to meet agreed policy commitments, and to contribute to
identification of fiscal space for creating opportunities, as well as increased child-sensitive
budget allocations and budget execution for the education sector. The incumbent will therefore
be required to coordinate this work and ensure that UNICEF’s mandate is coherently reflected
in the Plan and that any major adjustments are made.
3. Strengthen UNICEF role as facilitating agency: UNICEF is currently playing a leading role in
supporting the MoET convening Education stakeholders. UNICEF also initiated discussion with
the Global Partnership for Education (GPE) which might result in some important collaboration
between the two institutions. S/he will help manage and coordinate education sector plan's
interventions in the framework of the emerging collaboration between the MoET and the GPE.
S/he will support the coordination of the education sector and position UNICEF as the lead of
the Local Education Group and the Local Donors' Group.
4. Mobilizing and leveraging resources for the education sector: Despite the increase of the
Education share in the state budget, the education sector is still underfunded. But also there
are some disparities in the dispatching of the education budget which is mainly directed towards
higher education when the basic education which is laying the foundation is not fully funded.
The incumbent is responsible for supporting the government to identify trends in policy and
practice of budget allocation and spending, and to actively engage in policy dialogue and
contribute to identification of fiscal space for increased child-sensitive budget allocations in the
education sector. The incumbent is expected to support the MoET in developing fundraising
material; strategy; and effective donor relationships, in order to mobilize future funds. He will
also advocate for more national resources for education and support the MoET in the best way
to utilize efficiently the mobilized resources
Specifically, the consultant, under the supervision of the Deputy Representative, will review and
analyse UNICEF SCO initiatives aimed to improve the coordination of the education sector, support
the strengthening of the education system, the setting up and rolling out of a consistent policy dialogue
mechanism and will support the development of policy briefs. The consultant will also support the
development of summaries of good practices, in order to promote sharing and learning with other
countries from the region. The consultant will also assist the MoET to identify and make available
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proven methodologies, tools and guidance to improve the delivery of a good and relevant education
outcomes. S/he will coordinate with UNICEF Regional Advisers to ensure country office strategies
are aligned with global and regional strategies.
Scope of Work
1) Goal and Objective:
The goal of this consultancy is to strengthen the capacity of UNICEF SCO to support the MoET to
strengthen the coordination of the education sector and the rolling out of a high level policy dialogue
and programme implementation. The consultant will support the implementation of ongoing project:
disability and HIV/AIDS prevention through sports. Finally, he will support the ongoing dialogue
between the Global Partnership for Education and the MoET.
2) Provide details/reference to AWP areas covered:
This assignment is part of the Swaziland Country Office Basic Education Annual work plan for 2015,
Output 3.1, specifically linked to the activity 05: establish coordination mechanisms at national and
decentralised levels and convene quarterly policy dialogues around education issues.
3) Activities and Tasks:
1. Support the implementation of the current education programme by the end of the year
and contribute to the development of the new annual work plan for 2016;
2. Review and analyse past and ongoing initiatives aimed to improve the coordination of the
education sector and the promotion of policy dialogue, develop summaries of good
practices for sharing and learning with other countries from the region.
3. Support Ministry of Education and Training to organise at least 2 sector coordination
meetings by end of 2015;
4. Represent UNICEF at Technical and Financial partner and government meetings, and
ensure UNICEF’s global goals are effectively promoted through advocacy and policy
dialogue in the Education sector;
5. Support the government to identify trends in policy and practice of budget allocation and
spending, and to actively engage in policy dialogue and contribute to identification of fiscal
space for increased child-sensitive budget allocations in the education sector.
6. Support Ministry of Education and Training to draft and submit the education sector
analysis or plan development grant application to GPE;
7. Provide technical assistance to MoET to implement the secondary education
investment plan and the Out-of-school children studies.
In addition to the tasks listed above, the consultant will promote equity and quality in education on
behalf of UNICEF in a range of matters. This will include working with the Ministry of Education and
Training and other Government Ministries to promote ECD, HIV/AIDS prevention through Sports,
disability, and responding to UNICEF’s and MoETrequirements as they emerge.
Expected Deliverables & Work Schedule
1) Report documenting the progress in the implementation of the basic education programme
This would incorporate:
An annual review of the programme analysing main:
- achievements,
- constrainsts,
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- opportunities and,
- lessons learnt.
2) Support education sector coordination meetings and develop at least one policy brief on
education sector coordination
This would involve working with the education sector coordination focal point to prepare and convene
meetings, and drafting at least one policy brief related to sector coordination and policy dialogue.
3) Support education sector coordination meetings and develop at least one policy brief on
education sector coordination
This would involve working with the education sector coordination focal point to prepare and convene
meetings, and drafting at least one policy brief related to sector coordination and policy dialogue
4) Support education sector coordination meetings and develop at least one policy brief on
education sector coordination
This would involve working with the education sector coordination focal point to prepare and convene
meetings, and drafting at least one policy brief related to sector coordination and policy dialogue.
5) Support education sector coordination meetings and develop at least one policy brief on
education sector coordination
This would involve working with the education sector coordination focal point to prepare and convene
meetings, and drafting at least one policy brief related to sector coordination and policy dialogue
6) Support education sector coordination meetings and develop at least one policy brief on
education sector coordination
This would involve working with the education sector coordination focal point to prepare and convene
meetings, and drafting at least one policy brief related to sector coordination and policy dialogue.
7) Support education sector coordination meetings and develop at least one policy brief on
education sector coordination
This would involve working with the education sector coordination focal point to prepare and convene
meetings, and drafting at least one policy brief related to sector coordination and policy dialogue.
8) Support the drafting and submission of the GPE proposal
Building on the ongoing discussion work closely with MoET to draft and submit an application for
education sector analysis or plan development through an extensive education stakeholders
consultation.
9) Oversee the implementation of the secondary invest plan study and the Out-of-school children
study
Work with EMIS, Planning Unit and Sebenta to carry out the studies.
OFFICE ARRANGEMENTS & TRAVEL REQUIREMENTS
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The consultant will be based 60% of time at the MoET, and 40% of time at the UNICEF office. The
UNICEF Deputy Representative will be the supervisor for this consultancy from the UNICEF side, and
the Consultant will also work in close collaboration with the Principal Secretary, Director of Education
and all relevant Heads of Departments at MoET and in turn liaise with the respective NGOs and other
Government Ministries on cross-sectoral or cross- cutting issues.
Consultant’s Work Place
The MoET and UNICEF will provide appropriate working conditions to support the assignment. Office
space, office equipment including a computer with relevant software installed for exclusive use to
UNICEF’s work, will be provided.
Desired competencies, technical background and experience
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Advanced university degree (Masters as a minimum) in Education, social sciences, and/or
international development with focus on education;
A minimum of 8 years of experience in research, analysis and/or providing technical advice to
government, and/or international development organizations in the area of education
programming and/or budget planning and policy dialogue;
Professional experience fiscal and social policy in developing countries, and experience in
supporting Government institutions in policy development and dialogue, and programme
implementation;
Updated knowledge on the experiences, initiatives, policies, and research studies pertaining to
education, planning and budgeting;
Excellent networking and interpersonal skills required;
Excellent written and oral communication skills in English required; skills in another UN language
desirable;
Ability to work independently and respond to feedback in a timely and professional manner;
Excellent organization skills, attention to detail, and ability to contribute to a team.
Submission Guidelines
Qualified candidates should ensure that they forward their applications (a cover letter, CV, and
signed P11 form which can be downloaded at http://www.unicef.org/about/employ/files/P11.doc),
quoting the indicative fee range with reference: Education Consultant (Policy Dialogue and
Programme) by COB 12th May 2015 to:
The Human Resources Focal point
UNICEF Swaziland Country Office
Email address: mbabane@unicef.org
“QUALIFIED FEMALE CANDIDATES ARE ENCOURAGED TO APPLY”
ZERO TOLERANCE FOR SEXUAL EXPLOITATION AND ABUSE
UNICEF IS A SMOKE-FREE ENVIRONMENT
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