Terms of Reference
Consultant Education Cluster: Attacks on Education Guidance
Location:
Language(s) Required:
Travel:
Duration of Contract:
Application Deadline:
Remote (Home-Based)
English
No
53 days (over a period of 3 months)
30 September 2015
Background:
Attacks on Education: Children and their families prioritize education in crises contexts. Despite this
prioritization, children living in situations affected by conflict are amongst the most educationally
marginalised, their families and education service providers unable to fulfill this priority. 34 million of the
world’s out of school children and adolescents currently live in conflict-affected contexts (EFA GMR Policy
Paper 21, 2015).
A major challenge to education provision in conflict-affected countries is attacks on education, including
military use of schools. There is growing recognition and evidence that these threats to education are more
wide-spread than previously understood. The report “Education Under Attack 2014” found significant
patterns of attack in 30 countries over a 5-year period, and isolated incidents in another 40 countries
(GCPEA, 2014). A report on military use of schools “Lessons in War 2015” found that in the majority of
countries with armed conflicts, including at least 26 countries in the past decade – government armed
forces and non-state armed groups have used schools and other education institutions for military
purposes (GCPEA, 2015). A recent UNICEF report entitled “Education Under Fire” detailed the results of
education under attack in the Middle East and North Africa region, including how fear of attack leads
thousands of teachers to abandon posts or parents to avoid sending children to school (UNICEF 2015).
A changing landscape of initiatives and actors: At global and country levels, a growing range of
stakeholders are engaged in addressing targeted attacks on education during armed conflict, and a plethora
of studies, guidelines, and other resources series of resources have been produced on different aspects of
the issue. Key initiatives and partnerships associated with the protection of education from attack include:

Monitoring and reporting mechanism (MRM) on grave violations against children in armed conflict:
In 2009 and 2011, the Security Council decided to list armed forces and groups who attack schools
and hospitals, as part of the MRM on grave violations against children in armed conflict. Killing and
maiming children, and committing sexual violence against children were also added. In the past, only
parties that recruit and use children in armed forces and groups were included in the annexes of the
annual monitoring report. The MRM is currently implemented in 14 countries or regions through UNled Task Forces. MRM resources have been produced since the MRM’s inception by the UN Office of
the Special Representative of the Secretary General for Children and Armed Conflict in partnership
with UNICEF. These include MRM Guidelines, an MRM Manual, and an MRM Training Toolkit.

Global Coalition to Protect Education from Attack (GCPEA): this inter-agency coalition established
in 2010 by organisations from the fields of education in emergencies, higher education, protection,
international human rights and international humanitarian law has undertaken extensive research,
advocacy, normative and technical work to address targeted attacks on education. The coalition
focuses on monitoring and reporting violations; enforcing programmatic measures for prevention
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and protection, and restriction of military use and occupation of schools. A key GCPEA initiative has
been the development of “Guidelines for Protecting Schools and Universities from Military Use
during Armed Conflict” finalized in December 2014 after extensive consultation with Member States.
The GCPEA has published a number of studies and reports, and maintains a repository of resources
on their website.

Safe Schools Declaration: in 2015, a large number of Member States adopted the Safe Schools
Declaration. Adoption signals broad political support for the protection and continuation of
education in armed conflict, and commitment to implement the new ‘Guidelines for Protecting
Schools and Universities from Military Use during Armed Conflict”. The Safe Schools Declaration was
championed by a group of States led by Norway and Argentina. As of July 2015, 39 States have signed
the declaration.
The role of Education Clusters: IASC Education Clusters and Education in Emergencies Working or Sector
Groups coordinate education in emergency responses with government and partners. Clusters are usually
co-led by UNICEF and Save the Children, often within a broader co-lead arrangement with Ministries of
Education.
In recent years, Education Clusters and EiE Working Groups have been increasingly engaged in monitoring
attacks on education and military use of schools, as a basis for advocacy, prevention and response. This is
consistent with the cluster mandate of ensuring a timely and effective education in emergency response, and
aim to ensure safe learning environments for conflict-affected children and youth. In countries with MRM
Task Forces, there are usually links with the Education Cluster, and often there is close collaboration with
Child Protection Working Groups or sub-clusters as well. In countries where MRM is not in place, Education
Clusters usually take on responsibility for monitoring. Countries in which Education Clusters have engaged
with attacks on schools/military use include Ivory Coast, State of Palestine, South Sudan, Somalia, CAR and
Ukraine.
Engagement in monitoring and reporting, prevention and response to attacks on education and military use
has become an important function of Education Clusters/EiE working groups. Thus, the global Education
Cluster partnership has identified the need to provide technical support and capacity building of education
in emergencies coordination staff in this fast evolving field as a priority.
Therefore, as a first step, the Education Cluster and the UNICEF Programme Division’s Education Section’s
Education in Emergencies Hub seek a consultant to advance outcomes against the global Education Cluster
2015-2016 workplan and UNICEF’s 2014-2017 Strategic Plan. These outcomes include:
 Reviewing existing MRM guidance resources, GCPEA guidance and resources, and other relevant
resources related to attacks on education;
 Package these for use by Education Clusters (coordination staff and partners) in the field.
The above-mentioned outcomes are needed to achieve results for children in crisis contexts.
Purpose:
Under the supervision of the global Education Cluster Coordinator (UNICEF), and in close collaboration with
UNICEF Education HQ, the Consultant will provide specialized technical assistance to the Education Cluster
Unit through technical review of existing resources; production of annotated guidance; and a report on
capacity gaps with recommendations for next steps, focused on country cluster staff needs. The work will
focus in particular on knowledge (what do cluster staff need to know), and the monitoring and reporting
aspects of attacks on education and the role of clusters therein. Attention to prevention and response will be
a smaller component of the work.
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Tasks:
The consultant will:
 Conduct a desk review of existing attacks on education and MRM guidance, resources and tools,
and identify gaps;
o Conduct a webinar to present findings, identify potential revisions and finalize the desk review
 Draft an annotated reference guide of “best” resources/tools on MRM and attacks on education,
relevant to Education Clusters/EiE working groups;
 Conduct a consultation with selected country cluster coordination staff, education cluster Rapid
Response Team members, and partners at global and country levels on 1. the annotated reference
guide, and 2. to identify capacity gaps (combination of online survey and key informant interviews,
some stakeholders will only be asked questions in regard to capacity gaps);
 On the basis of inputs from the consultations, finalise the draft annotated reference guide.
 Draft a report (including gaps and recommendations) on whether adapted/new guidance, tools
and/or training is needed for education cluster personnel to best support monitoring and reporting
processes and principles, including, but not limited to:
o Topics for consideration if new guidance, tools and/or training is needed
o Topics could include Information Management, reporting processes, data sensitivity, Do No
Harm approach considerations, and others.
o Who is best placed to follow up on each of the main recommendations with a rationale (e.g.
the global Education Cluster, GCPEA, INEE or others)
 Present final report, incorporate potential revisions based on feedback, and finalize report
Timeframe: 53 days
Start date: 26 Oct 2015
End date: 28 January 2016
Location:
The consultancy will be based remotely (home-based) with communication between UNICEF and Global
Education Cluster personnel via email and Skype.
Deliverables
Duration
(Estimated
# of days)
Deadline
1. Conduct a desk review and informational
interviews/surveys on existing attacks on education
guidance, practice and gaps, including MRM
15
13 November 2015
2. Conduct consultative webinar (approx. 1.5 hours) to
present findings, identify potential revisions and
finalize the desk review
2
17 November 2015
3. Draft an annotated reference guide of “best”
resources/tools on MRM and attacks on education
15
10 December 2015
4. Conduct a consultation on the annotated reference
guide draft as well as on capacity gaps (modality TBD,
most likely combination of on-line survey and
interviews), identify potential revisions, and finalize
the draft
5
19 December 2015
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Deliverables
Duration
(Estimated
# of days)
Deadline
5. Draft a report (including gaps and recommendations)
on whether adapted/new guidance and/or training is
needed for Global Education Cluster personnel to
best support reporting on attacks on education
14
22 January 2016
6. Present final report, identify potential revisions, and
finalize report
2
28 January 2016
TOTAL
53 days
28 January 2016
Key competences, technical background, and experience required:
 Advanced degree in International Development, Education, Social Work/Child Protection,
Humanitarian Response or a related field
 Minimum 5-10 years of mid-level professional and technical experience/familiarity in International
Development, Education, Child Protection/Social Work, Global Cluster System (Education or Child
Protection) or field related to Education in Emergencies
 Demonstrated experience in drafting technical guidance and reports used for both upstream and
downstream implementation, cluster system work, advocacy, and strategic planning purposes
 Knowledge and/or use of the MRM, Education in Emergencies, Child Protection in Emergencies,
and global cluster system (education and/or child protection clusters preferred)
 Experience working in complex crises and fragile states desirable
 Strong analytical, organizational and writing skills
 English is required; other official UN languages are assets.
How to Apply
Applicants are requested to send their submissions to Vera Simenta at UNICEF (vsimenta@unicef.org). with
subject line: Education Cluster Attacks on Education Guidance Consultant by 30 September 2015.
Applications must include:
 Cover letter,
 CV, and
 P-11 form1

Please indicate your ability, availability and daily rate (in US$) to undertake the terms of reference above.
Applications submitted without a daily rate will not be considered.
UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male
candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply
to become a part of our organization
1
P 11 form can be downloaded from our website at http://www.unicef.org/about/employ/files/Personal_History_P11.doc
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