Afghanistan: International Expert for the development of a National Education Policy Framework for 2030 in Afghanistan

Background and rationale:

In 2015, the Government of the Islamic Republic of Afghanistan expressed its commitment to the achievement of the 17 Sustainable Development Goals (SDGs) by 2030. In Afghanistan, a high-level Steering Committee has been convened under the Leadership of the Ministry of Economic Development to coordinate whole-of-government efforts towards the achievement of the SDGs. Within this Steering Committee, the Ministry of Education is designated as the lead government entity in Afghanistan for the development and implementation of strategies and plans for the achievement of SDG4, the education-specific SDG calling on signatory nations to ensure inclusive and quality education for all and promote lifelong learning by 2030. At the global level, SDG4 has been expanded through the Education 2030 Framework for Action to include specific targets, sub-targets, and indicators to assist signatory states to plan, measure, and monitor progress towards the achievement of SDG4. UNESCO has lead the establishment of global, regional, and sub-regional coordination structures and, through its SDG4 focal point within the Ministry of Education, Afghanistan is an active participant in the Asia-Pacific and South Asian inter-governmental networks for SDG4.

Alongside its commitment to the SDGs, the Ministry of Education has developed and finalized its third National Education Strategic Plan (NESP III), the sector-wide plan for national education in Afghanistan, which will be implemented from 2017 to 2021. The overall goal of the NESP III is to prepare skilled and competent citizens through the education system to sustain Afghanistan’s socioeconomic development and social cohesion. Under this overarching goal, there are three components (Quality and Relevance, Equitable Access, and Efficient and Transparent Management), each with its own overall objective:

1. Quality and Relevance: Learners at all levels acquire the knowledge, skills, attitudes, and values needed to be productive, healthy, and responsible citizens prepared to contribute to the welfare of society and equipped for viable employment in the national and international labor market

2. Equitable Access: Increased equitable and inclusive access to relevant, safe, and quality learning opportunities for children, youth, and adults in Afghanistan, especially women and girls

3. Efficient and Transparent Management: Transparent, cost-effective and efficient delivery of equitable quality education services at national and sub-national levels

Based on and with close reference to the NESP III, SDG4, and the Education 2030 Framework for Action, the Ministry of Education now seeks to develop a longer term policy framework and planning tool. Tentatively called a ‘National Policy Framework for Education 2030’, this document will be used by MoE to support planning towards the Education 2030 targets and regular monitoring of its progress, and will inform the development of subsequent National Education Sector Plans and rolling operational plans. The Policy Framework will define long-term goals and priorities for the education sector, and ensure their alignment with SDG4, the Education 2030 Framework for Action, and progression from the NESP objectives and targets. It is envisaged that this document will serve as a bridge between Afghanistan’s cornerstone national education documents, its current international commitments, and future education planning.

This assignment is situated in the context of UNESCO’s partnership with the Ministry of Education to enhance capacities for the achievement of SDG4 and the Education 2030 targets. This partnership is a component of UNESCO’s global Capacity Development for Education 2030 (CapED) initiative, which was created in 2003 to translate EFA advocacy into action and mobilize UNESCO’s expertise to deliver technical support to Member States in key areas of EFA. Through the CapED Programme, UNESCO has provided targeted assistance and reinforcement to national capacities to undertake evidence-based national education reforms in more than 40 countries, building on strong national ownership to drive development processes and utilizing the wide variety of technical expertise available throughout UNESCO’s Education Sector and its Specialized Institutes.

In view of the strong demand of Member States and UNESCO’s leading role for Education 2030, a specific support for the operationalization of SDG4 was introduced in 10 selected CapED countries, including Afghanistan. As part of this program, UNESCO will provide support to the 10 countries, with an initial step being the review of existing policies and plans in light of the new targets for SDG4.

Objectives:

This assignment carries the following specific objectives:

1. To build capacities inside the Ministry of Education for effective medium and long-term education planning (policy development/revision) to achieve the SDG4/Education 2030 targets;

2. To contextualize SDG4 and the Education 2030 Framework for Action to Afghanistan’s needs and requirements;

3. To develop a policy framework for Education 2030 which MoE will utilize as it develops subsequent sector-wide education plans, rolling operational plans, and monitoring tools;

4. To map education policies and legislation (the NESP III, Education Law, and other policy documents of the MoE) against the SDG4 and Education 2030 targets, and identify i) existing linkages, and ii) any additional policy requirements.

Duties and responsibilities:

The consultant will perform the following duties:

1. Provide capacity development training to relevant MoE staff on policy development, review and evaluation.

2. Support MoE consolidate and map existing policies (statements and their source documents) against the NESP priorities, SDG4 targets and Afghanistan National Peace and Development Framework, and identify any gaps in terms of MoE’s policy requirements.

3. Support MoE to develop a long term policy framework based on the above priorities, and linked to the SDG4/Education 2030 goals. This framework will contextualize the SDG4 targets to Afghanistan’s specific needs, including the identification of baselines and realistic targets through to 2030.

4. The consultant will work with MoE to draft the Policy Framework, and provide technical support to quality assure the final product.

5. Support MoE undertake an analysis of the current legal framework of education in Afghanistan, in light of SDG4 and other international commitments, and the development of recommendations for changes, where necessary, to current legislation.

6. Provide technical advice at the highest level to MoE staff and other stakeholders as needed, throughout the assignment.

7. Consult closely with MoE and key stakeholders at each stage of the assignment. All deliverables will be presented to MoE and relevant stakeholders (e.g. relevant Working Groups inside MoE, development partners)

Deliverables:

1. An Inception Report/PPT, detailing the proposed workplan, tools, methodology, and a proposed draft outline of the National Policy Framework. To be completed and presented to MoE/UNESCO two weeks after arrival in Kabul.

2. An Education Policy Review, which will include a consolidation of current policy documents, and a contextualization of existing policy priorities and statements against the SDG4/Education 2030 targets, and an identification of gaps for which additional policy is recommended.

3. An analysis of the current legal framework of education in Afghanistan, in light of SDG4 and other international commitments, and the development of recommendations for changes, where necessary, to current legislation.

4. A National Policy Framework for Education 2030. This framework will be based on current educational policy priorities, ANPDF and linked to the SDG4/Education 2030 goals. This framework will identify baselines and realistic targets up to 2030, and propose long term indicators to monitor progress towards the 2030 targets.

5. A guideline for policy development and stakeholders consultation contextualized for Afghanistan prepared.

The fees for each deliverable will be paid in USD.

Proposed dates:

August 1- December 1 (4 months, exact dates TBC)

Conditions of Work

The consultant will be provided with secure office space by UNESCO while in Kabul including equipment, office stationeries, printing, photocopying, and communication equipment.

The consultant may be required to conduct travel within the Kabul region and to selected provinces. All travel is subject to UN security clearances, and will be in UN vehicles. The UNESCO Office in Kabul will supply the vehicle when required and other logistical support (e.g. radios). Mandatory security training (three days) is required on arrival in Kabul.

Accommodation will be arranged by the UNESCO Office in Kabul and will be in premises cleared by the United Nations Department of Safety and Security (UNDSS) in Afghanistan.

Due to the need to engage with MoE staff and partners through regular, and detailed, consultative meetings and technical working groups, it is required that the international expert be based in Kabul for the duration of this assignment. Frequent travel to the Ministry of Education will be required. A period of time away from Afghanistan during the consultancy for the purposes of rest and recuperation can be negotiated.

Supervisory arrangements:

The consultancy will be undertaken under the overall supervision of the Director and Representative of the UNESCO Office in Afghanistan and the direct supervision of the Chief of Education and Project Coordinator, Capacity Development for Education 2030 (CapED ) program. The work will be guided closely by MoE, represented through the Director General Policy and Planning and the Director of the Policy Unit of the Afghanistan Ministry of Education.

Qualifications:

1. Advanced university degree in education, development studies, or the social sciences, preferably with a focus on educational planning.

2. At least 10 years of relevant work experience in educational planning/management.

3. Experience in educational consultancy or development work at the international level is strongly preferred.

4. Excellent understanding of education systems, policies, the Sustainable Development Goals and the Education 2030 Framework for Action.

5. Advanced cross-cultural communication skills

6. High-level drafting and communication capacity in English. Experience working in Afghanistan or a post-conflict environment is an asset.

Candidates are requested to send their application, including a CV (one in free format and one in the UNESCO format, available at https://en.unesco.org/careers/media/3705 ) and cover letter (in English) briefly outlining the methodology and activity plan proposed for completing the defined deliverable within the designated time period to the UNESCO Kabul email ki.consultant@unesco.org before midnight (Afghanistan time), June 30 2017.

All applications must be submitted by email, including the assignment title in the email subject line.