Afghanistan: NFE Sector Analysis Consultants

Background and Context:

The Ministry of Education in Afghanistan developed a three years National Education Strategic Plan, NESPIII 2015-2019. Prior to the development of the education sector plan, NESP III a comprehensive sector analysis and a joint appraisal process of the education plan (NESP III) was carried out by a joint education donor group. The Education Sector analysis mainly focused on the basic education grades 1-12 but also tried to capture the linkages with literacy and non-formal education as well to TVET and higher education. However, there is still urgent need to undertake a comprehensive NFE sub sector analysis/scoping of the status of NFE and literacy, particularly focusing on youths and adults aged 15 years and above.

At the request of the Enhancement of Literacy in Afghanistan programme (ELA) donors, UNESCO Kabul planned to conduct an impact assessment evaluation of the whole ELA programme, beginning with phase on in 2008 through to the end of phase 3 in March 2018. Prior to undertaking the impact evaluation, UNESCO determined that an Evaluability Assessment (EA) was warranted, to guide the decision as to whether or not to undertake the impact evaluation; whether it was feasible and worthwhile based on comparative potential benefits, risks and costs. The EA consultations raised the possibility of conducting, a forward looking scoping/analysis of the wider NFE/literacy environment, it’s challenges and potential. The main purpose of the “NFE Sector Analysis” is to analyze the current status of the NFE sector in Afghanistan and to Identify gaps and challenges that further guide the development of the national NFE system. The analysis is intended to provide a reference for stakeholders at all levels to direct future NFE policy development at the national, provincial and local level. In addition, the NFE sector analysis will inform the development of a literacy and NFE sector strategic plan that will be aligned to the National Education Strategic Plan, NESP III 2015 – 2019. Since the NFE sector in Afghanistan still developing to the collection and analysis of data concerning the direction of NFE, in addition to NFE policy, management, access, quality and financing have a great importance on the sector’s development. In 2017, the Swedish International Development Agency (SIDA) provided additional funding through the Enhancement of Literacy in Afghanistan project (ELA) to facilitate this sector analysis. In addition, the government of the Republic of Korea granted co-funding for this sector analysis through- Support for Adult Literacy in Afghanistan project to DMoEL through UNESCO. Therefore, UNESCO would like to hire a team of International and national Experts conduct this assignment.

Purpose:

The main purpose of NFE Sector Analysis is to analyze the current status of the NFE sub-sector in Afghanistan, particularly targeting youths and adults aged 15 years and above, to identify the gaps and challenges that will further guide the development of national NFE system. The sub sector analysis is expected to provide data on central sub sector areas, such as NFE management, NFE equitable access and, quality and relevance of NFE. The findings of this NFE sector analysis is intended to inform policy makers, institutions conducting NFE activities, development partners working in Afghanistan, ELA donors, researchers working in the field as well student and professors of higher educational institutions with interest in NFE.

Scope:

The NFE sub sector analysis will mainly focus on literacy and NFE education (targeting youths and adults aged 15 years and above). The analysis is expected to be carried out through a wide scope of activities that will assess the progress and challenges throughout the sub-sector. The information will be collected and analyzed on the establishment and development of the NFE sub-sector; field work will be conducted in community learning centers/literacy classes and literacy schools to identify challenges and lessons learned in NFE implementation; survey will be administered among NFE target groups including learners, direct and indirect beneficiaries and NFE facilitators’/teachers; a study will be carried out on the appropriateness of NFE training content, methodologies and provision of teaching and learning materials; and finally, a policy recommendation will be developed in collaboration with key stakeholders in an effort to enhance the NFE sub sector activities in the years to come. The analytical and programming process proposes the following broad guiding steps for the sub-sector analysis:

Review the Afghanistan country context, including recent demographic, security, macroeconomic trends, and socio-political factors influencing the country’s education system, and labour markets and social conditions, particularly its implication for NFE.

Define/provide an operational framework for and describe the Non-Formal Education and literacy sub-sector in the Afghanistan national context, and its links to the formal education sector. Questions to include, but not be limited to: How is the subsector organized? Who are the key players? How are non-formal and literacy programmes (targeting youth and adults aged 15 years and above) designed and implemented?

Define/provide a conceptual (theory of change) framework and review the national development context and its implication on the NFE sub sector. Analyze the past developments in NFE policy, current NFE policy achievements and challenges towards policy implementation.

Analyze the past and present national education policies, strategies and plans and map government, DP and NGO actions taken, so as to assess how they have addressed the identified challenges, issues and needs.

Examine the NFE target groups/potential beneficiaries, in particular youth and adults (aged 15 years and above) and the capacity of the Literacy Department, other government Ministries and other NFE stakeholder to provide access to education services through a variety of training programmes. These includes; literacy programmes, equivalency programmes, life skills training and other NFE programmes.

Main Tasks and Responsibilities:

Desk review of the relevant documents and analysis of datasets from MoE, CSO, NRVA, MICS, out of school children study (UNICEF 2018), household surveys, literacy surveys and other relevant documents including from the Ministry of Finance.

Design and administer interviews and consultations with key MoE staff, literacy and NFE staff working at both national and sub national level, local NFE/literacy teachers/facilitators, NFE beneficiaries and learners, local community members, local government officials and administrators, Education stakeholders and development partners working in NFE Sub sector.

Design and administer focus group discussions with learners, NFE/literacy teachers and facilitators, community members and local authorities at provincial and district level.

Conduct a SWOT analysis with NFE teachers/facilitators and provincial and district local authorities.

Develop overall synthesis of NFE achievements and challenges, and make recommendations to enhance NFE policy, management, NFE quality and relevance, and NFE equitable access

Methodology:

The NFE sector Analysis will focus on four core areas: NFE equitable access, quality and relevance, appropriateness and management. The data will be gathered through (i) Interviews with and consultations with key stakeholders and beneficiaries, (ii) Individual interviews and focus group discussions with learners, facilitators/teachers, community members and local authorities and administrators, (iii) SWOT analysis with facilitators/teachers and local authorities/administrators; and (iv)develop an overall synthesis of NFE achievements and challenges, and make recommendations to enhance NFE policy, NFE quality and relevance, and NFE Equitable access.The provinces and districts where NFE sector will be carried out will be selected according to the local diversity and geography in order to gain a more representatives of a wide scope of NFE learners, stakeholders and contexts in Afghanistan.

Time and Deliverables:

S/N

Deliverables

1. A detailed inception report and action plan; a detailed outline of the evaluation process, the data collection tools and a detailed work plan for the NFE sector analysis.

2. A draft narrative report on document and analysis of datasets of MoE, NRVA, CSO, MICS and other sources.

3. A draft NFE sector Analysis report that includes achievements, lessons learned, challenges and constraints, and recommendations on the scope for new directions of youth and adult literacy programme in Afghanistan as directly derived from the evidence of the NFE Sector analysis;

4. A knowledge sharing workshop on evaluation findings and recommendations in presence of all key stakeholders;

5. A final narrative report of the NFE Sector Analysis report incorporating all the comments and feedback from stakeholders;

6. Launching and dissemination of the final NFE Sector analysis report;

Required qualifications:

(Team of 3 International Experts (NFE/Education Expert – Lead Consultant, Education Economist and A Statistician) + 5-8 National Consultants.

Academic qualifications:

A university degree preferably PhD in education, psychology, sociology or related studies in social science field is required.

Years of Work Experience:

· at least 10 years of professional experience in the evaluation/analysis of education policy development and implementation, with particular focus on Adult Literacy and Non-Formal Education. Relevant experience in education and related areas, program/project development and management in a UN system agency or organization is an asset.

· A postgraduate university degree preferably PhD in education, psychology, sociology or related studies in social science field is required. Applicants for the position of national consultant should have at least Master’s degree in similar fields.

· experience in organizational management, structures and systems, operations, capacity development, reporting, and monitoring;

· a minimum of two years of work experience in conflict-affected areas; experience in Afghanistan is highly desirable;

In addition, it is required that the international consultant will be able and willing to travel to the provincial areas covered by the programme (where security clearance is given).

Competencies

A successful candidate will be required to demonstrate the following competencies:

· Core: Integrity, Commitment, Building and maintaining partnerships, Teamwork, Communication, Creativity and Innovation, Results Based Management and Results Based Budgeting;

· Skills: Demonstrated ability to effectively work within a complex and multicultural environment, proven interpersonal and communication skills, strong technical assessment and analytical skills, and ability to organize and coordinate multiple tasks, and deliver the result within specified timelines.

For detailed information please consult the UNESCO Competency Framework

Skills and competencies

• Integrity, including a commitment to respecting institutional rules and procedures.
• Good communication skills, including capacity of dialoguing with high-level national officials.
• Ability to liaise with different stakeholders in the field of competence.
• Strong ability to manage priorities and flexibility in finding alternative options when necessary.
• Problem solving, planning, organizing and managing processes with efficiency and accuracy, excellent interpersonal skills, teamwork, and commitment.
• Good command of English. Fluency in written and spoken English. Fluency in Dari and/or Pashto is a requirement.

Application Procedure:

Candidates are requested to send their application, including a CV and cover letter (in English) before midnight (Afghanistan time), 12 Oct 2018 to k.human-resource@unesco.org