Consultants at the United Nations International Children's Emergency Fund (UNICEF)

Scope of Work:

Under the overall supervision of Chief Education, the consultant will be responsible for the following tasks over the course of the contract:

• Work with the Federal Ministry of Education, Universal Basic Education Commission (UBEC), and National Commission for Mass Literacy, Adult and Non-Formal Education (NMEC) to develop a national strategy for the implementation of Almajiri/Tsangaya schools in Nigeria.
• Work with UBEC and UNICEF Field Offices (FOs) to operationalize the National Framework of Action on Reducing the Number of Out of School Children in Nigeria by providing support for the organization of regional meetings and the development of state-specific costed action plans.
• Provide technical guidance and assistance to other consultants to review 1) Girl-4-Girl strategy documents, 2) draft re-entry guidelines for adolescent girls, and 3) draft national strategy on transition, retention, and completion for adolescent girls in secondary school.
• In collaboration with other colleagues, provide support for:
  • review of the existing framework for climate literacy education
  • drafting a set of curriculum standards for basic education (pre-primary, primary, and junior secondary school),
  • development and review of state policy/standards for implementation of inclusive education in selected states.
• Support situation analysis of alternative learning pathways and distance learning opportunities, including the development of a draft strategy on alternative learning pathways for Nigeria, which is led by another consultant.

Knowledge/Expertise/Skills required:

Qualifications:

• An advanced university degree (Master’s or higher) in   Education Development, Education Policy, Social Policy, International Relations, or a related field
• A minimum of 5 years of experience in education programming, documentation, and reporting.
• A minimum of 3 years of working experience with using education data to inform evidence-based decision-making to develop strategies for out-of-school children/adolescents.
• Strong knowledge of the Nigerian context and understanding of international development issues, including issues around alternative pathways to learning global best practices and out-of-school children in Nigeria.

Other skills and attributes:

• Experience working with UN agencies or other international development agencies.
• A good understanding of UNICEF’s programmatic areas.
•  Excellent written and oral communication skills, with experience translating evidence for and communicating with a broad range of actors (including government) on sensitive issues.

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Scope of Work:

To achieve the above, this internal process review exercise will examine different programmatic/thematic areas within education per the below evaluation criteria:

• Relevance: to what extent the ongoing activities and sub-activities align with and are directly linked to the specified intended output/outcome, and ultimately the set ToC?
• Logic and complexity: Is the theory of change evidenceand experience-based and do the underlying assumptions make sense in the given context and programme? What pivots may be needed to accommodate changes in the political or social context to ensure that progress toward goals is still achievable?
• Effectiveness: to what extent the ongoing activities and sub-activities are evident-based and proved to systematically lead to the achievement of the intended output?
• Efficiency: to what extent the ongoing activities and sub-activities are sufficient to achieve the intended outputs? Are there are gaps that need to be addressed to achieve the intended output?
• Cost effectiveness: to what extend the ongoing activities and sub-activities are the most cost-effective in relation to the intended output, based on global and regional evidence? Are there any other evidence-based activities and/or sub-activities that have been proven to be more cost-effective and can be tailored to the Nigerian context?

Qualifications:

• Education evaluation (preferably developmental evaluation), program design, monitoring, and program performance management
  Education, Teacher Education, sociology, education psychology

Knowledge/Expertise/Skills required:

• Experience in education evaluation (preferably developmental evaluation), program design, monitoring, and program performance management

Language requirements:

• Fluency in English is required.