Advancing Early Childhood Education in

Central and Eastern Europe and the Commonwealth of Independent States

Invitation to Bid

  1. OVERVIEW
  1. UNICEF’s Regional Office for Central and Eastern Europe and the Commonwealth of Independent States (RO CEE/CIS) seeks the services of anexpert or an entity (such as a consultancy firm, university or other institution) with relevant expertise and experience in Early Childhood Education (ECE) and/or Education to support UNICEF’s work in Early Learning and School Readiness[1](ELSR) in the CEE/CIS Region. The work to be undertaken will contribute to advance the key ECE messages included in the 2013 CEE/CIS Education Ministerial Call for Action. More recently,UNICEF commissioned an external and independent evaluation to assess the agency’s contribution to ELSR. The work to be undertaken will also support action on the recommendations made in this Multi-country Evaluation (MCE) of Early Learning and School Readiness.[2]
  1. The principal tasks to be undertaken include:
  2. Facilitating a 2-day workshop and drafting a regional strategy on ELSR;
  3. Leading a 1.5 hour session at a forthcoming early childhood conference, on the findings, conclusions and recommendations of the MCE;
  4. Conducting 3-5 ELSR advocacy round tables in selected MCE countries and preparing associated advocacy briefs;
  5. Conducting 1 in-depth evaluation case study;
  6. Developing advocacy and communication sub-products.
  1. Start Date:15 September 2014

End Date:30 April 2015

(Details of the tasks and timelines can be found in Section IV. below.)

  1. Applications including budget estimates (“bids”) should be sent to by September 03, 2014. (See Section XIV. below.)

Terms of Reference

  1. BACKGROUND
  1. To advance RKLA 3, 20 countries from Europe and Central Asia and partners from the region and beyond came together at a Regional Ministerial Education Conference – Including all Children in Quality Learning – in Istanbul, Turkey in December, 2013. The Conference launched aCall for Action to end the exclusion of children from education and to ensure that every child is included in quality learning.
  1. The four key messages of the Call for Action are:
  • Every child in school
  • Every child learning
  • Every child learning early and enrolling on-time[3]
  • Every child supported by effective and efficient government

The Call for Action provides the opportunity to accelerate momentum for a regional initiative to expand access to quality early childhood education for the most marginalized children. The regional initiative will strengthen on-going innovative initiatives at country level, generate knowledge by identifying and documenting country level initiatives, and facilitate the exchange of good practices across countries.

  1. More recently, a UNICEF RO commissioned an external and independent evaluation. The final report of this exercise was submitted in Jul/August 2014. ThisMulti-country Evaluation(MCE) of ELSRcovered5 countries and 1 territory in the region: Armenia, Bosnia and Herzegovina, Kosovo[4], Kyrgyzstan, the former Yugoslav Republic of Macedonia, and Moldova. It was designed to assess the results of UNICEF’s support to ELSR in CEE/CIS in the period 2005-2012.
  1. The evaluation examined the regional Theory of Change for ELSR, constructed by retro-fitting UNICEF groups of main activities between 2005 and 2012 into the recently articulated UNICEF core roles and system determinants. A comprehensive evaluation framework was developed that provided areas of enquiry, indicators and sources of information for each element and linkage in the TOC. This framework guided all the MCE’s evaluation tools and activities.
  1. The evaluation concluded that:
  • UNICEF has understood the particular system challenges to ELSR in the six case countries/territory included in the evaluation. Analysis has supported relevant programming to build understanding, political commitment and a regulatory framework for flexible and cost-effective ELSR, able to extend access.
  • In all of the six cases there has been an increase in the number of children aged 3-6 who have access to some pre-schooling.
  • Social norms have increasingly recognised the importance of early learning and school readiness. However, expectations of integrated education and care provision (along the lines of traditional kindergartens) remain strong. Social norms (both within marginalised groups and within wider communities) around the involvement of marginalised groups within preschool (e.g. children with disabilities, Roma), remain a bottleneck to inclusive, equitable access.
  • UNICEF has played a central role in many of the system changes that have occurred over the evaluation period. It has been a strong advocate and voice for children’s access to early childhood education and has contributed significantly to bringing the sector onto the agenda of government and other stakeholders. UNICEF has provided policy advice and technical assistance to support legislative, policy and quality frameworks for the sector and, in so doing, it has utilised its capacity to facilitate national dialogue and knowledge exchange amongst key stakeholders to tackle marginalisation, innovate provision and emphasise the importance of early learning.
  • UNICEF has had small budgets and limited human resources for ELSR over the evaluation period but it has been one of the most consistent development partners for early childhood education in all six cases. Many of its important achievements have been through soft power that leverages its reputation, modelling experience and depth of expertise into policy advice, financial commitments, dialogue and advocacy. It has utilised its position and relationships efficiently, and combined its core roles well, to push forward its agenda and make the most of opportunities as they have arisen in a complex and evolving sector.
  • Sustainability of achievements in ELSR is mixed: in some cases there is evidence of necessary financial commitments and in all six cases the development of legislative and regulatory frameworks has been important to embed the sector into government systems and thinking.
  1. Some of the key recommendations were as follows:
  • The Theory of Change should show system determinants at sub-national levels. Being explicit about sub-national system levels will help to focus on the chain from national to sub-national systems (and hence to impact for children) in planning interventions.
  • UNICEF, headed by the RO and working with all COs, should develop a long-term vision and strategy for ELSR in the region. Equity should be at the core of this strategy, with priority given to the most marginalised children and ways to understand and respond to their different preschool needs.
  • UNICEF should strengthen its ability to navigate decentralisation. UNICEF COs may need to reconfigure and develop different working relationships with partners to bring technical support and institutional capacity development to sub-national units.
  • UNICEF should develop an extended technical document on the desirable data for the sector and the COs work with national (and increasingly sub-national) agencies, to improve data on ELSR. UNICEF RO and COs should take opportunities to support the development of integrated information systems for preschool and onwards that take the individual child as the unit of data, not aggregated data at school/centre level.
  • UNICEF should support and, if necessary, drive a research agenda that will inform medium-term understanding of school readiness, its impact on children’s schooling and life chances and those aspects of ELSR that have the most impact on children’s subsequent lives and on the lives of their families.
  • UNICEF should review how it handles inter-sectorality at regional and national levels to avoid compartmentalizingprograms and to ensure the adoption of a strategic, joined-up approach to preschool. COs should explore how linkages across sectors can be made with regard to issues of: (i) early identification and referral of disability, special needs and families in difficult socio-economic circumstances; (ii) identification and case management of out-of-pre-primary children (particularly where pre-primary is compulsory); (iii) benefits and other safety nets for the poorest and most marginalised families and young children at risk of poor outcomes; (iv) services to deal with emotional needs (and not just the physical needs) of children with disabilities or those left behind when their parents emigrate.
  • UNICEF should promote comprehensive professional development for ELSR staff that, in addition to “learning”, also includes minimum knowledge on health, development, child protection, parenting and socio-economic vulnerabilities and comprehensive assessments.
  • UNICEF RO should work with COs to strengthen the definition of core roles, identifying challenges and opportunities as well as good practices for each role. UNICEF could specify what constitutes good TA, good knowledge brokering etc. and what standards UNICEF should aim at when engaging in each core role.
  • UNICEF should strengthen its partnership with the EU and finds ways to contribute more effectively in candidate countries/territories.
  1. SCOPE OF THE ASSIGNMENT
  1. In view of the Education Ministers’ Call for Action and the evidence and recommendations provided by the MCE, the UNICEF CEE/CIS ECD Section seeks to hire an expert/entityto conduct a number of follow up activities to advance the RKLA3 agenda to ensure access, quality and equity in the provision of early childhood education.
  2. In order to further a collective, harmonized, coherent and synergetic approach, UNICEF COs need to re-examine their activities and roles and agree on ways forward. It is necessary to develop consensus around common aims and objectives as well as advocacy and programming approaches, and identify tools to monitor and evaluate results. Effective means have to be identified to offer guidance to government stakeholders (Ministries of Education, Health, others), policy-makers in the field of education and early childhood development, education practitioners, teachers, NGOs working in the area of early childhood education, and early childhood development staff in organisations both inside and outside of UNICEF.UNICEF CEE/CIS needs to develop a regional strategy, which is both robust and flexible, to chart the way forward for RKLA3.
  3. At the same time, there is a need to disseminate the findings, conclusions and recommendations of the MCE widely. In order to do so it is necessary to hold in-depth discussions with key stakeholders at the country, regional and global level. Compelling advocacy and communication products need to be created and distributed.
  1. MAIN TASKS
  1. Conduct a 2-day Workshop on RKLA 3, to articulate a Vision Statement (VS), revise and refine the Theory of Change (ToC) and develop a Regional Strategy (RS). The workshop will be conducted with UNICEF ECD Focal Points in CEE/CIS and will be based on the findings, conclusions and recommendations of the MCE as well as the views and experience of UNICEF ECD Focal Points.

Concept Note and Agenda / September 20, 2014
Facilitate 2-day workshop / October 8-9, 2014
Draft VS, ToC, & RS / October 25, 2014
Finalized VS, ToC, & RS / March 31, 2015

Deliverables and Time Line:

Venue:

Budapest, Hungary[5] (for the Workshop)

Contractor’s home base

  1. Lead a sessionat the ISSA Biennial Conferenceon the principal findings, conclusions and recommendations of the RKLA3 Multi-country Evaluation for the participants of the conference.

Deliverables and Time Line:

Power point presentation / September 25, 2014
Conduct 1.5 hour session at the ISSA Conference / October 10-12, 2014
Brief write-up of session, highlighting key issues raised by presenters and audience / October 31, 2014

Venue:

  • Budapest, Hungary
  1. Conduct 3-5 Advocacy Round Tables –in selected MCE countries to disseminate principal findings, conclusions and recommendations of the RKLA3 Multi-country Evaluation as well as those pertaining specifically to the respective countries.

Deliverables and Time Line:

3-5 half-day round tables / September 15, 2014 – June 30, 2015
6 Advocacy Briefs (one per MCE country) / September 15, 2014 – June 30, 2015

Venue (3-5 of the following):

  • Bishkek, Kyrgyz Republic
  • Chisinau, Moldova
  • Prishtina, Kosovo*
  • Sarajevo, BiH
  • Skopje, the former Yugoslav Republic of Macedonia.
  • Yerevan, Armenia
  1. Conduct 1 In-depth Evaluation Case Study in 1 of the MCE countries that build on the MCE and the Country Fact Sheets. This will be conducted in the former Yugoslav Republic of Macedonia (a detailed ToR is available in Annex 1).

Deliverables and Time Line:

1 Draft Evaluation Report / Oct 15, 2014
1 Final Evaluation Report / Nov 05, 2014

Venue:

  • Skopje, the former Yugoslav Republic of Macedonia.
  1. Engage in the production ofselected advocacy and communication sub-productsbased on the MCE

Deliverables and Time Line:

Video interview highlighting principal findings, conclusions and recommendations of the RKLA3 Multi-country Evaluation[6] / October 10-12, 2014
Policy Briefs (2) / December 15, 2014
Press Release / September 15, 2014

Venue:

  • Budapest, Hungary
  • Contractor’s home base
  1. Existing information sources
  • Published material from the Regional Ministerial Conference
  • The RKLA3 Multi-country Evaluation
  • Project and program documents from COs, RO and NYHQ
  • National and local policy, strategy and planning documents
  • Census, administrative, household survey data e.g. MICS
  • UIS data base
  • ELSR research and evaluation studies
  • UNICEF publications and reports
  • Trip reports of consultants and relevant UNICEF programme staff
  1. Roles and Responsibilities

UNICEF RKLA3 Regional Reference Group and RRG Chair

  • Provide oversight to the implementation and completion of tasks
  • Review and provide feedback on all deliverables

UNICEF Regional Office Early Childhood Development section:

  • Act as the first point of contact for the selected expert/institution
  • Provide introductory briefings to expert/entity in order to ensure that all the elements of the present terms of reference are fully understood
  • Keep up-to-date with progress and inform the reference group accordingly
  • Consolidate comments, inputs from UNICEF and provide feedback on all deliverables
  • List essential readings
  • Facilitate contacts with UNICEF country offices
  • Manage contract including clearance of deliverables and timely disbursement of funding as per payment schedule

UNICEF country offices

Concerned UNICEF Representatives and relevant staff will

  • Organize and finance local events (such as, Advocacy Round Tables)
  • Identify and facilitate contact with key stakeholders
  • Provide systematic information on UNICEF’s activities and interventions.
  • Identify relevant national documents
  • Provide feedback on the various deliverables
  • Translate advocacy and communication products into local language/s
  • Support logistics for in-country activities
  • With respect to the In-depth Evaluation Case Study (IV. Item D. above) – the country office, viz. the FYRoM Country Office will be responsible for funding and managing the study in collaboration with UNICEF RO.

Expert/Entity Team Leader

  • Responsible for budgeting, managing and successful completion of listed tasks
  • Identification and orientation of team members as relevant
  • Collecting additional data/information as needed
  • Arrange and pay for international and local travel
  • Managing and carrying out all consultations and meetings in with relevant UNICEF CO/s and RO
  • Ensuringclear communication with relevant UNICEF staff to negotiate details of products and events
  • Submitting deliverables and invoices in a timely manner

VII. Time Frame

Start Date: 15 September, 2014

End Date: 30 April, 2015

VIII.Qualifications, Specialized Knowledge/Experience and Competencies of the

expert/entity

  • Strong background in education, particularly early childhood education
  • Experience in additional related areas relevant to early chldhood e.g. health, social protection, child protection, etc. is an asset (based on the recomendation of MCE to strenghen multisectoral approaches in early childhood).
  • Previous experience of work in CEE/CIS in ECE/Educationrequired.

The Expert/TeamLeader(in the case of an entity) will have the following qualifications

  • University degree in Social Sciences/Economics and extensive experience, knowledge and expertise in Education and or ECE
  • Monitoring and Evaluation, including conducting evaluation research and different kinds of surveys; demonstrated skills in quantitative and qualitative evaluation methods
  • Excellent analytical and report writing skills
  • Excellent facilitation and presentation skills
  • Previous experience of working in ECE/Education in the CEE/CIS region
  • Fluency in English
  • Knowledge of one or more of the languages of ELSR-MCE countries is an asset

The Team Members(in case of an entity) will have the following qualifications

  • University degree in Social Sciences/ECD/Education.
  • Excellent analytical and writing skills
  • Experience in conducting/facilitation of workshops and presentations
  • Experience in monitoring, evaluationand data collection systems of ECD/ECE programmes
  • Previous experience of working in ECE/Education in the CEE/CIS region
  • Fluency in English
  • Knowledge of one or more of the languages of ELSR-MCE countries is an asset
  1. ISSUING OFFICE

UNICEF Regional Office for CEECIS, Palais des Nations, CH-1211 Geneva 10, Switzerland

  1. SUPERVISOR

The expert/entityteam leaderwill report directly to the Deepa Grover, CEE/CIS Regional Advisor, Early Childhood Development, , who is the supervisor of the assignment.

Any queries or requests for additional information should be made to the supervisor of the assignment.

  1. TRAVEL
  • In case of an entity, travel and daily subsistence allowances will be as per the rules and regulations of the contracted entity
  • UNICEF at country and regional levels will support travel facilitation (e.g. support for obtaining visas)
  • Any additional specific information regarding the time schedule, procedures, benefits, travel arrangements and other logistical issues will be discussed with successful candidate expert/entity.
  1. ESTIMATED COST OF CONSULTANCY

To be submitted by applicant expert/entity (see XIV. below and attached template).

  1. PAYMENT SCHEDULE

Payment will be made according to the following schedule.

  • 1st Installment: 30% prepayment of the total contract fee
  • 2nd Installment: 50% on satisfactory completion of deliverables to be submitted on or before November 30, 2014 (as per schedule described in Section IV. above)
  • 3rd and Final Installment: 20% on completion of all deliverables

UNICEF reserves the right to withhold all or a portion of payment if performance is unsatisfactory, if work/outputs is/are incomplete, not delivered or for failure to meet deadlines (without adequate justification that is acceptable to UNICEF).