UNICEF Rwanda

Terms of Reference

International Consultancy- Analysis of the costs of pre-primary Education in Rwanda

Consultancy Title:
Equivalent level:
Location:
Duration:
Start Date:
Reporting to: / International Consultancy: Analysis of the costs of pre-primary Education in Rwanda
P4
Kigali
3 months
March 2015
Chief of Education

Background and Purpose

Rwanda’s Education Sector Strategic Plan (2013-2018) recognizes pre-primary education and school readiness programs (informal community based initiatives and formal programs) as a vital foundation for future learning, particularly for children from disadvantaged backgrounds (p. 33). Among its priorities, it lists improved access to school readiness programs accompanied by expanded access to three years of early learning for four-to-six year olds by 2017.[1] Currently, 12.7% of children in Rwanda are enrolled in formal pre-primary education and early childhood care and development services). There are 2,074 pre-primary schools in the country[2]and 60% of Nine Years Basic Education schools have a pre-primary component.[3] The physical infrastructure is provided by the government. The teachers are often volunteers from the community and their salaries paid for by parents and communities. In 2013 – 2014, 2% of the national budget for education[4] was allocated to pre-primary education with a clear focus on expanding access by constructing facilities.

Despite the Government’s strong commitment to expand and enhance the quality of pre-primary services, the mobilization of adequate financial resources to do so remains a major challenge. This will make it difficult to guarantee and sustain access to quality pre-primary services for the most vulnerable and poor children. At present, children in urban areas have better access to pre-primary education, but access in rural or disadvantaged areas is restricted. Equally challenging are the limited information and data available on the costs of providing quality pre-primary education services to children, and the costs borne by families. At the Education Joint Sector Review Meeting in June 2014, Ministry officials highlighted the need for better analysis on the costs of providing quality pre-primary education services. A bottleneck analysis, conducted by the Early Childhood Education Working Group revealed that financial access particularly for poorer families in rural areas remains an issue. [5]

Justifications

The objective of the study is to provide technical support to the Ministry of Education (MINEDUC) and Rwandan Education Board (REB) in order to obtain evidence on the costs of providing quality pre-primary education services for young children, and to obtain information on the level of government budget supporting pre-primary initiatives at the national and district level, as well as the costs borne by families. The study will assist the government in effective financial planning for pre-primary services to ensure equitable access for all children and in particular inform how available budgets might be best used for pre-primary to ensure equitable access to quality pre-primary education.

The proposed study is highly technical, and requires sound economic and budgetary analysis experience, in addition to prior experience in conducting cost and financing analyses in developing countries.

Objectives/Specific Tasks

The analysis will answer the following questions:

  1. What is the allocation of the current education budget to pre-primary, the budget breakdown and the funding source (percentage of funds coming from government; bilateral donors and development agencies?
  2. What are the current costs of sending a child to government-aided pre-primary schools, including contributions from the government, parents, communities, civil society organisations and other sources?
  3. What are the projected costs for the period of 2015-2018 of sending a child to government-aided pre-primary school with a minimum package of quality services? Projections should also consider costs associated with implementation of a new curriculum which will come into effect in January 2016.
  4. How can the inclusion of children from vulnerable (e.g. children from VUP1 & 2 families; children with disabilities; orphans; children leaving with HIV) families be ensured?

Specific tasks include the following:

  1. Conduct a desk review of documents, studies, and related materials (policy documents, household surveys, and education statistics, education budget and allocation to pre-primary and current spending). Results of this desk review are to be reflected in the final report.
  2. Review and develop tools to collect data at the national, district and community levels and in selected government-aided pre-primary schools to examine and assess existing pre-primary services and budget allocations.
  3. Hold a briefing workshop with government officials to explain the objectives and methodology of the study.
  4. Conduct meetings and interviews with key government ministries at central level and district level.
  5. Based on the information obtained above, develop a methodology for calculating the costs of pre-primary schools attached to Nine Years Basic Education schools in targeted areas and analyze the sustainability of existing programmes.
  6. Based on the main objectives of pre-primary education listed in the ESSP, create scenarios that will demonstrate how pre-primary services can be expanded and improved and indicators for monitoring. These scenarios should include an estimation of their cost and the identification of sources for their continued funding and be reviewed against national development targets for education. Scenarios should consider the curriculum for pre-primary that is being developed as the costs will likely change, and also mechanisms that will ensure the will ensure inclusion of the most vulnerable, including the poorest; children with disabilities.
  7. Analyze financing options from social protection angle, in particular, staggered financing options to develop a scale up financing plan with equitable targeting of pre-primary to ensure access for poor families.
  8. Prepare, present and receive feedback on a draft report on the costs of pre-primary school in Rwanda with recommendations on the next steps provided to government counterparts and other stakeholders.
  9. Finalize the report based on feedback received and present findings to key stakeholders.

Methodology

The study will be conducted through a highly participatory and consultative process involving stakeholders at the central, district, community and school level as well as development partners (public, non-public, national and international including civil society). The study is expected to inform and facilitate the policy discussion on how to ensure that children from vulnerable families are able to access quality pre-primary education services.

The methodology will involve desk review and analysis of existing documents, studies, and education budget and current expenditure and data collection and in depth analysis at the national, district and community and school level to identify costs of providing pre-primary education and also the costs borne by families.

Expected Deliverables/Outputs

Major Task
/
Deliverable
/
Timeframe
/
Comments
1.
/ Conduct a desk review /
Inception Report
/
2 weeks
2.
/
Develop data collection tools and reporting format
/
Data collection instruments
/
2 weeks
/
Tools will be developed in close consultation with Early Childhood Education Working Group
3
/
Hold a briefing workshop with stakeholders
/
Workshop and report summarizing outcomes of the workshop
/
2 weeks
4.
/ Prepare a first draft of the report /

First draft of report

/

4 weeks

6.

/

Final Report and powerpoint presentation

/

Summary report

/

3 weeks

The duration of the consultancy is for a period of 3 months (12 weeks: see the proposed timeframe above); March 2015 – May 2015

Reporting

The consultant will work under the direct supervision of the Chief of Education at UNICEF and also in close contact with the focal point at UNICEF Social Policy Research Section, and Early Childhood Education focal point at the Rwanda Education Board.

Expected background and Experience of individual contractor

The post requires a highly motivated and competent person with the following qualifications:

Minimum of a Masters’ degree in economics/public financing systems, education or related field.

Minimum of 8 years of relevant experience.

Extensive experience in carrying out financial feasibility studies in the field of Education/Early Childhood Education in developing countries

Spoken and written fluency in English.

Experience of working with Ministries in other developing countries on similar issues

Good analytical, communication and, report writing skills, prior work experience in the duty station area.

Previous working experience in East Africa an asset.

Consultancy Terms and Conditions

Payment will be linked to deliverables.

First deliverable: Inception Report / 10%
Second deliverable: Workshop and report summarizing outcomes of the workshop / 40%

Third deliverable: Final Report

/ 50%

In addition, whenever the incumbent travels outside Kigali for official purposes, transport will be provided by UNICEF Rwanda office.

  • This consultancy will be 3 months starting from March 2015.
  • For the assignment, the consultant will be provided with one return airfare ticket by the most direct flights in economy class, if recruited from outside Rwanda.
  • The consultant will be provided a transport for site visits for data collection, training and official meetings. Other logistical issues will be discussed in more details with successful candidate.
  • Consultancy fee will be paid in USD.
  • UNICEF reserves the right to withhold all or a portion of payment if performance is unsatisfactory, if work/outputs is incomplete, not delivered or for failure to meet deadlines.
  • All materials developed by the consultant will remain the copyright of UNICEF and the Ministry of Education.

How to Apply

Qualified candidates are requested to submit a daily/monthly rate, cover letter, a CV and P 11 form (which can be downloaded from our website at to ith subject line “Consultancy- Analysis of the costs of pre-primary Education in Rwanda”, by cob February 26th 2015. Applications can also be sent to: Human Resources Specialist, UNICEF Rwanda, P.O. Box 381, Kigali, Rwanda

Please note that only candidates who are under serious consideration will be contacted.

In the selection of its staff, UNICEF is committed to gender balance and diversity without distinction as to race, sex or religion, and without discrimination of persons with disabilities: well qualified candidates are strongly encouraged to apply.

1

[1] 2013/2014 Education Statistics Yearbook, Ministry of Education.

[2] 2013/2014 Education Statistics Yearbook, Ministry of Education.

[3] 2013/2014 Education Statistics Yearbook, Ministry of Education.

[4] Joint Review of Education Sector, October 2014.

[5] ECE Bottleneck Analysis conducted by ECE Technical Working Group and finalized in October, 2014