UNICEF Myanmar Terms Of Reference (TOR) for Individual Consultant (International):
Mainstreaming Gender in Myanmar’s National Education Sector Plan
Heading: Individual Consultant for Mainstreaming Gender in the Ministry of Education’s National Education Sector Plan (NESP) in Myanmar (INTERNATIONAL)Section in Charge: Education
How does the consultancy relate to work plan:The consultancy supports development of the Ministry of Education’s National Education Sector Plan (NESP) under Activity 5.2 of the 2014-15 BEGE Work Plan with Ministry of Education: ‘Conflict-sensitive Costed Education Sector Plans and related tools developed’ (0600/AO/04//105/005/02)
Outcome reference: Increased number of children accessing and completing quality education in targeted townships
Output reference: Evidence-based education policies, legislation, sector plans and sector reform processes are developed under the leadership of the Government of Myanmar, through participatory approaches, which are conflict-sensitive and promote equity, inclusion and sustainable peace
- Background:
Phases 1 and 2 of the CESR have been completed and established an extensive evidence base on the situation of education in Myanmar. This research work has been supported by additional analysis undertaken by the Education Promotion Implementation Committee (EPIC), appointed by the Office of the President.
In Phase 3 of the CESR, launched in August 2014, the CESR recommendations and EPIC polices are providing senior MoE officials with the evidence to inform decisions on the targets, strategies and programs to be included in Myanmar’s first National Education Sector Plan (NESP) for the period 2016-21.
Currently, CESR officers, with the support of national and international technical advisers, are drafting chapters for the NESP, based on an NESP Chapter Outline and Drafting Guide (please find attached). These “zero” draft chapters will be the basis for extensive consultations with education stakeholders and for subsequent drafts before reaching consensus on a national vision for education as embodied in the final version of the NESP.
The NESP Chapter Outline and Drafting Guide places gender within a chapter on non-formal education and disability. Based on subsequent discussions, the current consultancy aims to ensure that gender is effectively mainstreamed and gender equality promoted throughout the NESP, in line with international norms and good practices.[1]
Concurrently, the Ministry of Education aredrafting a new curriculum and textbooks for KG- secondary level, supported by JICA. The consultancy provides an opportunity to leverage influence for ensuring gender sensitivity in curriculum and materials design.
- Objectives of the consultancy:
The objective of the consultancy is to provide technical support to assist MoE to:
(A) complete a summary Synopsis Paper on Gender in Education for the NESP;
(B) ensure that gender analysis and interventions to promote gender equality are proposed for each chapter of the NESP, (as per Figure 1 below)
(C) prepare recommendations for making the final draft NESP consistent with Global Partnership for Education (GPE) and UN Girls’ Education Initiative (UNGEI) guidance on mainstreaming gender in education sector planning and promoting gender equality in education outcomes
(D) strengthen mainstreaming of gender sensitivity into curriculum and materials design
Fig 1: NESP – Outline
Chapter 1: / Introduction
Chapter 2: / Situation of Education Sector in Myanmar in 2014
Chapter 3: / ECCD
Chapter 4: / Primary
Chapter 5: / Secondary
Chapter 6: / Teacher education
Chapter 7: / TVET
Chapter 8: / Higher
Chapter 9: / NFE, children with disabilities and gender
Chapter 10: / School-based quality assurance/inspection/parental oversight mechanisms and student assessment and national examinations
Chapter 11: / Sector coordination, program management and accountability for results
Chapter 12: / Financing the NESP
Chapter 13: / NESP Performance Measurement System (including monitoring & evaluation)
Chapter 14: / Capacity development and partnerships
Chapter 15: / On-going and planned development partner, civil society, non-state actors and private sector support for the NESP
Bibliography of reference materials
Existing analysis of national averages shows that in terms of access, parity has been virtually reached at all levels, with completion rates equally low for both boys and girls. Gender parity decreases at each stage of the educational ladder, with rates for girls slightly higher than boys in higher levels of education. National averages, however, mask disparities at State/Region and Township levels, with disparity in favour of girls in some eastern parts of the country and in favour of boys in the west. The current analysis, should also go beyond parity, and consider how far gender quality in education outcomes has been achieved in Myanmar. It should assess the realisation of education rights from the perspective of boys, girls, women and men, with particular attention to disparities by geographical location (urban/rural), state/region, wealth quintile, ethnicity, disability and other intersectional factors which may act as barriers and affect boys and girls unequally. While boys and girls may be dropping out of school in similar rates, the analysis should examine whether the root causes differ along gender lines, and drill down into the reasons for significant gender imbalances in higher education levels. Analysis of gender issues in education systems supported by Non-State Actors is also required, to the extent data is available.
Inter-sectoral issues such as WASH and school health should also be considered, as well as coordination and institutional systems and capacity for mainstreaming gender into policy, planning and programming.
From a rights perspective, the analysis should consider rights to education, rights in education and rights through education in Myanmar, covering access, quality and management issues, and including ECD, primary (including monastic), secondary, higher education and TVET; formal and non-formal education; teacher education, and private education.
Potential bottlenecks and barriers relating to the enabling environment (including social norms, policy and legislation), supply and delivery, and demand and utilisation of servicesshould also be analysed, particularly in the ways these affect boys and girls differently. Differing patterns in conflict and emergency-affected areas should also be considered, in government as well as non-government controlled areas.
Particular attention should be paid to transitions between different levels of education, and the patterns of difference between boys and girls.Gender issues in teacher education, deployment and management, including practical as well as strategic needs of male and female teachers should also be examined.As well as rights issues, the analysis should also consider gender from the lens of ‘smart economics’, and examinelinks to the market economy, including differences between employment outcomes for boys and girls with differing levels of education.
In addition to comments with recommendations and a gender analysis section for each chapter of the NESP, the consultant is expected to prepare a Synopsis paper,10-15 pages, which present major findings from the gender analysis, makes general recommendations for mainstreaming gender throughout education reform, and gives specific comments and recommendations for the drafting and finalisation of the NESP.
To leverage influence in the drafting of the new curriculum and textbooks, supported by JICA, the consultant will also conduct a workshop for the MoE’s Curriculum Development Committee to build knowledge and skills for ensuring gender sensitivity in curriculum and materials design.
Approach
The Consultant should adopt a capacity development approach, which engages government counterparts and strengthens individual and institutional capacity for gender analysis, as well as utilisation of gender analysisin planning, programming, and monitoring.
- Geographic Area:
- Duration (including potential extension): 23 March – 15 July 2015; 45 working days (25 at home base; 20 in-country)
- Supervisor:Jane Davies, Education Specialist (Policy), BEGE
- Type of Supervision/support required from UNICEF:
- Description of assignment:
Tasks / End Product/deliverables / Duration/
Deadline
- (At home base)
Examine gender mainstreaming process indicators; identify what mechanisms already exist
Identify data and analysis gaps
Provide initial feedback/inputs to strengthen gender mainstreaming in each chapter of the NESP
Draft agenda, materials checklist and/or other tools for Workshop for MoE’s Curriculum Development Committee on Gender Sensitivity in Curriculum and Materials Design /
- Inception Report, which includes:
- Initial review of NESP draft chapters from a gender lens, assessing how far drafts capture gender issues relating to rights to education, rights in education and rights through education in Myanmar, covering access, quality and management issues, including ECD, primary, secondary, higher education and TVET; formal and non-formal education; teacher education, private education; institutional arrangements.
- Identification of data, analysis and process indicator gaps, as well as strengths in the NESP draft
- Setof draft recommendations for strengthening gender in the whole NESP document, as well as in each draft chapter
- Draft agenda, materials, checklist and/or other tools for Workshop
(5 days)
1 week from start of contract
- (In Myanmar)
(b)Conduct workshop with Curriculum Development Committee to build capacity in gender sensitivity in curriculum and materials design /
- (a) PowerPointon key issues, findings, recommendations
(20days)
- (In Myanmar)
- Three stakeholder workshops for:
- CESR Officers
- ETWG and DPs
- MoE decision-makers
(5 days)
- (At home base)
Produce comments and recommendations for strengthening gender sensitivity in curriculum and materials design for Curriculum Team / 4.
- Draft Synopsis Paper on Gender for NESP(10-15 pages), incorporating feedback and comments from consultations;
- Comments on NESP draft chapterswith ‘gender sections’
- Matrix of who needs to do whatto follow up on recommendations
- PPT for presentation to key stakeholders
- Draft one-two page Advocacy Briefsummarising overall analysis and key recommendations
- Guidance Notesfor Curriculum Team
(10 days)
- At home base
- Final Synopsis Paper on Gender in Education for NESP (10-15 pages), including set of recommendations for making the final draft NESP consistent with GPE and UNGEI guidance on mainstreaming gender in education sector planning and promoting gender equality in education outcomesfurther strengthening of gender in education in Myanmar
- Updated matrix of who needs to do whatto follow up on recommendations
- Updated PPT for presentation to key stakeholders
- Final one-two page Advocacy Brief
(5 days)
- Advertisement / Invitation / Request for Expression of Interest
HR Section will be responsible for publishing the advertisement; BEGE Section will also share through their networks
- Selection process (EOI to be attached to TOR)
The consultant will be identified by UNICEF based on a competitive selection process, taking into account the candidate’s experience, the quality of the answers produced, and the lump-sum requested.
UNICEF may require a telephone interview with shortlisted candidates.
- Qualification and specialized knowledge/experience required for the assignment:
- Advanced degree in education, education policy/management/planning,social science, or related field
- Minimum of 8 years of relevant development experience, preferably working in government and development partner organisations at senior level
- Extensive experience of gender analysis, and mainstreaming gender, rights, and gender equality into strategic planning; ; curriculum development experience an advantage
- Strong analytical skills, practical experience with strategy and programme development, and a sound understanding of gender and rights issues in the education sector
- Demonstrated experience in working effectively in multi-cultural environments, with government and other stakeholders, including at senior levels
- Excellent communication, facilitationand interpersonal skills
- High level English writing skills,as demonstrated by the ability to write reports and other documents, and to use IT software packages including MS Office.
- Work experience in Myanmar and/or the Southeast Asia region an advantage
- Myanmar language is an asset
- Other conditions:
If travel is required, costs will be reimbursed at actual cost, based on receipts submitted
The consultantis required to provide a personal laptop for his/her work
Life and health insurance
UNICEF does not provide or arrange life or health insurance coverage for consultants and individual contractors, and consultants and individual contractors are not eligible to participate in the life or health insurance schemes available to United Nations staff members. Consultants and individual contractors are fully responsible for arranging, at their own expense, such life, health and other forms of insurance covering the period of their services as they consider appropriate. The responsibility of UNICEF is limited solely to the payment of compensation for service-incurred death, injury or illness as per the provisions detailed below.
Insurance for service-incurred death, injury or illness
Consultants and individual contractors who are authorized to travel at UNICEF expense or who are required under their contract to perform services in a UNICEF or United Nations office shall be provided with insurance coverage, through a UNICEF-retained third party insurance provider, covering death, injury and illness attributable to the performance of official UNICEF duties. Compensation in the event of service-incurred death, injury or illness shall be equivalent to amounts stipulated in the agreement between UNICEF and the insurance provider.
Confidentiality:
The documents produced during the period of this consultancy will be treated as strictly confidential, and the rights of distribution and/ or publication will reside solely with UNICEF.
The contract signed with the consultant will include the other general terms defined by UNICEF.
- Nature of Penalty Clause to be stipulated in the contract:
Attachment 1: NESP Chapter Outline and Drafting Guide
Introduction
- Following discussions with the CESR Task Manager and Team Leaders it was agreed that it would be useful to have a structured chapter outline to assist CESR colleagues with drafting each of the eight sub-sector chapters that will be listed in the NESP[2].
- A structured chapter outline will support one of the key goals of the development of the NESP – to build the capacity of MoE and line ministry officers to draft a quality, evidence-based five-year sector plan.
- In addition, it is hoped that a consensus-based outline will make it easier for national and international experts to provide advice and support to assist CESR Team Leaders to draft quality sub-sector chapters.
- In developing this outline special attention has been paid to presenting evidence in a logical and concise way that leads to the identification of programs and targets that will contribute to measurable improvements in service delivery.
- The methodology explaining the change process from context to challenges to programs and targets is shown below in Figure 1.
Figure 1: Evidence and context-based change process