International Consultant on Inclusive Education Policy Development – 9 Months

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And we never give up.

For every child, inclusion!

  Background:
This assignment is part of UNICEF’s flagship programming initiative on Equity and Inclusion in education in Lebanon. The programme aims to support the most marginalized children to access quality education and integrated services which address multiple needs, including a focus on children with disabilities (CWD), refugees, out of school children (OOSC), stateless children, most vulnerable women and girls, and the poorest.

The Lebanese Education system enrolls nearly 1.1 million students, of which approximately 65% of students in Lebanon attend private schools. The out-of-school rate for primary and secondary school aged children is extremely high. It is estimated that 21% of Lebanese children were out of school in 2019/2020. Since 2012, Lebanon has experienced one of the largest influxes of Syrian refugees – with more than 356,000 Syrian refugee children in enrolled in formal and non-formal education in 2019 and 400,000 refugee children remaining out of learning. The CWD and OOSC continue to face considerable barriers to accessing education opportunities in Lebanon. It includes prevailing harmful social norms and attitudes towards disability inclusion, a lack of budgetary allocations supporting inclusion to the public education system, limited teacher capacity, a lack of effective teaching strategies to provide appropriate instruction, and limited access to schools and centers with adequate facilities.

Lebanon ratified the Convention on the Rights of the Child (CRC) in 1991 and has exhibited commitment to improving the condition of the child and protecting its well-being. Lebanon was also among the first to sign the Convention on the Rights of Persons with Disabilities (CRPD) in 2007 but has yet to ratify the Convention and implement the articles of Law 220/2000 to secure the inclusion of people with disabilities.

The COVID-19 pandemic further reinforced the existing vulnerabilities and deepened inequities in access to education, social and other services. Distance learning became more challenging for refugee children and children with intellectual disabilities,

especially those with attention problems and autism since caregivers’ support was vital to the educational process’s organization. The reoccurring challenges caregivers and service providers faced were poor internet connection and limited accessibility to a device. Professional community and public mindset remained a barrier, coupled with a lack of e-learning and teaching experience, which placed children in more vulnerable positions in ensuring the right to education.

Ensuring that inclusive education opportunities are available for the most vulnerable children and families is essential for UNICEF’s work in the education sector in Lebanon. For this, UNICEF supported the Ministry of Education’s implementation of the pilot inclusive education project in 30 public schools and included the girls and boys with disabilities in non-formal education programmes. UNICEF has focused strongly on capacity building, provision of specialized services, developing policies and procedures around inclusion, and advocacy and technical support. Moreover, the IE Pilot Project has generated evidence-based data that would be used to inform the development of the Inclusive Education Policy of Lebanon. For the 2021-2022 scholastic year, the number of inclusive schools will be increased to a total of 60 public schools. UNICEF has also supported inclusion of CWD in the non-formal education programmes and provided education and rehabilitation services to children with moderate and severe disabilities through the network of the specialized civil society organizations.

In the light of the above, Ministry of Education and Higher Education (MEHE), with the technical support of UNICEF, is planning to develop a National Inclusive Education policy and its implementation roadmap.

Purpose of the consultancy:
The overall objective of the consultancy is to provide technical support to MEHE for advancing the development of inclusive education policies in Lebanon. The Consultant will also guide the further development process, including designing a Policy Framework and a Roadmap for its implementation.

The policy development process will require a thorough discussion with MEHE and other stakeholders and will provide recommendations on what can be done in a multiple crisis environment. These recommendations will look at what is feasible to implement with existing human and financial resources or through resources that can be mobilized.

How can you make a difference?

Scope of work:
The Consultant will undertake a desk review of relevant documentation on inclusive education policies and practices in and outside Lebanon, especially in the MENA region, as may be appropriate with a view of identifying milestones and bottlenecks and a justification for an adequate regulatory framework.

The Consultant will conduct a scoping mission to Lebanon to determine the policy and programme environment and realities and make feasible recommendations on developing a national policy framework and its roadmap, including a timeline and methodology. The Consultant will discuss/agree on the purpose, its specific objectives, the resources required, and who will be contributing – and in what manner, to the policy framework and roadmap for its implementation.

The Consultant will also examine the extent of mainstreaming inclusive education policy provisions in different sectors and identify complementary national policy practices, legislative provisions and gaps on disability inclusion, gender, and out-of-school children against the CRDP General Comment #4 on Inclusive Education. The Consultant should be able to incorporate best fit practices which will be socially and culturally equitable, gender sensitive, ecologically effective, economically efficient, and reflective of stakeholders needs. 

Where necessary, he/she will consult relevant Ministries, Departments and Agencies and civil society actors to capture more ideas. In addition, the Consultant will assess the regional and global experiences in using the WHO International Classification of Functioning, Disability and Health (ICF) in inclusive education, data collection and reporting, and empower partners and stakeholders to use the ICF model as a map to identify relevant information and understand the complex interactions between functioning and contextual factors.

Under the overall guidance of the UNICEF Education Specialist, the Consultant will work closely with the MEHE team and other relevant partners and counterparts to provide operational leadership and relevant technical expertise and assistance to manage and implement the development of a Policy Framework and a Roadmap for its implementation.

In agreement with the Supervisor, the International Consultant will draft a work plan based on the key deliverables upon initiating the consultancy. Depending on the rapidly changing needs, some adjustments may be required to the deliverables.

 

Work Assignment Expected Results

Tasks/Milestone 1: Conduct a Desk Review of relevant documentation on inclusive education policies and practices in and outside Lebanon, especially in the MENA region

Deliverables/Outputs 1: Submission of a Desk review Report with the identified milestones and bottlenecks and a justification for an adequate regulatory framework.

Timeline 1: Within the two initial months from the start of consultancy.

Tasks/Milestone 2: Conduct a scoping mission to determine the policy and programmatic environment and realities.

Deliverables/Outputs 2: Submission of a mission report summarizing the results of the key informant interviews and observations and the Recommendations on methodology and timeline for developing a national policy framework and its roadmap, developed in consultation with the MEHE.

Timeline 2: Within the first quarter from the start of consultancy.

Tasks/Milestone 3:Assess the mainstreaming inclusive education policy provisions in different sectors and identify complementary national policy practices, legislative provisions and gaps on disability inclusion, gender, and out-of-school children against the CRPD General Comment #4 on the Right to Inclusive Education.

Deliverables/Outputs 3:Submission of the assessment report with recommendations.

Timeline 3: Within the first quarter from the start of consultancy.

Tasks/Milestone 4:Assess the regional and global experiences in using the ICF in inclusive education and build understanding and capacities of partners and stakeholders on the use of ICF in education data collection and reporting. Submission of the assessment report and a wider proposal on the use of the ICF Lebanon.

Deliverables/Outputs 4:Conducted Workshop on how to use the ICF model as a map to identify relevant information and understand the complex interactions between functioning and contextual factors. Submission of agenda and workshop materials.

Timeline 4: Within the second quarter from the start of consultancy.

Tasks/Milestone 5:Conduct a consultative strategic planning exercise with MEHE, CERD and relevant stakeholders to develop policy outline; conduct the second mission to Lebanon.
Conducted strategic planning workshop with partners, bilateral and team meetings.

Deliverables/Outputs 5: Submission of agenda and workshop materials.
Submission of a mission report summarizing the results of a consultative process.

Timeline 5: Within the second quarter from the start of the consultancy.

Tasks/Milestone 6:Provide operational leadership and relevant technical expertise and assistance to guide the development of a Policy Framework and a Roadmap for its implementation.

Deliverables/Outputs 6: Submission of the draft Policy Framework and its Implementation RoadMap developed in consultation with MEHE/DOPS and UNICEF.

Timelien 6: Within the third quarter from the start of the consultancy.

Tasks/Milestone 7:Develop quarterly work plans

Deliverables/Outputs 7: Workplan to be developed based on the key deliverables.

Timeline 7: First work plan to be developed two days after the inception meeting.

Tasks/Milestone 8: Update the DOPS Director and UNICEF Education Specialist on progress.

Deliverables/Outputs 8: Biweekly debrief on progress with a monthly written report on progress against work plan at the end of each month.

Timeline 8: From the start till end August 2022. Monthly progress report at the end of every month.

To qualify as an advocate for every child you will have:

• Education: An Advanced University Degree in one or more of the following areas: Education, Psychology, Social Sciences, or other relevant degree
• Minimum eight years professional work experience in education, gender and disability inclusion or related field.
  Previous experience of working in MENA countries or transition countries is an asset.
  Proven experience working with government and ministries on policy development.
  Familiarity with UNICEF’s mission and mandate is an asset.
• Strong background in inclusive education programming, pedagogy, education policy and systems development. Expertise in the International Classification Functioning (ICF) would be considered an asset.
  Previous work on gender mainstreaming or disability inclusion is an asset.
  Fluency in English is required; knowledge of French or Arabic would be considered an asset.
  Excellent analytical and report writing skills is essential.
  Ability to work in a team and as a team leader.
  Strong interest in the topic.

For every Child, you demonstrate Integrity:

UNICEF’s values of Care, Respect, Integrity, Trust, and Accountability (CRITA) and core competencies in Communication, Working with People and Drive for Results.

To view our competency framework, please visit here.

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UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.

UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.

 

Remarks:

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws.