Consultant: Policy and Network Analysis for Can’t Wait to Learn Programme

War Child Holland (WCH) is an independent and impartial international non-governmental organization (INGO), with programme offices in fourteen countries, investing in a peaceful future for children and young people affected by armed conflict. We strive to empower children and young people while enabling adults to bring about positive and lasting change in the lives of conflict affected children and young people. In the WCH strategy 2016 – 2025, WCH’s Research and Development (R&D) department is responsible for the rigorous development and evaluation of a holistic, multi-level and interconnected care system with interventions focused on child protection, education and psychosocial support and supportive approaches enabling accessibility and quality.

Programme background:

Some 59 million children in countries affected by armed conflict are out of school. Furthermore, under investment in schooling systems and infrastructures and lack of teachers has meant that entire generations of children and youth are denied the right to education. Can’t Wait to Learn provides a highly effective and cost-efficient solution to close the education gap for millions of children around the world affected by conflict. It is a digital tablet-based innovation programme providing children access to quality education, in both formal school settings or inside their communities. It offers children the opportunity to (continue to) learn to read, write and count through a self-paced digital game, which is specifically created to reflect their world and context. We work together with Ministries of Education to ensure that learning objectives are based on the national curricula. Children’s progress is monitored and used for further improvements of the programme. The programme is currently operational in Jordan, Lebanon, Sudan, Uganda and Chad.

Can’t Wait to Learn is evidence-based and has been extensively trialled and tested. The programme has been informed by research and evidence since its inception. Studies have been undertaken to prove that the concept works in different settings. Learning progress has been monitored and feedback from users serves to inform and improve all game content. Research has shown that educative gaming is an effective learning tool that delivers excellent results – for both girls and boys. Our trials have indicated that the possibilities for programme expansion are significant – the model promises to be empowering, flexible and cost-effective at wide scale. Can’t Wait to Learn programme has entered into a new research phase thanks to the funding from International Development Research Centre (IDRC) and The Global Partnership for Education (GPE) through Knowledge and Innovation Exchange (KIX) initiative. The research aims to generate knowledge and evidence on how to adapt and scale an education programme in conflict-affected countries and is currently being carried out in Uganda, Sudan and Chad. More information on CWTL and its current research agenda can be found here.

Purpose of the assignment:

War Child Holland is seeking a consultant to lead policy network analysis-based project for up to a year on Uganda, Sudan and Chad’s education policies and systems. The analysis aims to identify the pivotal factors, networks, individuals, relationships, roles and conditions in the development and implementation of education policy, with particular focus on education technology (EdTech). It will also examine the roadblocks that stand in the way and the needs to achieve the EdTech scale-up in conflict-affected countries. The consultant will work alongside the War Child Holland’s Research & Development team. The consultant will contribute with specific technical expertise in conducting policy and network analysis modelling applied to Chad, Sudan and Uganda. Furthermore, the consultant will be involved in discussions and conduct key informant interviews with key actors in education policy development and implementation. The consultant will be conducting three analyses; one in Uganda, one in Chad and one in Sudan, which will inform a policy brief with recommendations for the integration and scaling up EdTech within the education systems of countries affected by conflict.

Research questions include:

1. Who and what are the key actors, networks, power dynamics and other influencing factors in education policy development in Chad, Uganda and Sudan?

2. How education technology is framed within the respective education policies?

3. What are the facilitating factors and barriers in policy implementation in the respective countries?

4. What are the key factors and drivers in implementing and scaling up EdTech within the education systems of Uganda, Sudan and Chad?

Expected outputs include:

· A total of three reports (one per research country).

· A policy brief with recommendations for the integration and scale up of education technology within the education systems of countries affected by conflict.

· Minimum three presentations on the analysis of findings.

Required skills and experience:

• Relevant academic degree or studies in political sciences, policy-oriented field, international development, conflict or social studies, education or economics.
• Extensive knowledge of conflict affected emergency, post-emergency or developing countries.
• Experience conducting policy research and developing methods, tools and models for analysing policy and policy networks.
• Experience in designing and conducting interviews with government officials and policy makers.
• Fluency in English is absolutely essential as communication with War Child Holland’s Research & Development team will be in English.
• Fluency in Arabic and French is necessary. Candidates who are fluent in English and one of these languages are still encouraged to apply.
• Ability to develop external relationships with government agencies, national coalitions, or other potential partners.
• Excellent interpersonal skills, with demonstrated experience working in multiple stakeholder programmes.
• Ability to communicate in clear and inspiring ways, adapting appropriately to the environment, audience and culture.
• Demonstrated interest and knowledge of EdTech and education policy issues in Uganda, Chad and Sudan are essential.
• Previous experience in working with education stakeholders, education sector donors, Ministries of Education is desirable.

Period: We anticipate the assignment to start as quickly as possible and continue up to a year with possibility of extension.

Location of work: This is a home-based position open to all qualified candidates globally. This role will include presentations to key education stakeholders in research implementing countries.

Language requirements: The ideal candidate for this position is fluent in English, French and Arabic as the analysis of national education policies and key informant interviews with key actors will be conducted. However, we still encourage candidates who are fluent in English and in one of the other languages (either Arabic or French) to apply on condition that all the translation costs to be covered by themselves.