UNICEF works in some of the worlds toughest places, to reach the worlds most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.
Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.
And we never give up.
For every child, a safe home
Pakistan was the sixth country in the world to sign and ratify the Convention on the Rights of the Child, less than one year after it was adopted by the United Nations General Assembly in 1989. However, children and adolescents living in Pakistan still face acute challenges.
UNICEF supports the Government of Pakistan to accelerate progress for children, work to achieve the Sustainable Development Goals (SDGs) and help children realize their rights under the Convention on the Rights of Children. This will be made through, among others things, strong partnerships with provincial authorities, teachers and health professionals, frontline workers and social mobilisers, communities and families, and of course the children and adolescents themselves.
In particular, UNICEF will work so that:
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Every child survives and thrives - being in good health, immunized, protected from polio and accessing nutritious food.
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Every child learns.
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Every child is protected from violence and exploitation and registered at birth.
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Every child lives in a safe and clean environment, with access to safe drinking water and adequate sanitation.
To learn more about UNICEFs work in Pakistan, please visit the country website www.unicef.org/pakistan and videos on YouTube and Vimeo
How can you make a difference?
The COVID-19 pandemic has affected education and continuity of learning with all public and private sector education institutions immediately closed across Pakistan. Some of the education facilities are also designated as isolation and quarantine centers. Apart from 23 million out of school children, closure of education institutions due to COVID-19 has directly impacted 42 million school going learners from pre-primary and primary to higher secondary and degree college levels.
UNICEF is supporting the Ministry of Federal Education and Professional Training (MoFE&PT) to develop a National Continuity of Learning Framework (NCoLF) for children in Pakistan to support the provision of learning at home to keep children learning through school closures, enhance the education system for learning in the short, medium and long term, and mitigate learning losses from school closures during COVID-19. UNICEF needs to hire the services of an international technical consultant to undertake this work.
The main objectives of the NCoLF will be to provide a holistic response for Pakistan through a national framework as the basis for direction for provinces. It will build on the immediate response measures already initiated, initial work done on the framework for UNICEF by the ILM Association and provide a structure for MoFE&PT and partners/donors to work collaboratively to utilise resources effectively. It will enable MoFE&PT to make decisions on effective and targeted resourcing in continuity of learning at the federal level to guide investments for the longer term. The framework should cover two key phases which are during school closure and post school closure and include options for schools to offer continuity of learning in case of future closures. The framework will also include scenarios for distance learning and blended learning and outline key strategies for support to students, teachers and communities to implement successful modalities of continuity of learning.
The NCoLF will ideally cover following elements;
1. An in-depth analysis of COVID-19 potential impact on learning and learning continuity of children across all provinces of Pakistan and in both the public and private sector
2. Strategies and programmes initiated from the start of COVID-19 to mitigate learning losses for children in both the formal and non-formal system across all provinces of Pakistan
3. Proposed modalities for continuity of learning including:
a. No technology, low technology and high technology options
b. Implementation options (timelines; short, medium and long term)
c. Analysis of target audience for prioritization of modalities
4. Indicative resourcing requirements for different modalities
The framework will be developed in consultation with the federal government, provincial departments and development partners.
To make a difference, you will be accountable for the following tasks and deliverables:
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Conduct desk review of existing data, national and international documents, plans, guidelines and best practices of continuity of learning in Pakistan and other countries (particularly in the region)
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Strategies and programmes initiated from the start of COVID-19 to mitigate learning losses for children in both the formal and non-formal system across all provinces of Pakistan. (This will complement a mapping exercise currently being undertaken by a partner organisation.)
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Develop a Comprehensive synopsis of initiatives across Pakistan
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Development of a National Continuity of Learning framework which includes guiding principles, options, strategies, interventions in Pakistan including at federal and provincial/area levels.
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Support in collating inputs, editing and finalizing the document
Deliverables
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Desk review of Continuity of Learning frameworks/guidelines and best practices in Pakistan and other countries (particularly in the region)
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Comprehensive review of strategies and programmes initiated
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Synopsis of initiatives
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Continuity of Learning Framework including options/strategies/ interventions for national and provincial level governments in Pakistan, best practices from Pakistan and the region and five case studies
To qualify as an advocate for every child you will have
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Advanced university degree ( Masters) in education, public policy, development or related field.
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Over 10 years of education and international development experience;
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Experience with education sector planning and education crisis-response planning
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Experience with distance and remote learning design
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Familiarity and experience with conducting quantitative and qualitative analysis
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Experience of working with Ministries of Education and development partners/groups;
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Willingness to accept the assignment at short notice;
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Flueny in English
For every Child, you demonstrate
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UNICEFs core values of Care, Respect, Integrity, Trust and Accountability and core competencies in Communication, Working with People and Drive for Results. Functional competencies required: Persuading and Influencing, Planning and organizing, Relating and Networking. View our competency framework at: 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.
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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, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles.
NOTE:
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Estimated Duration: 30 days (15 Sep to 5 December 2020)
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Consultancy is home based
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Applicants are requested to submit a financial quotation indicating monthly fee as part of the application against each deliverable.
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During the recruitment process candidates will be required to present attested and verified degrees.
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At the time the contract is awarded, the selected candidate must have in place current health insurance coverage with medical evacuation.