****1.****Background:
Education is a human right and is at the center of promoting equity, justice and prosperity in society. While there has been considerable progress on increasing school enrolment over the last two decades, there are still 58 million children of primary school age and 63 million adolescents of lower secondary school age who are excluded from education. Half of these children live in countries affected by conflict. More than half are girls. Many are children from poor families, rural areas or ethnic minorities. But, despite serious limitations in the available data, it is clear that children with disabilities face some of the most severe barriers to going to school. It is estimated that there are between 93 and 150 million children with disabilities in the world today. There is also compelling evidence that children with disabilities are less likely to ever go to school, less likely to learn essential skills if they do go to school, and more likely to drop out before completing a full course of education. Exclusion from education places children with disabilities at a disadvantage for the rest of their lives, putting them at higher risk of negative social and economic consequences such as poverty, neglect, abuse and isolation, and preventing their full participation in society.
UNICEF is committed to the protection and promotion of the right to education, both as a right in itself but also as an enabler for the realization of other human rights and fundamental freedoms by all children, including children with disabilities. This commitment is reflected in UNICEF’s Strategic Plan 2014-2017, which has for the first time included indicators on inclusive education that address the rights of children with disabilities.
UNICEF is currently focusing on the following areas in its work on inclusive education for children with disabilities:
a) Improving data. UNICEF is supporting activities aimed at strengthening evidence-based policy making by collecting better data on children with disabilities. A household survey module on inclusive education is being developed for use in the next round of Multiple Indicator Cluster Surveys (MICS) starting in 2016. In parallel with this work, UNICEF has recently launched a project to enhance the existing Education Management Information Systems (EMIS) in partner countries to collect data on both children with disabilities who are in school as well as the accessibility of the schools themselves.
b) Advocacy. UNICEF engages in a range of advocacy activities aimed at promoting inclusive education, often in collaboration with partners from the Global Partnership for Children with Disabilities (GPCwD) and the Global Partnership for Education (GPE) working group on Inclusive Education.
c) Innovation. UNICEF is supporting the development of innovative and cost-effective solutions for inclusive education, including the application of new technologies to assistive devices and accessible learning materials.
d) Capacity building. UNICEF has been supporting the development of technical booklets, webinars and guidelines aimed at building the capacity of practitioners, policy makers and technical staff in partner countries. These resources are due to be published during the first quarter of 2015.
e) REAP. UNICEF has been implementing the Rights, Education, and Protection (REAP) project with support from the Australian Government, aimed at enhancing education and child protection systems to be sensitive, responsive and inclusive of children with disabilities. The first phase of the REAP project will finish in June 2015. A proposal for a second phase is currently being developed, building on the lessons learned during the first phase.
2.Purpose:
A consultant is required to coordinate and assist with the implementation of activities on inclusive education for children with disabilities under UNICEF Education Section’s 2015 work plan. This work will include:
A. Support for the development of the household survey module;
B. Coordination and quality assurance of the EMIS project;
C. The production of advocacy materialson inclusive education;
D. Support for partnerships with GPCwD and GPE;
E. Support the implementation of the second phase of REAP.
3. Timing and Remuneration:
The consultant is required for a total of 160 days (equivalent to around 8 months of full time work) between 30 March and 31 December 2015, according to the following expected breakdown:
As a long term consultancy with on-going responsibilities throughout the year, the consultant will be paid on a monthly basis. Although the exact number of days worked in each month will be negotiable, it is expected that the consultant will work for around 16 days in each month. The total number of days worked during 2015 will be limited to 160.
4. Key competences, technical background, and experience required:
· Advanced degree in education or similar subject. A qualification in inclusive education or special education would be an advantage.
· At least 5 years of professional work experience in education system development. At least two years of experience in at least two UNICEF programme countries would be an advantage.
· At least 3 years of experience in the field of inclusive education. Experience on other issues related to disability, gender, human rights, and education in emergencies would be an advantage.
· A strong track record in education programme design and management. Experience in research and evaluation would be an advantage.
· Familiarity with rights-based approaches, the Convention on the Rights of the Child, and the Convention on the Rights of Persons with Disabilities. An understanding of UNICEF’s education programme and priorities would be an advantage.
· Familiarity with information and communication technologies (ICT) for knowledge management.
5. Duty Station and Travel:
The consultant will be based in NYHQ but may choose to work remotely for agreed periods. No travel to Programme Countries is currently envisaged although it is possible that the consultant may be invited to attend up to two key events outside New York.
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