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1. Duty station :Addis Ababa

2. Scope of assistance : Ethiopia

3. Title:Consultant

4. Period :August to October 2024

5. Deadline to apply (midnight, Ethiopia time):   11 August 2024

6. Supervisor

The position will be established under the overall authority of the Director of the UNESCO Office in Addis Ababa and under the direct supervision of the Chief of education in the Office. 

7. Rationale

• Determine the specific areas of support provided by UNESCO to the Ministry of Education and the Ethiopian government.

• Create an EiE (Education in Emergencies) strategy for the UNESCO Liaison Office to direct its involvement in EiE-related areas in Ethiopia

Ethiopia grapples with numerous challenges, one of which is the significant issue of internal displacement. As of September 2023, the International Organization for Migration (IOM) estimates that a staggering 3.46 million individuals are internally displaced within the country's borders, primarily due to conflict and drought.  These displaced individuals, often referred to as Internally Displaced Persons (IDPs), face a multitude of hardships, with one of the most critical being the disruption of their education.

Education, enshrined as a fundamental human right in numerous international agreements and emphasized in Sustainable Development Goal 4 (SDG 4), is not just a privilege; it is an essential building block for individual and societal development.  It empowers individuals, fosters critical thinking skills, and allows everyone, regardless of background, to reach their full potential. For marginalized groups like IDPs, access to quality education becomes even more crucial, providing a sense of stability, hope, and a pathway towards a brighter future.

However, the very nature of internal displacement disrupts this fundamental right. IDPs are often forced to flee their homes, leaving behind familiar surroundings, including schools, teachers, and classmates. This sudden uprooting can have a devastating impact on their education, leading to lengthy breaks in schooling and significant setbacks in their academic progress. The emotional and psychological trauma associated with displacement further exacerbates the situation, adding another layer of complexity to their learning journey. In addition, displaced children, in particular, are disproportionately affected by this disruption. Studies show that they often have lower enrollment and achievement rates compared to their non-displaced peers. 

The lack of accurate data on the number of IDPs with disabilities further hinders efforts to address their specific needs. While estimates suggest around 17.6% of the overall Ethiopian population has a disability, the exact number within the displaced population remains unknown.  This lack of data makes it challenging to allocate resources effectively and develop targeted interventions for this vulnerable group.

Despite the numerous challenges, there are ongoing efforts to bridge the education gap for IDPs. Initiatives like mobile learning units and safe spaces offer crucial support, providing psychosocial services, health referrals, and educational opportunities for those who are unable to access traditional classrooms. Additionally, projects are underway to build more inclusive infrastructure in displacement camps, aiming to create accessible learning environments for all.

Hence, this situational study aims to delve deeper into the complex landscape of education provision for IDPs in Ethiopia. By examining the issue through the lenses of academia, policy, and lived experiences, this research seeks to:

• Identify the prevailing challenges: This includes exploring the various factors, such as infrastructure limitations, teacher shortages, and lack of specialized support, that hinder access to quality education for IDPs.

• Identify existing gaps: By analyzing policy frameworks, resource allocation, and implementation strategies, the study aims to identify areas where current efforts fall short.

• Identify potential pathways: Ultimately, the research aims to propose solutions and recommendations that can help bridge the education gap and ensure the right to quality, inclusive education for all IDPs in Ethiopia.

Reporting to the Chief of Education in the UNESCO Liaison Office (LO) in Addis Ababa, Ethiopia, and operating under the overall authority of the Director, the consultant will carry out a situational analysis on the right of quality and inclusive education to internally displaces people in Ethiopia, as well as the broader educational response context in the country. The consultant will then produce a scoping note and EiE strategy to guide the future focus of UNESCO LO’s support for the Ministry of Education and EiE initiatives more broadly.

3.1 Responsibilities of the consultant

3.1.1 The consultant will work closely with the UNESCO LO ED members, the ministry of education and other EiE stakeholders to identify the IPD facilities that represent the overall of situation in Ethiopia

3.1.2 The expert will conduct desk review to assess the overall education activities in IPD camps and the limitations in regard to providing quality and inclusive education

3.1.3. Produce a situational report that show case the status of education in IDP camps that provides policy advice for the government.

3.1.4. Conduct a consultative workshop to validate and endorse the findings of the study.

A postgraduate university degree in a relevant field: education, humanitarian project management, humanitarian, or development studies.

• A minimum of 5 years of experience in humanitarian/development work at an international level (i.e., IGO, NGO or bilateral organization), including working specifically on education in emergencies.

• Experience of working on needs assessments and/or humanitarian data collection and analysis and/or conducting thematic research at field level.

• Knowledge of education in emergencies and humanitarian responses. 

• Knowledge of the UN system, humanitarian programme cycle and its mechanisms. 

• Excellent inter-personal, organizational and proven facilitation skills. 

• Excellent communication skills, in both written and spoken English.

• Strong analytical and writing skills.

• Ability to work in a multicultural team and multitask manner. 

The Consultant is required to provide a comprehensive work plan detailing the number of days needed to complete the various tasks in their inception report. However, this plan will be subject to review and approval by UNESCO LO. 

Upon completion of the consultancy, the Consultant should submit the following deliverables: 

• Situational analysis report on the right of quality and inclusive education to internally displaces people in Ethiopia.

• Strong recommendations to improve the provision of equitable education to IDPs including people with disabilities.

• Validation workshop report. 

Interested applicants should send their CV, a motivational letter, and both Technical & financial proposals through aa.recruitment@unesco.org by the latest on 11 August 2024 (midnight in Addis Ababa time).