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National Individual Consultancy: Schooling Adolescents through Vocational Education Programme Monitoring Excercise

Fixed-term
at 
Location:
Ankara, Turkey
Level:
Mid level
Posted date:
October 14, 2022
Close date:
October 25, 2022
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Job Description

Job no: 556006
Contract type: Consultant
Duty Station: Ankara
Level: Consultancy
Location: Turkey
Categories: Education

UNICEF works in some of the world’s toughest places, to reach the world’s 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, [insert tagline]

In line with Sustainable Development Goal (SDG) 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, UNICEF Türkiye Country Office (TCO) implements educational programmes to reduce disparities and inequities in education, both in terms of access and quality. It also recognizes the need to provide quality education for all, especially vulnerable populations, including poor children, children living in rural areas, children with disabilities, children subject to child labour, and refugee children. This goal is of critical importance because of its transformative effects on the other SDGs because sustainable development hinges on every child receiving a quality education. When children are offered the tools to develop to their full potential, they become productive adults ready to give back to their communities and break the cycle of poverty. Education enables upward socioeconomic mobility.

SDG 4 also devotes considerable attention to technical and vocational skills development, specifically regarding access to affordable quality TVET; the acquisition of technical and vocational skills for employment, decent work, and entrepreneurship; the elimination of gender disparity; and ensuring access for vulnerable learners. As such, TVET is expected to address multiple demands of an economic, social, and environmental nature by helping youth (and adults) develop the skills they need for employment, decent work, and entrepreneurship, promoting equitable, inclusive, and sustainable economic growth, and supporting transitions to green economies and environmental sustainability.

Since the law changed in 2012, compulsory education in Turkey is 12 years with 4 years intervals as primary, lower, and upper secondary, which offers alternative programmes at the upper-secondary level of compulsory education, covering grades 9 to 12, such as General Secondary Education (Science, Social Sciences, Anatolian), Vocational and Technical Education (Vocational high schools, Vocational Education Centers, Fine Arts, Sports Schools) and Imam-Hatip High Schools.

To provide alternative education opportunities that would respond different needs of each child, in December 2016, Vocational Education Centers, previously known as Apprenticeship Training Centers, were included in the formal education system with law no. 6764. Students completing the lower secondary school in 8th grade can enroll in Vocational Education Centers (VECs), where they can receive predominantly practical training on 33 fields and 181 branches. Students receive their theoretical education in VECs for 1 or 2 days a week and practical training in a workplace for 4 or 5 days. The VEC students receive at least 1/3rd of the minimum wage, corresponding to a minimum of 1,276 TRY in a month (for 2022). After completing the 12th grade, VEC graduates receive a high school diploma, journeyperson and craftsperson certificates, and a business license.

According to Ministry of National Education (MoNE) statistics, the net schooling ratio of Turkish children at the upper secondary level is 87.93% in the 2020-2021 school year. It is much lower for Syrian children under temporary protection in Turkey (SuTP), at only 43%, leaving around 144.000 children between the ages of 14-17 out of out-of-school. Among other things, child labour remains one of the most prevalent reasons adolescents are out-of-school. Even though experiences differ for boys and girls, children over 14 are often expected to provide for their families in the most vulnerable families.

With a mandate to ensure all children are provided with quality learning opportunities and skills development programmes, from early childhood through adolescence, UNICEF TCO has expanded its partnership with MoNE TVET DG to support the identification of out-of-school adolescents, especially those who are subjected to child labour, and to refer each child to best-fit education opportunities based on their interests, skills, and needs. UNICEF- MoNE Rolling Working Plan 2021-2022 has activities in line with these objectives and the MoNE 2023 Education Vision’s targets under Technical and Vocational Education and Training.

To this end, UNICEF TCO and TVET DG are partnering in preparing materials and resources for the main actors in the VECs to provide information and guidance on the education system in VECs with a child-rights and right-to-education perspective to increase the quality of education. In line with Vision 2023 targets, guidance teachers have been trained, necessary resources developed for guidance and coordinator teachers, students, and master trainers, and distributed nationwide in cooperation with employee confederations. Assessment and evaluation methods have also been improved to provide better learning and prevent drop-outs. While these enhancements in the VEC systems are ongoing to increase the quality of education provided in VECs and workplaces by master trainers, outreach teams have been formed under the Schooling Adolescents through Vocational Education (SAVE) Programme to identify the most vulnerable Turkish and Syrian out-of-school adolescents and re-integrate them into the education system.

The SAVE Programme primarily targets adolescents who have dropped out of school for various reasons after completing their primary education. It aims to ensure their transition back to formal education through Vocational Education Centers. SAVE Programme is intended for out-of-school children aged 14-17 (Turkish children, Syrian children under temporary protection in Turkey and children from other nationalities who seek asylum in Turkey). The outreach teams also support children of other ages with different needs, educational backgrounds, or interests, who are identified through household and workplace visits by referring them to the Provincial Directorates of National Education. The aim is to ensure that these adolescents continue their formal education through Vocational Education Centers (VECs) to develop the necessary skills to become equal members of their society.

How can you make a difference?

Purpose of the Assignment: The main objective of the consultancy is to document progress, good practices and lessons learned from the Schooling Adolescents through Vocational Education (SAVE) Programme implemented in 23 Provinces and 30 Vocational Education Centers and Vocational High Schools in Turkey. The consultancy is also expected to provide feedback to inform ongoing programme implementation and possible decisions for expansion.

This consultancy will be based on a review of existing documents from Provincial Implementation Reports (implementation reports prepared at the provincial level), as well as focus group discussions with beneficiaries and semi-structured interviews with key informants.

Description of the Assignment: Within the scope of the assignment, a national consultant shall work under the guidance of the UNICEF Education Specialist and carry out the duties described below:

Task 1: Review existing documents on the SAVE Programme, such as the SAVE programme document, programme workflow, provincial implementation reports (implementation reports prepared at the provincial level), analysis of secondary data and other relevant data sources, and prepare a summary report.

Task 2: Analyze the implementation of the SAVE programme in centres/schools and prepare a summary report. The analysis will include insights from stakeholders and assess perceptions on identification through house visits and workplace visits, referrals of OOSC and vocational guidance, and understanding of good practices and challenges on programme implementation concerning the following groups: school principals and vice principals, guidance and counseling teachers, coordinator teachers and students.

2.1.            Develop a framework for the documentation, including tools such as a focus group discussion questionnaire and semi-structured key informant interview questions.

2.1.1.      Focus group discussions (FGDs)[1] to be conducted with:

a.      guidance and counselling teachers, coordinator teachers,

b.      students and parents/caregivers

Tentatively, a total of 4 FGDs should be conducted with a minimum of 8 people and a maximum of 12 people per FGD, with preferably equal participation from both sexes and with the following breakdown:

Total no. of FGDs (Beneficiaries)

Guidance and counselling teachers, coordinator teachers: 2

Students: 1

Parents/caregivers: 1

Total: 4


[1] Provinces, methodology and suggested provinces will be decided during the inception phase.

1.1.1.      Semi-structured interviews with key informants (KIIs). Key informants should include: MoNE representatives, SAVE programme school principals and/or vice principals.

Tentatively, approximately 5 KII should be conducted. The consultant is expected to describe the approach to be utilized for the documentation in the technical proposal.

The work plan for the consultancy and details on the process will be finalized at the beginning of the contract.

The process will consist of the phases as described below:

  • Desk review of available sources, preliminary discussions with UNICEF and MoNE;
  • Preparation of the framework for documentation which must include: a suggested FGD list (suggested provinces and school types), data collection tools (protocols for KIIs and FGDs), identification of key informants, groups of FGD participants;
  • Detailed work plan;
  • Risks and mitigation matrix;
  • Outline of the final report; and
  • Reporting phase, including production of the final report.

Task 3: Prepare a final report. Identify success stories and challenges and include recommendations for possible programme expansion.

TABLE 1. TENTATIVE INPUT DAYS FOR DELIVERABLES

Task 1: Review existing documents about the SAVE Programme and prepare a report.

1.1. Review existing documents about the programme

  • Review relevant sources
  • Report

3 person/days

Task 2: Analyze the implementation of the SAVE programme in schools and prepare a report.

2.1 Develop the framework for the documentation

  • Suggested FGD list
  • Data collection tools
  • Identification of key informants
  • Work schedule
  • Risk matrix
  • Outline of the final report

5 person/days

2.1.1. Conduct 4 focus group discussions (FGDs) to be conducted with:

  • guidance and counseling teachers, coordinator teachers
  • students and parents/caregivers
  • Focus group questionnaire
  • Focus group discussion report

6 person/days

2.1.2. Conduct 5 semi-structured interviews with key informants (KIIs)

  • Semi-structured interview questions
  • Interview reports

5 person/days

Task-3: Prepare final report

3.1 Prepare a draft final report

  • Draft final report

6 person/days

3.2 Prepare final report

  • Final report

5 person/days

TOTAL INPUT DAYS FOR THE CONSULTANCY

30 person/days

*Delivery dates are tentative. A detailed timeline and plan are required together with the technical proposal.

  • Duration: The assignment will cover 30 person/days (covering from November 2022 to March 2023), and payments will be made upon the delivery of outputs. In case of any unexpected delay(s) in the estimated time frame (approval process, force majeure, etc.), the duration of the assignment might be extended subject to the same conditions and mutual will of the parties.
  • All-inclusive fees, including consultancy fees, lump sum travel and subsistence costs.
  • Payment Schedule: The Contract for the Consultants will be issued in Turkish Lira (TRY).

Candidates are required to specify their daily rates, the number of anticipated working days for each deliverable in the financial proposal (Financial Proposal Template.docx) and provide the breakdown of the lump sum amount for each deliverable as well as incidentals of each deliverable in TRY.

  • Reservations: UNICEF reserves the right to terminate the contract without prior notice and/or withhold all or a portion of payment if performance is unsatisfactory, if the rules and the regulations regarding confidentiality, ethics and procedures of UNICEF and the project partners are not followed, if work/outputs are incomplete, not delivered or for failure to meet deadlines.

CRITERIA FOR TECHNICAL EVALUATION

The applications will be evaluated from the technical and financial point of view. Technical aspects will be evaluated using the criteria outlined in the below matrix:

Item

Technical Evaluation Criteria

Max. Points Obtainable

1 Having the required education background and language qualifications as requested in the ToR - 15 points

2 Having the required work experience as requested in the ToR - 35 points

3 Quality and relevance of proposed methodology including working tools /models/ techniques/ approaches/ principles showing knowledge and understanding of the program and assignment - 20 points

The financial proposals will be opened only for the candidates that reach or exceed fifty (50) points out of maximum seventy (70) points. Thirty (30) points will be awarded to the candidate that presented the lowest fee for the services requested. The remaining financial offers will receive proportional points ([lowest bid/bid] * 30 Points).

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

  • To be able to achieve the objectives specified in these terms of reference, the consultant should have the following qualifications and experience:
  • University degree in Statistics, Education, Sociology, Economics or a relevant field. A Master’s degree in these fields is considered an asset.
  • Minimum 5 years of experience in monitoring and evaluating programme implementation monitoring.
  • A full understanding of the Turkish National Education system and its regulations.
  • Experience in conducting interviews with ministry personnel, education professionals and adolescents.
  • Knowledge of and experience in developing monitoring and evaluation tools.
  • Knowledge of qualitative and quantitative research and analysis methodologies.
  • Excellent reporting skills.
  • Ability to produce high-quality outputs in Turkish and in English.

For every Child, you demonstrate…

UNICEF's values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS).

To view our competency framework, please visit here.

UNICEF is here to serve the world’s most disadvantaged children and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, age, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, or any other personal characteristic.

UNICEF offers reasonable accommodation for consultants/individual contractors with disabilities. This may include, for example, accessible software, travel assistance for missions or personal attendants. We encourage you to disclose your disability during your application in case you need reasonable accommodation during the selection process and afterwards in your assignment.

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.

The selected candidate is solely responsible to ensure that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract. Selected candidates are subject to confirmation of fully-vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.

Advertised: 11 Oct 2022 GTB Daylight Time
Deadline: 25 Oct 2022 GTB Daylight Time

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