Evaluation of Special Educational Needs/Inclusive Education Programme from 2010-2020 in Bhutan

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This is a P-3 contract. This kind of contract is known as Professional and Director staff. It is normally internationally recruited only. It's a staff contract. It usually requires 5 years of experience, depending on education.


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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, Education

This Special Educational Needs/Inclusive Education Programme from 2010-2020 will be undertaken mainly across central, provincial and local governments. It will cover all 22 Schools with SEN programme, and teachers who are the primary duty bearers who work closely with parents.

How can you make a difference?

  1. Purpose, scope and objectives:

This evaluation will be undertaken mainly across central, provincial and local governments. It will cover all 22 Schools with SEN programme, and teachers who are the primary duty bearers who work closely with parents.

The evaluation will be undertaken within the preview of the education sector including MoE, REC, BCSEA and RUB. The health sectors as another important stakeholder will be included in the evaluation. Primary duty bearers like parents, guardians and caregivers will be included in the investigation. All the schools with SEN programmes, including their parent (recipient) schools in the country, the private providers will be included under the scope of this evaluation. This evaluation will also cover the CSO community, particularly those engaged in working for persons with disabilities. Persons with Disability Organizations, if any will be consulted to ensure that disability agenda is not solely decided by persons without disabilities.

The evaluation will cover the Special Educational Needs Programme from 2010 to 2020 from the three lenses of Policy Environment, Service Delivery and Demand Promotion. These need to be seen in the light of medium to long-term changes in results (impacts), so that the support provided genuinely added value in benefitting Bhutan’s inclusive education systems. Key enquiry areas also include whether quality standards are met, gender dimension is ingrained as well as the principle of “do no harm” to children is fully materialized.

  1. Evaluation objectives

Specifically, the evaluation will

  1. Focus on relevance, effectiveness, efficiency, and sustainability of the inclusive education programme and interventions in realizing the rights to education of CWDs.
  2. Focus on system strengthening, policy environment, data and evidence, service delivery, social norms, awareness and advocacy and demand creation interventions that UNICEF and development partners have supported.
  3. Ascertain the quality of services being delivered by the duty-bearers for the provision of Special Education Needs.
  4. Document some of the good practices as well as challenges and create an inventory of knowledge base for use by community of practitioners.
  5. Assess the changes in capacities of primary duty bearers for the provision of special/inclusive education.
  6. The key questions related to gender effectiveness would attempt to assess selected responses against the gender scale (from potentially gender-blind to gender-transformative).
  7. The key deliverables in evaluation is phased in the following manner:

Deliverable 1: Inception report:

International consultant: The inception report should detail the evaluator’s understanding of the final evaluation questions and objectives; present a detailed methodology including data collection and analysis plan. The inception report should also include a refined work plan with clear timelines, detailing key deliverables and a comprehensive evaluation matrix with a detailed list of key questions, sub-questions relating to the evaluation criteria; data sources; methods of data collection, indicators/success standards and methods of data analysis.

Local consultant:

Provide local perspective to the inception report, facilitates document review including evaluation questions, provide in-country logistics support like arrangement of documents, interviews and consultations, seek clearance required for the evaluation and collect high quality data from the field, support data analysis and report writing.

Deliverable 2: Presentation on preliminary findings:

**International consultant****: A summary presentation of preliminary findings must be submitted after data collection and analysis. The international consultant should also present the preliminary findings to key stakeholders and the Evaluation Reference Group (ERG). The discussions and feedback during the presentation will be used to finalise the draft evaluation report.

**Local consultant****: Support in preparing and making presentation of preliminary finding to key stakeholders and the ERG.

Deliverable 3: Draft evaluation:

International consultant: The first draft will contain a summary of key findings, lessons learned, conclusions and recommendations. The draft final report will be shared with relevant stakeholders.

Local Consultant: Support the international consultant during the drafting of the report discussing key findings, lessons learned, conclusions and recommendations.

Deliverable 4: A PowerPoint presentation

International consultant: A presentation on the draft evaluation report will be presented in Thimphu to key stakeholders. Feedback from the presentation and reviews by key stakeholders will be shared with the evaluator for finalization of the report.

Local Consultant: Support the international consultant during the consultation with stakeholder and finalization of the report.

Deliverable 5: Final evaluation report: After incorporating feedback received on the draft report, the international consultant will submit a final report as per the agreed timelines. The international consultant will make a final presentation of the evaluation findings to all stakeholders including the government officials.

Local Consultant: Support the international consultant during the consultation with stakeholder and in submission of the final report.

  1. Evaluation criteria

The evaluation scope will not attempt to cover the criterion of efficiency or impact, but rather look at the criteria which are more suitable for the programme assessment.

Evaluation criteria and key questions-

The evaluation is expected to answer the following questions:

6.1 Relevance:

  1. How has the activities met the national priorities and the needs of persons with disabilities?
  2. To what extent the programme enhanced the co-ordination mechanisms among stakeholders and the multi-sectoral approach to disability informed the current school culture, policies and practices?
  3. To what extent programme strategies are aligned with international and national rights and equity-focused approaches, including gender equality to meet the needs?

6.2 Effectiveness:

  1. The extent to which children with disabilities have been able to access (enrollment, retention and completion) special/inclusive education.
  2. Were the results, intended and unintended (impacts, outcomes and outputs) achieved?
  3. To what extent was the SEN programming gender-sensitive, responsive or transformative?
  4. What and how much progress has been made towards achieving the overall outputs and outcomes of the programme in advancing the rights of persons with disabilities in Bhutan (including contributing factors and constraints);
  5. Were the inputs and strategies identified, and were they realistic, appropriate and adequate to achieve the results?
  6. To what extent UNICEF-MoE advocacy influenced government and other partners’ knowledge and service delivery for CWDs?

6.3 Efficiency:

  1. What are the planning, monitoring, evaluation, and reporting systems in place for improving programme effectiveness and efficiency? What are the gaps?
  2. To what extent are the resources (financial and human resources) allocated to programme appropriate and adequate to support the implementation of the workplan to achieve quality- and equity-focused results for persons with disabilities?
  3. What strategies (advocacy, policy, technical, and financial etc.) were most efficient in influencing improvements in access, quality, equity, and sustainability?
  4. Was the process of achieving results efficient?
  5. Are current approaches (targeted as well as mainstreaming) on CWDs in education programme efficient?
  6. What were the strengths, weaknesses, opportunities and threats of the implementation process?

6.4 Sustainability:

  1. What are the efforts made to establish an enabling environment (necessary and appropriate policies, legislation, budgets) for the expansion and improvement of services?
  2. What measures were implemented to ensure the services provided were sustainable?
  3. What are the possible solutions to ensure and improve the sustainability of the services?
  4. How were capacities strengthened at the individual and organizational level (including contributing factors and constraints)?

Any changes in the criteria will be adopted in the Inception report and approved by the reference group.

  1. Methodology.

As a learning-focused evaluation, the approach should will mix and blend qualitative methods. The basic approach includes document/desk review, stakeholder interviews, field visits and systems analysis, using both primary and secondary data sources disaggregated by age, sex, district and location. These can be complemented with workshops, perception feedback surveys, semi-structured interviews and FGDs, iterative/interactive peer reviews and self-assessment tools. For the outcome level enquiry areas for the evaluation can utilize outcome harvesting or outcome mapping type tools.

The consultants are required to propose and specify the most suitable methodology including study tool, sampling methodology, data collection and analysis tools, which will be agreed upon and approved by the Evaluation Reference Group formed for this evaluation. The below outlines the different data collection approaches for this evaluation:

Primary data: Data collection and analysis will be conducted through quantitative and qualitative methods, including surveys (e.g. perception, satisfaction surveys), key informant interviews, focus group discussions with the stakeholders. In case of lockdown, how the primary data collection modalities will be adjusted must be mentioned.

Secondary data: A desk review and analysis of key documents. For the sake of measuring outcomes, what are the available data sets (EMIS, UNICEF, MOE etc) what is the frequency of data, can we compare 2010-2020 etc.

Sampling strategy: The sampling should cover all the 22 schools with special education programme and should consider regional (West, Central, East) and location (urban, remote, semi urban, etc.) representation including the persons living with disabilities.

  1. Ethical Considerations

The evaluation team will adhere to UNICEF ethical standards for research, evaluation, and studies. The team will ensure that ethical concerns are included when designing the evaluation methods and implementation, on harms and benefits, informed consent and payment and compensation, considerations specific to protecting children against any form of discrimination and abuse. The evaluation process will ensure an equitable approach (vis-à-vis all stakeholders). The evaluator should adhere to UN and UNICEF ethical and evaluation norms and standards:

  1. United Nations Evaluation Group (UNEG) Norms and Standards for Evaluation, 2016 (including impartiality, independence, quality, transparency, consultative process);
  2. UNEG Ethical Guidelines for Evaluations 2020
  3. Ethical Guidelines for UN Evaluations and the UNICEF procedure for ethical standards in research, evaluation, data collection and analysis will guide the overall process; and
  4. UNICEF-adapted UNEG Evaluation Report Standards.
  5. UNICEF Procedure for Ethical Standards in Research, Evaluation, Data Collection and Analysis.
  6. Ethical approval for primary data collection which will include persons with disabilities. The ethical approval for the evaluation tools and protocols will be sought.
  7. Duration

The evaluation will be conducted for a period of 50 working days spreading from December 2020 to June 2021.

  1. Key Assignments and Tasks

The evaluation team should provide a detailed list of activities and work plan with timeframe along with the inception report. However, evaluation activities should be carried out and deliverables produced within 50 working days spreading from December 2020 to June 2021. The language of the deliverables will be English.

Sl no.



Estimated number of working days

Tentative date for submission


Desk review and preliminary discussion with stakeholders

Inception Report and presentation of inception report

7 days

December – Jan. 2020


Data collection and data analysis

Presentation of preliminary findings and summary report of findings

25 days

Feb 2021


Report writing

Draft Evaluation Report and presentation of first draft report

7 days

March 2021


Review of draft report and feedback

Feedback shared with evaluation team

5 days

April -May 2021


Integration of feedback and submission of final report

Submission of final report

6 days

June 2021

Total number of working days

50 days

Note: Due dates may shift due to unforeseen circumstances and without the need for amendments as long as the overall fee for the consultant remains the same.

The international consultant will be accountable for high quality deliverables as per the agreed timeline.

  1. Evaluation Governance

An Evaluation Reference Group will be formed for the evaluation to guide and oversee the overall direction of the evaluation co-chaired by UNICEF and Ministry of Education. The Evaluation Team will be guided by Evaluation Reference Group consisting of representatives from Ministry of Education, Royal University of Bhutan, UNICEF, Gross National Happiness Commission, Ministry of Health, NSB (National Statistical Bureau) and selected CSOs. The reference group will be co-chaired by Director, School Division, Ministry of Education and UNICEF Dy. Representative.

The daily management and coordination of the evaluation cycle will be led by the UNICEF Bhutan Country Office M&E section, with technical support from the UNICEF Regional Evaluation Specialist.

*Travel is conditional to COVID-19 situation and will be based on reimbursable expenses against invoices. The total travel budget includes two return tickets to SA, with 15 days of DSA and terminals/other expenses for two missions.

  1. Proposed Fee schedule for payment:

Payments are due upon timely completion of each deliverable or contracted function certified as satisfactory by the supervisor/manager.

The consultant will be paid upon satisfactory completion of assigned tasks and receipt of key deliverables and as certified by the Supervisor/Manager. A contractor will be paid as per the agreed schedule for performance of the contracted functions or activities.

The payment modality will be based on the following milestones for both the international and national consultant:

  • Completion of inception report (30%).
  • Submission of Draft Evaluation Report and a PowerPoint presentation (30%).
  • Submission of Final Evaluation Report (40%).

UNICEF reserves the right to withhold payment or partial payment for deliverables that are of poor quality or that do not meet the deadline stated in the contract.

If deliverables are submitted before the end of the contract, payment will be processed.

Final payment may not be less than ten per cent of the total value of the contract.

The final payment will be processed within 30 days of the expiry date of the contract upon confirmation of satisfactory delivery of services.

  1. Working Conditions:

Consultant/contractor will

☒ Both international consultants will work remotely under the supervision of the Evaluation Manager and Evaluation Reference Group.

To qualify as an advocate for every child you will have following minimum requirement:

  • A mix of international consultant and local consultant will carry out the evaluation. Both must have demonstrated experience in conducting national/large-scale evaluations, studies, and flagship reports related to persons living with disabilities.


    Master’s Degree in Education, Psychology, or a Social Science discipline, with expertise in programming/evaluation on persons living with disabilities.

    Work Experience:

    S/he should have at least 10 years of documented experience in research and evaluation or a minimum of 5 years of experience in developing or least developed countries

    The International Consultant must submit the Expression of Interest factoring in a local Bhutanese consultant as per the deliverables listed in ToR.


    Knowledge of gender in development programming, with experience of examining gender issues via evaluations, studies and research required.

    Team leading and team working skills

    Demonstrated concise and analytical writing skills

    Language Proficiency: English

Documents to be Submitted:

  1. A motivation letter
  2. Latest CV/P11
  3. A detail proposal and methodology to carry out this consultancy services.
  4. Lumpsum fee structure for 1) International consultant 2) national consultant including travel.
  5. Sample of any similar work done in the past.

For every Child, you demonstrate…

UNICEF's values of Care, Respect, Integrity, Trust, and Accountability (CRITA) and core competencies in Communication, Working with People and Drive for Results.

View our competency framework at


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.

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.


Mobility is a condition of international professional employment with UNICEF and an underlying premise of the international civil service.

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.

Added 1 year ago - Updated 1 year ago - Source: unicef.org