Individual Consultancy on Accelerating the Transition of Refugee Education Systems into National Frameworks

Overview

Develop a framework for integrating refugee education systems into national frameworks.

You have:

• Advanced university degree (Master’s or PhD) in Education, Public Policy, International Development, Economics, Social Sciences, or a related field.
• A minimum of 12 years of professional experience in education system analysis, policy development, and strategic planning with proven experience in education governance analysis.
• Demonstrated experience working on education in emergency and protracted crisis contexts, with a strong preference for experience in refugee education.
• Proven expertise in analyzing and comparing education systems, particularly in governance, public financing, teacher management, and curriculum.
• Experience in conducting complex field research and developing actionable, evidence-based recommendations for policy and programming.
• Experience in developing guidance, toolkits, or manuals for use by field practitioners.
• Exceptional analytical and research skills, with a proven ability to synthesize complex information.
• Strong understanding of data visualization principles and experience in creating graphic models or system maps.
• Excellent written and verbal communication skills in English, with the ability to draft high-quality reports and guidance documents.
• Fluency in English (written and spoken) is essential.
• Working knowledge of another UN language (e.g., French, Arabic, Spanish) is a strong asset.

Deadline for Applications

January 29, 2026Hardship Level (not applicable for home-based)

H (no hardship)Family Type (not applicable for home-based)

FamilyStaff Member / Affiliate Type

CONS InternationalTarget Start Date

2026-02-02Terms of Reference

I. PROJECT DETAILS Requesting office (hiring office): Sustainable Responses Service (SRS)/Education Unit

Title of project: Accelerating the Transition of Refugee Education Systems into National Frameworks.

Purpose of project (summary): The United Nations High Commissioner for Refugees (UNHCR) Education Strategy 2030 and the Global Compact on Refugees (GCR) affirm the organization's commitment to advocating for and supporting the inclusion of refugees into national education systems. With the focus on the sustainable responses agenda and the need to accelerate transition into national systems, the need for clear evidence about refugee hosting schools and mapping them against national systems is now urgent. The purpose of this project is to develop clear understanding of governance, management, cost, quality and value for money as well as political economy opportunities and bottlenecks which influence transition and will be used to plan both global and tailored country-level approaches to transition. The primary objective of this consultancy is to develop a global framework, evidence-based models, and a practical playbook. Building on the INSPIRE Guidance Note, the products will guide UNHCR country operations, governments, and partners in planning and implementing the transition of refugee parallel education systems into national education frameworks.

II. ASSIGNMENT DETAILS

1. Contract type: Individual Consultant

2. Engagement type: Lump-Sum (Contractor works on a well-defined product against an agreed lump-sum price)

3. Assignment and/or Mission travel: Applicable to non-High-Risk duty stations: During the consultancy, three missions of 5–10 days are planned. These missions will take place in non–high-risk duty stations, with the exact destinations to be confirmed at a later stage.

4. Duration and dates of the contract: Starting as soon as possible until 31 December 2026.

5. Position Location (duty station): Home-based

II. DESCRIPTION OF ASSIGNMENT, DUTIES AND RESPONSIBILITIES OF THE ENGAGED INDIVIDUAL CONTRACT HOLDER

6. General Background of Project or Assignment, Operational Context: In many protracted refugee situations, education is provided through parallel systems, including schools managed by UNHCR. While essential in providing access, these systems often face challenges related to sustainability, quality assurance, certification, and teacher management. Inclusion exists on a continuum, with different elements of education management, finance, curriculum and data being managed by different partners depending on the context. Transitioning from these parallel structures to full inclusion in national systems is a complex but critical process for ensuring long-term, sustainable, and quality education for refugee children and youth. This home-based consultancy is situated within the UNHCR Headquarters Education Section with a view to mapping how parallel and semi-parallel schools exist on the inclusion continuum, and the opportunities and bottlenecks for transition in three country contexts. Working toward the creation of tools for use at country level as well as global public goods, the consultancy will contribute directly to UNHCR’s strategic objectives on education, and to the broader Sustainable Responses agenda. The work will underpin analysis, transition planning and brokering partnerships and financing under the Education Inclusion Accelerator initiative.

7. Occupational Safety and Health Considerations To view occupational safety and health considerations for specific duty stations, please visit this link: https://wwwnc.cdc.gov/travel Specific Occupational Safety and Health Considerations to this assignment (if applicable):

8. Purpose and Scope of Assignment: Concise and detailed description of activities, including measurable outputs and delivery dates, impact indicators (what qualitative and quantitative results would be achieved upon completion of individual contract), performance indicators (timelines, value of the service rendered in relation to the cost, timeliness) and work plan:

Activities and tools to be developed:

Phase 1: Inception and Framework Development (Months 1-2) • Conduct a brief desk review of existing literature, mapping key issues which need additional consideration • Develop a detailed inception report, including a work plan, methodology, risk assessment, and a conceptual framework for analyzing education systems in refugee contexts. • Refine UNHCR’s typology of refugee education provision models (e.g., fully parallel, quasi-integrated, community-led, etc.) to serve as a basis for the analysis. • Identify and finalize, in consultation with the Education Section and Regional Bureaux, the three target countries for the deep-dive analysis.

Phase 2: Country-Level Analysis and Model Development (Months 3-8) For each of the three selected countries, undertake a comprehensive analysis of both the refugee parallel education system and the national public education system. This will involve: o Data Collection: A mix of quantitative and qualitative data collection through field missions, remote interviews, and document analysis. Link to planned World Bank / UNHCR work going on at the same time which will model the impact of funding cuts. o System Mapping: In-depth analysis of key system components, including the following – national minimum standards, and status quo of refugee and national schools:  Governance and Management: Legal frameworks, policy environment, management structures, and stakeholder roles (MoE, UNHCR, partners, community).  Financing: Funding sources, budget flows, cost-per-student analysis, and financial sustainability for both parallel and national systems.  Curriculum and Assessment: Curriculum used, language of instruction, certification/accreditation pathways, and examination systems.  Teachers and Education Personnel: Teacher recruitment, qualifications, professional development, remuneration, and management.  Infrastructure and Resources: School infrastructure, learning materials, and WASH facilities. o Preparation and liaison on Graphic Modelling: Prepare, develop frameworks for and guide an additional consultant who will develop detailed visual models.

Phase 3: Global Framework and Report (Months 9-11) • Based on the analysis, develop tailored, context-specific transition models for each of the three countries, outlining phased approaches, key milestones, and resource implications. The primary audience is UNHCR, World Bank and Government partners who should be involved in co-creating the recommendations. • Synthesize the findings, challenges, and successful strategies from the three country case studies. • Prepare a final consultancy report summarizing the process, findings, and recommendations, and present the final deliverables to the UNHCR Education Section and relevant stakeholders.

Deliverables:

Phase 1: • Brief desk review • Inception report including methodology and work plan • Refined continuum

Phase 2: • System mapping including developing ToRs and guiding another consultant on graphic modelling of three countries • Framework of system map and including developing ToRs and guiding another consultant graphic modelling approaches for use in other contexts

Phase 3: • Final consultancy report • All background data to be shared on contract closure

III. CANDIDATE MINIMUM REQUIREMENTS, SELECTION CRITERIA

9. Required qualifications, language(s) and work experience: Degree: Required Specify: Advanced university degree (Master’s or PhD) in Education, Public Policy, International Development, Economics, Social Sciences, or a related field.

Field of expertise, competencies:

Required/mandatory: • A minimum of 12 years of professional experience in education system analysis, policy development, and strategic planning with proven experience in education governance analysis. • Demonstrated experience working on education in emergency and protracted crisis contexts, with a strong preference for experience in refugee education. • Proven expertise in analyzing and comparing education systems, particularly in the areas of governance, public financing, teacher management, and curriculum, ideally in refugee contexts. • Experience in conducting complex field research and developing actionable, evidence-based recommendations for policy and programming based on education governance. • Experience in developing guidance, toolkits, or manuals for use by field practitioners. • Familiarity with the work of UNHCR and the UN system is highly desirable.

Technical Skills: o Exceptional analytical and research skills, with a proven ability to synthesize complex information. o Strong understanding of data visualization principles and experience in creating graphic models or system maps. o Demonstrated knowledge of education financing models and public financial management. o Excellent written and verbal communication skills in English, with the ability to draft high-quality reports and guidance documents.

Soft Skills: o Proven ability to work collaboratively and effectively with a wide range of stakeholders, including government officials, UN agencies, NGOs, and community representatives. Proven ability to work in complex political environments. o Excellent strategic thinking and problem-solving abilities. o High degree of autonomy, organization, and ability to meet deadlines under pressure.

10. Language: Required: Fluency in English (written and spoken) is essential. Desirable: Working knowledge of another UN language (e.g., French, Arabic, Spanish) is a strong asset.

IV. EVALUATION, MONITORING, SUPERVISION

11. Monitoring and Progress Controls

The result will be based on deliverables and completion of a 30-page report in English.

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A written test may be included in the selection process.Standard Job Description

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Other information

The consultancy is home-basedThis position doesn't require a functional clearance Remote

Yes

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Potential interview questions

Added 7 months ago - Updated 7 months ago - Source: unhcr.org