International Consultancy – Early Childhood Education Subsector Capacity Assessment, Maseru, Lesotho (90 days)

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1. Background 1.1 Demographic and Macro-economic contexts The Kingdom of Lesotho is a landlocked country spread over thirty thousand square kilometers of land. The country is entirely surrounded by the Republic of South Africa and divided into four ecological zones – lowlands, foothills, mountains, and Senqu River valley. It is the only independent state in the world that lies entirely above 1,400 meters (4,593 ft.) in elevation (Education Sector Plan 2016-2026). The country’s total population is estimated at 2.135 million (2015 census, 52 percent female) of which school age population (3 to17 year-old) is approximately at 34% of the total population (Education Sector Analysis, 2019). Three- quarters of the population lives in the rural, rugged areas, but urbanization is on the rise at the rate of 3.8 percent per annum (Education Sector Plan, 2016-2026). The country is vulnerable to disasters, particularly floods and drought, food insecurity and modifiable disease outbreaks. Vulnerability to natural hazards is aggregated by chronic insecurity, low agricultural productivity, poverty, malnutrition, and the impact of HIV/AIDS and recently COVID-19 pandemic. Lesotho is a small open economy, with modest growth, limited economic diversification, and limited resilience to negative shocks. Despite per-capita income of roughly US$1,040, more than half the population lives below the poverty line, unemployment levels have peaked at 29 percent and wealth inequalities are high: the Gini Coefficient is 0.52. The country ranks 161 of 188 countries on the 2014 human development index and it is classified as a lower middle-income country (2019 Education Sector Analysis, Education Sector Plan 2016-2026).

1.2 Education context Lesotho has made substantial gains in education service delivery with the introduction of Free Primary Education (FPE) on a phased basis between 2000 and 2006. In 2010, the Government of Lesotho further improved Free Primary Education initiative by introducing Free and Compulsory Primary Education by law (ESP 2016-2026). According to Multiple Indicator Cluster Survey (2018), Lesotho enjoys an early childhood development index (ECDI) of 72% although there are disparities across the ten districts. In the pre-primary, in an effort to ensure at least one year of a pre-primary education for five-year old children, the Ministry of Education and Training introduced a fee-free reception class attached to 243 primary schools and the first ever qualification for preschool teachers at the Lesotho College of Education in 2007 at a certificate level. Recently a pre-service diploma course has been introduced at the same college and a new play-based curriculum for pre-primary has been finalized and yet to be piloted. Despite these efforts by the Government, pre-primary subsector is characterized by low enrolment rates (just below 30 % gross enrolment rate and below 27 % for net enrolment rate), low percentages of qualified teachers (far below 50% of all pre-school teachers), dilapidated classroom structures and poor water and sanitation facilities. The Lesotho Ministry of Education and Training, in 2019, with technical support from both UNICEF Lesotho and Regional Office, and with financial support from Global Partnership for Education, held an early childhood education sub-sector diagnostic workshop at national level. It was through an initiative called Better Early Learning and Development at Scale (BELDS) which used a Conceptual Framework for the diagnosis of strengths and gaps in Lesotho’s pre-primary education sub-sector. The diagnosis was done by examining 5 core functions which the sub-sector needed for it to strengthen and develop, namely: 1) Equitable planning and resource allocation 2) Curriculum implementation 3) Workforce development 4) Family and community engagement and 5) Quality assurance. Among others, the diagnostic workshop brought out the main challenges as inadequate budget for the sub-sector; untrained teachers; inadequate capacity across the sub-sector to monitor quality; poor curriculum implementation; and inadequate community engagement including engagement of fathers in early childhood development and education. Even though there are efforts to increase capacity across the sub-sector, there is a gap in evidence regarding the capacity of the system and personnel in planning, budgeting, efficient use of resources, undertaking in-service and pre-service training, curriculum implementation, community engagement and quality assurance.

Scope of Work: UNICEF is hiring an international technical expert to support the Ministry of Education and Training (MOET) to undertake a capacity assessment of the ECE sub-sector. The contracted consultant will work under the overall guidance of the Chief of Basic Education and Adolescent Development and supervision of the Early Childhood Development Specialist. The consultant will also be working closely with staff in the MOET, particularly the CEO Primary, Director Planning, the ECCD Manager or other assigned officers of the Ministry. Working in collaboration with MOET and other key stakeholders, the consultant will deliver on the key activities, tasks and deliverables listed below.

2.1 Activities, Tasks and Deliverables: In order to accomplish the above assignment, the consultant will be expected to carry out the following tasks over a period of 90 days by employing desk review, conducting key informant interviews, surveys and focus group discussions to get both qualitative and quantitative data:

2.2Conduct ECCD policy mapping and Identify Implementation Effectiveness:

• Identify the policies, guidelines, regulations, standards for ECCD through desk review and examine if they meet the current needs of the country as stipulated in the National Development Strategic Plan II (NSDP II) and Education Sector Plan (2016-2026) and other documents that inform national development in the education sector. • Analyze policy implementation effectiveness. • Identify the hurdles/challenges/bottlenecks facing the sub-sector relative to policy implementation.

2.3. Examine the effectiveness of ECCD planning and monitoring: • Are there sub-sector priorities in the Education Sector Plan (ESP)? if yes, are they achievable in the current fiscal space? • Are the targets set out in the Education Sector Plan realistic in light of available resources and capacity? • Is there in place a systematic way of monitoring the implementation of the ESP sub-sector priorities specific to ECCD? Is monitoring happening? Are there monitoring tools? What are gaps in the used monitoring tools? What are the bottlenecks for monitoring and reporting? Does EMIS data capture relevant and useful information including indicators for the sub-sector? How is learning monitored?

2.4. Analyze the effectiveness of resource management:

Analyze the ECCD budget within the context of the national and education budgets for the last five years. • Review budget allocation disaggregated by capital and recurrent budget for these five years. • Analyze where the expenditures are taking place and also about percent utilization against allocation? • What activities continue to remain unfunded and what are those that remain with sub-optimal expenditures against the planned allocations 2.5. Examine capacity for workforce development: • Analyze existing policies on recruitment, workforce development, institutional capacity support, workforce development through public and private provision. • Recommend cost-effective means of workforce quality improvement and qualification (more than 80% of the teachers is not qualified) in a more cost-effective way. 2.6. Analyze institutional capacity for curriculum implementation: There is a new ECCD curriculum. • What will be required in terms of resources and capacity to implement the new curriculum? • Identify needed inputs for effective curriculum implementation and monitoring. 2.7. Summary of deliverables • An inception report with methodology and mention of what tools will be used for conducting the study • A desk review report and draft primary data collection tools • Finalized data collection tools, field work and analysis of the data document • A draft assessment report with key recommendations and a workshop report on validation of draft assessment • A final report with detailed achievable recommendations in the context of Lesotho 3. Methodology Overall, the methodology will include both primary and secondary data. Secondary data will include a review of the available research, evidence, and data. The primary data will draw upon the key informant interviews and surveys to get both qualitative and quantitative data.

3.1 Secondary data 3.1.1 Desk Review The desk review will include review of EMIS data, Education Sector Plan, Education Sector analysis report, Multiple Indicator Cluster Survey, and other key research available in the country. In addition, the consultant is also expected to review similar studies done elsewhere to develop the framework for primary data collection through key informant interviews. The consultant will also analyze the financing of the sub-sector for the last five years with a focus on proportion of funding available for the sub-sector; expenditures and what remains unallocated or underutilized.

3.2 Primary data 3.2.1 Key informant interviews This will include policy and decision makers, technical directors and staff at the Ministry of Education and Training at national and sub-national levels; personnel in the institutions that provide in- and pre-service training; NGOs and education partners implementing activities in the sub-sector, parents, and caregivers, ECE center facilitators and teachers and other relevant stakeholders

3.2.2 Focus group discussions Focus group discussions will have to be conducted in at least three districts with: parents and caregivers and ECE center facilitators

4. Other issues related to the contract

For all contractual issues (including payments) and the day-to-day activities, the consultant will liaise with the UNICEF Lesotho Country Office. • For technical issues related to protocols, instruments, deliverables, the consultant will liaise with both UNICEF Lesotho and MOET. All deliverables must be approved by either the Planning Unit of MOET or the ECE Technical Working Group through its Chair and the endorsed report submitted to UNICEF Lesotho for payments. The consultant is expected to use his/her own equipment, including computers and other types of hardware and software necessary to execute all tasks. UNICEF premises will be available for office space, meetings, and consultations; however, the consultant will spend some time at the MOET premises and at his/her home as some tasks can be carried out from home. • The consultant shall not make use of any unpublished or confidential information made known in the course of performing the duties under the terms of this agreement, without written authorization from UNICEF or MOET. The products of this consultancy are not the property of the consultant and cannot be shared without the permission of MOET/UNICEF. The consultant shall respect the local norms and refrain from interfering in the country's political affairs. MOET/UNICEF remains the owner of the data and MOET/UNICEF rules and regulations on intellectual property will be applicable where necessary. • The consultant will receive deliverable-based payments and UNICEF reserves the right to withhold all or portions of the payment if deliverables are deemed unsatisfactory, incomplete, not delivered or for failure to meet deadlines. UNICEF reserves the right to adapt and modify deliverables and deadlines. • The consultant shall follow all protocols and recommendations on COVID-19 issued by the relevant authorities in Lesotho and propose contingency plans and actions as authorities change the guidelines on COVID-19 across the country.

DELIVERABLES

Tasks/Milestone:****Deliverables/Outputs:****Place of duty****Timeline Payment structureDevelop an inception report and present it at a virtual meeting between UNICEF, MOET and ECE Technical Working GroupInception report with methodology and mention of what tools will be used for conducting the studyHome10 days10%Review of the data, evidence and other relevant literature including analysis of the budgetsDesk review report The reviewers will have to be informed to return with comments in five working daysHome20 days20%Finalization of draft tools for primary data to be sharedDraft Primary data collection toolsHome & duty station10 daysN/AField testing of the toolsFinalized data collection toolsDuty station5 days25%Key Informants Interviews and Focus Group DiscussionsField work and analysis of the data documentDuty station30 daysN/ADevelop a write up of the report and share it first with UNICEF and MOET before sharing it during the validation meetingDraft assessment report with key recommendationsDuty station15 days25%Conduct a workshop to validate a draft assessment reportWorkshop report on validation of draft assessmentDuty station2 daysN/AWrite a final report and submit to both MOET and UNICEF with detailed achievable recommendations in the context of LesothoA final report detailing: i) the current status of ECCD policies and implementation, identification of policy gaps, and recommendations of means of policy implementation effectiveness. ii) Description of the status of ECCD being mainstreamed in the ESP and identification of gaps around policy priorities; iii) Description of the funding outlook and indicated gaps and areas of needed focus; iv) Description of the conditions of workforce qualification and improvement as well as gaps, and v) The challenges associated with effective curriculum implementation and provide recommendations for effective curriculum implementationHome10 days 20%To qualify as an advocate for every child you will have…

• An advanced university degree (at least Master’s degree) in Education planning/research, Social Sciences, Early childhood Education, Early Childhood Development, Capacity Assessments, or any other related technical field. A PhD will be an added advantage.
• At least five (5) years professional experience in the field of early childhood education/development/Strategic Planning/ Education Policy and Planning Evidence of at least five (5) years’ experience in active capacity assessment processes or similar assignments carried out as required
• Language Requirements: English. Knowledge of Sesotho will be an added advantage

Knowledge/Expertise/Skills required:

Good understanding of the public sector and current thinking around capacity assessments • Good knowledge and understanding of Education sector and pre-primary sub-sector, • Excellent writing skills in English. Proficiency in Sesotho is an added advantage. • Strong understanding of the international and regional instruments as well as some knowledge of Southern African context including Lesotho’s legislation and policies pertaining to education sector and particularly pertaining to pre-primary. • Familiarity with UNICEF’s mandate and goals is an advantage • Have no criminal record in abuse of children • Some education and policy sector analysis capacity • Ability to ignite and support policy dialogue during validation workshop as well as ability to include strategic achievable recommendations • Some education sector planning knowledge/ability, including the range of modalities for delivering education/learning in the sub-sector • Must be available to work on project deliverables within the set timeframe

For every Child, you demonstrate…

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

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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 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.