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!
Khyber Pakhtunkhwa is one of Pakistan’s most populous provinces, facing critical challenges in ensuring equitable access to quality education. The KP government is committed towards education for all children and global commitments to SDG 4 and 5. This is evident from the fact that various legislative bills have been passed, enacted and policies are formulated that address inequalities among children and ensure basic right to access education is met. KP policy and strategic context has shown strong commitment to improving education outcomes through the KP Education Sector Plan (2020-2025) that prioritizes addressing out-of-school children (OOSC) and expanding Non-Formal Education (NFE) programs. The Global Partnership for Education (GPE), System Transformation Grant (STG) and System Capacity Grant (SCG) programmes further support targeted interventions to improve education governance and access, including NFE. Despite these significant efforts, key challenges persist, and the province has a substantial number of out-of-school children (OOSC). An estimated 4.9 million remain out of school as per 7th National population census 2024. Domestic financing for education sector has shrunk considerably (budget figures) as per last 5-6 years trend and recurring cost has increased significantly. The province lags behind in education sector financing which is imperative to reach milestone of education share up to 4% of the provincial Gross Domestic Product GDP. Moreover, gender disparity remains high with 61% of OOSC being girls, indicating significant gender inequity. Age Distribution and age-appropriate learning remains a challenge too with more children in middle and secondary school remaining OOSC. OOSC profile has a geographical distribution parameter with highest rates of OOSC being in southern districts (e.g., Kohat, Bannu, and Dera Ismail Khan) and newly merged tribal districts, where education access is constrained by infrastructure gaps, insecurity, and cultural barriers. Non-Formal Education plays a critical role in addressing the educational needs of OOSC by providing flexible, accessible, and community-based learning opportunities. However, the NFE sector in KP faces several challenges including fragmented efforts and multiple programs by government, NGOs, and development partners lacking coordination and synergy; limited coverage of current programs that reach only 10-15% of the OOSC population; funding constraints caused by insufficient budget allocations to expand NFE services sustainably. The latter has also hampered the prioritization of programs for Out of school children and more investments in innovative and flexible programs to provide OOSC access to education, especially in merged districts and girls. This also demands establishing governance structures to ensure sustainability of the results. Accordingly, there is an urgent need for comprehensive mapping of NFE initiatives, strengthened governance structures, and alignment of funding with strategic goals to maximize impact.
How can you make a difference?
The purpose of these TORs is for engaging an expert as an individual consultant to conduct a comprehensive Mapping of NFE strategy and ongoing existing initiatives and support the Elementary and Secondary school Department in the review and analyses of the current NFE programmes in the province, map budgetary allocations to NFE and support the E&SED to prepare a roadmap for establishing a Non-Formal Education Directorate
Objectives: Suggesting considering the key principles - participation, contextual relevance and empowerment while mapping the NFE and ongoing initiatives, including those at community level. The specific objectives of this assignment are to:
1. Conduct a comprehensive mapping of the Non-Formal Education Strategy and related ongoing initiatives including the multiple pathways (formal and Non-Formal) in KP province.
2. Review the current NFE policy to reflect current province situation and multiple pathways available.
3. Analyze the effectiveness and gaps in existing NFE programs, with a focus on policy, implementation, and resource allocation.
4. Develop a Roadmap for establishing a Non-Formal Education directorate in collaboration with E&SED and Partners.
5. Map government budgetary allocations aligning resources with GPE priorities and KP Education Sector Strategic Plan to create a synergy for NFE and OOSC in the province.
6. Provide technical support to E&SED in the establishment of a Non-Formal Education Directorate, including drafting guidelines, frameworks, and operational structures.
Scope of the consultancy is as under: The selected candidate will work closely with E&SED, NFE implementing partners, UNICEF, District education office teams, development partners, other relevant stakeholders and experts to ensure alignment and harmonization with national and provincial priorities, and complementarity between the partners and stakeholders’ etc. The consultant will lead on the following tasks:
1. Comprehensive Desk Review and Mapping of NFE Strategy and Ongoing Initiatives
• Review existing provincial and national NFE strategies, policies, and frameworks in KP, identifying key challenges and opportunities in the current NFE system.
• Analyze international best practices in NFE implementation relevant to the provincial context.
• Compile a detailed inventory of ongoing NFE programs and learning pathways, partners, target populations, and coverage areas including identifying overlaps, gaps, and opportunities for integration or expansion.
• Map ongoing NFE initiatives by government, NGOs, and donors, identifying gaps, challenges, and opportunities in the existing system for non-formal education.
• Conduct interviews and focus group discussions with key stakeholders, including government officials, NGOs, and community representatives.
• Assess enrollment, retention, and completion rates in NFE programs.
Conduct consultations with key stakeholders to validate findings.
2. Roadmap for Establishing an NFE Directorate and support E&SED in establishment of NFE Directorate in KP
• Propose an institutional structure for the NFE Directorate, including roles, responsibilities, and workflows and collaboration with formal and non-formal sectors.
• Draft an operational framework and guidelines for NFE Directorate and develop a roadmap for its establishment and operationalization.
• Develop a proposal for the organizational structure of the Non-Formal Education Directorate, outlining key roles, responsibilities, and staffing requirements.
• Provide recommendations on how to integrate the NFE Directorate within the broader education system.
• Support the development of operational guidelines for the implementation of non-formal education programs in KP.
• Organize consultations with stakeholders to gather input and build ownership of the NFE Directorate.
• Propose a phased implementation plan and sustainability strategy.
3. Mapping of Budgetary Allocations and budgetary analysis linked to NFE in the province.
• Review current government and donor funding for NFE programs.
• Identify gaps and overlaps in funding streams.
• Recommend strategies for optimizing resource allocation and sustainability.
• Map budgetary allocations for NFE at the provincial and district levels.
• Provide recommendations to enhance budget efficiency and advocate for increased funding where necessary.
4. Final Reporting and Recommendations
• Prepare a comprehensive report summarizing findings, recommendations, and proposed actions.
• Present findings to E&SED and relevant stakeholders.
• Submit a comprehensive final report summarizing all deliverables and offering strategic recommendations for the establishment and operationalization of the NFE Directorate.
Milestone and Deliverables:
|
Work Assignment Expected Results
|
|
Tasks/Milestone:
|
Deliverables/Outputs:
|
|
Develop work plan with timelines for key deliverables.
|
An inception report that shows understanding of the assignments, a clear work plan that should lead to the establishment of a Non-Formal Directorate at E&SED. The inception workshop to be conducted with senior E&SED management including the Secretary and Minister of Education.
|
|
Comprehensive Mapping of NFE Strategy and Ongoing Initiatives
|
A comprehensive report summarizing the NFE strategy, key programs, gaps, and opportunities, including a stakeholder engagement plan:
-Review existing NFE strategies, policies, and frameworks.
-Map ongoing NFE initiatives by government, NGOs, and donors, identifying gaps and overlaps.
-Assess enrollment, retention, and completion rates in NFE programs.
-Conduct consultations with key stakeholders to validate findings.
|
|
Roadmap for Establishing an NFE Directorate
|
A detailed roadmap for establishing the NFE Directorate with timelines, budget estimates, and key milestones:
-Conduct a feasibility study to assess institutional and operational requirements for the NFE Directorate.
-Define the directorate’s structure, mandate, and staffing needs.
-Propose a phased implementation plan and sustainability strategy.
|
|
Mapping of Budgetary Allocations Linked to GPE Grants
|
A budgetary mapping report with recommendations aligning resources KP Education Sector policy and Strategic Plan including resources from GPE to create a synergy for NFE and OOSC in the province:
-Review current government and donor funding for NFE programs.
-Identify gaps and overlaps in funding streams.
-Recommend strategies for optimizing resource allocation and sustainability.
|
|
Dissemination and Review workshop with all stakeholders in KP
|
Conduct all education stakeholder workshop on the review and analysis findings and the proposed NFE directorate structures, systems and rollout/implementation plan.
|
|
Finalization of the consultancy report based on the feedback received from the workshop, UNICEF, E&SED, and LEG members.
|
Finalized consultancy report endorsed by the E&SED, LEG and UNICEF
|
To qualify as an advocate for every child you will have…
The qualifications and skill areas required include:
• An advanced university degree (Master’s or above) in Education and/or Economics or related social sciences from a recognized institution
• A minimum of 8 years of experience in in education policy, planning, and NFE programs, with a focus on non-formal education and institutional development.
• Demonstrated experience in conducting mapping and analysis of education initiatives with proven experience in policy development, strategic planning, and organizational capacity building.
• Experience working with government institutions, development agencies, or international organizations.
• Strong understanding of the educational context in Pakistan, particularly in Khyber Pakhtunkhwa.
• Demonstrated experience in Non-Formal Education strategy development for government and/or international development organizations in the social sector.
• Strong understanding of budgetary frameworks and institutional capacity building.
• Excellent research, analytical, and communication skills.
• Experience working with government departments and international organizations is an asset.
• Fluency in English is a must. Fluency in Urdu and Pashto an added advantage.
Excellent writing and reporting skills.
• Strong interpersonal skills and experience in stakeholder engagement
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 committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious or ethnic background, and persons with disabilities, to apply to become a part of the organization. To create a more inclusive workplace, UNICEF offers paid parental leave, breastfeeding breaks, and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements. Click here to learn more about flexible work arrangements, well-being, and benefits.
According to the UN Convention on the Rights of Persons with Disabilities (UNCRPD), persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others. In its Disability Inclusion Policy and Strategy 2022-2030, UNICEF has committed to increase the number of employees with disabilities by 2030. At UNICEF, we provide reasonable accommodation for work-related support requirements of candidates and employees with disabilities. Also, UNICEF has launched a Global Accessibility Helpdesk to strengthen physical and digital accessibility. If you are an applicant with a disability who needs digital accessibility support in completing the online application, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF.
UNICEF does not hire candidates who are married to children (persons under 18). 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 based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. 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, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.
Remarks:
This assignment is for 64 working days
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.
