Education and disaster risk reduction consultant

Purpose:

The Netherlands government provided a grant of $201 million (2006-2011) for UNICEF’s Education in Emergencies and Post-Crisis Transition (EEPCT) programmes which has significantly raised the profile of education in emergencies and post-crisis transition and has helped countries on a sustainable progress towards quality basic education for all. The core of the programme is intended to improve both the effectiveness and efficiency of educational response in a wide range of affected countries, including sudden emergencies, chronic emergencies and countries in transition from a post-crisis state to a development phase.

There are four specific goals:
• Goal One: Improved quality of education response in emergencies and post crisis transitions
• Goal Two: Increased resilience of education service delivery (that also reduces the risks of slippage and promotes “turnaround”) in chronic crises, arrested development and deteriorating contexts
• Goal Three: Increased education sector contribution to better prediction, prevention and preparedness (the 3Ps) for emergencies due to natural disasters and conflict
• Goal Four: Evidence-based policies, efficient operational strategies and fit-for-purpose financing instruments for education in emergencies and post crisis situations

Through the goals of the programme 21 out of 40 EEPCT countries, addressed education and DRR activities. Many country offices worked in partnerships at the global, regional and country levels on initiatives such as: systematic national capacity development (individual and institutional capacities for emergency preparedness, contingency planning, and early warning), school-based disaster risk reduction and preparedness and disaster resilient school construction. Global level advocacy was advanced and a toolbox/guidance for the Education Cluster was also developed.

Tracking progress of DRR activities towards the achievement of EEPCT goals is a body of existing reports and evaluations. However, the existing documentation does not speak to the outcomes over time of DRR work in specific contexts. As 2011 is the fifth and final year of the current EEPCT programme, it is therefore critical to assess the outcome of EEPCT DRR activities. Due to time and budget constraints, this research is unable to examine the DRR activities in all EEPCT countries therefore three countries have been purposively selected for case study (Nepal, Philippines, Colombia).

At the global level there is a significant body of literature on DRR projects and programming; this is juxtaposed by a growing evidence base of the nature of disaster risk for children and their education. However, there is a lack of documented evidence that DRR measures do indeed work. This study will provide important evidence to guide not only national and local practice but will contribute to global advocacy and policy direction.

Main responsibilities and tasks

The objective of this study is to assess and document the outcomes of the DRR activities supported by the Education in Emergencies Post Crisis Transition programme in three country contexts.

The outputs of this study include:
1. The research results framework, tool design and operational plan for each focus country.
2. The implementation of a quantitative and qualitative research and analysis in three focus countries that examines the relationship between UNICEF EEPCT supported DRR activities and outcomes for children.
3. The evaluation report that clearly and concisely documents the research findings.

Deliverables

1. Results framework, methodology and plan for each of the countries
2. A single concise evaluation report
3. A stand-alone executive summary of the evaluation report (ready to be published)

Expertise

The consultant will:
• Have demonstrated experience designing, implementing and managing a monitoring and evaluation work in developing contexts. [Essential]
• have demonstrated technical skills in the field of disasters, particularly the social and human dimensions of disaster impact, and have an understanding of the concepts of ‘risk’, ‘exposure’ and ‘vulnerability’ and of how disaster impacts are mediated by different factors [Essential]
• Be fluent in English [Essential] and in Spanish [Desirable]
• The ability to communicate and work with multicultural, multilingual teams.

At least 1 trip to each focus country for a period of at least 2 weeks.

Technical Knowledge/Experience: Current knowledge of DRR global trends, policies, planning and mainstreaming strategies; strong understanding of programme assessment and planning processes including in VCA; analytical skills and ability to identify problems and propose solutions; conscientious and efficient in meeting commitments, observing deadlines and achieving results; shows persistence when faced with difficult problems or challenges; demonstrated ability to provide leadership and take responsibility for incorporating gender and diversity perspectives into substantive work.

The consultant should possess good computer skills, including proficiency in word processing, spreadsheets, and presentation software.

Competencies

Planning and Organization: Demonstrated ability to independently organize, plan, develop and integrate several programmes/activities, with both attention to detail and the broader context.

Working with people: Strong inter-personal skills demonstrated by the ability to lead and gain the assistance and cooperation of others in a team endeavour; ability to build trust and develop and maintain effective work relationships in a multi-ethnic environment with sensitivity and respect for diversity.

Communication: Excellent communication and negotiation skills, including ability to defend and explain difficult issues with respect to key decisions and positions to staff, senior officials and members of intergovernmental bodies.

Decision-making and initiating action: Strong, sound and mature judgment and decision-making skills; ability to manage and coordinate many different activities/operations, and to make difficult decisions under pressure; demonstrated ability to take effective initiative in stressful situations.

Qualifications

Education
An advanced university degree (master's degree or equivalent) in social sciences, international relations, public policy or related area. A first level university degree with relevant combination of academic qualifications and experience in a related area may be accepted in lieu of the advanced university degree.

Experience
A minimum of eight years of progressively responsible experience in programme formulation, planning, management and evaluation. Some of this experience should be in UNICEF.

Languages
English and French are the two working languages of the United Nations Secretariat. For this post, fluency in English is required. Knowledge of Spanish is desirable.

Applications from both individuals and institutions will be welcomed.