Afghanistan: International Consultant – Impact of Conflict and Violence on the Education System and Children, Especially Girls in Afghanistan

Organization: UN Children’s Fund
Country: Afghanistan
Closing date: 15 Apr 2018

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.

Purpose of Activity/Assignment:

Afghanistan remains one of the most dangerous, and most violent, crisis ridden countries in the World. The continued deepening and geographic spread of the conflict has led to a 13% increase since 2017 in the number of people in need of humanitarian assistance in 2017, now 9.3 million[1]. Since the international forces have wound down, the Taliban and Anti-Government Elements (AGE’s) have been fighting the government and have increased their control of the country to about 60%.

In addition to death and injury as well as loss of livelihoods and other assets, over half a million displaced families are scattered across 34 different provinces – with approximately 20% extremely hard to reach in gradually expanding areas of nongovernment controlled territory[2]. Moreover, the conflict is having a direct and increasing impact on children including in terms of their recruitment into AGEs, worsening access to essential health services and through extended closure of schools.

In this context, the education sector faces many challenges not only because of insecurity, displacement due to conflict; the violations committed by parties to the conflict (school damage, occupation) but also due natural disasters, growing urbanization trends and the challenges of managing the high numbers of refugees returnees from Pakistan.[3] The performance of the education system is most notably affected in terms of the administration, the teacher work-force and deployments as well as school access and retention of children, especially girls. While the conflict has a direct impact on education, poverty, socio-cultural and religious factors complicate and may compound the impact. For example, different types of violence including harassment, and school-based violence as well as a lack of boundaries walls around schools can prevent girls from attending school.

Thus, girls’ education is particularly affected with low school attendance. Based on the Ministry of Education (MoE) data from the 2017 Out of School Children Study, the number of Out-Of-School-Children is 3.7 million of which 75 percent are girls. The various causes (security, poverty, harmful social norms and geographical disparities) prevent children and especially girls from attending and reaching schools and conflict and violence have certainly an impact that need to be analyzed.

The proposed study will endeavor to find out the impact on, and needs of, the Education Sector in conflict affected areas but also to analyze the various type of violence that children, especially girls’ face in their daily lives and how it affects their schooling. It is also expected from this study that not only the impact of conflicts on the education system at central and decentralized levels are analyzed but also the impact on schooling examining the relationship and influence between conflict, various forms of violence and education especially for girls.

[1]Afghanistan Humanitarian Needs Overview 2017

[2] https://reliefweb.int/report/afghanistan/afghanistan-2017-humanitarian-r…

[3] EiEWG Strategy

Overall Objective:

The over-all objective of this study is to analyze the impact of the ongoing conflict and violence on the education system, especially for girls.

Specific Objectives:

  • Based on the conflict analysis conducted by the UNICEF Afghanistan Country Office in 2017 and other relevant documentation, identify and list the risks of crisis (including possible links with natural hazards and climate change) and conflicts in the country as well as their impact on the population (vulnerabilities/capacities) that have a direct or indirect impact on education.
  • Develop a brief analysis of the conflict and types of violence considering the stakeholders, the conflicts and violence dynamics, root and proximate causes, main triggers and mitigation measures if any for the education sector and specifically girls ‘education.
  • Analyse the impact of conflict and violence on the functioning of the education system including the implications on schooling, especially education access and retention for girls (based on quantitative and qualitative analyses and main indicators of education).
  • Analyse the ways in which the education system impacts on conflict either positively or negatively including curriculum content, pedagogical methods and approaches, school environment and safety.
  • Analyse the capacities of the education system and the capacities of different education stakeholders to respond to the effects of the crisis, conflict and types of violence and the abilities to mitigate its effects.
  • Analyse the potential of the education system and related stakeholders (including young people) in terms of capacities for promoting peace and social cohesion.
  • Liaise with field offices based on conflict analysis carried out and partners based in conflict affected areas.
  • Provide guidelines for Government, UNICEF and partners interventions.
  • Deliverables/Outputs:

    1- Report on desk study and outcomes of the discussion with stakeholders:

  • Design a comprehensive conflict and violence analysis process
  • Identify and map out types of violence and impacts on the education sector
  • Conduct a comprehensive desk study of existing education (e.g. education sector plan) and conflict/ violence analysis documentation, assess relevance and identify gaps
  • In collaboration with the CO programme team, identify and liaise with key stakeholders for the conflict analysis including humanitarian and development partners, NGOs, education authorities at central and decentralized levels.

    Timeframe: End of first month

    Payment schedule: 20%

    2- Field base study Report and First draft of comprehensive report of desk and field study:

  • Identify provinces for field visits and research
  • Lead consultations with stake holders in the field, focus group discussions, and key informant interviews; compilation of structured questionnaire documents
  • Timeframe: End of second month

    Payment schedule: 30%

    3- Draft of Final Report submission:

  • Support the Education section in the organization of a Conflict and violence analysis workshop to present key findings, recommendations
  • Draft a comprehensive conflict and violence analysis report based on desk and field study
  • Timeframe: End of third month

    Payment schedule: 30%

    4- Final Report submission based on comments from the consultative process with parents and key stakeholders:

  • Consultation workshop for final report with key stakeholders including MoE and unicef team
  • Provide a final report on Conflict and violence Analysis in Education
  • Timeframe: End of forth month

    Payment schedule: 20%

    Assignment period: 80 working days over a five month period.

    Knowledge/Expertise/Skills required:

  • Advanced university degree in social sciences (e.g. education), international development, conflict studies, public policy or another related field* is required.
  • Minimumeight years of relevant work experience in education, social development, management, programme design and management. Field experience in education, peacebuilding, conflict prevention and conflict sensitivity highly desirable.
  • Proven experience in conducting and writing analysis and studies in conflict and education fields.
  • Knowledge of local social, cultural, political, economic context is highly desired.
  • Language requirement:

  • Fluency in English is required. Fluency in a local language is highly desired.
  • *A first level university degree with a relevant combination of academic qualifications and experience may be accepted in lieu of the advanced university degree.

    ***

    UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization.

    ***

    § Advanced university degree in social sciences (e.g. education), international development, conflict studies, public policy or another related field*

    § Minimum 8 years of relevant work experience in education, social development, management, programme design and management. Field experience in education, peacebuilding, conflict prevention and conflict sensitivity highly desirable.

    § Proven experience in conducting and writing analysis and studies in conflict and education fields.

    § Knowledge of local social, cultural, political, economic context is highly desired

    § Fluency in English is required. Fluency in a local language is highly desired.

    *A first level university degree with a relevant combination of academic qualifications and experience may be accepted in lieu of the advanced university degree.

    How to apply:

    UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization. To apply, click on the following link http://www.unicef.org/about/employ/?job=511972

    Read more here:: RELIEFWEB CAREERS INT