Consultancy: Global Digital Learning & Education Technology Guidance - Education Section, PD - NYHQ, Requisition# 508274

Under the supervision of the Education Advocacy Specialist and the Education Innovation Specialist, the Consultant will provide technical expertise towards the development of: 1. A Global Digital Learning & Education Technology Policy and Programme Guidance, informed by the latest evidence on the impact of ICTs on education (access, equity and learning) & in support of the ongoing UNICEF ESARO/WCARO work on digital learning; 2. A ‘forward looking brief’ on What next for ICTs & Education? (AI, trends, cost-efficiencies, impact of Moore’s Law, etc). 3. Draft 5-10 recommendations on UNICEF’s engagement and value-add in EdTech/Digital Learning

If you are a committed, creative professional and are passionate about making a lasting difference for children, the world's leading children's rights organization would like to hear from you.

For 70 years, UNICEF has been working on the ground in 190 countries and territories to promote children's survival, protection and development. The world's largest provider of vaccines for developing countries, UNICEF supports child health and nutrition, good water and sanitation, quality basic education for all boys and girls, and the protection of children from violence, exploitation, and AIDS. UNICEF is funded entirely by the voluntary contributions of individuals, businesses, foundations and governments.

Background & Rationale 

Harnessing technology offers huge opportunities and promise to transform education and improve learning outcomes at all levels and for all children. According to the Education Commission, by 2020, virtually everyone will have a mobile phone, 2.6 billion people will have smart phones, and 56 percent of people will have Internet access. The promise of information and communication technology (ICT) and digital learning makes it possible to reach new and excluded learners, enhance teaching, and offer new ways for all learners to gain skills. 

For all the expected promise of ICT, evidence to date demonstrates that while ICT offers potentially significant gains for education, the effects of tested interventions have varied greatly. As noted in the World Bank’s 2018 World Development Report, “some programs have been extremely impressive, such as a dynamic computer-assisted learning program for secondary school students in India that increased math and language scores more than most other learning interventions tested there or elsewhere. But others, such as the One Laptop Per Child programs in Peru and Uruguay, have shown no impact on student reading or math ability. Indeed, the vast majority of ICT interventions have had either no impact or—as with certain hardware interventions—a negative impact on student learning.” 

While there is evidence that technological interventions can increase learning if they enhance the teacher-learner relationship, technology too often continues to fail to support the work of teachers and students as it is poorly adapted to a country context and settings, fails to reach the classroom or fails to be used properly when available in the classroom. 

Despite such varied returns and so many challenges to implementation, investments in education technology are on the rise as countries, from the lowest- to the highest-income, increasingly seek to incorporate technology into their classrooms and education systems. 

UNICEF seeks support to develop a Global Digital Learning & Education Technology Guidance, informed by the latest evidence on the impact of ICTs on education (access, equity, and learning) & in support of the ongoing UNICEF ESARO/WCARO work on digital learning. 

Purpose

Under the supervision of the Education Advocacy Specialist and the Education Innovation Specialist, the Consultant will provide technical expertise towards the development of:

1. A Global Digital Learning & Education Technology Policy and Programme Guidance, informed by the latest evidence on the impact of ICTs on education (access, equity and learning) & in support of the ongoing UNICEF ESARO/WCARO work on digital learning;

2. A ‘forward looking brief’ on What next for ICTs & Education? (AI, trends, cost-efficiencies, impact of Moore’s Law, etc).
3. Draft 5-10 recommendations on UNICEF’s engagement and value-add in EdTech/Digital Learning 

Expected results: (measurable results)

The consultancy will mainly focus on:

• Collating the most recent and relevant evidence to date on the promises and limitations of EdTech to improve learning outcomes in developing and fragile contexts (in consultation with Dahlberg, the World Bank and other key partners);
• Identifying promising interventions in EdTech across all UNICEF regions and their key enablers and barriers;
• Developing a Global Digital Learning & Education Technology Policy and Programme Guidance – a guidance on the effective use of ICTs in education to improve access, equity and learning outcomes;
• Developing a ‘forward looking brief’ on What next for ICTs & Education? (artificial intelligence (AI), trends, cost-efficiencies, impact of Moore’s Law, etc).
• Draft 5-10 recommendations on UNICEF’s engagement and value-add in EdTech/Digital Learning 

In sum, tasks of the consultancy will deliver a finalized Global Digital Learning & Education Technology Policy and Programme Guidance, A ‘forward looking brief’ on What next for ICTs & Education, and draft recommendations on UNICEF’s engagement and value-add in EdTech/Digital Learning.

Duty Station: NYHQ 

Timeframe: 

Start date:         November 15th 2017                    

End date:           March 15th, 2018  

Key competences, technical background, and experience required Deadline

• Academic qualification: Advanced degree (undergraduate or Master degree) in international development, communication, information and communication technology, public administration, education, business administration, economics, or other related areas.  Experience doing similar work from candidates with a different academic qualification might qualify.
• Years of experience: Minimum 5 years of professional experience in areas such as international development, strategic communications, management consulting, ICTs & Education.
• Information and communication technology: Demonstrated experience or knowledge in the field of information and communication technology in education or other related fields required.
• Language: Superior written and oral communications skills in English are essential. Ability to work in another UN language desirable.
• Interpersonal skills: Motivated self-starter, with demonstrated ability to work effectively and sensitively in teams and across cultures. Experience working with public sector officials in developing countries is an asset.
• UN System: Good understanding of UNICEF and/or UN system, and of world affairs, current events,  international development issues, trends in ICTs and education. 

To view our competency framework, please click here. 

Please indicate your ability, availability and daily/monthly rate (in US$) to undertake the terms of reference above (including travel and daily subsistence allowance, if applicable).  Applications submitted without a daily/monthly rate will not be considered.

Remarks

With the exception of the US Citizens, G4 Visa and Green Card holders, should the selected candidate and his/her household members reside in the United States under a different visa, the consultant and his/her household members are required to change their visa status to G4, and the consultant’s household members (spouse) will require an Employment Authorization Card (EAD) to be able to work, even if he/she was authorized to work under the visa held prior to switching to G4.   

At the time the contract is awarded, the selected candidate must have in place current health insurance coverage

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 organisation.