Consultancy: Consultancy on Universal Design Accessible Textbooks - Disability Section, PD - NYHQ, Requisition# 509452

A consultant is required to coordinate and assist with the implementation of activities with the publishing industry on inclusive education for children with disabilities under UNICEF Disability Section 2017-2018 work plan.

UNICEF works in 190 countries and territories to protect the rights of every child. UNICEF has spent 70 years working to improve the lives of children and their families. Defending children's rights throughout their lives requires a global presence, aiming to produce results and understand their effects. UNICEF believes all children have a right to survive, thrive and fulfill their potential – to the benefit of a better world.

Background & Rationale

Education is a human right and is at the center of promoting equity, justice and prosperity in society. While there has been considerable progress on increasing school enrolment over the last two decades, there are still 58 million children of primary school age and 63 million adolescents of lower secondary school age who are Education is a human right and is at the center of promoting equity, justice and prosperity in society. While there has been considerable progress on increasing school enrolment over the last two decades, there are still 58 million children of primary school age and 63 million adolescents of lower secondary school age who are excluded from education.  Half of these children live in countries affected by conflict. More than half are girls. Many are children from poor families, rural areas or ethnic minorities. But, despite serious limitations in the available data, it is clear that children with disabilities face some of the most severe barriers to going to school.  It is estimated that there are between 93 and 150 million children with disabilities in the world today. There is also compelling evidence that children with disabilities are less likely to ever go to school, less likely to learn essential skills if they do go to school, and more likely to drop out before completing a full course of education. Exclusion from education places children with disabilities at a disadvantage for the rest of their lives, putting them at higher risk of negative social and economic consequences such as poverty, neglect, abuse and isolation, and preventing their full participation in society.

Among many other focuses in the area of Inclusive Education, UNICEF aims to develop learning materials that are accessible for all. No printed book can offer all the necessary features to ensure access to all users. Amongst the ones most excluded from reading and learning are children and adults with disabilities. Technology comes to reduce and eventually close this divide. Accessible formats are versatile and users can customize and combine different features like audio, text, sign languages, font type and size, background contrast, line spacing, illustrations and other functions to suit different access needs or preferences. Although technology has improved access to information for persons with disabilities in many contexts, it has yet to be applied to textbooks that would greatly improve learning opportunities for children with disabilities.  In order to bridge this divide between textbooks and technology, UNICEF is working to develop a prototype for accessible textbooks in English and then pilot the prototype in selected UNICEF field offices.  This consultancy will support UNICEF’s initiatives to adapt textbooks that teaches human body parts which is already being used in primary schools in the country.  Specifically, this consultancy will support the establishment and meeting of expert Global Advisory Group as well support the piloting of the project in other countries excluded from education.  Half of these children live in countries affected by conflict.  More than half are girls.  Many are children from poor families, rural areas or ethnic minorities.  But, despite serious limitations in the available data, it is clear that children with disabilities face some of the most severe barriers to going to school.  It is estimated that there are between 93 and 150 million children with disabilities in the world today.  There is also compelling evidence that children with disabilities are less likely to ever go to school, less likely to learn essential skills if they do go to school, and more likely to drop out before completing a full course of education.  Exclusion from education places children with disabilities at a disadvantage for the rest of their lives, putting them at higher risk of negative social and economic consequences such as poverty, neglect, abuse and isolation, and preventing their full participation in society.

Among many other focuses in the area of Inclusive Education, UNICEF aims to develop learning materials that are accessible for all.  No printed book can offer all the necessary features to ensure access to all users. Amongst the ones most excluded from reading and learning are children and adults with disabilities. Technology comes to reduce and eventually close this divide. Accessible formats are versatile and users can customize and combine different features like audio, text, sign languages, font type and size, background contrast, line spacing, illustrations and other functions to suit different access needs or preferences. Although technology has improved access to information for persons with disabilities in many contexts, it has yet to be applied to textbooks that would greatly improve learning opportunities for children with disabilities.  In order to bridge this divide between textbooks and technology, UNICEF is working to develop a prototype for accessible textbooks in English and then pilot the prototype in selected UNICEF field offices.  This consultancy will support UNICEF’s initiatives to adapt textbooks that teaches human body parts which is already being used in primary schools in the country.  Specifically, this consultancy will identify and reach out to key decision makers in the international publishing industry and convene a global meeting with authors and publishers as well support the piloting of the project selected countries.

The work will include liaison with publishing industry standards bodies that deal with digital and accessibility standards, publishing industry associations, collective management organizations and working groups involved in educational publishing and accessibility issues.

Purpose

A consultant is required to coordinate and assist with the implementation of activities with the publishing industry on inclusive education for children with disabilities under UNICEF Disability Section 2017-2018 work plan.  This work will include: 

1. Identify key decision makers in the international and relevant local publishing industries;
2. Outreach and development of relationships with relevant publishers;
3. Maintain relationships with inclusive education experts and technology developer;
4. Identify partners for accessible development textbook development pilots;
5. Organise, attend and moderate events at which relevant accessibility and education policy is developed, discussed and promoted;
6. Support the development of guidelines on accessible digital textbooks for publishers and authors;
7. Support capacity building in countries with publishing industries without awareness for accessibility issues;
8. Develop and implement a roadmap for universal provision of accessible digital textbooks in line with UNICEF policies.

Expected results: (measurable results) 30 days

Measurable outcomes:

1. One meeting with publishers and authors organised;
2. List of publishers engaged/interested in the initiative;
3. Guidelines for authors and publishers developed;
4. Development of roadmap. 

Duty Station

Remote base, travel will be required 

Timeframe 

6 months 

Start date:   3 January 2018                   

End date: 15 July 2018 

Key competences, technical background, and experience required Deadline

• Advanced University degree in a Social Science related to UNICEF’s work, preferably in inclusive education;
• At least ten years of international work experience, showing progressive professional responsibility, including: policy analysis, project management, planning, data collection, monitoring and evaluation, etc.
• At least five years experience related to publishing in particular educational publishing. Experience with publishing in developing countries is a bonus;
• At least ten years experience in public policy related to educational publishing and/or accessibility issues, industry issues, in particular business modeling, digital migration and accessibility policy;
• Familiarity with international legal instruments, policies, and programmes relating to inclusive education, such as those drafted by UNESCO, UNICEF, Marrakesh Treaty, etc.;

Strong legal background, ideally with experience in copyright and licensing

• Ability to work in a team, in an international environment, with little supervision;
• Previous experience working with UNICEF, is an asset;
• Very good analytical and report writing skills in English and one other UN language; 

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