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Consultancy for Kuwait Education Situation Analysis (Covid-19), for 50 Days, Gulf Area Office.

Kuwait (Kuwait)

  • Organization: UNICEF - United Nations Children’s Fund
  • Location: Kuwait (Kuwait)
  • Grade: Consultant - Contractors Agreement - Consultancy
  • Occupational Groups:
    • Monitoring and Evaluation
    • Education, Learning and Training
    • Malaria, Tuberculosis and other infectious diseases
    • Public Health and Health Service
    • Ebola
  • Closing Date: 2021-05-15

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The UNICEF Gulf Area Office (UNICEF GAO) is unique in its mandate. It is accountable for providing programmatic support to Saudi Arabia, the United Arab Emirates, Bahrain, Kuwait and Qatar. In addition, it identifies, cultivates and sustains partnerships with Gulf-based partners to generate resources for the organization globally. UNICEF has a role to play in ensuring rapid development in the Gulf is child sensitive and child focused and that children remain at the heart of the national development dialogue.

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, dignity

Proposed by UNESCO and UNICEF, the Education Situation Analysis is a research activity proposed within the framework of Kuwait’s Risk Mitigation and Recovery Plan under Covid-19 (RMRP). The RMRP is a joint effort by the UN Country Team to support Kuwaiti stakeholders to respond to the socio-economic consequences of Covid-19, and constitutes the UNCT workplan as per the requirement of the UN-Kuwait Strategic Cooperation Framework 2020-2025 (UNSCF). The RMRP is designed to streamline UN efforts to accelerate and/or scale up urgent interventions that will mitigate the impact of Covid-19 and support Kuwait’s ongoing efforts over a six to 18 month duration.

The priority areas of the RMRP are derived from the UNSCF 2020-2025, which is aligned with the five themes and seven pillars of the New Kuwait Vision 2035 and the country’s development plan 2020-2025. The RMRP is guided by the five priorities of the UN Framework for the Immediate Socio-Economic Response to Covid-19.


How can you make a difference?

The objectives of the research are to: (1) map K-12 education system and functionality pre-Covid-19 to establish a baseline; (2) assess and analyse the pandemic’s effects and impacts on the sector; and (3) develop recommendations for the sector’s recovery and resilience and identify priority intervention areas relevant to UNESCO and UNICEF’s mandates and fields of expertise.

Description of Deliverables:

The situation analysis (Deliverable 1) will be made up of three components: mapping, analysis, and recommendations for recovery and resilience. Its scope is limited to the formal K-12 education system, including both public and private educational institutions in Kuwait. The framework for the situation analysis presented below is adapted from the UN’s Post-Disaster Needs Assessment Guidelines Volume B for Education (hereafter PDNA),[1] and focuses on four key domains: (i) access, quality and equity (ii) teaching and learning; (iii) teachers and other educational personnel and overall learning environment; and (iv) remote/online learning. Background and context, policies, and programs should be embedded within each of these three domains. The consultant will also produce a short PowerPoint presentation (Deliverable 2) of no more than 20 slides summarizing the results of the research.

Situation Analysis Components:

The document should comprise the following three sections:

  • Mapping

The purpose of the mapping is to understand the pre-Covid K-12 educational sector and system functionality, which can serve as a relative baseline for response efforts.

  • Analysis

The purpose of the analysis section is to assess and analyse the immediate trends, impacts, and effects of Covid-19 crisis


  • Recommendations for Recovery and Resilience

The purpose of this section is to develop recommendations for the sector’s recovery and identify priority intervention areas relevant to UNESCO and UNICEF’s mandates and fields of expertise.


  • The Four Key Domains:

The research should survey four key domains of system functionality:

  • Access, Quality and Equity

This refers to how the education system ensures that children of all ages regardless of gender, disability, nationality, etc. have access to quality, inclusive, and relevant education.


  • Teaching and Learning

This part of the education system involves curricula, teacher professional development training and support, and assessment of learning outcomes. Circumstances may require intensive training of a new cadre of education personnel (i.e. in Kuwait, many expat teachers left at the beginning of the pandemic and have not been able to return), and training for existing teachers to ensure support for ICT literacy and support for their own psychosocial wellbeing, life skills and psychosocial support for learners.

  • Teachers and Other Education Personnel

This key component of the education system relates to human resources, without which the education system cannot function. In Kuwait, Covid-19 forced many expat teachers to repatriate to their home countries and has prevented their return. Given the country’s reliance on the expat teaching work force, addressing critical gaps in human resources is vital.


  • Remote/Online Learning

This component concerns the context of Covid-19, which forced a rapid transition to remote learning modalities. It may include policies around certification of online learning and assessment, MOE guidelines on assessing learning losses and rules/regulations around the implementation of remedial programmes, adapted graduation guidelines, and so on.


Recommendations for Recovery and Resilience:

This section of the situation analysis should be aligned with national laws and existing sector development policies and strategies, and current best practices should be adopted. The core components of this section should be: (1) an outline of recovery and resilience needs for Kuwait’s K-12 education sector, based on the foregoing assessment and analysis of trends, crisis impacts and effects; (2) an outline of the most significant vulnerabilities and risks to education sector recovery going forward; and (3) a set of no more than 10 key strategic recommendations to achieve sector recovery and resilience, tailored to the mandates and fields of expertise of UNISCO and UNICEF.



The situation analysis will adopt different methodologies and techniques. It will require a mixed-methods approach using both qualitative and quantitative assessment tools. Secondary data analysis will be through a thorough desk review of existing literature, data, evidence, and research on the education sector including international data sources (UNESCO, UIS, GEM, UNICEF, and World Bank datasets). Primary data collection will be undertaken, where applicable, to fill in data gaps identified during desk review. In Kuwait, where there is a significant portion of the system that is highly privatized, it will be necessary to collect data from organisations and associations that manage private and community school

In-depth interviews and group discussions and consultations with experts, representative groups of heads of educational institutions in the public and private sectors, affected population cohorts, opinion leaders, religious groups, partners, CSOs, Government, UNICEF staff, UN agencies, government and non-government organisations may be conducted to get their views on gaps and factors impacting on the education system including COVID-19.

Data Collection:

Develop the tools, checklist, questionnaire, and guidelines for data collection. These instruments will be reviewed and cleared by the Steering Committee prior to data collection. Largely the Situation Analysis will entail desk review and will be complemented with data from interviews and consultations with selected representative groups. The following data modalities should be employed to provide additional data to explain context, gaps and corresponding impact of the pandemic that may exist.

  • Desk review and conceptual analytical research on selected topics published from existing studies, research and household survey reports
  • Baseline data taken from before the pandemic and school closures is essential to enable the process of understanding the changes that have taken place as a result
  • Comparative analysis of available legislative and policy frameworks
  • Mapping of risks considering hazards, exposure, vulnerabilities and capacities 
  • In-depth interviews, focus group discussions and consultations with key informants
  • Socio-demographic trend analysis using micro-data for the present and future forecasting situation of the education system for children.
  • Gender analysis on key issues contributing to gender inequalities including areas of recommendation for further analysis.


Proposed timeline:





  1. Inception Report

Develop and present an inception report that details out the understanding of the ToRs, methodology for carrying out the assignment, work plan and timelines, proposed list of tools for data collection and analysis, including an outline of the SitAn (Report outline).


  1. Draft Report of the situation analysis

Develop draft SitAn report for discussion and review by UNESCO and UNICEF in English. No more than 50 pages.


  1. Final Report of situation analysis and PowerPoint presentation

Develop the final SitAn report revised based on inputs received from UNESCO, UNICEF and other relevant stakeholders, in English (Track changes version and clean version. No more than 50 pages, excluding references).

PowerPoint in Ppt format, in English, no more than 20 slides.



To qualify as an advocate for every child you will have

  • Advanced university degree (Masters) in the field of Education, Statistics, Sociology, Economics or similar discipline
  • At least ten years of relevant professional experience in the field of education, for which five years should be in conducting socio-economic analysis.
  • Relevant work experience in the Middle East and North Africa region is an added advantage.
  • Previous working experience with UNESCO and UNICEF in a similar capacity is an asset.
  • Advanced University degree (Ph.D. or equivalent) preferably in the field of Education, Statistics, Sociology, Economics or similar discipline would be an asset.


  • Strong understanding of education policy and planning, child protection, and inclusive learning principles and practices and the Education2030 Agenda;
  • Strong understanding of, and ability to use, education datasets (e.g. UIS, UNICEF, World Bank, MoE).
  • Strong understanding of the educational issues facing vulnerable and disadvantaged groups, particularly children and youth with disabilities and learning difficulties, children and youth of migrant workers, etc.;
  • Ability to analyze complex issues around inclusion and equity in education which require in-depth examination of educational opportunities available to the learners in Kuwait;
  • Knowledge of Kuwaiti context, including its education history and system, political, social, economic, and cultural conditions.
  • Excellent written and spoken Arabic and English.


  • First preference will be given to candidates who are based in Kuwait, second preference to those based in one of the Gulf States.

For every Child, you demonstrate…

UNICEF's values of Care, Respect, Integrity, Trust, and Accountability (CRITA) and core competencies in Communication, Working with People and Drive for Results.


To view our competency framework, please visit here.

Click here to learn more about UNICEF’s values and competencies.

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.

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. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. 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.



Mobility is a condition of international professional employment with UNICEF and an underlying premise of the international civil service.

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.



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Before applying, please make sure that you have read the requirements for the position and that you qualify.
Applications from non-qualifying applicants will most likely be discarded by the recruiting manager.

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