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Evaluation Expert, Youth and Adult Literacy


About UNESCO Kabul

United Nation Educational, Scientific and Cultural Organization (UNESCO) strives to promote education
in Afghanistan as a fundamental human right while aiming to provide access to quality, relevant and
inclusive education for all. Across Afghanistan, UNESCO Kabul is currently providing technical and
financial support to the Ministry of Education’s Literacy Department (DMoEL) to implement Basic
General Literacy (BGL) and Skills Based Literacy (SBL) programmes, and to strengthen the quality of adult
literacy and non-formal education more broadly. The Programme for Enhancement of Literacy in
Afghanistan (ELA) is a national programme that aims to improve the proficiency level of literacy and
numeracy skills of the youth and adult population of age 15 and above, particularly for women and girls
in Afghanistan. The project targeted at least 60% female. The principal goal of the ELA Programme is to
increase awareness about the importance of literacy among national-level stakeholders and to address
the challenges of literacy in a sustainable and proactive manner, noting that the current budget
allocated to literacy under the MoE is roughly only 2% of the national education budget.
In addition to literacy provision, ELA provides technical support to the DMoEL in capacity building and
institutional reform, programme development and implementation, resource mobilization, national
social mobilization, advocacy and outreach, curriculum development, teacher training, monitoring and
evaluation, management information system (MIS), and progress reporting. It also puts high emphasis
on supporting the Literacy Department in establishing a decentralized modality of implementation that
connects it with provinces, districts and communities in all phases of planning, implementation,
monitoring and reporting. UNESCO seeks to further strengthen the institutional and organizational
capacity of the DMoEL so that its relevant departments are able to gain the capacity to sustain this
important decentralized modality of literacy provision following ELA termination.
The first phase of the ELA Programme (2008 – 2010), funded by the Government of Japan, provided
literacy courses to 255,438 youth and adults in 50 districts in 9 provinces1 of Afghanistan. With

Job Title Evaluation Expert, Youth and Adult Literacy
Job Level Senior level consultants
Number of Positions 02
Contract Name
Duty Station
Final Evaluation of the Programme for the
Enhancement of Literacy in Afghanistan (ELA3)
Kabul, Afghanistan
Organization UNESCO/Kabul Office
Contract Duration 3 months
Announcing Date 18
th July 2018
Closing Date
Proposed Starting Date
nd August2018 (midnight, Kabul time)
Mid-August 2018
UNESCO contributes to peace and human development in an era of
globalization by furthering international cooperation through its programmes in
education, sciences, culture and communication. With its 193 Member States and
7 Associate Members, UNESCO has its Headquarters in Paris (France) and operates
globally through a network of offices and several institutes.
additional funding from the Government of Japan in 2010-2013 the outreach of the ELA Programme
(Phase II) was expanded to 99 districts of 18 provinces2
, targeting a total of 325,662 youth and adults, of
whom 60 percent were women.
Building on the lessons learned from the previous phases, ELA Programme Phase III started in November
2013 and ended in March 2018. The total funding for ELA phases I, II and III was USD15 million, USD19
million and USD34 million respectively. Notably, funding for the ELA3 was further increased by support
from the Government of Sweden (December 2014) and Finland (July 2015), resulting in the expansion of
the geographical coverage to 30 provinces. In June 2016, the Government of Finland committed
additional support to ELA3 that allowed for expansion to the remaining four Afghan provinces and
effectively increasing ELA3’s total funding portfolio to approximately $32 million over four years. It
realized a total coverage of 155 districts across all the 34 provinces3
, and reached out to 634,000 youth
and adults. So far, ELA Programme remains the largest national literacy programme in Afghanistan.
Substantively, ELA3 also prepared a Youth and Basic Adult Education Curriculum Framework and
instructional materials for Level One (equivalent to grade 1 -3 of formal education); and it began plans
to develop equivalent Non-Formal Education Curriculum Framework and instructional material for
Levels 2 and 3 (equivalent to grade 4 - 9). Through ELA3, UNESCO has continued to support the DMoEL
to develop Skills Based Literacy (SBL) workbooks to complement basic literacy courses for those learners
who may opt to further continue their education in eight different skill areas4

Job Summary

The overall purpose of the final evaluation is to assess the extent to which ELA3, as the latest phase of
the ELA programme, has or has not been successful in meeting its objectives. In this, the relevance,
effectiveness, efficiency, impact, sustainability, and gender perspective of ELA-3 will be measured. The
organizational capacity of ELA3 managers in DMoEL and UNESCO will be taken into account with respect
to (but not limited to) programme design, planning, and implementation and monitoring -- including
data management, progress reporting, provision of feedback and the timeliness and appropriateness of
management decisions.
The evaluation will assess these and other factors influencing ELA3 operations and results at both
national and subnational levels (provincial, district, community). This will include the perspectives of
ELA3 policy-makers, programme developers or monitors, managers and, especially, beneficiaries
(learners and facilitators) with respect to (i) what they expected from the ELA programme; (ii) their
satisfaction with ELA in terms of programme design, implementation and management of
risks/challenges; and (iii) their assessment of “what difference” the ELA3 programme has made (e.g.
what has changed for them as policy-maker, programme developer or monitor, facilitator, community
member - and female or male).
Issues related to strengths, weaknesses, opportunities and threats (SWOT) from the perspective of the
DMoEL and UNESCO in managing the ELA3 delivery mechanisms, and of the three donors, should be
clearly identified and addressed. This should include an assessment of the nature, quality and long-term
implications of the partnership between DMoEL and UNESCO with respect to providing technical

4 These skill areas are; Bee Keeping, poultry farming, fish farming, tailoring, Basic health and first aid, starting your own business and vegetable
gardening, were identified through a rapid needs assessment survey for the development of this instructional materials.
assistance support, to the design/management of the Implementing Partnership Agreement (IPA) and,
more broadly, the levels and types of capacity that were required by – and provided to - the Department
to independently design and implement a national literacy programme of the scope of ELA.
Scope of Evaluation
The time period that will be covered by this evaluation is from the initiation of ELA 3, in November 2014,
to its’ conclusion in September 2018. The three DP/donor project proposals of ELA3 were consolidated
in 2016 with the agreement of Japan, Sweden and Finland. This included their respective targets and
expected results. The final evaluation of ELA3 shall, therefore, assess the ELA3 as a consolidated
programme with respect to the following outcomes:
 OUTCOME 1 (Improved Quality and Relevance): Promoting diversification of literacy curriculum,
teaching-learning materials, learning contents based on various needs and prior learning of
youth, adults and other socially vulnerable groups;
 OUTCOME 2 (Learner Assessment): Learner assessment system developed for quality learning
under the programme;
 OUTCOME 3 (Literacy Provision/ Improved Equitable Access): Opportunities for continuing
education and lifelong learning expanded among youth and adults over fifteen years of age,
especially for vulnerable groups and women. [Or] Improved equitable access to literacy among
youth and adults over 15 years of age, especially women and other vulnerable groups;
 OUTCOME 4 (Capacity Development/ Strengthening Self-reliance): Enhance the sustainability of
the programme through strengthening national capacity in cross-ministerial, national/ subnational
level coordination and management for literacy education;
 OUTCOME 5 (Monitoring and Evaluation): Monitoring and evaluation capacity improved in the
Literacy Department through a well-functioning Non Formal Education Management System
(NFEMIS); M&E used for programme performance measurement with reliable and regular data
 OUTCOME 6 (Networking and Coordination): Importance of adult literacy and non-formal
education is mainstreamed within the general education framework through coordinated and
harmonized efforts and advocacy; and
 OUTCOME 7 (Advocacy and Policy Inputs): Increased demand for literacy learning opportunities.

The evaluation will be conducted in accordance with the principles outlined in the Ethical Guidelines for
Evaluation (UNEG 2008) and the evaluation team must take measures to ensure compliance with the
evaluator code of conduct e.g. measures to safeguard the rights and confidentiality of their sources,

Job Details

Date Posted: 13 Sep 2018 Reference: KAB/EDU/2018/07
Closing Date: 20 Sep 2018 Work Type: Full Time
Number of Vacancies: 2 Gender: Any
Functional Area: Education Open Ended: NO
Nationality: Afghan Salary Range: As per company salary scale
Contract Type: Short Term Years of Experience: 5 Year(s)
Contract Duration: 0 Year(s) & 3 Month(s) Extension Possibility: No
Probation Period:

Duties and Responsibilities

Under the overall authority of the Director of UNESCO Kabul, the general direction of the Chief of
Education, and the direct supervision of the International Consultant for ELA Evaluation, the consultants
will support in data collection and analysis for conducting the final evaluation of ELA3, providing a
detailed evidence-based analysis and assessment of its major achievements, constraints and lessons
learned; and, based explicitly on this evidence, recommend directions for future programming as
applicable to both UNESCO and the DMoEL.
Specifically, the national consultants will perform following tasks:
I. Support the international consultant in evaluation process, including developing the evaluation
questionnaire, the evaluation design, data collection tools, data collection activity, collation and
analysis of data, results, report writing including recommendations;
II. Work as translator and interpreter to support the evaluation;
III. Arrange meetings with key stakeholders to design the evaluation;
IV. Assist in fieldwork (KII, FGD, observation) for primary data collection from provider and
beneficiary stakeholders;
V. Organize and assist in a knowledge sharing workshop with key literacy stakeholders to confirm,
elaborate and/or correct preliminary findings;
VI. Assist in preparing a draft report on evaluation and incorporate comments and feedback from
the stakeholders in final report; and
VII. Support submitting final report of final evaluation of ELA3.
The evaluation approach and method must ensure the most reliable and valid answers to evaluation
questions, which will be designed and developed by the international consultant in consultation with LD
and UNESCO team members within the limits of resources; an evaluation matrix will be prepared as part
of the Inception process. The methodology will include:
 Desk Study: The Evaluation Team will examine all relevant ELA3 documents. The desk review
should explore other literacy initiatives globally and within the region, including of UNESCO, as a
basis for future advice and relevant lessons learned and best practices.
 In May 2018, an evaluability assessment of ELA was conducted. Through intensive
engagement of key stakeholders, it recommended key areas to be included in a final ELA3
evaluation. As such, the EA report will serve as one of the guiding documents for this final
 Development and finalization of methodology: The national consultant will support
international consultant in developing and finalizing the tools for data collection in line with the
evaluation questions. UNESCO will provide the evaluation questions after signing the contract
with the candidates. This will be done in close consultation and discussion with the ELA teams
including LD and UNESCO.
 Field Visits: Where possible (and dependent on security clearance), the national consultant,
alongside LD and UNESCO team members will collect primary data from DMoEL offices at
national and subnational levels in a few representative provinces.
 Interviewing key stakeholders: At national level, the national consultant will pay particular
attention to interviewing the key stakeholders, i.e. senior management, heads of departments
and key focal points in the DMoEL, senior management and other key focal points in the
UNESCO and Department ELA teams, key managerial and advisory personnel. At subnational
level, the national consultant and/or LD and UNESCO team members should also interview the
Provincial Governor, Provincial Education Officer, Provincial Literacy Manager, Provincial ELA
Coordinator, District Education Officer, District ELA Coordinator, Shura Members, Community
Development Committee (CDC), INGOs implementing literacy programme in Afghanistan, and
interested civil society organizations, women’s groups, and so on. The national consultant
should support in holding interviews with key persons in Ministry of Education (MoE) at central
level; as well as development partners, especially ELA donors, UN agencies and relevant
members of the national and international “literacy community”. A final list of KII/FGD
respondents will be developed/approved as part of the Inception process.
 Review and finalization of report: The draft of the final evaluation report will be shared with all
stakeholders for feedback/ comments and inputs incorporated as applicable in the final report.
Time and Deliverables
The final evaluation should be completed between mid- August and mid- November 2018 with a final
report submitted by end of November 2018.
Expected deliverables as followsI.
Support to prepare an inception report to be finalised by the international consultant;
II. Assist in outlining the evaluation questions (and reasons for the selection of the evaluation
questions), a detailed outline of the evaluation process, the data collection tools and a detailed
work plan for the final evaluation;
III. Prepare analytical reports with collected data as advised by the international consultant;
IV. Contribute in drafting of the narrative evaluation of ELA3 that includes achievements, lessons
learned, challenges and constraints, and recommendations on the scope for new directions of
youth and adult literacy programme in Afghanistan as directly derived from the evidence of the
ELA3 evaluation;
V. Organize a knowledge sharing workshop on evaluation findings and recommendations in
presence of all key stakeholders; and


Applicants must be fluent in both written and oral English, Dari and Pashto is desirable


at least 5 years of professional experience in the evaluation of education policy development
and implementation, with particular focus on Adult Literacy and Non-Formal Education.
Relevant experience in education and related areas, program/project development and
management in a UN system agency or organization is an asset.
 a university degree preferably Masters in education, psychology, sociology or related studies in
social science field is required. Applicants for the position of national consultant should have at
least Master’s degree in similar fields.
 experience in organizational management, structures and systems, operations, capacity
development, reporting, and monitoring;
 a minimum of two years of work experience in conflict-affected areas; experience in Afghanistan
is highly desirable;
In addition, it is required that the national consultants will be able and willing to travel to the provincial
areas covered by the programme. Competencies (for all applicant positions)
 Core: Integrity, Commitment, Building and maintaining partnerships, Teamwork,
Communication, Creativity and Innovation, Results Based Management and Results Based
 Skills: Demonstrated ability to effectively work within a complex multicultural and conflictaffected
environment, proven interpersonal and communication skills, strong technical
assessment and analytical skills, and ability to organize and coordinate multiple tasks, and
deliver the result within specified timelines.

Job Location

Afghanistan - Kabul
AF AF 12


Bachelors Degree,

Submission Guideline

The interested candidates should send the following documents to below email
August 2 2018 (by midnight, Kabul time), with subject KAB/EDU/2018/08.
1. (Up-to-date UNESCO curriculum vitae (
2. Cover letter explaining qualifications and experience relevant for the position
3. A technical proposal which includes an indication of the approach which would be adopted to carry
out the assignment (including methodology and theoretical framework)
Please note that applications received after August 2 2018 (midnight Kabul time) will not be considered.
Only shortlisted candidates whose application responds to the above criteria will be contacted for
interview. UNESCO regrets its inability to reply individually or attend to telephone queries on the
advertised post.

Submission Email before

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