|Date Posted:||Sep 13, 2018|
|Closing Date:||Sep 19, 2018|
|Work Type:||Full Time|
|Number of Vacancies:||2|
|Salary Range:||Salary is negotiableNone|
|Years of Experience:||5 Years|
|Contract Duration:||Open Ended|
|Contract Type:||Short Term|
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
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,
Provinces to travel:
Applicants must be fluent in both written and oral English, Dari and Pashto is desirable
Duties & 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
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
V. Organize a knowledge sharing workshop on evaluation findings and recommendations in
presence of all key stakeholders; and
Job Location:Afghanistan, Kabul
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.