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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, education 

Education systems in Central Asia face complex and multifaceted challenges that influence student learning outcomes and the overall quality of teaching and learning. Despite strides in increasing enrollment rates and improving school infrastructure, Central Asian countries continue to encounter challenges in education quality, equity, and inclusiveness, with uneven learning opportunities, affecting students’ educational trajectories. In this context, UNICEF has partnered with the Foreign, Commonwealth & Development Office (FCDO) in implementing the Accelerating Educational Attainment for Resilience (AEAR-CA) programme across Central Asia. The programme intends to support educational reform efforts in Kyrgyzstan, Tajikistan, and Uzbekistan, with a particular focus on English language teaching and systemic improvements.
To ensure effective programming and sustainable outcomes, there is a critical need to understand the complex political economy factors that influence education reform in these countries. This analysis will examine the interplay of political, economic, and social dynamics shaping education policy and implementation, with particular attention to English language teaching and systemic improvements. The findings will inform programming and support evidence-based engagement with government counterparts on education reform initiatives.
In this context, UNICEF seeks to engage consultant to conduct Political Economy Analysis of Education Systems in the three target countries: Kyrgyzstan, Tajikistan and Uzbekistan

How can you make a difference? 

The primary purpose of this assignment is to conduct Political Economy Analysis (PEA) of the education sector in the three target countries; Kyrgyzstan, Tajiksitan and Uzbekistan. The PEA will provide deep insights into the dynamics that influence education reform in the target countries. The analysis will examine both formal and informal institutions, power relationships, and incentive structures that affect education service delivery and reform implementation.
Specifically, the key objectives of the assignment are to:
o Map and analyze key stakeholders, power dynamics, and incentive structures influencing education reform across the three countries
o Identify political economy factors affecting systemic education changes. Map opportunities and constraints for systemic change in education, particularly in English language teaching
o Identify opportunities and constraints for achieving systemic change in education systems
o Understand the political economy factors affecting English language teaching reform specifically
o Provide actionable recommendations for programming and inform the engagement strategy with Governments on education reform

Scope of Work:
The Political Economy Analysis will undertake a comprehensive examination of the education systems in Kyrgyzstan, Tajikistan, and Uzbekistan, focusing on understanding the complex interplay of political, economic, and social factors that shape education reform processes. While the analysis will take a holistic view of the education system, particular attention will be given to understanding the dynamics around English language teaching reform, given its strategic importance in the AEAR-CA programme.
The analysis will examine how formal institutions, informal norms, and power relationships influence education policy formulation and implementation. It will identify key stakeholders, their interests, and incentives, while mapping potential champions and spoilers of reform efforts. This understanding will be crucial for developing strategies that can effectively support sustainable education reform.
The PEA will specifically focus on understanding the political economy factors affecting English language teaching reform, including teacher training, curriculum development, and assessment systems. This focused analysis will help identify practical entry points for the AEAR-CA programme while situating these specific reforms within broader education system dynamics.

Geographic Scope: Kyrgyzstan, Tajikistan, Uzbekistan
The analysis will cover all three countries - Kyrgyzstan, Tajikistan, and Uzbekistan - while recognizing their distinct contexts and reform trajectories. The conltuant should propose an approach that allows for both country-specific analysis and regional comparison, identifying common challenges and opportunities across the region while factoring in country specificities.

Thematic Areas to be covered:
o Education governance structures and relationships
o Resource allocation and financial management
o Teacher professional development systems
o Curriculum reform processes
o Assessment systems
o English language teaching
o Education inclusion initiatives

Key Components of Analysis
While the key components of the analysis will be agreed and finalized during the inception phase, UNICEF expects the analysis to include following key components:
o Institutional Arrangements and Governance Structures
The analysis will examine both formal and informal governance arrangements within the education sector of each country. This includes studying the relationships between different levels of government, from central ministries to local education authorities. The investigation will cover how decisions are made, resources are allocated, and policies are implemented across these different levels. Special attention will be paid to understanding how centralized and/or decentralized policies affect education service delivery and reform implementation.
The analysis will examine formal organizational structures, legal frameworks, and policies while also investigating informal practices and power dynamics that may facilitate or impede reform efforts. This dual focus will help identify gaps between formal policies and actual practices, providing insights into why certain reforms succeed while others fail.

o Stakeholder Analysis and Power Relations
A thorough mapping of key stakeholders will be conducted, examining their roles, interests, and influence in education reform processes. This will include government officials at various levels, teachers and school administrators, teacher training institutions, international development partners, civil society organizations, and private sector actors. The analysis will examine both formal authority and informal influence, considering how different stakeholders exercise power and influence education policy and practice.
The investigation will explore relationships between stakeholders, identifying existing networks and coalitions that could either support or obstruct reform efforts. Special attention will be paid to understanding the motivations and incentives of different stakeholder groups, including potential winners and losers from proposed reforms.

o Reform Dynamics and Change Processes
The analysis will examine historical reform efforts in each country's education sector, identifying patterns of success and failure. This will include studying how reforms are initiated, negotiated, and implemented, and what factors contribute to their sustainability or breakdown. The investigation will consider both technical and political aspects of reform processes, examining how different stakeholders influence reform outcomes.
The study will analyze decision-making processes around education policy, including formal procedures and informal practices. This will involve examining how different interests are balanced, how consensus is built (or not), and how reform priorities are established and maintained over time.

o Resource Allocation and Management
A detailed examination of education sector financing and resource management will be conducted, including analysis of budget allocation processes, procurement systems, and human resource management practices. This will involve studying both formal systems and informal practices that influence how resources are distributed and utilized within the education sector.
The analysis will examine issues of efficiency and equity in resource use, identifying potential areas where resource allocation could be optimized to better support reform efforts. Special attention will be paid to understanding how resources are allocated for English language teaching and teacher professional development.

Methodology
The consultant will be expected to propose a comprehensive methodology that combines analysis with practical insights. While specific methodological approaches should be proposed by the consultant, the following elements must be incorporated:
o The methodology must employ a mixed-methods approach, combining qualitative and quantitative data collection and analysis. This should include document review, key informant interviews, focus group discussions, and analysis of education sector data.
o The research must include field work in all three countries, with appropriate sampling to capture diverse perspectives and experiences across different levels of the education system.
o The analysis should incorporate a strong gender and inclusion lens, examining how different groups are affected by and influence education reform processes.
o The methodology should include mechanisms for stakeholder validation of findings and recommendations.

We expect consultations with following key stakeholders, however the key stakeholders will be finalized and agreed during the inception phase:
o Ministry of Education officials
o Regional education authorities
o School administrators
o Teachers and teacher unions
o Development partners
o Civil society organizations
o Academic institutions
o Private sector stakeholders
The assignment is designed into three stages/phases. These are captured in the deliverables table of the ToR.

Working Modality: Home-based consultant with travel to Bishkek, Dushanbe and Tashkent). 70 working days over 4 months of contract. 

To qualify as an advocate for every child you will have… 

• Masters degree in  Political Economy, International Development, Education Policy, Political Science, Public Policy or closely related social science disciplines with focus on education/development. 
• Minimum 10 years of demonstrated experience in conducting research and analysis, development of education sector plans or sector analyses (political economy analysis in education experience will be preferred).
• Experience in conducting complex multi-country research projects preferred.
• Proven expertise in education system analysis and reform processes, particularly in transition economies
• Demonstrated experience in stakeholder mapping and analysis, particularly in complex political and institutional environments and ability to manage sensitive political relationships
• Extensive experience in qualitative research methodologies and stakeholder consultation processes
• Experience working with bilateral and multilateral donors on education reform initiatives
• Previous experience in education sector review/development in Central Asia would be an advantage.
• Excellent analytical, writing, and presentation skills in English
• Communication skills in Russian or the local country languages will be an advantage but not a requirement.

For every Child, you demonstrate… 

UNICEF's values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS). 

 To view our competency framework, please visit  here. 

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious or ethnic background, and persons with disabilities, to apply to become a part of the organization. To create a more inclusive workplace, UNICEF offers paid parental leave, breastfeeding breaks, and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements. Click here to learn more about flexible work arrangements, well-being, and benefits.

According to the UN Convention on the Rights of Persons with Disabilities (UNCRPD), persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others. In its Disability Inclusion Policy and Strategy 2022-2030, UNICEF has committed to increase the number of employees with disabilities by 2030. At UNICEF, we provide reasonable accommodation for work-related support requirements of candidates and employees with disabilities. Also, UNICEF has launched a Global Accessibility Helpdesk to strengthen physical and digital accessibility. If you are an applicant with a disability who needs digital accessibility support in completing the online application, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF.

UNICEF does not hire candidates who are married to children (persons under 18). 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 based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. 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, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.

Remarks:  

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. 

The selected candidate is solely responsible to ensure that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract. Selected candidates are subject to confirmation of fully-vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.