OVERVIEW

Parent Sector : Education Unit, UNESCO Phnom Penh Office

Duty Station: Phnom Penh, Cambodia

Type of contract : Non-Staff

Duration of contract : 8 months, tentatively September 2024 to April 2025

Recruitment open to : External Candidates

Application Deadline (Midnight Paris Time) : 16 September 2024

UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

OVERVIEW OF THE FUNCTIONS OF THE POST

I. Background
The Ministry of Education, Youth and Sport (MoEYS) in Cambodia, together with its partners, is committed to providing inclusive, quality education and lifelong learning for all, in line with Sustainable Development Goal 4 (SDG4). This, in turn, supports the Royal Government of Cambodia (RGC)’s development agenda, the Pentagonal Strategy – Phase I, which was launched in August 2023 as the country’s long-term socioeconomic strategy, to be implemented in phases over the next 25 years.
Building on the success of the implementation of the Strengthening Teacher Education Programmes in Cambodia (STEPCam), UNESCO and the MoEYS are implementing the second phase of STEPCam (STEPCam II) from 2024 to 2026, financed by the $12.62 million System Transformation Grant (STG) from the Global Partnership for Education (GPE).

STEPCam II aims to improve student learning outcomes in Cambodia by improving the quality of education through support for robust systems of initial and continuous teacher education and mentoring for classroom teachers and the advancement of digital strategies for teaching, learning, and education management. The programme focuses on a set of interventions across four components:
● Component 1 supports the national reform of the pre-service teacher education system, including the shift to a 12+4 system, to ensure new teachers enter the profession qualified and well-trained
● Component 2 strengthens and expands the CPD system and its connections to career pathways, supporting and incentivising teachers to upgrade their knowledge and competencies throughout their careers
● Component 3 supports the training and mentoring of classroom teachers in early grade learning (EGL), including strengthening systems of formative assessments and student tracking to better monitor learning and support all students, and
● Component 4 promotes a uniform approach to digital transformation in Cambodia’s education system and the effective use of digital tools for quality teaching, learning, and education management.

II. Objectives
Under the overall authority of the UNESCO Representative to Cambodia, the supervision of the Chief of the Education Unit, and direct supervision of the STEPCam Programme Manager, the Consultant will provide technical support to the monitoring, reporting and evaluation of STEPCam activities. The Consultant will be responsible for the establishment of effective monitoring and evaluation mechanisms and the development of sound monitoring methodology and tools, coordinating closely with MoEYS technical departments and the UNESCO programme management team.

Long Description

III. Specific tasks
1. Provide technical support to UNESCO and MoEYS technical departments to establish effective monitoring mechanisms and develop quality methodology and tools for data collection, cleaning and analysis to regularly track progress of activities implementation and systematically measure progress against approved indicators and targets at the outcome and output levels in the M&E Framework in line with UNESCO’s Results-Based Management (RBM) principles
a. Conduct a technical review of the STEPCam M&E Framework and its indicators and provide sound expert advice on proposed approaches to measure and/or synthesise results
b. Develop a monitoring plan in close cooperation with the relevant MoEYS technical departments, which should include clear definitions of the parameters and indicators, measurement methodology, data sources, frequency of data collection and reporting, standard operating procedures for data collection processes and responsibilities, and guidance on measurement calculation
c. Design appropriate tools and/or templates to facilitate effective reporting and collation of quality and reliable programme and activity results from relevant technical departments to ensure that the annual and endline targets will be met
d. Develop training materials and conduct training workshops/sessions to support capacity building of the MoEYS technical departments in ensuring effective programme monitoring throughout implementation, including using STEPCam monitoring and reporting tools and the monitoring dashboard
e. Develop reporting tools for relevant MoEYS technical departments to provide reports on supervision and/or monitoring visits, summarising outcomes of the visits, implementation progress of the activities and interventions and challenges identified to facilitate early identification of bottlenecks and reporting to the programme management team
f. Develop the methodology to assess the demonstrated changes in the efficacy of teachers and/or improvements in teaching practices over time for activities targeted at supporting teachers (e.g., using data collected through classroom observation tools and/or mentoring data demonstrating the progression of teachers through rating levels)

2. Provide technical support for the design and planning of sound methodology, approaches, procedures and tools (e.g., use of education statistics, key informant interviews, questionnaires, classroom observation tools) including for data collection and management, to measure and evaluate progress against Outcome-level indicators in the STEPCam M&E Framework, working in close collaboration with MoEYS technical departments, responsible Programme Officers and technical experts, including:

Component 1, Outcome 1.1, Indicator: # of TECs prepared to implement the BA+1 teacher education programme
– Design an overall context-appropriate methodological framework that defines and assesses the institutional capacity of TECs to implement the BA+1 teacher education programme. The framework should provide clear definitions and parameters for measuring the institutional capacity of TECs in line with the programme design.
– Develop an appropriate empirical study design and methodological tools for measuring the institutional capacity of TECs implementing the BA+1 programme as guided by the methodological framework, for example, questionnaires, interviews, focus group studies and/or the use of available secondary data. The design of the study and its methodology should ensure that the demonstrated progress and results can be attributed to specific contributing factors and interventions developed and implemented under STEPCam.

Long Description

Component 1, Outcome 1.2, Indicator: % of TEIs meeting readiness criteria to implement the 12+4 system (primary level)
– Design an overall context-appropriate methodological framework that defines and assesses the readiness criteria of TEIs implementing the 12+4 system (primary level). The framework should provide clear definitions and parameters for measuring readiness criteria, including specific set of indicators of readiness – for example, capacity of TEIs, capacities of TEI management and teacher educators, support systems such as Internal Quality Assurance
– Develop an appropriate empirical study design and methodological tools for measuring the impact and effectiveness of interventions against the Outcome 1.2 indicator as guided by the methodological framework, for example, questionnaires, interviews, focus group studies and/or the use of data such as attendance records. The design of the study and its methodology should ensure that the demonstrated progress and results can be attributed to specific contributing factors and interventions developed and implemented under STEPCam.

Component 2, Outcome 2.1, Indicator: % of educators reporting increased confidence and effectiveness in the classroom since engaging in CPD
– Review and provide technical inputs to the CPD Evaluation Framework, focusing on defining and assessing the self-reported and/or observed/demonstrated change in the confidence and effectiveness level of educators in their teaching practices and classroom learning, following their participation in CPD activities
– Develop an appropriate study and methodological tools for measuring the impact and effectiveness of interventions against the Outcome 2.1 indicator as guided by the methodological framework, for example, questionnaires, interviews, focus group studies or the use of available secondary data. The design of the study and its methodology should ensure that the demonstrated progress and results can be attributable to specific contributing factors and interventions developed and implemented under STEPCam.

Component 3, Outcome 3.1, Indicator: % of EG teachers attaining Level 2 and 3
– Develop the measurement methodology for the indicator, including a guidance note on the measurement calculation method to track and assess the percentage of teachers who have attained Levels 2 and 3 at a specific time period after engaging in the mentoring programme. The methodology should specify the standard operating procedures for data collection and reporting, the responsibilities of technical departments and teams, time periods for reporting to ensure reliability and consistency of the results measured and reported.

Component 3, Outcome 3.2, Indicator: % of schools reporting improved capacity to use assessment data to identify learning needs
– Design an overall methodological framework that defines and assesses the self-reported and/or observed/demonstrated improvement in the capacity at the school level, targeted at school directors and teachers, in using student data managed in the Student Tracking System for the purpose of identifying learning needs
– Develop an appropriate study and methodological tools (e.g., questionnaires, interviews, focus group studies or the use of relevant existing data) for measuring the impact and effectiveness of interventions against the Outcome 3.2 indicator as guided by the methodological framework. The design of the study and its methodology should ensure that the demonstrated progress and results can be attributable to specific contributing factors and interventions.

Long Description

3. Conduct a baseline study for Outcome indicators 2.1 and 3.2 according to the developed methodological frameworks and tools to establish the baseline values, including collecting, aggregating and reviewing available information from MoEYS technical departments as well as primary data collected in line with the approved methodological framework and measurement tools
4. Design and develop a user-friendly Excel-based monitoring dashboard, with inputs to be entered and maintained by MoEYS technical departments, to facilitate the regular monitoring and reporting of programme and activity implementation
5. Provide technical advice and quality assurance to the Education Quality and Inspection Department (EQID) on the design, planning, methodology and instruments for the Early Grade Mathematics Assessment (EGMA) study to generate evidence and evaluate the impact of the Early Grade Mathematics intervention on student learning outcomes
a. Review and provide recommendations to the design, planning, methodology and instruments for the EGMA study, ensuring that the quantitative and/or qualitative data collected contribute to strengthened data analysis and interpretation, facilitating accurate reporting to demonstrate the impact of the programme intervention, including measurable levels of impact attributable directly or indirectly attributable to factors from the intervention

IV. Deliverables
1. Deliverable 1: By 30 October 2024
1.1. Draft monitoring plan detailing clear approaches to measure and synthesise results, definitions of the parameters and indicators, data source, frequency of data collection and reporting, means of verification and responsible entities
1.2. Draft tools and/or templates to facilitate effective reporting and collation of quality and reliable programme and activity results from relevant technical departments

2. Deliverable 2: By 30 November 2024
2.1. Draft methodological framework/measurement methodology for the five abovementioned Outcome-level indicators (Outcome 1.1, 1.2, 2.1, 3.1 and 3.2)
2.2. Inputs and recommendations on the design, planning, methodology and instruments for the EGRA study
2.3. Draft Excel-based monitoring dashboard for monitoring of programme and activity implementation
2.4. Final tools and/or templates to facilitate effective reporting and collation of quality and reliable programme and activity results from relevant technical departments

3. Deliverable 3: By 22 December 2024
3.1. Draft training materials to support capacity building in effective monitoring and evaluation in line with the M&E Framework
3.2. Final Excel-based monitoring dashboard for monitoring of programme and activity implementation
3.3. Final methodological framework/measurement methodology and for the five abovementioned Outcome-level indicators (Outcome 1.1, 1.2, 2.1, 3.1 and 3.2)
3.4. Draft empirical study design and methodological tools to establish the baseline for Outcome indicators 2.1 and 3.2
3.5. Final methodological note and baseline figure calculation for Outcome indicator for Outcome 3.1 on early grade teachers attaining Level 2 and 3 in STEPCam-supported provinces

Short Description

4. Deliverable 4: By 22 February 2025
4.1. Draft empirical baseline study reports for Outcome indicators 2.1 and 3.2
4.2. Draft empirical study design and methodological tools for Outcome indicators 1.1 and 1.2

5. Deliverable 4: By 22 April 2025
5.1. Final empirical baseline study reports for Outcome indicators 2.1 and 3.2
5.2. Final empirical study design and methodological tools to establish the baseline for Outcome indicators 2.1 and 3.2
5.3. Final empirical study design and methodological tools for Outcome indicators 1.1 and 1.2
5.4. Final completion report summarizing the key achievements/outcomes at the end of the consultancy, including in ensuring the quality and accuracy of mentoring data in line with reporting and analysis requirements, as well as recommendations for way forward to effectively monitor and report STEPCam results on a regular basis
5.5. Handover folder with final versions of all key M&E documents and tools developed during the consultancy period
Final approval of deliverables will be under the authority of the STEPCam Programme Manager, after receiving pre-approval from relevant MoEYS departments when necessary.

V. Contract duration, location, and other conditions
The duration of the contract will be for a period of 8 months, from September 2024 to April 2025 during which the International Consultant is expected to provide M&E technical assistance.
The Consultant will be based at the UNESCO Phnom Penh Office. It is expected that the Consultant will closely liaise with relevant MoEYS technical departments, including the M&E Department. The Consultant may be required to undertake missions, which will be organised in close consultation with MoEYS Line Departments and UNESCO. The UNESCO Phnom Penh Office will provide support for the arrangements of missions as required. The Individual Consultant will be responsible for their necessary tools, equipment (laptop etc.) and software to complete the assignment.

REQUIRED QUALIFICATIONS

EDUCATION
• At least a Master’s degree in the field of education, development economics, statistics, public policy or other relevant fields

PROFESSIONAL EXPERIENCE
• At least 7 years of demonstrated international experience in monitoring and evaluation, education research and statistics
• Demonstrated professional experience in designing quality M&E methodological framework, methodological approaches and tools for both quantitative and qualitative analyses (minimum of 3 examples)
• Demonstrated professional experience in M&E and/or statistics with the UN and/or international NGOs would be desirable

SKILLS AND COMPETENCIES
• Excellent conceptual and analytical skills
• Excellent interpersonal, coordination and communication skills
• Excellent training and presentation skills
• Ability to take initiative, establish priorities and capacity to work efficiently under pressure
• Ability to work in a multicultural team to achieve shared objectives
• Good understanding of education and teacher development

LANGUAGE SKILLS
• Excellent in written and spoken English