With 8.03 million inhabitants and a 2.9 per cent growth rate, Burundi has one of the highest population densities in Africa (300 persons/km2). Ranked 167 out of 177 countries in the 2008 Human Development Index (2005 data), poverty increased from 48 to 67 per cent between 1994 and 2006. Children and women are especially adversely impacted and suffer most from poor access to basic social services, illiteracy and widespread food insecurity. Low productivity of small farms results from uncontrolled soil erosion, loss of livestock during the war and lack of agricultural inputs. Food crop production is only growing in line with population growth, following a 28 per cent decline in annual per capita agricultural production between 1993 and 2006. Rising food prices (28 per cent increase in 2007-2008) affect livelihood assets and increase vulnerability to repetitive threats such as flooding, droughts, landslides, and the impact of climate change. Reaching Millennium Development Goal (MDG) 1 is unlikely, since an annual Gross Domestic Product (GDP) growth of 5 per cent would be required to halve the poverty rate by 2016, and considering 3.2 per cent GDP growth in 2007, following a decade in which GDP per capita fell by 33 per cent.
The abolition of primary school fees in 2005/06 led to substantially increased net enrolment rates from 59 to 92 per cent between 2004/05 and 2009/10, and gross enrolment from 81 to 150 per cent over the same period. This has especially benefited a large number of over-age children who dropped out of school during the war. However, improved access exacerbates major challenges to the quality of primary education, such as lack of qualified teachers, school infrastructure and learning materials, overcrowded classrooms (86 children per class), and reduced learning time (3.5 hours/day). This has resulted in high repetition rates of 33 per cent and low completion rate of 46.7 per cent in 2009.
Since 2002, over 491,000 returnees from Tanzania and 313,000 Internally Displaced Persons (IDPs) have been reintegrated. This is a challenge, given the broken families, the landless status of some 30 per cent of refugees and the need for children born in Tanzania to learn a new language, as well as the pressure on already overstretched social services. Sustainable reintegration has been on going with families that struggle to settle and also children who have to have to cope with French and Kirundi as languages of instruction in the Burundian School system.
In addition to the challenge placed by the increases size of the education system and the stressed placed by the return of several thousands of refugee children, Burundi like many African countries has become vulnerable to both natural and mad made disasters such as floods, droughts and diseases such as cholera, malaria and also food insecurity and livelihood insecurity.
The overall goal of the Basic education, gender equality and HIV prevention for young people programme is to contribute to universal primary education by addressing access and equity, retention and completion of quality primary education for the most vulnerable children and the prevention of HIV among adolescents. These programme goals and the associated key results will be achieved through four interrelated projects: policy support for basic education, access and equity to primary education, ECD and quality basic education through following key results: a) national policies and strategies approved for repetition, drop-out, text books and teacher training; b) access and equity to primary education expanded by increasing learning opportunities for primary school girls and boys through provision of education materials, learning spaces and special programmes to promote gender equity in selected provinces with high rate of disparities; c) all children and caregivers participating in ECD centres benefit from an holistic package of interventions; d) Child Friendly Schools are set up in 90 per cent of schools in selected provinces; e) HIV prevention is effectively taught in schools and 80 per cent of adolescents and youths (12-19 years) have the knowledge needed to reduce HIV risk and vulnerability. Importantly, UNICEF is supporting the MoE to strengthen national capacities in Emergency Preparedness and Response (EPR) and Disaster and Risk Reduction (DRR) to mitigate and prevent the impact that current and recurrent emergencies have on the educational system – at the national and sub-national levels - and to ensure the realization of programme goal 2 of increasing access and equity to basic education.
- PURPOSE
Under the general supervision of the Chief of Section, Education L-4 (IMIS N0 6707), the Consultant will contribute to the implementation of the Education in Emergencies and Post-Crisis Transition (EEPCT) programme - funded by the Netherlands and the European Commission - whose four specific goals are: Goal One: Improved quality of education response in emergencies and post crisis transitions Goal Two: Increased resilience of education service delivery (that also reduces the risks of slippage and promotes “turnaround”) in chronic crises, arrested development and deteriorating contexts Goal Three: Increased education sector contribution to better Prediction, Prevention and Preparedness (the 3Ps) for emergencies due to natural disasters and conflict Goal Four: Evidence-based policies, efficient operational strategies and fit-for-purpose financing instruments for education in emergencies and post crisis situations
As 2011 is the fifth and final year of the current EEPCT programme, it is therefore critical to ensure proper implementation of the planned activities until the end of the year and to assess the impact of EEPCT EPR/DRR individual and institutional capacity development activities.
OBJECTIVES
Support advocacy for the government and other partners on the importance of EPR and DRR in education;
- Assess and support national and sub-national capacity development in EPR and DRR in education;
Assess and support integration of EPR and DRR into education sector policy and planning.
WORK ASSIGNEMENTS
Under the guidance of the Section Head and in close collaboration with the MoE Focal Point on Education in Emergencies (EiE):
Identify EPR/DRR capacity gaps in the education sector at national, provincial, communal and school level and propose concrete actions for sustainable individual but also institutional capacity development;
Organise and support the planned EPR/DRR capacity assessment study in Burundi;
Advocate for the inclusion of EPR and DRR in the Education Sector Plan as well as on-going Communal Development plans for its institutionalization within the education system in Burundi;
Analyse existing plans and systems against standards and procedures established in recently developed Guidance Notes Integrating Conflict and DRR into education sector planning and provide feedback on the utility of the Notes;
Provide support to cluster coordination and strengthen cluster leadership in coordination of capacity development efforts on DRR and EPR for education at decentralized levels;
Pilot the DRR in Education in Emergencies Guidance Note for Education Clusters in coordination with the national Education Cluster and provide feedback to improve its utility;
In collaboration with the Supply Unit, support UNICEF’s effort in preposition of emergency education supplies in three zones with a view of ensuring that the capacities of provincial level authorities for stock management and contingency is reinforced;
Undertake regular visits to UNICEF projects sites in target provinces to strengthen capacities and mechanisms for DRR and EPR as well monitoring the flow of supply and non-supply inputs;
Assists in the preparation of the country programme documents (Annual report, Donor Proposals, Donor reports, SitReps, etc) as it pertains to DRR and EPR ensuring accuracy and consistency with established rules and regulations;
Select and compile training and orientation materials for those involved in programme implementation particularly in the area of DRR and EPR, including working with External Relation Communication and C4D in preparation of donor visits and media coverage.
Compile strong evidence (lessons learned, good practices, etc.) for programme enhancement, advocacy and fund raising purposes.
DELIVERABLES
- Review of EPR/DRR capacity development and institutionalisation achievements and gaps;
- Report and lessons learned on the organisation of the capacity assessment study in Burundi;
- Field mission reports drafted;
- Monthly summary progress reports;
Final report including lessons learned and recommendations
QUALIFICATIONS AND EXPERIENCE
Education: Advanced university degree in education, social sciences, development studies or, other related field. Work experience: Five years of experience in the field of programme formulation, planning, management, and monitoring and evaluation, some of which should be in provision of quality basic education in emergency and/or early reconstruction settings.
Language: Fluency in both French (the working language of the duty station) and English.
Required Skills/Competencies:
• Good expertise in education sector policy and planning; • Demonstrated understanding of EPR/DRR capacity mapping and capacity development approaches; • Knowledge of global emergency education issues and how these “translate” in the Eastern and Southern Africa Region; • Demonstrated technical skills in the field of disasters, particularly the social and human dimensions of disaster impact, and understanding of the concepts of ‘risk’, ‘exposure’ and ‘vulnerability’ and of how disaster impacts are mediated by different factors; • Analytical and conceptual ability; good communication skills; • Planning and monitoring skills, ability to organize work and projects; • Ability to make timely and quality judgments and decisions; • Computer skills, including internet navigation and various office applications; • Commitment to continuous learning for professional development; • Demonstrated ability to work in a multi-cultural environment and establish harmonious and effective working relationships both within and outside the organization; • Initiative, passion and commitment to UNICEF’s mission and professional values.
- APPLICATIONS Interested and qualified candidates should send their applications with updated Unites Nations Personal History Form (P11), updated CV to the Human Resources Officer, UNICEF BURUNDI to the following e-mail address: jakantengwa@unicef.org with cc to egobina@unicef.org and bdansembourg@unicef.org before 30 June 2011.
Starting date: 15 July 2011. Contract duration: 5.5 months ( 15 July - 30 December 2011)
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