Consultant for Political Economy Analysis of Education in Central Asia for ECARO. Home based

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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.

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The primary purpose of this assignment is to conduct Political Economy Analysis (PEA) of the education sector in the three target countries; Kyrgyzstan, Tajikistan, 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:

1. Map and analyze key stakeholders, power dynamics, and incentive structures influencing education reform across the three countries.
2. Identify political economy factors affecting systemic education changes. Map opportunities and constraints for systemic change in education, particularly in English language teaching.
3. Understand the political economy factors affecting English language teaching reform specifically.
4. 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 while recognizing their distinct contexts and reform trajectories. The consultant 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:

1. Education governance structures and relationships.
2. Resource allocation and financial management.
3. Teacher professional development systems.
4. Curriculum reform processes.
5. Assessment systems.
6. English language teaching.
7. 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 the following key components:

1. 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.
2. Stakeholder Analysis and Power Relations: A thorough mapping of key stakeholders will be conducted, examining their roles, interests, and influence in education reform processes.
3. Reform Dynamics and Change Processes: The analysis will examine historical reform efforts in each country's education sector, identifying patterns of success and failure.
4. 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.

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:

1. The methodology must employ a mixed-methods approach, combining qualitative and quantitative data collection and analysis.
2. 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.
3. The analysis should incorporate a strong gender and inclusion lens.
4. The methodology should include mechanisms for stakeholder validation of findings and recommendations.

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.
• Proven expertise in education system analysis and reform processes, particularly in transition economies.
• Excellent analytical, writing, and presentation skills in English.

For every Child, you demonstrate…

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