Consultancy: Graphic design and visualisation of OOSC briefs, UNICEF ESARO, Nairobi 104 views0 applications


Background and Justification

The fourth goal of the Sustainable Development Agenda (SDG4) states: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” We still have a long way to go to reach this goal. During the last decade there has been little reduction of the number of out-of-school children. There are still approximately 58 million children of primary school age (9% overall) and 63 million adolescents of lower secondary age (17% overall) out of school (UNESCO Institute for Statistics, 2015). Sub-Saharan Africa accounts for 57% of the world’s primary school age and 35% of the lower secondary age children out of school (UNESCO Institute for Statistics, 2015). In the Eastern and Southern Africa region (ESAR)[1] six countries (out of 21) have more than 0.5 million out-of-school children of primary school age: Angola, Eritrea, South Africa, Uganda, Mozambique, South Sudan (UNESCO Institute for Statistics, 2015). Although most countries are making great efforts to improve enrolment, it is difficult to keep pace with the accelerated population growth in the region. In ESAR, projections of population growth suggest that in 2012 there were 32.1% more children of primary and lower-secondary level than in 2000 (UNESCO Institute for Statistics, 2014). Yet, 2012 first grade intake rates for the region ranged from 20% to 70%[2], representing a mild progress from 2000 when intake rates ranged from 19% to 61%[3] (UNESCO Data Center, 2016). Although time-bound comparisons are problematic with this data, it does illustrate how the region has stepped up its intake of children into the education system, but that due to population growth, its impact is undermined.

Enrolment is just part of the story. Other issues contribute in preventing education to have its desired outcome: the actual acquisition of competencies and knowledge that will be useful to acquire a more productive, healthier, and richer life. For one, children might enrol in school and still be at risk of leaving before the full benefits of education have been acquired. Even when the child has stayed in the system until the completion of the level, if the quality of the education provided was of very low quality, the benefits during the time spent in school might be marginal at most. ESAR Regional Report on Out-of-School Children highlights the negative impact of low quality education to ensure that children enter and remain in school (UNESCO Institute for Statistics & UNICEF, 2014). Other major demand-side barriers and bottlenecks highlighted by the report include socio-cultural demands, gender imbalances, lack of consideration for disabilities, the difficulties cause by HIV infections, nomadic and migratory life-styles, marginalization of particular groups, direct and indirect economic/financial demands for school attendance and child labour.

The Global Out-of-School Children Initiative (OOSCI) was launched in 2010 with the objective of reducing significantly and in a sustainable manner the number of children who are out of school. OOSCI is a partnership between UNICEF and the UNESCO Institute for Statistics (UIS) that also receives support from the Global Partnership for Education and Understanding Children’s Work (an interagency research initiative of the International Labour Organization, UNICEF and The World Bank). It assists countries in researching and analysing data on out-of-school children, including children who are at risk of dropping out, by using statistical methods to develop profiles of excluded children, linking these profiles to the barriers that lead to exclusion, and identifying and promoting policies that address exclusion from a multi-sectoral perspective (UNICEF, 2015).

The OOSCI framework holds the view that pre-primary, primary and lower-secondary levels are essential and that all children should have access to them. According to the framework, in each of these levels there are two types of out-of-school children[4] (UNICEF, 2015):

1) Those children that have been in school but dropped out;

2) Those children that have never been in school.

The latter group divides into two sub-groups:

2.1) Children who are not in school but will enter late;

2.2) Children who given present conditions, would never enter school.

Given these two variables, the level of schooling children should attend and the groups/sub-groups of out-of-school children, OOSCI identified five Dimensions of Exclusion (5DE) that require attention[5]:

1) Children of pre-primary school age who are not in pre-primary or primary school.

2) Children of primary school age who are not in primary or secondary school.

3) Children of lower-secondary school age who are not in primary or secondary school.

4) Children who are in primary school but at risk of dropping out.

5) Children who are in lower secondary school but at risk of dropping out.

The 5DE framework is an equity-focused approach that seeks to provide information with key policy implications. These include underlining the importance of the life-cycle approach, drawing patterns of exposure to schooling, disaggregated analysis to understand multiple and overlapping forms of exclusion and highlighting quality-related issues that have implications for school enrolment and retention (UNICEF, 2015). OOSCI and its 5DE framework have accomplished a greater generalized understanding on the urgency of having current and relevant data. At least sixteen countries in ESAR[6] (out of 21 countries) have either conducted studies specifically on Out-of-School Children or on particular issues or sub-groups that contribute to the numbers of children out of school or in risk of leaving school. All ESAR countries are included in UNESCO Institute of Statistics Data Centre, although not all indicators are available for all countries and years. There remains, in point of fact, a significant lack of information. The information that is available is not always consolidated in documents that target wide lay audiences that also allow for local and cross-national analyses. These are necessary tools for programming and policy development at the regional and national levels.

Some samples of the types of sources just mentioned are the OOSC Regional Reports, UNESCO’OOSCI data tool[7] and, in particular, the fact sheets / profiles developed by MENARO[8] and WCARO[9]. MENA produced a regional fact sheet and country-specific sheets for Bahrain, Iran, Kuwait, Lebanon, Libya, Oman, Qatar, Saudi Arabia, Palestine, Syria and the UAE. MENA’s regional fact sheet provides general background on the OOSCI in the region, data on progress across year, percentages of out-of-school children per dimension, information on out-of-school children resulting from ongoing crises, prevalence of children within each dimension and background characteristics (gender, area of residence urban or rural, wealth), exclusion by gender, regional barriers to attendance and suggestions on policies and strategies. The country-specific briefs provide information on numbers and percentages of out-of-school children for the last 13 years, prevalence of children by each of the five dimensions, classification of the out-of-school population by school exposure (dimensions 2 and 3), schooling pathway (percentages of children who complete, repeat or did not enter by school level), out-of-school children by background characteristics, cumulative out-of-school risk that is related to combined characteristics, geo-referenced graphic presentation of prevalence of out-of-school children and a table of recommended policies/strategies by the barriers that were identified. WCARO produced a regional profile and country specific profiles for Benin, Burkina Faso, Cameroon, Congo, Côte d’Ivoire, Gabon, Gambia, Ghana, Guinea, Guinea-Bissau, Liberia, Mali, Mauritania, Niger, Nigeria, Central African Republic, Democratic Republic of Congo, Senegal, Sierra Leone, São Tomé e Príncipe and Togo. All profiles (regional and country-specific) contain the same items: schooling profile by age, prevalence in raw numbers for each of the five dimensions, schooling pathway (percentages of children who complete, repeat or did not enter by school level) and the main factors of school exclusion.

Noting the value of the information made available to a wider audience through the fact sheets and profiles described above, ESAR has launched a consultancy to analyse open source data and UNICEF studies on OOSC to develop its own briefs. The plan is to dissemination the outcomes from these analyses among relevant stake-holders in the region. To do this, a consultant is sought to assist in developing the visualisation of the findings, the graphic design of the briefs and the mechanisms to make them available as soft versions (i.e., electronic versions that can be readily distributed in USBs, web-pages and/or e-mail).

Scope of Work

  • Goal and Objective:

Under the supervision and in collaboration with the ESARO BEGE Education Specialist (RBM), the consultant will create a set of templates based on which country and regional briefs can be produced based on background information of the country-contexts and the OOSC in each country.

To meet these general objectives, it is estimated that the consultant will need to meet at least the following specific objectives:

  • Coordinate with the consultant responsible for the production of analyses, writing fact sheets and estimation of indicators on OOSC in ESAR to produce the necessary templates into which the information can be migrated to produce regional and country briefs.
  • Design a graphic design line for the briefs.
  • Produce the necessary templates (three to five base on the explanations provided in section three below).
  • Design and document the mechanism to make the transference of information from the data sets produced by the analyst into the templates (so that updates on the data can be transferred into the templates in the future).
  • Merge the data produced by the analyst into a first set of briefs.
  • Provide details/reference to AWP areas covered:

This assignment is part of the ESARO BEGE Rolling Work Plan 2015-2016, 240R/AO/09/001/005/006, specifically linked to the deliverable 11 “Technical Assistance: 21 Country Offices provided with later knowledge, approaches and tools to improve education analysis and programming and monitoring for results.”

  • Activities and Tasks. Indicative number of days.
  • Produce a detailed work plan (1 days).
  • Discuss with the supervisor to gain a full understanding of the tasks expected.
  • Receive from the supervisor all documentation available.
  • Hold one or more virtual meetings with the supervisor and the analyst to acquire inputs into the format and graphic line the briefs should adopt.
  • Develop a detailed work plan in a format agreed upon with the supervisor.

Deliverable: (a) Detailed work-plan.

  • Propose a graphic design line for ESAR briefs, including colour scheme, recommended images, fonts, background colours and any other relevant elements (20 days).

Deliverable: (b) Graphic design line, including the manual that provides information on the color schemes, the arts of images that will be employed (e.g., the characters recommended to illustrate the texts), fonts, and all other relevant elements.

  • Develop graphic templates in a Microsoft Office application or another open-source software. These templates should be amenable to automatized transfer of data as will be explained in the following item (9 days).

Deliverables: (c) Template for country briefs on OOSC. (d) Template for regional brief on OOSC. (e) Template for fact sheet on the country.

  • Systematization of the process by which the data produced by the analyst is transferred to the templates (6 days).

Deliverables: (f) Manual of the process of transfer of data to the briefs. (g) All scripts, syntax or formatted files (e.g., excel spreadsheets that include the formulas, macros or tables necessary to create the brief) necessary for the transfer of the data into the templates.

  • A full set of regional and country briefs based on the information produced by the analyst (3 days).

Deliverables: (h) A full set of briefs in soft copy.

  • A briefing or presentation of the graphic line, the use of the templates and the first set of briefs (1.50 days). Deliverables: (i) A brief or presentation of the graphic line, the use of the templates and the first set of briefs. (j) Delivery of the presentation to BEGE and BEGE´s guests through virtual conferencing.
  • Conduct revisions requested by supervisor after briefing/presentation to ensure all deliverables meet UNICEF quality criteria (4.5 days).

Deliverables: (k) All deliverables with the required amendments.

  • Work relationships:

The consultant will be supervised by the ESARO BEGE Education Specialist (RBM), under the overall guidance of the Regional Education Adviser. When/if necessary, virtual meetings will be organized with other sections (e.g., PPME, C4D) or Country Offices.

  • Outputs/Deliverables:

Deliverables and Timeline

Deliverables

Duration

(Estimated # of days)

Timeline

Deliver by:

Schedule of payment

  1. a) Detailed work plan

1 days

22 March

1 (10 %)

  1. b) Graphic design line, including the manual that provides information on the color schemes, the arts of images that will be employed (e.g., the characters recommended to illustrate the texts), fonts, and all other relevant elements.

20 days

22 May

2 (30 %)

  1. c) Template for country briefs on OOSC.

3 days

9 June

3 (15%)

  1. d) Template for regional brief on OOSC.

3 days

9 June

  1. e) Template for fact sheet on the country.

3 days

9 June

  1. f) Manual of the process of transfer of data to the briefs.

4 days

30 June

4 (15%)

  1. g) All scripts, syntax or formatted files (e.g., excel spreadsheets that include the formulas, macros or tables necessary to create the brief) necessary for the transfer of the data into the templates.

2 days

30 June

  1. h) A full set of briefs in soft copy.

3 days

12 July

5 (10%)

  1. i) A brief or presentation of the graphic line, the use of the templates and the first set of briefs.

1 days

21 July

6 (10%)

  1. j) Delivery of the presentation to BEGE and BEGE´s guests through virtual conferencing.

.50 days

21 July

  1. k) All deliverables with the required amendments.

4.5 days

15 August

7 (10%)

45 days

Payment Schedule

Payment will be made upon the satisfactory quality deliverables as scheduled in the previous section.

Desired competencies, technical background and experience

  • Either (a) an advanced university degree in communication, data management or a related field and 5 years of relevant work experience or (b) a first-level university degree in communication, data management or a related field and 7 years of relevant work experience. Work experience documentation support should include a portfolio of at least three products of communication/visualization of research evidence, statistical analyses, policy statements or similar.
  • Proficiency in the use of the necessary software to develop the graphic line and automatize the migration of the data into the briefs.
  • Good written and oral communication skills in English.
  • Ability to work independently and respond to feedback in a timely and professional manner.
  • Ability to work as part of a team that works remotely.
  • Excellent organization skills and attention to detail.

The ESARO BEGE section will provide access to information and country level contacts and will be accessible via email, Skype or other virtual mediums. Progress meetings will take place virtually at least every two weeks.

The consultant will have to provide her/his own resources and IT services.

Conditions

The consultant will be expected to provide her/his own laptop. The consultant is expected to be home-based and will not be provided with office space or other equipment.

As per UNICEF DFAM policy, payment is made against approved deliverables. No advance payment is allowed unless in exceptional circumstances against bank guarantee, subject to a maximum of 30 per cent of the total contract value in cases where advance purchases, for example for supplies or travel, may be necessary.

The candidate selected will be governed by and subject to UNICEF’s General Terms and Conditions for individual contracts.

UNICEF reserves all copyrights on material, including data analysis, documents, photographs and graphic designs. No data or findings can be published without the permission of UNICEF and any publications arising from the work will be co-authored with UNICEF staff. The use of UNICEF material for any purpose, including repackaging in hard copy or compilation for CD-ROM or any other electronic media, is prohibited unless prior written permission is obtained. The unauthorized use of the UNICEF name and logo is against international law and is expressly forbidden.

Please indicate your ability, availability and daily/monthly rate (in US$) to undertake the terms of reference above (including travel and daily subsistence allowance, if applicable). Applications submitted without a daily/monthly rate will not be considered.

UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organisation.

How to apply:

UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization.

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The United Nations Children's Fund is a United Nations (UN) programme headquartered in New York City that provides humanitarian and developmental assistance to children and mothers in developing countries. It is one of the members of the United Nations Development Group and its executive committee.

UNICEF was created by the United Nations General Assembly on 11 December 1946, to provide emergency food and healthcare to children in countries that had been devastated by World War II. The Polish physician Ludwik Rajchman is widely regarded as the founder of UNICEF and served as its first chairman from 1946. On Rajchman's suggestion, the American Maurice Pate was appointed its first executive director, serving from 1947 until his death in 1965. In 1953, UNICEF's mandate was extended to address the needs of children in the developing world and became a permanent part of the United Nations System. At that time, the words "international" and "emergency" were dropped from the organization's name, making it simply the United Nations Children's Fund, or popularly known as "UNICEF".

UNICEF relies on contributions from governments and private donors, UNICEF's total income for 2008 was US$3,372,540,239. Governments contribute two-thirds of the organization's resources. Private groups and some six million individuals contribute the rest through national committees. It is estimated that 92 per cent of UNICEF revenue is distributed to programme services.UNICEF's programmes emphasize developing community-level services to promote the health and well-being of children. UNICEF was awarded the Nobel Peace Prize in 1965 and the Prince of Asturias Award of Concord in 2006.

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Background and Justification

The fourth goal of the Sustainable Development Agenda (SDG4) states: "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" We still have a long way to go to reach this goal. During the last decade there has been little reduction of the number of out-of-school children. There are still approximately 58 million children of primary school age (9% overall) and 63 million adolescents of lower secondary age (17% overall) out of school (UNESCO Institute for Statistics, 2015). Sub-Saharan Africa accounts for 57% of the world's primary school age and 35% of the lower secondary age children out of school (UNESCO Institute for Statistics, 2015). In the Eastern and Southern Africa region (ESAR)[1] six countries (out of 21) have more than 0.5 million out-of-school children of primary school age: Angola, Eritrea, South Africa, Uganda, Mozambique, South Sudan (UNESCO Institute for Statistics, 2015). Although most countries are making great efforts to improve enrolment, it is difficult to keep pace with the accelerated population growth in the region. In ESAR, projections of population growth suggest that in 2012 there were 32.1% more children of primary and lower-secondary level than in 2000 (UNESCO Institute for Statistics, 2014). Yet, 2012 first grade intake rates for the region ranged from 20% to 70%[2], representing a mild progress from 2000 when intake rates ranged from 19% to 61%[3] (UNESCO Data Center, 2016). Although time-bound comparisons are problematic with this data, it does illustrate how the region has stepped up its intake of children into the education system, but that due to population growth, its impact is undermined.

Enrolment is just part of the story. Other issues contribute in preventing education to have its desired outcome: the actual acquisition of competencies and knowledge that will be useful to acquire a more productive, healthier, and richer life. For one, children might enrol in school and still be at risk of leaving before the full benefits of education have been acquired. Even when the child has stayed in the system until the completion of the level, if the quality of the education provided was of very low quality, the benefits during the time spent in school might be marginal at most. ESAR Regional Report on Out-of-School Children highlights the negative impact of low quality education to ensure that children enter and remain in school (UNESCO Institute for Statistics & UNICEF, 2014). Other major demand-side barriers and bottlenecks highlighted by the report include socio-cultural demands, gender imbalances, lack of consideration for disabilities, the difficulties cause by HIV infections, nomadic and migratory life-styles, marginalization of particular groups, direct and indirect economic/financial demands for school attendance and child labour.

The Global Out-of-School Children Initiative (OOSCI) was launched in 2010 with the objective of reducing significantly and in a sustainable manner the number of children who are out of school. OOSCI is a partnership between UNICEF and the UNESCO Institute for Statistics (UIS) that also receives support from the Global Partnership for Education and Understanding Children's Work (an interagency research initiative of the International Labour Organization, UNICEF and The World Bank). It assists countries in researching and analysing data on out-of-school children, including children who are at risk of dropping out, by using statistical methods to develop profiles of excluded children, linking these profiles to the barriers that lead to exclusion, and identifying and promoting policies that address exclusion from a multi-sectoral perspective (UNICEF, 2015).

The OOSCI framework holds the view that pre-primary, primary and lower-secondary levels are essential and that all children should have access to them. According to the framework, in each of these levels there are two types of out-of-school children[4] (UNICEF, 2015):

1) Those children that have been in school but dropped out;

2) Those children that have never been in school.

The latter group divides into two sub-groups:

2.1) Children who are not in school but will enter late;

2.2) Children who given present conditions, would never enter school.

Given these two variables, the level of schooling children should attend and the groups/sub-groups of out-of-school children, OOSCI identified five Dimensions of Exclusion (5DE) that require attention[5]:

1) Children of pre-primary school age who are not in pre-primary or primary school.

2) Children of primary school age who are not in primary or secondary school.

3) Children of lower-secondary school age who are not in primary or secondary school.

4) Children who are in primary school but at risk of dropping out.

5) Children who are in lower secondary school but at risk of dropping out.

The 5DE framework is an equity-focused approach that seeks to provide information with key policy implications. These include underlining the importance of the life-cycle approach, drawing patterns of exposure to schooling, disaggregated analysis to understand multiple and overlapping forms of exclusion and highlighting quality-related issues that have implications for school enrolment and retention (UNICEF, 2015). OOSCI and its 5DE framework have accomplished a greater generalized understanding on the urgency of having current and relevant data. At least sixteen countries in ESAR[6] (out of 21 countries) have either conducted studies specifically on Out-of-School Children or on particular issues or sub-groups that contribute to the numbers of children out of school or in risk of leaving school. All ESAR countries are included in UNESCO Institute of Statistics Data Centre, although not all indicators are available for all countries and years. There remains, in point of fact, a significant lack of information. The information that is available is not always consolidated in documents that target wide lay audiences that also allow for local and cross-national analyses. These are necessary tools for programming and policy development at the regional and national levels.

Some samples of the types of sources just mentioned are the OOSC Regional Reports, UNESCO'OOSCI data tool[7] and, in particular, the fact sheets / profiles developed by MENARO[8] and WCARO[9]. MENA produced a regional fact sheet and country-specific sheets for Bahrain, Iran, Kuwait, Lebanon, Libya, Oman, Qatar, Saudi Arabia, Palestine, Syria and the UAE. MENA's regional fact sheet provides general background on the OOSCI in the region, data on progress across year, percentages of out-of-school children per dimension, information on out-of-school children resulting from ongoing crises, prevalence of children within each dimension and background characteristics (gender, area of residence urban or rural, wealth), exclusion by gender, regional barriers to attendance and suggestions on policies and strategies. The country-specific briefs provide information on numbers and percentages of out-of-school children for the last 13 years, prevalence of children by each of the five dimensions, classification of the out-of-school population by school exposure (dimensions 2 and 3), schooling pathway (percentages of children who complete, repeat or did not enter by school level), out-of-school children by background characteristics, cumulative out-of-school risk that is related to combined characteristics, geo-referenced graphic presentation of prevalence of out-of-school children and a table of recommended policies/strategies by the barriers that were identified. WCARO produced a regional profile and country specific profiles for Benin, Burkina Faso, Cameroon, Congo, Côte d'Ivoire, Gabon, Gambia, Ghana, Guinea, Guinea-Bissau, Liberia, Mali, Mauritania, Niger, Nigeria, Central African Republic, Democratic Republic of Congo, Senegal, Sierra Leone, São Tomé e Príncipe and Togo. All profiles (regional and country-specific) contain the same items: schooling profile by age, prevalence in raw numbers for each of the five dimensions, schooling pathway (percentages of children who complete, repeat or did not enter by school level) and the main factors of school exclusion.

Noting the value of the information made available to a wider audience through the fact sheets and profiles described above, ESAR has launched a consultancy to analyse open source data and UNICEF studies on OOSC to develop its own briefs. The plan is to dissemination the outcomes from these analyses among relevant stake-holders in the region. To do this, a consultant is sought to assist in developing the visualisation of the findings, the graphic design of the briefs and the mechanisms to make them available as soft versions (i.e., electronic versions that can be readily distributed in USBs, web-pages and/or e-mail).

Scope of Work

  • Goal and Objective:

Under the supervision and in collaboration with the ESARO BEGE Education Specialist (RBM), the consultant will create a set of templates based on which country and regional briefs can be produced based on background information of the country-contexts and the OOSC in each country.

To meet these general objectives, it is estimated that the consultant will need to meet at least the following specific objectives:

  • Coordinate with the consultant responsible for the production of analyses, writing fact sheets and estimation of indicators on OOSC in ESAR to produce the necessary templates into which the information can be migrated to produce regional and country briefs.
  • Design a graphic design line for the briefs.
  • Produce the necessary templates (three to five base on the explanations provided in section three below).
  • Design and document the mechanism to make the transference of information from the data sets produced by the analyst into the templates (so that updates on the data can be transferred into the templates in the future).
  • Merge the data produced by the analyst into a first set of briefs.
  • Provide details/reference to AWP areas covered:

This assignment is part of the ESARO BEGE Rolling Work Plan 2015-2016, 240R/AO/09/001/005/006, specifically linked to the deliverable 11 "Technical Assistance: 21 Country Offices provided with later knowledge, approaches and tools to improve education analysis and programming and monitoring for results."

  • Activities and Tasks. Indicative number of days.
  • Produce a detailed work plan (1 days).
  • Discuss with the supervisor to gain a full understanding of the tasks expected.
  • Receive from the supervisor all documentation available.
  • Hold one or more virtual meetings with the supervisor and the analyst to acquire inputs into the format and graphic line the briefs should adopt.
  • Develop a detailed work plan in a format agreed upon with the supervisor.

Deliverable: (a) Detailed work-plan.

  • Propose a graphic design line for ESAR briefs, including colour scheme, recommended images, fonts, background colours and any other relevant elements (20 days).

Deliverable: (b) Graphic design line, including the manual that provides information on the color schemes, the arts of images that will be employed (e.g., the characters recommended to illustrate the texts), fonts, and all other relevant elements.

  • Develop graphic templates in a Microsoft Office application or another open-source software. These templates should be amenable to automatized transfer of data as will be explained in the following item (9 days).

Deliverables: (c) Template for country briefs on OOSC. (d) Template for regional brief on OOSC. (e) Template for fact sheet on the country.

  • Systematization of the process by which the data produced by the analyst is transferred to the templates (6 days).

Deliverables: (f) Manual of the process of transfer of data to the briefs. (g) All scripts, syntax or formatted files (e.g., excel spreadsheets that include the formulas, macros or tables necessary to create the brief) necessary for the transfer of the data into the templates.

  • A full set of regional and country briefs based on the information produced by the analyst (3 days).

Deliverables: (h) A full set of briefs in soft copy.

  • A briefing or presentation of the graphic line, the use of the templates and the first set of briefs (1.50 days). Deliverables: (i) A brief or presentation of the graphic line, the use of the templates and the first set of briefs. (j) Delivery of the presentation to BEGE and BEGE´s guests through virtual conferencing.
  • Conduct revisions requested by supervisor after briefing/presentation to ensure all deliverables meet UNICEF quality criteria (4.5 days).

Deliverables: (k) All deliverables with the required amendments.

  • Work relationships:

The consultant will be supervised by the ESARO BEGE Education Specialist (RBM), under the overall guidance of the Regional Education Adviser. When/if necessary, virtual meetings will be organized with other sections (e.g., PPME, C4D) or Country Offices.

  • Outputs/Deliverables:

Deliverables and Timeline

Deliverables

Duration

(Estimated # of days)

Timeline

Deliver by:

Schedule of payment

  1. a) Detailed work plan

1 days

22 March

1 (10 %)

  1. b) Graphic design line, including the manual that provides information on the color schemes, the arts of images that will be employed (e.g., the characters recommended to illustrate the texts), fonts, and all other relevant elements.

20 days

22 May

2 (30 %)

  1. c) Template for country briefs on OOSC.

3 days

9 June

3 (15%)

  1. d) Template for regional brief on OOSC.

3 days

9 June

  1. e) Template for fact sheet on the country.

3 days

9 June

  1. f) Manual of the process of transfer of data to the briefs.

4 days

30 June

4 (15%)

  1. g) All scripts, syntax or formatted files (e.g., excel spreadsheets that include the formulas, macros or tables necessary to create the brief) necessary for the transfer of the data into the templates.

2 days

30 June

  1. h) A full set of briefs in soft copy.

3 days

12 July

5 (10%)

  1. i) A brief or presentation of the graphic line, the use of the templates and the first set of briefs.

1 days

21 July

6 (10%)

  1. j) Delivery of the presentation to BEGE and BEGE´s guests through virtual conferencing.

.50 days

21 July

  1. k) All deliverables with the required amendments.

4.5 days

15 August

7 (10%)

45 days

Payment Schedule

Payment will be made upon the satisfactory quality deliverables as scheduled in the previous section.

Desired competencies, technical background and experience

  • Either (a) an advanced university degree in communication, data management or a related field and 5 years of relevant work experience or (b) a first-level university degree in communication, data management or a related field and 7 years of relevant work experience. Work experience documentation support should include a portfolio of at least three products of communication/visualization of research evidence, statistical analyses, policy statements or similar.
  • Proficiency in the use of the necessary software to develop the graphic line and automatize the migration of the data into the briefs.
  • Good written and oral communication skills in English.
  • Ability to work independently and respond to feedback in a timely and professional manner.
  • Ability to work as part of a team that works remotely.
  • Excellent organization skills and attention to detail.

The ESARO BEGE section will provide access to information and country level contacts and will be accessible via email, Skype or other virtual mediums. Progress meetings will take place virtually at least every two weeks.

The consultant will have to provide her/his own resources and IT services.

Conditions

The consultant will be expected to provide her/his own laptop. The consultant is expected to be home-based and will not be provided with office space or other equipment.

As per UNICEF DFAM policy, payment is made against approved deliverables. No advance payment is allowed unless in exceptional circumstances against bank guarantee, subject to a maximum of 30 per cent of the total contract value in cases where advance purchases, for example for supplies or travel, may be necessary.

The candidate selected will be governed by and subject to UNICEF's General Terms and Conditions for individual contracts.

UNICEF reserves all copyrights on material, including data analysis, documents, photographs and graphic designs. No data or findings can be published without the permission of UNICEF and any publications arising from the work will be co-authored with UNICEF staff. The use of UNICEF material for any purpose, including repackaging in hard copy or compilation for CD-ROM or any other electronic media, is prohibited unless prior written permission is obtained. The unauthorized use of the UNICEF name and logo is against international law and is expressly forbidden.

Please indicate your ability, availability and daily/monthly rate (in US$) to undertake the terms of reference above (including travel and daily subsistence allowance, if applicable). Applications submitted without a daily/monthly rate will not be considered.

UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organisation.

How to apply:

UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization.

2017-02-03

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