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Background & Rationale:
One of ECW 's key strategic objectives are to improve joint planning and programming, particularly in protracted crises, through facilitating the development of Multi-Year Resilience programmes (MYRPs).Â The multi-year modality responds to the call for New Ways of Working in achieving collective outcomes. Through coordination and collaboration, the focus shifts to joint analysis, multi-year-planning and joint-programming in protracted crisis countries. Integrating immediate and medium-term responses that are mutually reinforcing, it is geared towards bringing in long-term predictable financing and, thereby, bridging the relief to development gap.
Joint, country-owned MYRPs are aimed at addressing quality and financing challenges for education that persist in the humanitarian sector, as well as in the gap between humanitarian short-term and development long-term investments. These joint programmes link with the Humanitarian Response Plan (HRP), the Refugee Response Plan (RRP) and the Comprehensive Refugee Response Framework (CRRF), on the one hand, and national sector plans and strategies, Global Partnership for Education-supported Education Sector Plans (and transitional plans), SDG 4, gender polices and the United Nations Development Assistance Framework (UNDAF), on the other.
ECW provides seed funding for the MYRPs and works with in-country and global level partners to leverage the additional resources required to finance the full Programme; thus, encouraging more investments in systems strengthening, advocacy efforts and partnerships. It is important to highlight that while MYRPs are not ''ECW programmes'', but country level multi-year programmes, they need to be aligned with ECW goals and objectives as these programmes are supported and facilitated by ECW efforts. The seed funds are intended to exponentially increase by catalysing additional financing.
The disbursement of funds to support MYRPs is expected to take place within four months from the conclusion of the ECW-facilitated process of joint programme design in-country. Initial joint programmes may have a duration of 3-4 years depending on context and capacity. These programmes are renewable and subject to updating and realignment for as long as the protracted crisis lasts or warrants international assistance in the humanitarian/development nexus.
How can you make a difference?
To support the development of the MYRP, the main objectives of the Technical Assistants are, therefore, to ensure that:
- The approach of developing the MYRP follows established standard operating procedures and results in an inclusive, transparent and participatory process which is co-led (in most cases) by the government and the Cluster/EiE working group;
- The main output of this process is a highly-quality costed MYRP for Country X which is consistent with the Education Cluster Strategy and national education strategies and policies (e.g. gender policies, policies on inclusion and protection etc.), to ensure the bridging of relief and development efforts, draws on best practices from other countries, and clearly outlines the overall education needs, the results expected and the overall budget required; and
- ECW seed funds will support part of the overall MYRP. Whilst ECW allows in-country partners to determine which interventions will be funded by ECW, there is an expectation that all of these will be gender responsive. The interventions to be funded by ECW seed funds and the associated results which these are expected to achieve, together with the budget are presented as annexes within the overall MYRP.
In supporting the development of the MYRP, the following principles should be applied:
- Ensure robust analyses under five outcome areas (access, quality, continuity, gender equality and equity and protection) using available analytical data (and based on information in the HRP, the Cluster Strategy any joint needs analyses and the Education Sector Plan etc.) and ensure the subsequent strategies and interventions in the MYRP are consistent with the findings.
- Capitalize upon specific technical advice offered by agencies by liaising with all technical and financial partners throughout the development of the MYRP as well as the ECW Secretariat, who will also facilitate support, as needed, via the Inter-Agency Network of Education in Emergencies (INEE) and other relevant entities. This will necessitate appropriate forward planning and good coordination to ensure their timely engagement.
- Capitalize on synergies between the MYRP and ongoing EiE or related initiatives in the country, to ensure that the MYRP supports the building of linkages among ongoing efforts and fills gaps to ensure collective outcomes. In some instances, the MYRP will complement existing work and/or scale up initiatives that are effective, but lack funding and proper linkages.
- Embed the INEE contextualized standards into the strategies, objectives and interventions of the MYRP to ensure optimal quality inputs and outcomes.
- Encourage all technical and financial partners to develop new, innovative and progressive approaches to the interventions which go beyond business as usual and implement actions that improve children' s learning as well as their social and emotional well-being, e.g. through integrating sport and development activities into the strategies.
- Include Child-Safeguarding - MYRPs should also promote a protective environment for children, including preventing sexual exploitation and abuse. They should be underpinned by robust safeguarding mechanisms and ensure the provision of safe and child-friendly reporting systems.
- Promote the humanitarian-development nexus by considering the phasing in of strategies/actions that bridge the humanitarian response into medium and longer-term development efforts, as the context allows. The existing HRP programmes provide short-term interventions in response to address acute crises while the Ministries of Education lead the implementation of education-related development strategies.
Expected results: (measurable results)
Under the leadership of the body coordinating the overall process (usually a Task Team co-led by the Government and Cluster/EiE working group), the key tasks of the Technical Assistance to achieve the stated objectives will be the following:
- Reflect and build into the MYRP the Education Cluster strategy. The Cluster Strategy provides a solid basis for developing a MYRP and helps to capitalize on the work done under the strategy to inform the design of the MYRP. The needs analysis and elaboration of strategic objectives and key results should be consistent with the Cluster Strategy and the MYRP.Â
- Reflect and build into MYRP linkages and support to the education sector strategy and gender policies. Many Education Sector Plans and Transitional Education Sector Plans have a section on EiE in which emergency planning and preparedness, and education system strengthening is articulated. This should come out clearly in the MYRP.
- Ensure that the necessary support is available to develop gender-responsive interventions through either mobilisation of in-country actors (as the first preference) or through deploying external expertise as necessary. This is particularly important in this design phase of the MYRP. A key function of this gender expertise is to ensure that the analysis generates sufficient quality quantitative and qualitative data to subsequently enable gender responsive programmes to be properly designed.
- Develop an overall results framework that is consistent with the Cluster Strategy and existing plans (HRP, ESP etc). A subset of this joint results framework should be extracted for the ECW Annex, together with the costs (as mentioned below), using ECW' s mandatory indicators so that it is clear which parts ECW is being expected to support with its seed funding and what results they are expected to achieve.
- Support the overall costing exercise of the MYRP as well as the specific budget for ECW and identify what interventions would be supported by ECW seed funds (in the ECW annex)
- Develop an advocacy and resource mobilisation plan (as part of the MYRP) to ensure that the needed actions bridge the funding gap and that these are championed by all parties (domestic and international), to fully finance the MYRP. This will entail conducting consultations with donors, reviewing existing investments, and future funding plans for the Education sector â€“ so that early identification of resource mobilisation opportunities and donor appetite for future investments can be assessed. Explore linkages and opportunities for public-private partnerships (between national and international public partners and local, regional and international private sector) that may identify additional opportunities for mobilising resources and securing innovative financing solutions.
- Ensure an ECW facilitated MYRP interim Task Team is established (Generic TORs are available), to lead the design process. The Task Team will have regular updates with the ECW Secretariat Country Lead until the completion of MYRP.
- Develop a workplan for the development phase of the MYRP, with specific milestones, and the timelines and support the organisation of meetings held by the Task Team.
- Draft the MYRP and ensure its timely submission, preferably using ECW' s proposed template, based on inputs from the Government, Education Cluster/EiE working group, Local Education Group, the Protection Cluster, donors, local and international NGOs and civil society, together with the analytical work and relevant in-country documents/frameworks and the Cluster Strategy.
- Revise the MYRP document and respond to any questions raised based on feedback from both the local level consultations as well as that from the ECW Secretariat and the ECW Independent Review Panel and ensure that all revisions are signed off by local partners before re-submission.
Key competences, technical background, and experience required Deadline:
- Minimum of 10 years working in the humanitarian and/or development fields, preferably in education in emergency contexts.
- Demonstrated track record of writing education-based humanitarian response plans and/or development programmes through a participatory process involving stakeholders at multiple levels.
- High level of technical knowledge and understanding of approaches to Education in Emergencies and the application of the INEE Minimum Standards.
- Previous experience in the education sector in the specific country as well as the national language a strong asset.
- Effective communication and negotiation skills, both verbally and in written form.