National Consultant- Capacity Building of the Ministry of Education in Iraq on EMIS

OVERVIEW

Parent Sector : Education Sector (ED)

Duty Station:  Remote with expected missions to Iraq

Job Family: Education

Type of contract : Non Staff- Individual Consultancy

Duration of contract :6 months

Recruitment open to : Internal and external candidates

Application Deadline (Midnight Paris Time) : 09.09.2025

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

Background 

Within the framework of the Equitable Quality Education in Iraq: Improved Teaching and Learning and Enhanced Educational Management (ITALEEM) project funded by EU, UNESCO Office in Iraq is supporting the Iraqi Ministry of Education to enhance its capacity in utilizing Education Management Information Systems (EMIS) to inform evidence-based participatory educational policy planning, forecasting/simulation, budgeting, financing, management, monitoring, and evaluation in day-to-day operations guided by EMIS and Quality Assurance Framework. This initiative is crucial for improving the quality and effectiveness of education policies and practices by strengthening the linkages between the data and evidence generated by EMIS and the improvement of educational quality.  Moreso, the application of EMIS data informs management functions at senior and technical levels, bringing greater integration of gender dimensions, social inclusion and other cross-cutting concerns into educational planning, and provides a basis for dynamic advocacy for adequate and sustained funding for education. The value of a fully functioning EMIS lies in the comprehensive and reliable data that guide policy, planning and operational management of the education system. Thus, obtaining an analysis of the progress, gaps and challenges in delivering education is a key condition of working towards higher quality in the system. While the need for quality improvement may be clearly perceptible in a general manner to actors and stakeholders in the system, the precise nature of what needs to be changed and where intervention is most needed only becomes visible with accurate data. If the EMIS, therefore, is a foundation on which the analysis of educational quality may be built, the pathways of change must also be mapped out, using an appropriate quality framework. Taken together, EMIS data and the principles of a quality framework constitute a viable basis for consistent attention to and progress in quality of teaching and learning for Iraq’s children. Linked to the ongoing training in EMIS and its roll-out at governorate level, capacities in designing and operationalising a quality framework are also necessary. In the Iraqi context, contextualised tools, adapted for example from those proposed in UNESCO’s General Education Quality Analysis/Diagnosis Framework (GEQAF), serve to deepen the analysis and understanding of the nature of educational quality in the local context and, by asking questions of the actors involved, to envisage why and how the quality can be improved. Once the quality framework is accepted and adopted, and EMIS results are available as input, education staff at central (MoE) and governorate (GDoE) level are trained in both administering an analysis of quality and in developing new pathways to improve it. Given their experience on the ground, Civil Society Organizations (CSOs) make an important contribution in this regard. In addition to adequate capacity, ownership of these processes at a high level is a crucial factor in sequencing and implementing the steps involved, at both central and decentralised levels.

Long Description

Senior leadership in education is responsible for setting direction for the system as a whole, its purposes, societal connections, role in national development, for articulating the vision for education and communicating it throughout the education sector, for inspiring and motivating staff, as well as promoting positive interaction and teamwork among them. Representing education to other national and international partners, promoting coordinated action, and monitoring overall progress also fall within the remit of senior leadership. Building new and strengthened competencies in using EMIS data and reports for these functions takes shape as follows:

Policymaking/high-level planning: competence in policy design and its implications for planning focus, on the one hand, on an understanding of factors that underpin policy making as a political and conceptual foundation for educational development, and on the other hand, consideration of contextual factors which facilitate or constrain policy making. It is important for senior leadership to be able to make choices regarding different planning models and to assess the implementation of planning at centralized and decentralized levels. This includes the promotion of EMIS data as the evidential base of policies and planning. UNESCO facilitates the engagement of IIEP inputs on this topic for senior MoE and GDoE leadership, through participatory workshops tailored to the concerns that senior leadership expresses.

Financing: as an essential concomitant activity to planning, understanding and applying rigorous and realistic approaches to financing are essential, based on needs, gaps, and opportunities revealed by EMIS data. Developing capacity in this area focuses on the current and prospects for financing education in Iraq, in the light of macroeconomic factors and projections. Senior leadership also acquires stronger skills in interpreting budget structures and linking them with EMIS data, to be able to assess the feasibility and realism of budgets prepared by their technical departments; learning to ask ‘good questions’ on financing is central in this process.

Management: at the senior level, management focuses on ensuring that competent personnel are hired, inspired, motivated, and have the resources and tools to do their job. This includes support for training of senior management of the MoE and GDoEs in evidence-based educational planning and management utilizing EMIS data. 

Monitoring and evaluation: Senior leadership has the responsibility to make sure that educational delivery in all its aspects is on track and achieving the desired results, using indicators based on the INES objectives and outcomes. This monitoring function is underpinned by EMIS data and the analyses it enables the educational authorities to make. At the senior level, officials work with their departments to verify that adequate, relevant data are available in a timely manner, to draw out from the data the implications in terms of any necessary change, and to assess needed improvements in the monitoring system itself, in terms of capacity and resourcing.

Objectives of the Assignment

The primary objective is to build the capacity of MoE, GDoE, and CSO staff to:

• Utilize EMIS data for evidence-based, inclusive education sector planning, management, and decision-making.
• Apply EMIS tools and reports to support annual planning, financing, and monitoring.
• Strengthen participatory planning and coordination mechanisms across national and subnational levels.

Long Description

Duties and Responsibilities 

Under the overall authority of the Head of UNESCO Iraq Office a.i., overall supervision of the Chief of the Education Unit and day-to-day guidance from the Programme Manager ITALEEM, the national consultant will perform the following duties and responsibilities:

1. Support the international consultant on generating EMIS data to be integ rated in the training materials and handouts in Arabic  for at least four workshops, including manuals, presentations, and case studies, tailored to the Iraqi context for senior and technical officials at MoE, GDoEs, and CSOs in close collaboration with technical staff at MOE General Directorate of Education planning.
2. Co-facilitate with the international consultant to deliver interactive training workshops on EMIS-informed evidence-based participatory educational policy planning, financing, management, monitoring and evaluation. This activity should focus on the competencies required to manage the education system making full use of EMIS data in policymaking, planning, financing/budgeting, and monitoring and evaluation. This activity focuses on the functions of senior officials/leadership
    for:

• MoE senior leadership and planning/finance departments.
• GDoE directors and technical teams.
• CSO representatives involved in education sector planning and accountability.

  3. Support provision of mentoring and technical guidance with the cooperation of the international consultant to selected planning and M&E staff at MoE and GDoE.

  4. Document lessons learned and recommendations for institutionalizing the training into MoE’s staff development strategy.

Long Description

Deliverables

The national consultant will be responsible for delivering the following:
 1. Customized and EMIS-based training materials, presentations, and handouts for each target group (senior and technical officials at MoE, GDoEs, and CSOs group) by October 2025.
 2. Training reports: Summary of training delivery, participation, evaluations, and recommendations submitted 7 days after each training.
 3.  Final Report: Consolidated report including lessons learned and recommendations for future integration by 28 February 2026.

COMPETENCIES (Core / Managerial)

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Required Qualifications

Academic Qualifications

• University degree in Education Planning, Economics, Public Policy, or related field is required. An advanced degree in Education Planning, Economics, Public Policy, or related field is desirable.

Work Experience

• At least 5 years of relevant professional experience in educational planning, monitoring and evaluation, preferably in Iraq.
• Experience with EMIS-based planning tools, data analysis, and use in policy formulation.
• Familiarity with UNESCO’s education planning frameworks (e.g., GEQAF) is an asset.
• Demonstrated capacity to deliver interactive training and facilitate policy dialogue.

Skills and Competencies

• Excellent analytical and data interpretation skills.
• Strong facilitation and training skills, with the ability to engage and build the capacity of diverse stakeholders.
• Proficiency in using EMIS and other relevant data management tools.
• Strong communication and interpersonal skills, with the ability to work collaboratively with government officials and other stakeholders.
•  Ability to develop comprehensive training materials and manuals.
• Familiarity with the educational context and challenges in the region or Iraq.
• Ability to travel as required for on-site training and support.

Language

• Excellent knowledge of Arabic & English (written and spoken) is required.
  
  

Application Process

Interested candidates should click on “Apply Now”, then download and complete the Employment History form (Word file). At the end of the Word file, insert extra pages with the following required information in English:
* Upon completing the Word file with all the requested information above, upload the file at the “My Employment History Form / My Documents” section of the online application form. Only applications with the below requested information will be considered.
1- A Technical Written proposal (2-3 Pages Maximum) consisting of:
•    Comments on the Terms of Reference, if any (in brief);
•    An up-to-date curriculum vitae (CV), and a statement indicating how your qualifications and experience make you suitable for the assignment.

•    A cover letter outlining their relevant experience and proposal /approach to the assignment.
•    A description of your proposed approach and methodology for undertaking the assignment.

•    Examples of previous work related to in- service teachers’ capacity development
•    A work plan with detailed milestones and key deliverables/activities as per the terms of reference.
•    List of work assignments and/or THREE (03) contacts as references – to be filled and returned to UNESCO as part of the submission.

2-A Financial proposal in US dollars. Any travel and subsistence requirements should be indicated separately. Please design the payment scheme against a clear and specific set of deliverables and milestones as reflected in the work plan.
 

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