Job DescriptionTerms of Reference
July - September 2018 (12 weeks)
Room to Read seeks a qualified consultant to conduct a qualitative desk review on the education context in Pakistan. The period of performance runs from July to September and includes collecting qualitative data from education policies, reports, statistics and informational interviews; analyzing information; and writing a report to summarize results and findings. The research aims to identify key education policies and systems, with a special emphasis on literacy and girls’ education, as well as a macro-level understanding of how Room to Read could potentially add value to the quality education agenda in Pakistan in the area of primary school literacy. Findings from the desk review will provide a basis for follow up meetings by the consultant(s) in consultation with the Room to Read technical team to delve into the findings and propose a project implementation strategy.
Room to Read envisions a world in which all children can pursue a quality education that enables them to reach their full potential and contribute to their community and the world. This currently takes place through our work in literacy and gender equality in 14 countries in Africa, Asia, the Middle East, and the Caribbean. We are interested in partnering with others to take our best practices, knowledge, and content to many more children, families, and communities around the world. Our expectation is to scale our impact through technical assistance in contexts and geographies where Room to Read is not directly operating so that millions more children can benefit.
Since our inception, we have been a learning organization committed to continually improving our programs based on the latest research and our experience in the field. As Room to Read’s reputation as a thought-leader in the field of literacy has grown, and evidence in support of our programmatic approaches has mounted, we are increasingly asked by governments, non-profits and investors to share or implement all or parts of our successful program model in a variety of contexts. Technical assistance, therefore, offers an exciting opportunity to leverage our experiences over the past 18 years and extend Room to Read’s reach.
In 2018, Room to Read is conducting a feasibility study in Pakistan to determine the best approach to implementing a project based on local needs and the local context, and, the level of investment required to achieve successful outcomes. The feasibility study, which will be carried out by a consultant(s), will take place in two parts: 1) a desk review to gather information about the education context in Pakistan; and 2) field visits by the consultant(s) advised by the Room to Read technical team to gain an in-depth understanding of the teaching and learning context in potential target regions. We may also plan a study visit to one of our program countries for the consultant to see our program first-hand – perhaps in Bangladesh or India.
The desk review aims to provide an in-depth understanding the education policies, systems and challenges in Pakistan as well as potential partners working in the fields of early literacy or girls’ education. Information gathered will inform planning for a subsequent field visit; some information may also be used for the development of project proposals. The desk review, thereby, focuses on gathering and analyzing the following information:
National and provincial education statistics; National policies and education-related initiatives and studies; Information and documentation on national education systems and structures, including systems of accountability, national primary curriculum standards and subjects pre/in-service and teacher professional development; Other NGOs working to support early literacy and girls’ education in Pakistan; Major studies on language and early literacy in Pakistan, especially those related to local languages, dialects and processes for teaching and learning for both Urdu and non-Urdu speaking students; Information related to the political and social climate of Pakistan, especially noting differences among provinces; Systems, structures and organizations in place to support literacy and/or girls’ education; Recommendations for further investigation by the Room to Read technical team.
The field visit will include school visits, classroom observations, meetings with school and district leaders, and teachers to determine technical needs for literacy and girls’ education in school communities In addition, meetings with local NGOs, and international NGOs, to assess partnering capacity and to gauge interest in working with Room to Read will be an integral part of the study. There may also be a need to visit with Ministry of Education officials, as well as publishers of children’s books. Room to Read will approve the list of meetings and provide guidelines for the discussions as well as tools for classroom observations.
Data and information for the assignment will be collected through the following methodologies:
Tasks and Deliverables
- Information gathering from local sources;
- Online research;
- Meetings/interviews with the Ministry of Education (as needed);
- Meetings/interviews with local and international NGOs.
- School visits and classroom observations.
- Meetings with publishing companies and assessment of local children’s books
Task: Develop a data collection plan that includes a description of methods and timeline for gathering information
Deliverable: Data collection plan
Weeks 2 to 4
Task: Information gathering
Deliverable: Oral or written updates on data collection
Task: Phase 1 – Desk Review Report on the findings from the data collection.
Deliverable: Report (between 10 and 15 pages) likely
Task: Respond to Room to Read’s questions about data and report.
Deliverable: Oral or written responses to questions
Task: Develop plan for field visit – school visits, classroom observations, key meetings
Deliverable: Field visit plan
Task: Discussion with Room to Read with guidance on field visit and scheduling
Deliverable: Review of data collection tools, protocols, and desired outcomes
Weeks 8 and 9
Task: Field Visit
Deliverable: Weekly updates to Room to Read
Task: Field Visit report
Deliverable: Report on Field Visit Findings and Recommendations
Task: Respond to Room to Read’s questions about Field Visit Report
Deliverable: Oral or written responses to questions
Task: Final Report Due
Deliverable: Final Report submitted
Terms of Contract
The consultancy will be carried out in Pakistan from July – September (12 weeks).
The contract between Room to Read and the consultant selected for this study will be a fixed fee plus expenses determined by mutual agreement. The consultant entering into a contract with Room to Read must ensure that the entire scope of work can be completed with the available resources.
The ideal candidate for this consultancy will have the following qualifications:
- A degree in education or a related field of study;
- Excellent knowledge and understanding of teaching methodologies, curriculum and teacher training at the primary school level in Pakistan;
- Proven experience in conducting independent research through online investigations and interviews;
- Expertise in working with literacy programs and/or teaching reading, preferred;
- Excellent verbal and written communication skills in English, including the ability to write reports and present information (ability to communicate in Urdu a bonus);
- Ability to work independently, be objective, and pay attention to detail;
- A Plus: The candidate is currently living or residing in Pakistan.
Global Office - Remote - United States
To be successful at Room to Read, you will also:
- Have passion for our mission and a strong desire to impact a dynamic nonprofit organization
- Be a proactive and innovative thinker who achieves results and creates positive change
- Have a very high level of personal and professional integrity and trustworthiness
- Embrace diversity and a commitment to collaboration
- Thrive in a fast-paced and fun environment
Room to Read is proud to be an equal opportunity employer committed to identifying and developing the skills and leadership of people from diverse backgrounds. EOE/M/F/Vet/Disabled