Call for Proposal (Organization/Firm) The Impact of Conflict on Youth’s Tertiary Educational Experiences in Myanmar

The overarching objective of this study is to provide understanding of how the ongoing instability in Myanmar has disrupted tertiary education, particularly among marginalized groups, and to identify alternative education solutions, barriers, and coping strategies that can guide future policy and development interventions aimed at improving access to education, ensuring quality, and supporting the psychosocial well-being of youth during periods of conflict and instability.

This study aims to provide recommendations to education service providers, development partners, and civil society organizations to strengthen the resilience of Myanmar’s education system, particularly for vulnerable populations, and to ensure that youth education remains a priority in the face of ongoing political challenges.

1. Assignment

The UNESCO Antenna Office in Yangon is looking for a national or international firm, or a combination of national and international expert to commence the study. Under the overall authority of the Director of the UNESCO Regional Office in Bangkok, the direct supervision of Head of UNESCO Antenna Office in Yangon, the contractor is responsible for carrying out the analysis. In case, use of subcontractors for specific elements of this work is required to carry out the study, the contractor with UNESCO as primary contract will be ultimately responsible for contracting and the quality of the work of any subcontractors.

1. Research questions

Below is a line of inquires that will be further defined by contractor in consultations with relevant stakeholders during the inception stage.

Impact of political instability on tertiary education system and labor market

• How have ongoing crisis and access affected the operation and accessibility of formal learning opportunities, including universities and TVET programs? Specifically,
  • What has been the impact on the quality of tertiary education, including factors such as infrastructure, the availability of qualified faculty, opportunities for upskilling, research capacities, funding, and institutional governance?
  • How has student participation in tertiary education been affected since the onset of the crisis, particularly among marginalized groups (e.g., ethnic minorities, IDPs, rural youth and youth with disability)?
  • How has ongoing crisis in education impacted the labor market in Myanmar, particularly in terms of employment opportunities for graduates, skills mismatch, and the overall availability of jobs for youth entering the workforce?

Non-traditional education providers[1]

• What alternative education pathways, such as non-traditional providers, online platforms, and ethnic-based education, have emerged or expanded in response to the ongoing crisis, and what types of educational programs are being offered through these pathways? Additionally, what delivery modalities (e.g., online, in-person, hybrid) are being utilized to reach learners?
• What mechanisms do non-traditional education providers implement to ensure the effectiveness and value of their programs, and how do these programs align with evolving educational standards and labor market needs?
• How do employers and the job market perceive the skills and qualifications acquired by graduates of non-traditional education providers, particularly in the context of evolving education pathways and quality assurance mechanisms?

Impact of political instability and conscription on youth’s educational experience

• What are the key barriers faced by youth in Myanmar in accessing and continuing tertiary education during the ongoing crisis, and how do these barriers vary by marginalized groups?
• How has the broader context of recruitment and displacement affected youth’s access to tertiary education?

Resilience and Coping Strategies: Supporting Youth Education and Psychosocial Well-being in Conflict-Affected Contexts

• What interventions can development partners implement to address barriers faced by youth, particularly marginalized groups in accessing and continuing tertiary education during periods of instability, and how can these interventions support youth’s psychosocial well-being?
  1. Methodology

The analysis will be based on a combination of qualitative and quantitative research methods, including:

• Desk review of existing literature and reports: Review nationally and internationally available data and evidence from reports, research papers, evaluation reports, assessments, and project/program documents. This includes documents collated by UNESCO Office and other relevant sources.
• Analysis of Secondary Data: Utilize existing secondary data source as national and international databases, statistic reports and educational indicators to analyze trends and patterns in Myanmar’s education
• Policy and Document Analysis: Analyze relevant policies, legislation, and strategic documents related to Myanmar’s education. This includes reviewing available strategies, budget allocation and expenditure for education.
• Primary Collection Methods: Adapted to ensure safety and accessibility, and neutrality, appropriate methods such as survey, key informant interviews and focus group discussions could be considered to draw relevant stakeholders’ perspectives on educational efforts, challenges and concerns.

The data collection must be carried out with careful attention to confidentiality, security, and ethical considerations, particularly regarding marginalized or vulnerable groups.

1. Expected Tasks and Deliverables

The work is expected to be carried out up to 50 working days within the period of February – May 2025, following a phased approach.

1. In Inception phase: The contractor will conduct preliminary desk review and consultations with UNESCO Office (and other relevant stakeholders if necessary) to refine objectives, scope of the analysis, research questions and develop overarching approaches, detailed methodology, research matrix, sampling strategy, quality assurance, workplan and broad approach towards learning session. Expected deliverables are a draft and final inception report by March 7.
2. Data collection phase: The contractor will design primary data collection tools, and conduct data collection, and collate secondary data/information. This includes a debrief session on primary data collection with the UNESCO Office along with relevant stakeholders at the end of the primary data collection. Expected deliverables are data collection tools, presentation deck on debriding primary data collection by April 7.
3. Analysis and reporting phase: The contractor will conduct in depth analysis of desk review and secondary and primary data collection. Additionally, there will be a validation of emerging findings and co-construct recommendations session with UNESCO Office (and relevant stakeholders if necessary). Draft report and revision of the report will be done in alignment with UNESCO and other relevant stakeholders’ insights to finalize the report. Expected deliverables are a draft and final report by May 23.

Learning and dissemination phase: The contractor will focus on sharing the findings, lessons learned and fostering recommendations with relevant stakeholders. Online or in person learning sessions are expected to Expected developable are a draft and final PPT deck by June 6.

[1]Non-traditional education providers here refer to all types of providers beyond Ministry of Education affiliated institutions, including ethnic-based and community-led Institutions, non-Governmental Organizations (NGOs) and civil society initiatives, and providers aligned with alternative education institutions.

1. Qualifications, Experience and Competencies

The contractor is expected to have specialized knowledge and research expertise in education economics (policy analysis), a country-wide scale and country or regional experience in the context of international development. The following are desired experience and qualifications.

1. Organization

Required Qualifications

• Minimum 8 years of demonstrated success in conducting similar analyses or research projects, particularly within lower middle-income countries or similar contexts.
• Data Collection and Analysis Skills: Proficiency in qualitative and quantitative data collection methods, robust sampling strategy, and data analysis techniques, and interpreting educational data.
• Experience in managing large-scale education projects, particularly those related to international development, overseeing comprehensive analyses

Desirable Qualifications

• Expertise in Education Sector Analysis**:** experience and specialized knowledge in conducting comprehensive situational analyses within the education sector.
• Understanding of Myanmar Context**:** Deep understanding of Myanmar’s socio-economic and political context, specifically related to education policies, challenges, and opportunities.
• Multidisciplinary Approach: Ability to integrate perspectives from education policy, economics, sociology, and other relevant disciplines into the analysis.
• Stakeholder Engagement: Experience in effectively engaging with diverse stakeholders in the education sector, including United Nations, educators, civil society, and international organizations.
• Evidence-Based Recommendations: Track record of generating evidence-based recommendations and actionable insights to inform education policy and decision-making
  1. Personnel/Staff who will lead the implementation of the activities

Required Qualifications

• Minimum 8 years of demonstrated success in conducting similar analyses or research projects, particularly within lower middle-income countries or similar contexts.
• Expertise in Education Policy and Analysis: Master’s in Education, Economics, Social Science
• Technical Proficiency: Proficiency in qualitative and quantitative research methodologies, data collection techniques, and statistical analysis relevant to education sector analysis.
• Cross-Cultural Competence: Sensitivity to cultural contexts and diversity, with experience working effectively in multicultural and international settings.
• Adaptability and Innovation: Capacity to adapt methodologies and approaches to address unique challenges in the education sector, demonstrating innovative thinking and problem-solving skills.

Desirable Qualifications

• Experience and specialized knowledge in conducting comprehensive situational analyses within the education sector.
• Expertise in Education Policy and Analysis**:** Doctorate in Education, Education Policy, Educational Leadership, or Education Administration, Economics, Public Policy, Political Science, Sociology, Social Science
• Experience in Contextual Analysis: Proven experience in conducting situational analyses or research within diverse educational contexts, preferably in lower middle-income countries or regions facing similar challenges to Myanmar with think thanks, research institute, government entities and United Nations.
• Stakeholder Engagement: Ability to effectively engage with a wide range of stakeholders in the education sector, including United Nations, educators, civil society organizations, and international agencies.
• Analytical Skills: Strong analytical skills for interpreting educational data, identifying trends, and generating evidence-based recommendations to inform policy and decision-making.
• Communication Skills: Excellent written and verbal communication skills to articulate complex findings and recommendations clearly and persuasively to diverse audiences.