INEE Minimum Standards Integration in planning processes, South Sudan- Consultancy

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Background

The Inter-agency Network for Education in Emergencies (INEE), UNICEF, and UNESCO have partnered on a joint initiative to support the uptake and application of the newly updated 2024 INEE Minimum Standards (INEE MS) in education planning processes. The INEE MS provide a globally recognized framework for delivering quality, safe, inclusive, and relevant education in emergency and crisis contexts. They are foundational for effective, rights-based education interventions from preparedness through response to recovery.

This initiative aims to operationalize the INEE MS by equipping education sector stakeholders—including humanitarian, development, and peacebuilding actors—with contextualized guidance and practical tools for integrating the standards into national and subnational education planning documents and strategies, such as Transitional Education Plans (TEPs), Education Sector Plans (ESPs), Humanitarian Response Plans (HRPs), and others. This integration ultimately ensures education systems in crisis contexts become more resilient, effective, and equitable, creating pathways for sustainable development even amid emergencies.

As part of a Proof of Concept project focused on the integration of the INEE MS into education planning, INEE is seeking to hire a consultant to provide technical support to stakeholders in South Sudan (Juba). The outcomes and learnings from this project will inform future replication and scale-up in other countries.

Scope of Work

The consultant will provide technical support and facilitation for the integration of the 2024 INEE Minimum Standards into education planning processes in South Sudan. This will include stakeholder engagement, training, contextualization of tools, and active support to ensure the standards are applied in real-time planning processes. The consultant will work closely with the INEE Minimum Standards Coordinator, and with country teams from UNICEF, UNESCO, and other key education stakeholders (such as the IASC Education Cluster) to ensure ownership, relevance, and sustainability of this initiative.

IRC/INEE will not cover travel, accommodation, or equipment expenses to take up this consultancy.

Deliverables

Phase 1: Setting the Ground for the Project (Inception Phase)

Task 1.1: Conduct a desk review and identify priority education planning processes (HRP, TEP, DRR policies, etc.) where the INEE MS can be integrated, aligned with national strategies and crisis contexts.

○ Deliverable: Project Roadmap Document (including entry points, partners, and timeline)

Task 1.2: Organize and facilitate a launch workshop to present the project, introduce the 2024 INEE MS, and highlight their relevance to national planning processes.

○ Deliverable: One stakeholder workshop implemented, with participant feedback summary

Phase 2: Development of Tools and Capacity Sharing

Task 2.1: Facilitate capacity-building workshops for national and subnational education stakeholders, focusing on the practical application of the INEE MS and co-development of a localized user guide.

○ Deliverable: Two orientation and consultation workshops implemented, including training materials and attendance reports

Task 2.2: Develop a user-friendly INEE MS Planning User Guide with country-specific tools (e.g., checklists, templates, step-by-step processes, and real-case scenarios).

○ Deliverable: Final draft of the INEE MS Planning User Guide (English version)

Phase 3: Integration of INEE MS into Planning Processes: This phase ensures that the INEE MS are actively applied and embedded into relevant education planning documents and strategies. The consultant will support the practical application of the guide developed in Phase 2.

Task 3.1: Facilitate targeted technical support sessions and consultations with education sector planning bodies (e.g., MoE, Education Cluster, TWGs) to integrate the INEE MS to selected national or sub-national planning documents

○ Deliverable: Minimum of 3 targeted technical engagement sessions held, with session reports documenting process, participation, and outcomes

Task 3.2: Provide direct support during the drafting or revision of planning documents. This includes reviewing drafts, aligning content with INEE MS principles, and advising on MS content inclusion to selected national or sub-national planning documents

○ Deliverables:

Technical inputs to at least two draft planning documents (e.g HNO, HRP, TEP, MYRP., Education Cluster Strategy, EiE policies Natinal or sub-national implementation plans )
Summary note on how INEE MS were integrated, including lessons learned and recommendations for sustainability

Closure Phase: Documenting Learning and Supporting Replication

Task 4.1: Support the development of a Replication Toolkit to inform and guide future country-level integration efforts. This includes collating templates, documenting best practices, and synthesizing key lessons.

○ Deliverable: Replication Toolkit (draft templates, contextual insights, and case example from South Sudan)

Timeline

Start Date: 5th July 2025
End Date: 5th January 2026

With the possibility of extension depending on project needs and funding availability

Working Conditions

IRC/INEE will not cover travel, accommodation, or equipment expenses to take up this consultancy.
The consultant will be contracted by IRC HQ and must adhere to IRC’s Code of Conduct and accountability mechanisms.
The consultant will be within the IRC South Sudan Country Office security overview.
The consultant will work in close coordination with the INEE Minimum Standards Coordinator, who will lead all technical components of the project.
The position is based in Juba, South Sudan.
UNICEF and UNESCO Country Offices will provide local coordination and networking support.

Required Expertise

At least 5 years of experience in education planning, education in emergencies, or humanitarian coordination
Degree in education, social sciences, humanitarian affairs, or a related field or an additional 2 years of experience
Demonstrated experience in supporting national or subnational education planning processes in crisis-affected or transitional contexts
Strong familiarity with the INEE Minimum Standards and its application.
Proven experience in facilitating participatory workshops and technical consultations
Excellent communication, report writing, and interpersonal skills
Fluency in English is required; working knowledge of Juba Arabic and/or any other South Sudanese language is highly desirable