Re-advertisement for National Consultant to Conduct Connectivity Gap Analysis in Bhutanese Schools & Design 3 Connectivity Models.

UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential. 

Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone. 

And we never give up. 

For every child, A future…

Background: 

After the COVID-19 pandemic, Bhutan saw an improved use of technology for education, with an increased number of schools connected to the internet and the development of digital learning materials for teaching by the Ministry of Education and Skills Development (MoESD). New partnerships with key stakeholders such as GovTech and edtech companies have also contributed to advancing digital teaching and learning. However, as Bhutan’s economy is still developing, investments in digital infrastructure and technology in schools represent a significant challenge for the government. Limited skills among children and adults to safely navigate the online world were also found to be a huge concern. Limited resources often slow down efforts to bridge the digital skills gap in education.

In recognition of these challenges, UNICEF, with the financial contribution from the European Union, and in partnership with MoESD, initiated a three-year action called “Supporting Inclusive Access to Digitalisation in Education and Skills in Bhutan”. The overall goal is to “improve learning outcomes and skills development through investment in the digital transformation of the education system, thereby contributing to greater employability, economic growth, and poverty reduction”. 

An activity within the EU-UNICEF initiative includes conducting existing gaps and challenges in the connectivity for school education (including selected secondary TVET schools). By conducting a comprehensive gap analysis and proposing different connectivity models, the initiative seeks to ensure that every student, regardless of location or school type, has equitable and safe access to the digital tools and resources essential for 21st century learning.

The proposed connectivity models will be tested in 10 pilot schools from different regions, including schools with SEN, TVET & UPSHIFT programme. By bridging the digital divide in these schools, this initiative will contribute to improved educational outcomes, enabling students to engage safely and more fully with their studies and preparing them for future opportunities in an increasingly digital world. It will also support teachers in integrating ICT into their teaching practices, fostering a more interactive and inclusive learning environment. Ultimately, this initiative represents a significant step toward realizing Bhutan’s vision of an equitable and high-quality education system, where technology is leveraged to enhance learning, promote innovation, and support the holistic development of every child.

How can you make a difference? 

Scope of Work:

1. Review and analyse existing policies, reports, and strategic plans related to connectivity in schools in Bhutan.
   1. Review all relevant national policies, strategic plans, and reports related to connectivity in schools, including iSherig 2, and any recent government and development partners initiatives aimed at enhancing Internet connectivity and cybersecurity in schools.
   2. Identify any gaps or inconsistencies in the policy framework, such as areas where policies do not fully address the connectivity needs of rural, remote, SEN, TVET or other schools.
   3. Engage with key stakeholders within the Ministry of Education & Skills Development, GovTech Agency, telcos and other relevant government bodies to gather insights on the effectiveness of current policies and any challenges faced in their implementation.
   4. Develop a methodology including sampling design ensuring representation from all 20 districts and 4 thromdes, covering different school types (primary, lower secondary, middle secondary, higher secondary, SEN, TVET) and geographic locations (urban, rural).
2. Based on the above, initiate data collection using surveys, interviews, focus group discussions (FGDs), and site visits.
   1. Create detailed survey questionnaires tailored to various stakeholders, including school administrators, teachers, students, and technical staff. The surveys should cover key aspects of ICT infrastructure, internet access, usage patterns, cybersecurity including child online protection and challenges.
   2. Design semi-structured interview guides for in-depth discussions with key stakeholders, such as district education officers, school principals, ICT coordinators, and Ministry of Education officials. These interviews should explore both strategic and operational perspectives on school connectivity.
   3. Organize FGDs with groups of teachers, students, and technical staff to gather qualitative data on their experiences with ICT in education. These discussions should focus on the practical challenges of using digital tools and resources, as well as suggestions for improvement.
   4. Conduct site visits to a representative sample of schools, particularly in rural and remote areas, to observe the ICT infrastructure firsthand. These visits should include assessments of the physical infrastructure (e.g., computer labs, network equipment), the quality of internet service, in-school mechanisms to prevent and respond to the cybersecurity and child online protection threats and the overall ICT environment.
   5. Implement the data collection plan across all selected schools, ensuring that data is gathered systematically and consistently.
3. Analyse the collected data to identify connectivity gaps in infrastructure, access, quality of service including for preventing and responding to cybersecurity and child online protection risks, digital literacy, content, and support.
   1. Use statistical methods to analyse data, focusing on metrics such as the availability and condition of ICT infrastructure, the percentage of students and teachers with regular access to digital tools, internet speed and reliability, and the prevalence of digital literacy programs.
   2. Compare the findings against national and international benchmarks for school connectivity. Identify specific areas where Bhutanese schools fall short, such as inadequate infrastructure, limited access in rural and remote areas, poor internet service quality, low levels of digital literacy, and insufficient support systems for preventing and responding to cybersecurity and child online protection risks.
   3. Analyse disparities in connectivity between different regions (urban, rural) and school levels (primary, secondary, SEN, TVET). Highlight the unique challenges faced by schools in more isolated or underserved areas.
4. Propose three feasible connectivity models based on the findings of the gap analysis tailored to different school contexts, including detailed descriptions, cost estimates, connectivity standards and implementation timelines.
   1. Develop three distinct connectivity models, each designed to meet the needs of different school contexts, such as urban schools, rural schools, SEN schools, and TVET schools.
   2. For each model, outline the specific ICT infrastructure required, including hardware (e.g., computers, servers), network components (e.g., routers, cabling), and Internet services (e.g., broadband, satellite) with cost estimates.
   3. Develop a connectivity standard for schools to provide recommendations for ensuring the long-term sustainability of each model, including strategies for ongoing maintenance, device requirements, capacity building, and periodic upgrades to keep pace with technological advancements.
5. Submit and present a comprehensive report with findings, recommendations, and detailed descriptions of the proposed connectivity models based on the gap analysis conducted.
   1. Organize the report into clear sections, including an executive summary, introduction, methodology, findings, proposed models, recommendations, and appendices. Ensure that each section logically flows from the previous one.
   2. Summarize the key findings from the gap analysis, using data visualizations (e.g., charts, graphs, maps) to illustrate major points. Highlight the most critical gaps and their implications for educational equity and quality.
   3. Offer actionable recommendations for the Ministry of Education and Skills Development and other stakeholders, focusing on how to address the identified gaps, implement the proposed models, and enhance overall school connectivity. Include both short-term and long-term recommendations, with a focus on prioritizing high-impact interventions.
   4. Submit the finalized report to the Ministry of Education & Skills Development, along with all supporting documentation (e.g., data sets, interview transcripts, survey responses). Provide electronic and hard copies as required.

General Conditions: Procedures and Logistics: 

The consultant is expected to use his/her own computer and work from his/her own workstation. Travel is required for this assignment; the travel cost will be paid based on the financial proposal submitted by the consultant with the application. The cost should also include vehicle costs, food, and lodging for the consultant and team members.

Key Assignments and Deliverables:

1. Review and analyse existing policies, reports, and strategic plans related to school connectivity and cybersecurity in Bhutan and inception report submitted (includes the document review, preliminary interviews with stakeholders, and methodology to carry out the gap analysis) within 2 weeks from contract signing.
2. Initiate data collection using surveys, interviews, focus group discussions (FGDs), and site visits and connectivity gap analysis tools developed, and data collection completed within 7 weeks.
3. Analyse the collected data to identify connectivity gaps in infrastructure, access, quality of service including for preventing and responding to cybersecurity and child online protection risks, digital literacy, content, and support and present the findings on gap analysis within 9 weeks.
4. Propose three feasible connectivity models based on the findings of the gap analysis and tailored to different school contexts, including detailed descriptions, cost estimates, implementation timelines and standards for connectivity in school and draft report of the connectivity gap analysis and 3 connectivity models including connectivity standards for schools within 11 weeks.
5. Submit and present a final comprehensive report with findings, recommendations, and detailed descriptions of the proposed connectivity models based on the connectivity gap analysis by 13 weeks.

Payment terms and conditions:

The Consultant payment terms and conditions are specified below upon certification by UNICEF’s Education Officer(digitalisation) that all deliverables have been submitted satisfactorily and based on incorporation of feedback and invoice. The final payment to the consultant will be made after successful completion of all deliverable and submission of consultancy performance appraisal.

• 20% upon submission and acceptance of the inception report
• 20% upon submission and acceptance of development of methodology, connectivity gap analysis tool and completion of data collection.
• 30% following submission and acceptance of draft report (connectivity gap analysis) & development of 3 connectivity models including connectivity standards for schools.
• 30% following submission and acceptance of final complete report (connectivity gap analysis) & development of 3 connectivity models including connectivity standards for schools.

To qualify as an advocate for every child you will have… 

Minimum Qualifications:

• Masters degree in a relevant field (information technology, education, digital transformation, computer networking, educational technology, engineering), combined with experience in data collection, analysis and report writing.

Work Experience Required:

• A minimum of 5 years of experience in implementing and managing ICT projects within the education sector, particularly in developing countries with similar setting as Bhutan.
• Experience in conducting connectivity gap assessments in schools, including the evaluation of ICT infrastructure, Internet access, digital tools, and resources.
• Proven record of conducting comprehensive gap analyses related to ICT infrastructure and digital access in educational settings.
• Proven record of experiences/expertise in data collection, data analysis and report writing.
• Familiarity with different connectivity technologies and solutions, such as fiber-optic networks, satellite internet, mobile broadband, and wireless networks, and their application in educational settings.
• Relevant experience in a UN system agency or organization is considered as an asset.

Submission of Proposal: 

Proposal should include the following:

1. Motivation Letter.
2. Consultant’s full Curriculum Vitae.
3. Proposed approach and methodology that will be followed in executing the assignment.
4. A lump sum fee structure, indicating a breakdown of professional fee for the anticipated number of working days, including travel.
5. Name(s) of collaborator(s) (if applicable) with their full curriculum vitae.
6. Reference to similar work (final products or links to previous work can be shared along with the proposal)

For every Child, you demonstrate… 

UNICEF’s values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS).   

To view our competency framework, please visit  here. 

UNICEF is here to serve the world’s most disadvantaged children and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, age, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, or any other personal characteristic.

UNICEF offers reasonable accommodation for consultants/individual contractors with disabilities. This may include, for example, accessible software, travel assistance for missions or personal attendants. We encourage you to disclose your disability during your application in case you need reasonable accommodation during the selection process and afterwards in your assignment. 

UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check. 

Remarks:  

• A proposal without the complete documents and a financial proposal will not be considered.
• Only shortlisted candidates will be contacted and advance to the next stage of the selection process

Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws. 

The selected candidate is solely responsible to ensure that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract. Selected candidates are subject to confirmation of fully-vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.