Promoting access to quality, safe, and relevant education for all persons affected by crisis

Job Posting with UNHCR

Inclusive Education Consultant
Home-Based (preferably in Copenhagen)
18 August 2017


Duration: 01 September 2017 – 31 December 2017

The overall purpose of and scope of assignment:

UNHCR strives to ensure that equal opportunities are given to refugee and other forcibly displaced girls and boys with disabilities to access education. In collaboration with persons of concern, UNHCR Education Partners, Education, Community Based Protection and Child Protection stakeholders and UNHCR country teams, assessing global data and data from three target countries.


The World Health Organization estimates that 15% of the world’s population has a disability. At least 10% of children globally have a disability, and 80% of those children live in developing countries.

Children with disabilities are among those most likely to be out of school and remain invisible2. A UNICEF study conducted in 2014 suggests that 90% of children with disabilities living in the developing world do not attend school. Refugee, asylum seeker and internally displaced children with disabilities face compounding barriers to accessing education, both on the basis of disability and displacement status. Numerous factors contribute to exclusion of forcibly displaced children with disabilities from education, such as stigma and discrimination; lack of accessible and affordable transport; inaccessible school facilities; lack of training for school staff; and limited resources. A 2014 study by the Women’s Refugee Commission found that in many countries where refugees and other displaced persons are hosted, inclusive education systems are very limited and children with disabilities often remain isolated in the home, exposing them to further protection risks4

Reliable data on numbers of forcibly displaced children with disabilities who are out of school is not available. Further, qualitative information on the intersecting barriers to access faced by forcibly displaced children with disabilities is also limited. Particularly in forced displacement settings, much of the available information on  access to education by children with disabilities is anecdotal. This lack of concrete information hinders monitoring of access to education, limits understanding of the intersection of barriers to access, and does not enable the sharing of promising practice in order to improve access. 

Exclusion from education denies children with disabilities of a fundamental right, and of an opportunity to fulfil their potential. Exclusion has broader impacts on children with disabilities, including limiting their inclusion in protective peer networks and access to child protection and other services provided through schools. Further, lack of access to education perpetuates the cycle of disability and poverty.

Education systems that include children with disabilities are better for all children. Inclusive education is central to the achievement of high quality education for all learners and the development of more inclusive societies5. 

As highlighted above, a key challenge to addressing inclusion is that very little information is available on access to education for forcibly displaced children with disabilities. This proposed consultancy aims to contribute to addressing this gap.


Overall Purpose and Scope of Assignment:
UNHCR strives to ensure that equal opportunities are given to refugee and other forcibly displaced girls and boys with disabilities to access education.

In collaboration with persons of concern, UNHCR Education Partners, Education, Community Based Protection and Child Protection stakeholders and UNHCR country teams, assessing global data and data from three target countries, the consultant will: 

  • Collect primary and secondary data on early childhood and primary education enrollment, number of applications (if applicable), attendance, retention and completion for girls and boys with disabilities. 
  • Identify reasons for low number of applications, attendance, retention, completion, analyzing barriers holistically. Consider barriers existing in the school environment, as well as in the broader community and within households. 
  • Identify existing successful programming approaches that support access to education for children with disabilities, including:
  1. UNHCR and partner programming in refugee and host communities.
  2. Programs implemented in the host community/host country by the government, civil society and/or development partners. Some examples might include peer-to-peer and mentoring support, community-engagement and community awareness, teacher training etc.
  • Provide concrete pragmatic recommendations for improved access to education for forcibly displaced children with disabilities, including community based approaches and strategies for supporting inclusion in national systems. 
  • Develop an assessment tool for education programming, to identify areas for improving access by children with disabilities. This should include a tool and methodology for data collection and for barriers assessment.
  • Identify stories and/or good practices of students, families and communities towards access to education for children with disabilities.


Education (Level and area of required and/or preferred education):

  • Basic University degree in social sciences, education, or related field.
  • Education and/or training on education in humanitarian/development settings, in particular in refugee or IDP contexts.

Job Experience:

  • Minimum 8 – 12 years of professional experience, preferably incorporating:
  1. Education, including in crisis & conflict settings;
  2. Inclusion of persons with disabilities;
  3. Conducting desk as well as participatory field research.
  • Previous work experience within the UN system, especially with UNHCR, would be an asset.


  • Fluent English including excellent writing skills.
  • Knowledge of French an asset

Key Competencies:

  • Proven ability to deal with multiple tasks in a courteous and service oriented manner under demanding working conditions that often have short deadlines.
  • Good communicator with strong interpersonal skills to deal with persons of different cultural and educational backgrounds.
  • Highly organised, self-motivated, attention to detail and ability to work under tight timelines.
  • Excellent computer skills and knowledge of MS applications.
  • Excellent knowledge of English (written/oral/comprehension) with well-developed writing and presentation skills.


Recruitment Timeline Application Procedure:

Interested applicants should submit the required documents listed below by e-mail to referring to Vacancy Number DIP/EDU/022/2017 – “Inclusive Education Consultant” in the subject of the email: 

  • Letter of motivation, addressing each of the personal requirements in the vacancy notice;
  • Completed UN Personal History Form (P11) signed, including testimonials/degrees/certificates.
  • The UN personal History Form is mandatory;
  • P 11 forms are available on
  • All applications received without a P 11 will not be considered