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:
Education (Level and area of required and/or preferred education):
Recruitment Timeline Application Procedure:
Interested applicants should submit the required documents listed below by e-mail to HQDIPVAC@unhcr.org referring to Vacancy Number DIP/EDU/022/2017 – “Inclusive Education Consultant” in the subject of the email: