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

Job Posting with INEE

Consultant, INEE Alternative Education for Adolescents and Youth in Crisis and Conflict-Affected Contexts
26 January 2019


INEE is recruiting a consultant to develop a background paper and policy note on alternative education for adolescents and youth (ages 10-24) in crisis and conflict-affected contexts. This work aims to provide guidance to policy makers and practitioners for improving access to and availability of quality, recognized, and sustainable alternative education pathways. The work is a priority of the Alternative Education Work Stream (AEWS) within INEE’s Education Policy Working Group (EPWG).


The Inter-Agency Network for Education in Emergencies (INEE) is an open, global network of 14,800 members in 130 countries working together within a humanitarian and development framework to ensure all persons the right to quality and safe education in emergencies and post-crisis recovery.  INEE members are practitioners, students, teachers, staff from UN agencies, non-governmental organizations, donors, governments and academic institutions. INEE supports its network through its core functions of community-building, convening diverse stakeholders, knowledge management, amplifying and advocating, facilitating learning, and providing members with the resources and support they need to carry out their work on education in crisis-affected contexts

This assignment meets a key milestone within INEE’s Strategic Priority 3: To provide, curate, and organize knowledge to inform policy and practice.

Problem Statement

Passage of the Sustainable Development Goals (SDGs) reaffirms a global commitment to ensuring that all boys and girls will have access to, and complete, free, equitable, and quality primary and secondary education by 2030. The SDGs are based on the fundamental premise of leaving no one behind and starting with those furthest behind. Yet, for many over-aged, out-of-school adolescents and youth, the formal schooling system may no longer be a viable option.

Alternative education for adolescents and youth includes that which is provided outside of the formal, traditional public sector, including but not limited to: non-formal education programmes; alternative schooling; alternative pathways to certification (e.g Accelerated Education) and diplomas via basic and/or secondary education, technical and vocational education, etc. Alternative education programmes can provide access to education and an opportunity to complete a programme that might lead to further studies and offer meaningful skills acquisition for life and work. Alternate methods of delivering education may also offer an opportunity to promote the skills needed for sustainable development, cultures of peace, diversity, global citizenship, and personal and human rights. Education systems can learn from alternative methods of education, particularly in times of crisis, and integrate wider forms of learning to improve responsiveness and relevance.

The Education 2030: Framework for Action also identifies the need for alternative, non-formal and informal education programming which affords flexible and alternative pathways and entry/re-entry points into the formal education system. Importantly, it is acknowledged that the knowledge, skills, and competencies acquired in these programmes should be recognised, validated, and/or accredited.

The INEE AEWS seeks to fill an important policy gap by articulating the current quality, access, relevance, and legitimacy challenges faced by alternative education programs, then offering policy makers and practitioners guidance for addressing these constraints through the identification of effective policies and practices from a number of contexts.


The major component of this consultancy assignment is a well-researched and written background paper, requiring the following:

  • identify existing conceptualizations and programmatic definitions of, entry points to, and tensions and contradictions within alternative education, as well as existing taxonomies;
  • develop a taxonomy of existing alternative education programmes, types, modalities, providers, and objectives from a range of contexts;
  • describe the needs and existing challenges to access, quality, accreditation, certification, and sustainability in crisis and conflict-affected contexts and across the humanitarian-development divide; and
  • provide illustrative examples of promising policies, approaches, and practices.

The background paper will be used to inform the development of a short policy note to guide future work in this area.

Technical guidance for the background paper and policy note will be provided by the INEE EPWG. With inputs from the AEWS, the consultant will propose a shared language and understanding around alternative education through the development of a taxonomy and will then provide more specific recommendations to policy makers and providers for how to improve the availability and access; relevance and quality; and legitimacy and accreditation of alternative education in a range of crisis and conflict-affected settings.

Other Responsibilities:

In addition to satisfactorily completing deliverables, the consultant is expected to engage in monthly check-in calls with Alternative Education Work Stream members; to respond to suggestions and feedback on draft deliverables until the deliverable is considered acceptable by AEWS members; and to communicate regarding any unforeseen developments that may impact the nature or timeliness of a particular deliverable.

See details of deliverables and timeline here

  • An advanced university degree in a relevant field and/or equivalent field experience (e.g. education, international development, humanitarian issues)
  • Minimum 6 years of directly relevant professional experience
  • Proven experience in education in crisis and conflict-affected contexts
  • Sound understanding of different forms of alternative education
  • Demonstrated analytical and writing skills
  • Experience with drafting research reports, syntheses, and briefs
  • Ability to be flexible, work well independently, and productively incorporate feedback
  • Excellent organizational skills
  • Excellent communication skills, both verbal and written in English


Please send your CV, motivation letter, expectation of daily rate, and an Inception Report Outline of 2 pages maximum to Margi Bhatt, INEE Coordinator, Education Policy at by January 25, 2019.

Note that this consultancy is contingency upon funding, to be determined in early January 2019.