Advertised on behalf of :

Location : Juba, SOUTH SUDAN
Application Deadline :21-Sep-21 (Midnight New York, USA)
Type of Contract :Individual Contract
Post Level :National Consultant
Languages Required :
Arabic   English  
Duration of Initial Contract :50 days

UNDP is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence.

UNDP does not tolerate sexual exploitation and abuse, any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.


The United Nations Entity for Gender Equality and Women’s Empowerment (UN Women) mandate provides for support to catalytic and innovative programmes which promote gender equality, women’s empowerment, and human rights. Education is a human right and an essential tool for achieving equality, development, and peace. Non-discriminatory education benefits both men and women and ultimately equalizes relations between them. To become agents of change, girls must have equal access to educational opportunities. Literacy of women is key to improved health, nutrition, and education, and to the empowerment of women as full participants in decision making in society. Investment in formal and nonformal education and training for girls and women, with its exceptionally high social and economic return, has proved to be one of the best means of achieving sustainable development and economic growth. Every person must have access to basic education and other essential services. Without such access, the poor, and their children, will have little opportunity to improve their economic status or to participate fully in society. In recognition of the history of inequality and discrimination affecting women in South Sudan, women are entitled to remedial and affirmative measures. The purpose of such measures shall be to enable women to compete and participate based on equality with men in political, social, and economic life, and to gain access to opportunities and positions in public and private institutions.

It is against this background that UN Women is looking for a consultant who is passionate about education and literacy to conduct a gender assessment and propose a strategy that aims at dismantling barriers to education for girls and boys while improving the quality of education for both girls and boys in South Sudan. The findings from the gender analysis will inform the education sector on how learning outcomes can be improved for girls attending school at the three levels: primary school, secondary school, and tertiary education including TVET at secondary and tertiary level and non-formal TVET/ Vocational training access

What is known is that at each level of education, different barriers to girl’s education are experienced including negative community attitudes about the value of girls’ education, increasing domestic responsibilities, onset of puberty, early pregnancy, early marriage and the threat of sexual harassment, exploitation, and gender-based violence (GBV). These are compounded by poor parent/guardian-teacher/school relationships and inadequate hygiene/WASH facilities in schools. There are also many barriers to learning within the classroom and access to non-traditional education stream at tertiary level and TVET i.e Science, technology, engineering, and mathematics. For instance, teaching practices that privilege gender or are non-inclusive; teachers’ dispositions for gender bias, differential expectations of girls and boys; and poor-quality learning materials containing gender stereotypes.  These and other factors discourage girls from learning.

Duties and Responsibilities

The main objective of this consultancy is to conduct a gender analysis of existing conditions and barriers to education faced by girls and boys at the three levels (primary, secondary and tertiary) and in 4 locations in South Sudan. Given the role of teachers in the education system, the consultant will also examine the number of teachers (disaggregated), teachings and teaching practices at pre-service and in-service levels with a gender lens and make recommendations regarding how the education sector can mitigate systemic barriers to education.


  • An inception report that outlines the draft methodology for conducting the gender analysis and developing a strategy, with proposed timetable and work plan;
  • The Gender Analysis and strategy report in English outlining findings and recommendations to support greater gender awareness in the implementation of the gender transformative program outcomes. This will include.

A Gender Assessment which includes, but is not limited to the following:

  • Summary of findings describing the situation of girls and boys in relation to educational opportunities; the barriers for girls’ and boys’ access to school; and discrimination and barriers of girls and boys in school;
  • Summary of weaknesses in teaching and learning that pose current barriers to girls’ and boys’ education including teaching and learning strategies, classroom materials, leadership and management issues, training gaps of teachers, etc;
  • An audit of the current institutional capacities and commitments of the local partner to promote an inclusive, gender transformative approach to education, teaching and learning by determining if there are institutional weaknesses (regarding both capacity and commitment to promoting gender equality) that could affect the extent to which activities are carried out in a gender-sensitive manner;
  • Review the existing targeted activities within the locations that are meant to empower girls and boys.

A Gender Strategy that includes, but is not limited to the following:

  • A high-level summary of the conclusions from the critical analysis of the gender concerns affecting girls and boys in the education system in South Sudan;
  • Key recommendations regarding how to address potentially gender inequitable practices (if identified any) as well as best practices to mainstream and promote gender equality within the education sector education, while considering teacher education institutions and challenges uncovered;
  • A gender operational strategy that outlines specific measures for enhancing the extent to which the project will benefit (women), and girls compared to (men) and boys.


Core values:

  • Integrity;
  • Professionalism;
  • Respect for Diversity. 

Other Competencies:

  • In-depth knowledge of gender equality and women's rights issues;
  • Demonstrated ability to interact effectively with national and local partners;
  • Knowledge and understanding of UN system;
  • Past experience of work in a national environment;
  • Excellent writing, analytical, training, presentation skills;
  • IT literacy with sufficient use of Microsoft Words, Excel, and PowerPoint Presentation;
  • Behavioral Competencies:
  • Very effective at multi-tasking;
  • Strong analytical and interpersonal skills;
  • Strong initiative-taker;
  • Excellent communication skills;
  • Focuses on impact and results for the client;
  • Identifies opportunities and builds strong relationships with client and external actors;
  • Participates effectively in the team-based, information-sharing environment, collaborating and cooperating with others;
  • Consistently approaches work with energy and a positive, constructive attitude.

Required Skills and Experience


  • A Master’s degree in Development Studies, Education, Statistics, Social Sciences, etc.


  • A minimum of eight years of progressive experience in conducting gender equality analysis/assessments and/or other relevant development needs assessment or situational analyses;
  • Experience in and knowledge of current trends in teacher education an asset;
  • Knowledge on the education system in Africa, knowledge on inclusive education mechanisms is an advantage, experience in South Sudan or a similar context is an advantage;
  • Strong teamwork and effective cross-cultural interpersonal skills;
  • Experience working in conflict countries;
  • Demonstrated a high level of professionalism and an ability to work independently and under pressure with tight deadlines;
  • Proven experience in writing research reports, gender analyses, and position papers.

Language Requirements     

  • Fluency in English is required; 
  • Knowledge of Arabic is an asset.

Application Process:

The application must include:

  • Personal History Form (P-11 form)- can be downloaded at, a signed copy should be submitted;
  • Financial Proposal: Specify a total lump sum amount for the tasks specified in this Terms of Reference. The financial proposal shall include a breakdown of this lump sum amount per deliverable.No extra payments will be made.

Please note, the system will only allow one attachment, and, hence please combine the multiples files while uploading the attachment.

  • Applications without the completed UN Women P-11 form will be treated as incomplete and will not be considered for further assessment. Personal History Form P11 that can be downloaded from

Qualified women candidates are highly encouraged to apply.

    In July 2010, the United Nations General Assembly created UN Women, the United Nations Entity for Gender Equality, and the Empowerment of Women. The creation of UN Women came about as part of the UN reform agenda, bringing together resources and mandates for greater impact. It merges and builds on the important work of four previously distinct parts of the UN system (DAW, OSAGI, INSTRAW, and UNIFEM), which focused exclusively on gender equality and women's empowerment.

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