Summary
Date Posted: Wednesday, February 09, 2022 , Base Salary: Not Disclosed

JOB DETAILS:
Gender and Education Policy Analysis Consultant
Introduction
The Kenyan government has increasingly developed policy and budgetary responses for gender equality in the education sector . In 2007, the Gender Policy in Education was put in place to eliminate all gender disparities in education and achieve gender equality and balance, including enrollment and attainment (Mutua, 2017). Gender critics however claim that the policy neglects the social factors that hinder girls participation, retention, learning, completion and after school life in employment (Mutua, 2017). Although nationally gender inequalities in enrollment and transition rates have improved significantly over time, gender gaps in education still exist in ASAL counties, hard to reach areas and urban slums (Kenya, 2012). In 2015, the Gender Policy in Education was revised and six years later, the Education and Training Sector Gender Policy, 2015 (Kenya, 2015) is up for revision. A recent study by UNICEF, Government of Kenya and the National Council for Nomadic Education in Kenya (NACONEK) conducted in the 16 counties with the highest rates of school leaving reported that pregnancy (21%) , child marriage (16%) and child labour (18%) were the primary reasons for children leaving school (Odhiambo, 2021). These reasons are all gender sensitive. Child marriage and pregnancy affected girls more than boys , while child labour affected more boys than girls. A gender responsive policy is required to address gender-related barriers to education in Kenya.

About EGER- Kenya
EGER, which stands for Evidence for Gender and Education Resource, is a Population Council searchable and easy to use database to help gender and education partners make informed decisions on their programming and investments. We are in the process of adapting the EGER resources to the Kenyan context and part of this process involves mapping gender and education evidence, programs and policies. Kenya is known to have a conducive policy environment; however, implementation of the policies is often wanting. Understanding the gender and education policy environment, beyond mapping the policy framework, will inform and improve any future gender and education policy development, reviews, implementation, and effectiveness.

Scope of Work
As we work to build the gender and education evidence base, we also need to understand the following aspects of the current gender policies, education policies and gender and education policies below:
• What are the gender and education problems that the policies are trying to address from the government perspective?
• What do general education policies say about gender and education?
• What policy interventions exist in education and gender policies?
• Where do they overlap, contradict, or complement each other?
• What are the gaps in the Education and Training Sector Gender Policy? Has the policy been successful?
• How can we measure or evaluate the current gender and education policy?
• What were the implementation challenges? Was the policy a success or failure?
Gender and Education policies may include (but not limited to) the following:
1. Education and Training Sector Gender Policy – 2015 ( a revision of the Gender policy in education 2007)
2. Sessional paper No. 14 of 2012
3. Basic Education Act No. 14 of 2013
4. School Re-entry policy and guidelines
5. National Education Sector Plan (NESP) 2014 – 2018 (also check the current one)
6. National gender and development policy
Population Council Kenya ( PC Kenya) is looking to engage a Policy Consultant and for this assignment, policy analysis will involve the following aspects:-
• Systematically use data and research to define the current Kenya gender and education problems that can be addressed through policy action.
• Cataloging individual gender and education policies and their pros and cons. Are there funding shifts to support policy implementation? What level of support did the specific policy elicit in the government? Has any County contextualized the national policy? Does the policy outline enforcement measures?
• Conducting a literature review and analysis of the existing gender and education policies to identify strengths, gaps, and contradictions. What were the effects of the policy on the problem it was aiming to address, the population it was targeting? Were there any unintended effects of the policy? Were there any populations that were excluded?
• Evaluate the feasibility and effectiveness of the current Education and Training Sector Gender Policy 2015.
• Assess policy implementation of the current Education and Training Sector Gender Policy 2015 and report policy and other barriers to effective implementation.
• Analyze regional (Africa) and international policy approaches on gender and education, including best practices to provide policy recommendations, options, and tradeoffs
Mapping of the Gender and Education Policies
Gender and education policies, strategies plans and guidelines to be submitted in a table with the following details;
• Education Policies for the years; 1990-2002, 2003-2012, 2013- 2019, 2020-2021 and their current status
• General gender policies, SGBV, FGM, child marriage and teenage pregnancy for the years; 1990-2002, 2003-2012, 2013- 2019, 2020-2021 and their current status
Evaluation of the Education and Training Sector Gender Policy
To be submitted in a table with the following information
- What should be measured( Policies, programs, plans or reforms)
• Aims (Why)
-What is the Evidence
• When

Objectives
• Was the policy successful or not? What worked? What did not work well? What are the mechanisms/factors that lead to success and/or to failure? Is there any literature that speaks to the impact of the education and training sector gender policy? What indicators point to the success or failure of the policy?**
• What should be measured – What were implementation strategies or guidelines or programmes under the Education and Training Sector Gender policy? Do these exist? Have they been implemented? What were the implementation challenges? Who were the key partners?**
• Aims – What was the main objectives /aims of the above implementation documents?**
• Evidence – Is there evidence that supports the implementation?**
• When – What was the duration of the implementation?**
• Notes – Additional information **
What should be measured (Policies, programs, Plans, Reforms)
Aims (Why)
What is the Evidence
When
Notes

Qualifications
• Masters Degree in Social or Public Policy, Education , Gender , Development or a relevant field.
• At least 10 years of relevant Policy Analysis, working in the Education and Gender themes is a desired aspect but not compulsory.
• Demonstrable relationships with key stakeholders in the gender and education sector including Ministry of Education and State department for Gender.
• Strong, demonstrated track record of similar deliverables as outlined above, as well as evidence-based policy making, particularly use of research uptake for policy development
• Experience designing, delivering and evaluating targeted policy related materials and activities as outlined above
• Strong writing skills

Work Hours: 8

Experience in Months: 120

Level of Education: Postgraduate Degree

Job application procedure
Interested applicants should submit their expression of interest with (both narrative and financial details) to jobs-nairobi@popcouncil.org by 24th February 2022 with the following documents;
• Two page document detailing the consultant’s approach to the assignment, gender and education policies to be reviewed and timelines proposed and short, medium and long-term progress markers and deliverables.
• Samples of Past policy analysis
• CV of the lead consultant detailing key referees from past work

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