Call for Proposal (Organization/Firm)

The Impact of Conflict on Youth's Tertiary Educational Experiences in Myanmar

Organization: UNESCO Antenna Office in Yangon

Unit: Education
Type of contract: Contract for Services
Duration: February 2025 to June 2025 (estimated)
Deadline: 3rd February 2025, at 18:00 Yangon Time

Date: 20.1.2025

Terms of Reference (ToR)

1. Background

Myanmar has been experiencing significant political and social instability since 2021, resulting in
widespread disruption across all sectors of society, including education. While primary and secondary
education have received considerable attention in research, the impact on tertiary education, especially
the experiences of youth pursuing academic advance higher, has been underscored. The ongoing
instability, compounded by displacement, economic crisis, and disrupted educational trajectories has
deeply impacted the mental and emotional well-being of youth.

Youth in Myanmar, particularly those from marginalized groups, have historically faced challenges in
accessing quality education due to geographical, socio-economic and logistical barriers. The current crisis
has exacerbated these challenges, disrupting academia, disputing faculty, displacing students, and
affecting the mental and emotional well-being of young people.

This study aims to explore the experiences of youth in Myanmar’s tertiary education system during this
period of ongoing instability. It will focus on both the challenges faced by youth both enrolled and those
whose educational pathways have been disrupted by the ongoing political crisis - and the resilience they
have shown in adapting to these new realities. The findings will offer valuable insights into how
educational systems in conflict-affected areas can adapt to support youth in their pursuit of higher
education, with particular attention to how learning pathways have evolved in response to the crisis.

This study aims to explore the experiences of youth in Myanmar’s tertiary education system during a
period of conflict, focusing on both the challenges faced and the resilience encountered by students.

1
2. Objectives of the Study

The overarching objective of this study is to provide understanding of how the ongoing instability in
Myanmar has disrupted tertiary education, particularly among marginalized groups, and to identify
alternative education solutions, barriers, and coping strategies that can guide future policy and
development interventions aimed at improving access to education, ensuring quality, and supporting the
psychosocial well-being of youth during periods of conflict and instability.

This study aims to provide recommendations to education service providers, development partners, and
civil society organizations to strengthen the resilience of Myanmar's education system, particularly for
vulnerable populations, and to ensure that youth education remains a priority in the face of ongoing
political challenges.

3. Assignment

The UNESCO Antenna Office in Yangon is looking for a national or international firm, or a combination of
national and international expert to commence the study. Under the overall authority of the Director of
the UNESCO Regional Office in Bangkok, the direct supervision of Head of UNESCO Antenna Office in
Yangon, the contractor is responsible for carrying out the analysis. In case, use of subcontractors for
specific elements of this work is required to carry out the study, the contractor with UNESCO as primary
contract will be ultimately responsible for contracting and the quality of the work of any subcontractors.

3.1. Research questions

Below is a line of inquires that will be further defined by contractor in consultations with relevant
stakeholders during the inception stage.

Impact of political instability on tertiary education system and labor market

• How have ongoing crisis and access affected the operation and accessibility of formal learning
opportunities, including universities and TVET programs? Specifically,

o What has been the impact on the quality of tertiary education, including factors such as
infrastructure, the availability of qualified faculty, opportunities for upskilling, research
capacities, funding, and institutional governance?

o How has student participation in tertiary education been affected since the onset of the
crisis, particularly among marginalized groups (e.g., ethnic minorities, IDPs, rural youth
and youth with disability)?

o How has ongoing crisis in education impacted the labor market in Myanmar, particularly
in terms of employment opportunities for graduates, skills mismatch, and the overall
availability of jobs for youth entering the workforce?

2
 Non-traditional education providers 1

• What alternative education pathways, such as non-traditional providers, online platforms, and
ethnic-based education, have emerged or expanded in response to the ongoing crisis, and
what types of educational programs are being offered through these pathways? Additionally,
what delivery modalities (e.g., online, in-person, hybrid) are being utilized to reach learners?

• What mechanisms do non-traditional education providers implement to ensure the

effectiveness and value of their programs, and how do these programs align with evolving
educational standards and labor market needs?

• How do employers and the job market perceive the skills and qualifications acquired by
graduates of non-traditional education providers, particularly in the context of evolving
education pathways and quality assurance mechanisms?

Impact of political instability and conscription on youth’s educational experience

• What are the key barriers faced by youth in Myanmar in accessing and con�nuing ter�ary
educa�on during the ongoing crisis, and how do these barriers vary by marginalized groups?
• How has the broader context of recruitment and displacement affected youth’s access to
tertiary education?

Resilience and Coping Strategies: Supporting Youth Education and Psychosocial Well-being in
Conflict-Affected Contexts

• What interven�ons can development partners implement to address barriers faced by youth,
par�cularly marginalized groups in accessing and con�nuing ter�ary educa�on during periods
of instability, and how can these interven�ons support youth’s psychosocial well-being?

3.2. Methodology

The analysis will be based on a combination of qualitative and quantitative research methods, including:

• Desk review of existing literature and reports: Review nationally and internationally available
data and evidence from reports, research papers, evaluation reports, assessments, and
project/program documents. This includes documents collated by UNESCO Office and other
relevant sources.

1
Non-traditional education providers here refer to all types of providers beyond Ministry of Education affiliated
institutions, including ethnic-based and community-led Institutions, non-Governmental Organizations (NGOs)
and civil society initiatives, and providers aligned with alternative education institutions.

3
 • Analysis of Secondary Data: Utilize existing secondary data source as national and
international databases, statistic reports and educational indicators to analyze trends and
patterns in Myanmar’s education

• Policy and Document Analysis: Analyze relevant policies, legislation, and strategic documents
related to Myanmar’s education. This includes reviewing available strategies, budget allocation
and expenditure for education.

• Primary Collection Methods: Adapted to ensure safety and accessibility, and neutrality,
appropriate methods such as survey, key informant interviews and focus group discussions
could be considered to draw relevant stakeholders’ perspectives on educational efforts,
challenges and concerns.

The data collection must be carried out with careful attention to confidentiality, security, and ethical
considerations, particularly regarding marginalized or vulnerable groups.

4. Expected Tasks and Deliverables

The work is expected to be carried out up to 50 working days within the period of February – May 2025,
following a phased approach.

a) In Inception phase: The contractor will conduct preliminary desk review and consultations with
UNESCO Office (and other relevant stakeholders if necessary) to refine objectives, scope of the
analysis, research questions and develop overarching approaches, detailed methodology,
research matrix, sampling strategy, quality assurance, workplan and broad approach towards
learning session. Expected deliverables are a draft and final inception report by March 7.

b) Data collection phase: The contractor will design primary data collection tools, and conduct data
collection, and collate secondary data/information. This includes a debrief session on primary
data collection with the UNESCO Office along with relevant stakeholders at the end of the primary
data collection. Expected deliverables are data collection tools, presentation deck on debriding
primary data collection by April 7.

c) Analysis and reporting phase: The contractor will conduct in depth analysis of desk review and
secondary and primary data collection. Additionally, there will be a validation of emerging findings
and co-construct recommendations session with UNESCO Office (and relevant stakeholders if
necessary). Draft report and revision of the report will be done in alignment with UNESCO and
other relevant stakeholders’ insights to finalize the report. Expected deliverables are a draft and
final report by May 23.

d) Learning and dissemination phase: The contractor will focus on sharing the findings, lessons
learned and fostering recommendations with relevant stakeholders. Online or in person learning
sessions are expected to Expected developable are a draft and final PPT deck by June 6.

4
5. Qualifications, Experience and Competencies

The contractor is expected to have specialized knowledge and research expertise in education economics
(policy analysis), a country-wide scale and country or regional experience in the context of international
development. The following are desired experience and qualifications.

5.1. Organization

Required Qualifications

• Minimum 8 years of demonstrated success in conducting similar analyses or research projects,

particularly within lower middle-income countries or similar contexts.

• Data Collection and Analysis Skills: Proficiency in qualitative and quantitative data collection
methods, robust sampling strategy, and data analysis techniques, and interpreting educational
data.

• Experience in managing large-scale education projects, particularly those related to international

development, overseeing comprehensive analyses

Desirable Qualifications

• Expertise in Education Sector Analysis: experience and specialized knowledge in conducting

comprehensive situational analyses within the education sector.

• Understanding of Myanmar Context: Deep understanding of Myanmar's socio-economic and

political context, specifically related to education policies, challenges, and opportunities.

• Multidisciplinary Approach: Ability to integrate perspectives from education policy, economics,

sociology, and other relevant disciplines into the analysis.

• Stakeholder Engagement: Experience in effectively engaging with diverse stakeholders in the

education sector, including United Nations, educators, civil society, and international
organizations.

• Evidence-Based Recommendations: Track record of generating evidence-based

recommendations and actionable insights to inform education policy and decision-making

5.2. Personnel/Staff who will lead the implementation of the activities

Required Qualifications

• Minimum 8 years of demonstrated success in conducting similar analyses or research projects,

particularly within lower middle-income countries or similar contexts.

• Expertise in Education Policy and Analysis: Master's in Education, Economics, Social Science

5
 • Technical Proficiency: Proficiency in qualitative and quantitative research methodologies, data
collection techniques, and statistical analysis relevant to education sector analysis.

• Cross-Cultural Competence: Sensitivity to cultural contexts and diversity, with experience working
effectively in multicultural and international settings.

• Adaptability and Innovation: Capacity to adapt methodologies and approaches to address unique
challenges in the education sector, demonstrating innovative thinking and problem-solving skills.

Desirable Qualifications

• Experience and specialized knowledge in conducting comprehensive situational analyses within

the education sector.

• Expertise in Education Policy and Analysis: Doctorate in Education, Education Policy, Educational
Leadership, or Education Administration, Economics, Public Policy, Political Science, Sociology,
Social Science

• Experience in Contextual Analysis: Proven experience in conducting situational analyses or

research within diverse educational contexts, preferably in lower middle-income countries or
regions facing similar challenges to Myanmar with think thanks, research institute, government
entities and United Nations.

• Stakeholder Engagement: Ability to effectively engage with a wide range of stakeholders in the
education sector, including United Nations, educators, civil society organizations, and
international agencies.

• Analytical Skills: Strong analytical skills for interpreting educational data, identifying trends, and
generating evidence-based recommendations to inform policy and decision-making.

• Communication Skills: Excellent written and verbal communication skills to articulate complex
findings and recommendations clearly and persuasively to diverse audiences.

6. How to Apply

Qualified Organizations/Institutions/Firms should submit the following to UNESCO clearly referencing.

• Technical proposal: Outline and methodology, and sampling strategy and size for undertaking
this assignment, as well as, a detailed work plan showing a timeline for completion of activities,
the assignment’s important activities/deliverables and milestones/deadlines.

• Financial proposal: Detailed quotation in USD showing all necessary costs in detailed budget
breakdown.

6
 • Two relevant examples of previous work transforming data into a relevant policy text or report
to inform decision making, preferably from development and/or education context or
documented evidence of previously conducted learning assessments.

• References: The names and contact details of 3 references for whom you undertook prior work
should be provided.

• A profile/description of your company with evidence of your company’s capacity to perform the
services required, the organizational structure, company registration and CVs of the technical,
management and implementation support personnel proposed to work on the project should also
be included.

UNESCO places great emphasis on ensuring that the objectives of the work assignment, as described in
the Terms of Reference, are met. Accordingly, in evaluating the proposals for the assignment, attention
will focus first and foremost on the technical elements. From those proposals deemed suitable in terms
of the criteria in the Terms of Reference, UNESCO shall select the proposal that offers the Organization
best value for money.

In line with UNESCO’s overall gender mainstreaming strategy, the Contractor is expected to integrate a
gender perspective in all activities and apply gender analysis and mainstreaming concepts wherever
feasible.

Your application should reach yangon@[Link] by email no later than 18:00 Hours (Yangon time)
on 3rd February 2025.

Only short-listed organizations/institutions/firms will be contacted.