Background:
The Chittagong Hill Tracts (CHT) is one of the most diverse regions of the country in terms of geography, ethnicity, culture and tradition of the peoples. The estimated population in the CHT is approximately 1.5 million, which is about 1% of the population of Bangladesh. There are eleven ethnic groups indigenous to the CHT (defined as 'tribes' as per CHT Accord) in the CHT speaking distinct languages. These are Bawm, Chak, Chakma, Khyang, Khumi, Lushai, Marma, Mro, Pangkhua, Tangchangya and Tripura. The three largest of these (Chakma, Marma and Tripura) represent about 90% of the total 'indigenous'/'tribal' population, which altogether make up only about 50% of the overall population of the CHT at present, with the rest consisting of Bengalis, the majority of whom were relocated into the CHT a little over three decades ago. The majority of the CHT population lives in rural areas.
The project is implemented in close collaboration with the Ministry of Chittagong Hill Tracts Affairs (MoCHTA), with support from the Ministry of Primary and Mass Education (MoPME), Directorate of Primary Education (DPE), and National Curriculum & Textbook Board, and in partnership with the three Hill District Councils (HDCs), and national and CHT based NGOs.
The project was consciously designed to complement PEDP-II, and in particular the Action Plan for Mainstreaming Tribal Children in Education. The contribution of the project is visible in achieving the Tribal Action Plan. It has addressed of the main learning barriers including language barriers by establishing schools in remote areas, recruiting community based teachers who speaks local languages, organizing training courses to promote child-friendly learning, introducing mother-tongue based Multilingual Education (MLE) for children belonging to 7 CHT ethnic groups and developing culturally sensitive relevant materials as well as strengthening of SMCs 300 remote schools in un-served or underserved communities in the CHT.
Duties and Responsibilities
Objectives of the Mid Term Review (MTR)
The general objective of the MTR will be to assess the relevance of the design of SBECHT-II, and the efficiency and effectiveness of its implementation to date, with particular focus on issues of sustainability and alignment with relevant government policies and programmes. In the context of the specific focus, the MTR will assess the extent to which the project is consistent with relevant national policies and programmes—e.g. National Education Policy 2010, and in particular the new SWAp, the 3rd Primary Education Development Program (PEDP-3) —and examine the feasibility of integration of the project to the national program and provide recommendations for the way forward. The MTR will also assess the roles of different duty bearers such as DPE and HDCs, with respect to effective planning and implementation of relevant provisions under the national education policy and PEDP-3, such as action plan for mainstreaming ethnic children in primary education.
Evaluate the effectiveness and efficiency of project coordination, management, including specific reference to:
- Organizational/institutional arrangements for collaboration among the various partner institutions involved in project execution
- The effectiveness of the monitoring mechanisms currently employed by the project management in monitoring progress on a regular basis.
- Administrative, operational and/or technical problems and constraints that have influenced the effective implementation of the project
(including recommendations for necessary operational changes and alignments).
- Recommend any necessary corrections and adjustments to the overall project work plan and timetable for the purposes of enhancing the
achievement of project objectives and outcomes.
Competencies
- Demonstrated analytical ability and excellent report writing skills with relevant experience and produced at least 5 reports for donor/ UN
agencies.
- Extensive international experience of leading evaluation of similar projects
- Experience of evaluating projects funded/managed by the EU, and UNDP/UN agencies
- Experience with multilateral or bilateral supported conservation projects;
- Knowledge of Indigenous Peoples rights and policy issues.
- Willingness and ability to travel to the CHT area, including to certain remote areas.
- Prior research experience in the CHT region is desirable.
Required Skills and Experience
Academic Qualifications:
A post graduate qualification preferably in Education or Social Sciences/ any relevant discipline.
Experiences:
Work experience in the area of education for at least 10 years.
Deadline: 9 May 2012
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