Lead Consultant for Feasibility Study OUL

Result of Service Output 1: Inception report for conducting in-country assessments in two LDCs for review by the task force. Output 2: Undertake country assessments in two LDCs Output 3: First draft of Chapter (i) (approx. 10-12 Pages) Output 4: First draft of Chapter (ii) (approx. 10-12 Pages) Output 5: Inputs and edits to Chapters (iii) to Chapter (v) and draft of the final chapters of the study including section on conclusion and recommendations (approx. 5-7 Pages) Output 6: Draft final report on the feasibility study for feedback and comments from the task force sub committees. (approx. 50 Pages excluding annexes) Output 7: Incorporate comments and presentation of the report at task force validation meeting Output 8: Incorporate final comments from task force and final report of the feasibility study, including a roadmap for implementation 1 week after task force meeting. Work Location Home - based Expected duration 6 months Duties and Responsibilities Higher education in science, technology, and engineering (STEM) is crucial for the least developed countries (LDCs) to drive socioeconomic development and catch up with advanced economies. Investment in STEM education is also essential to prepare for new technologies such as generative AI and big data. STEM education is growing worldwide, but there is a big gap in where it is available. Even though nearly 1 in 5 young people live in LDCs, only about 5 percent of STEM degree programs are offered there, leaving millions of young people with limited access to opportunities in STEM fields in LDCs. Despite the extraordinary benefits associated with higher education, the tertiary enrolment rate in LDCs remained stagnant at just 11.2 per cent, roughly one quarter of the global average of 43.3 per cent. During and after the outbreak of the

COVID-19

pandemic, the world has witnessed major transformation in the method of education. Educational institutions have gained significant experience and expertise from online courses operated during the pandemic. The digital transformation has removed the space and time barriers and provides an important opportunity to promote online education, which can be the most effective and efficient way to rapidly expand and to offer affordable and quality higher education in line with SDG 4. Despite many opportunities, the LDCs have not been able to make progress in online education system, primarily due to serious infrastructure and capacity constraints. The Doha Programme of Action for LDCs for the Decade 2022-2031 (DPoA) committed to undertaking feasibility studies and mandated the Secretary-General of the United Nations to submit a report, outlining inter alia, the mapping of existing initiatives, possible new modalities, resource requirements, accreditation, and sustainable funding sources, to the General Assembly for its consideration. In response, the Secretary General submitted his report, A/80/426 which concluded that establishing an online university or an equivalent platform dedicated to LDCs is not only viable but also urgently needed. Such an initiative would be a highly effective solution to meeting the growing demand for higher education in LDCs. In addition, the initiative would be vital for building knowledge and taking advantage of the global technological revolution currently under way, with a view to ensuring that the least developed countries can benefit from that revolution and are not left behind. Under the overall supervision of the Team Leader of the LDC Unit, and in collaboration with other experts working on the preparation of the Feasibility Study, the consultant will perform the following tasks: 1. Inception report Prepare an inception report detailing:

• Methodology and analytical framework;
• Work plan and timeline;
• Data collection tools and stakeholder engagement strategy;
• Proposed structure and outline of the feasibility study.

2. In-country assessments in select LDCs Assisted by UN-OHRLLS, the consultancy services will identify 2 LDCs, one from Africa region and one from Asia-Pacific region for in-country assessments The selection criteria will aim to maximize policy learning, comparability and scalability, such as existing experience with open universities or distant learning programs, and presence of accreditation or quality assurance mechanism for online learning. The consultancy will outline the required information to be gathered for the mapping of online education landscape in LDCs (as detailed below). This work will be carried out by closely engaging with national stakeholders, including relevant Ministries, university faculties and other relevant actors operating in the field of education, digital technology and access for marginalized and underserved communities. 3. Lead the preparation of the chapter (i) Detailed mapping of the online education landscape in LDCs, focusing on:

• Digital infrastructure,
• Digital literacy among faculty, staff and students,
• Pathways for online qualifications, virtual internships, and job placement
• Instructional design requirements, curriculum, pedagogical models and language needs of different countries and targeted communities
• Government policy and efforts to promote online STEM education for expanding access to higher education 4.

Lead the preparation of the chapter (ii) Identification of modes of operation This chapter will evaluate the implications of (pros and cons) of different delivery models for online and blended education, assessing their advantages, limitations, and suitability for LDC contexts. Identify best practices and recommend viable options for digital learning platforms, software, and tools required to deliver high-quality STEM education, including in under-resourced and remote communities. Analyze the specific barriers faced by LDCs, such as limited connectivity, gender disparities, and exclusion of marginalized group and prepare a proposal for the consideration of the task force elaborating practical, context-appropriate solutions to ensure equitable access and effective participation. Provide a technical analysis of the extent to which the use of open educational resources (OERs), MOOCs, Tailored Online Courses (TOCs), and AI tools, can be applied to adapt content for local contexts and languages, as discussed in the Expert Group Meeting. 5. Contribute with inputs and edits to chapter (iii) Curriculum design and pathways for quality assurance and accreditation This chapter will map existing STEM programmes across LDCs, identify gaps in course offerings, and analyse labour market data to inform priority disciplines and learning pathways. The chapter will include an analysis of existing STEM curricula as well as an assessment of capacities across LDCs to define areas where targeted strengthening is required. The chapter will further examine national and regional accreditation frameworks, identify alignment opportunities with the Global Convention, and outline pathways for mutual recognition. The preparation of this chapter will be led by an expert specializing in the area. 6. Contribute with inputs and edits to chapter (iv) Scope, governance and staffing frameworks This chapter will outline the potential scope, the functions and activities for the proposed online university, its working methods, as well as its governance and staffing requirements. Draft a detailed organizational structure and staffing plan and operational costs that includes defining the roles of the core team (likely based in the host country as the central hub), the governance body, and the decision-making processes. The costing should be detailed and evidence-based taking into consideration the current and projected demand for STEM education in LDCs, digital infrastructure gaps, and the costs of delivering online STEM education in LDC contexts. The financial analysis should cover both short-term (3 years) trajectory for services to be offered to a select number of LDCs (soft-launch), with the possibility of scale-up to all LDCs in the long-term. Determine the needs and conditions for the proposed online university physical location that can help an informed decision on the requirement and suitability of potential hosts. The preparation of this chapter will be led by an expert specializing in the area. 7. Contribute with inputs and edits to chapter on (v) Resource mobilization and partnership strategy This chapter will identify and outline potential forms of cooperation to support the development, delivery, and recognition of online STEM education across LDCs, including examples and innovative approaches of effective cooperation models in digital higher education, virtual universities, shared course delivery, joint accreditation, and cross border recognition from different regions of the world. The preparation of this chapter will be led by an expert specializing in the area. The consultant will be responsible for the overall integration and synthesis of all analytical components into a single, coherent feasibility study, including the final chapters on the study on conclusion and recommendations. This includes consolidating input from contributing experts, ensuring consistency in structure, analysis, and recommendations across all chapters. Qualifications/special skills

• Advanced university degree in International Development, Information Sciences, Digital learning/Edtech, Public/Education Policy or a closely related field; a PhD degree is an advantage.
• At least 10 years of proven experience in policy and research is required.
• Good knowledge of challenges facing LDC in accessing e-learning opportunities is desirable.
• Strong background in digital infrastructure assessment, online learning platforms, and technology solutions for low resource environments is required.
• Strong analytical, drafting, and communication skills are required.
• Proven ability to generate timely and comprehensive reports that address matters of technical significance in the field of policy research for a lay audience is desirable.
• Familiarity with conducting scoping analysis for the establishment of education institutions is desirable. Languages
• Fluency in both oral and written English is required.

Additional Information Not available. No Fee

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(APPLICATION, INTERVIEW

MEETING, PROCESSING, OR TRAINING

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