NKE 1: SENIOR NON-KEY EXPERT: SENIOR EDUCATION EXPERT (TEAM LEADER)

Project title: ‘’EU Facility supporting policy dialogue and technical assistance in Iraq’’

Brief description of the project: The specific objective of this assignment is to strengthen public institutions and develop capacities for policymaking, planning, and implementation in view of engaging with non-state actors, responding to citizens’ needs and contributing to general socio-economic development including domestic revenue mobilization. Within this framework, the purpose of this contract is to provide on-demand technical assistance open to all Government entities targeted by EU interventions in Iraq through EU Special Measures and the EU multi-annual indicative program 2021-2026, as well as technical assistance directly to the EU delegation and support to the EU delegation for policy dialogue.

The latter is a long-term € 4.5 million European Union (EU) funded initiative implemented under a service contract held with DAI Belgium, running from August 2022 to December 2026. The project focuses on strengthening the Iraqi public sector’s capacity to plan and deliver policy that is responsive to citizens’ needs and, in so doing, contribute to socio-economic development and a peaceful and just society. It does this through the provision of demand-driven technical assistance to EU cooperation, Government, and State actors on priority areas as articulated in the EU’s 2021-2027 Multi-annual Indicative Programme (MIP). These include strengthening policymaking and institutional capacity of key government institutions, the federal parliament, the judiciary, and civil society, along with cross-cutting support to responsive and conflict-sensitive EU programming.

For an assignment: Comprehensive Assessment of Basic Education and Technical and Vocational Education and Training (TVET) in Iraq

DAI is looking to recruit: NKE 1: SENIOR NON-KEY EXPERT: SENIOR EDUCATION EXPERT (TEAM LEADER)

ASSIGNMENT PURPOSE

The purpose of this assignment is to provide the European Union with a comprehensive, evidence-based assessment of the Basic Education and Technical and Vocational Education and Training (TVET) sectors in Iraq. The assignment aims to generate a clear understanding of the current status, performance, and governance of these sectors, identify key challenges and systemic constraints, and highlight gaps that remain insufficiently addressed by government policies and donor interventions.

The assessment will support informed policy dialogue and strategic decision-making by identifying priority areas for reform, investment, and policy attention that can be pursued by the Government of Iraq and development partners, including the European Union. It will also assess the extent to which current and previous EU-funded interventions have contributed to improvements in access, quality, relevance, and outcomes in Basic Education and TVET.

In addition, the assignment seeks to strengthen data-driven programming by collecting and validating available sectoral statistics from relevant government institutions, thereby supporting evidence-based planning, monitoring, and reporting for future national and regional education and skills development initiatives.

ASSIGNMENT OBJECTIVES

The overall objective of the assignment is to support evidence-based policy dialogue and programming by providing a clear and up-to-date understanding of Iraq’s Basic Education and TVET systems. The specific objectives are to:

• Assess the current performance, governance, and delivery of Basic Education and TVET in Iraq
• Identify key challenges, bottlenecks, and structural limitations from both government and donor perspectives
• Analyse the relevance, effectiveness, and sustainability of existing policies, strategies, and regulatory frameworks
• Identify gaps not sufficiently addressed by current or previous interventions, including EU-funded actions
• Propose priority areas for reform, investment, and policy attention for government and development partners
• Collect and validate available quantitative data and statistics from government institutions to support data-driven programming and reporting.

SCOPE OF WORK

The assessment will cover two main components:

(i) Basic Education and (ii) Technical and Vocational Education and Training (TVET).

Basic Education (Primary and Lower Secondary)

The assessment of Basic Education will focus on the following dimensions:

• Access and Participation: enrolment rates, retention, dropout patterns, regional and governorate disparities
• Quality of Teaching and Learning: curricula relevance, pedagogy, assessment methods, student learning outcomes
• Learning Environment and Infrastructure: school facilities, classroom conditions, WASH facilities, post-conflict reconstruction needs
• Teacher Availability and Capacity: teacher supply, deployment, qualifications, training, and professional development
• Equity and Inclusion: gender disparities, rural–urban differences, displaced and vulnerable learners
• Policy and Regulatory Framework: legislation, national education strategies, sector plans, and implementation capacity

Technical and Vocational Education and Training (TVET)

The assessment of TVET will examine:

• Accessibility and Attractiveness: participation levels, perceptions of TVET, pathways from basic education
• Labour Market Relevance: alignment of curricula with labour market needs and priority economic sectors
• Quality of Training and Facilities: equipment, workshops, teaching methodologies, and instructor qualifications
• Private Sector Linkages: partnerships with employers, apprenticeships, internships, and on-the-job training
• Policy and Regulatory Framework: governance arrangements, legislation, accreditation, and quality assurance
• Graduate Employability: transition from training to employment, tracer studies, and employment outcomes

EXPECTED DELIVERABLES:

The assignment is expected to produce the following deliverables:

1. Inception Report: methodology, workplan, data sources, and stakeholder mapping

2. Draft Assessment Report covering Basic Education and TVET, including findings and analysis

3. Final Assessment Report, incorporating feedback from stakeholders

4. Policy Brief / Executive Summary highlighting key findings, gaps, and priority recommendations

5. Data Annex compiling available statistics and indicators collected during the assessment.

The expert will carry out the following tasks:

The Team Leader will be responsible for overall technical leadership, strategic guidance, and coordination of the assignment. He/she will:

Role Summary

The Team Leader / Basic Education Specialist will be responsible for the overall coordination, quality assurance, and delivery of the assignment, with a primary technical focus on Basic Education (primary and lower secondary). The expert will lead the analytical work, ensure methodological coherence across components, and serve as the main focal point for the EU and key stakeholders.

Key Duties and Responsibilities

The Team Leader / Basic Education Specialist will:

• Provide overall leadership, coordination, and technical oversight of the assessment
• Design and refine the assessment methodology, analytical framework, and workplan
• Lead the assessment of the Basic Education sector, including access, quality, equity, governance, and policy frameworks
• Conduct a comprehensive desk review of national education policies, strategies, legislation, and sector plans
• Lead key informant interviews and consultations with the Ministry of Education, relevant authorities, donors, and education stakeholders
• Analyse challenges related to enrolment, dropout, learning outcomes, teacher capacity, infrastructure, and inclusion
• Assess the effectiveness and contribution of current and previous EU-funded interventions in Basic Education
• Ensure integration of cross-cutting issues, including gender, displacement, conflict sensitivity, and regional disparities
• Oversee data collection, validation, and analysis in coordination with government institutions
• Lead the drafting of all core deliverables, including the Inception Report, Draft and Final Assessment Reports, and Policy Brief
• Ensure quality control, coherence, and timely submission of all deliverables
• Present findings and recommendations during validation meetings and policy dialogue sessions.

Required Qualifications and Experience

• Advanced university degree (Master’s or higher) in Education, Public Policy, Economics, Development Studies, or a related field
• Minimum 10–12 years of professional experience in the education sector analysis, policy development, or programme evaluation
• Proven experience leading complex sector assessments or evaluations, preferably in fragile or post-conflict contexts
• Strong technical expertise in Basic Education systems, including governance, financing, quality, and equity
• Demonstrated experience working with government institutions and international donors, preferably the European Union
• Excellent analytical, drafting, and presentation skills in English
• Prior experience in Iraq or the MENA region is a strong asset

Duration of the assignment: Up to 45 days

Period of the assignment: Expected to commence in March 2026, subject to EUD approvals and coordination. Completion is expected within three months of commencement.

Place of assignment: Baghdad, Republic of Iraq.

Language requirements: Fluent in spoken and written English. Knowledge of Arabic would be an advantage.

The interested candidates are invited to submit their CVs in English no later than 6th of February!

Please note that only short-listed candidates will be contacted!

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