The purpose of this consultancy is therefore threefold: (i) to produce an updated Pacific ECE status report with a clear narrative on access, quality and equity, including contribution of ECE to foundational learning, an updated status on ECE systems, and best practice documented across the 15 PICs; (ii) to finalise the Pacific ECE Systems and Planning Toolkit and support countries to apply it to strengthen their national ECE systems; and (iii) to provide dedicated technical support to Fiji to develop, socialise and build capacity around a costed implementation plan for its Pre Primary Policy in line with the education sector plan.
Contract Duration: 5 Months
Working arrangement: Home Based
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For every child, the right to Education.
How can you make a difference?
Early childhood education (ECE) underpins foundational learning. Children who enter Grade 1 without the language, pre-literacy, pre-numeracy and social emotional skills built through quality pre-primary education begin primary school at a structural disadvantage that the primary system often does not close.
Across Pacific regional frameworks and convenings, there is a recognition that strong early childhood systems underpin productive economies and resilient, sustainable communities in line with the 2050 Strategy for the Blue Pacific Continent. Early childhood education is recognized in the Pacific Regional Education Framework (PacREF) for its importance to school readiness and foundational learning, while the Pacific Regional Inclusive Education Framework (PRIEF) also recognizes the need to address the educational needs of learners most at risk of exclusion, including children with disabilities, starting from the early years of life.
Two Ministerial meetings in 2025 reaffirmed these commitments to early childhood. In the 2025 Port Moresby Declaration, Pacific Education Ministers emphasized the importance of inclusive, culturally and spiritually relevant ECE, acknowledging how ECE is a “critical contribution to foundational learning.” Ministers across sectors convening in the 2025 ECD Forum in Apia, Samoa, called on Pacific governments and partners to “commit to enhancing the quality, relevance, and inclusiveness of ECE by actively implementing national and regional strategies that improve teaching and learning in ECE and the early years of primary education.”
In 2024, the 15 Pacific Island Countries (PICs) – Cook Islands, Federated States of Micronesia, Fiji, Kiribati, Nauru, Niue, Palau, Papua New Guinea, Republic of the Marshall Islands, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu and Vanuatu under PacREF – launched the Status Report on Early Childhood Education Systems in 15 Pacific Island Countries. This report was the third in the series, following the 2015 and 2017 ECE Status Update Reports. It presents the position of ECE systems as at 2022.
The 2024 report showed the progress made since 2017 (the second report) and mapped ECE systems against five core functions (planning and budgeting; human resources; curriculum; performance monitoring and assessment; and family and community partnerships) using a four-level rubric (advanced, established, initiating, weak). The work was guided by the Pacific Regional ECE Taskforce (PRECET), comprising ECE specialists from ministries of education across the 15 PICs.
The region now requires an updated and substantially strengthened account of where its ECE systems stand: one that assesses current ECE system outcomes across the Pacific, then assesses the status of those systems systematically, reflecting progress and gaps since the previous reports, and then sets out concrete achievements, persisting gaps and the road ahead for continued investment in ECE to improve foundational learning outcomes in the Pacific.
Building on the progress made in Pacific ECE as documented in the 2015, 2017 and 2024 reports, Ministers have requested an updated status report, for the next Conference of Pacific Education Ministers (CPEM) in March 2027. The CPEM 2027, to be hosted by the Republic of the Marshall Islands, is the region’s principal opportunity to convert this evidence into ministerial commitment on ECE.
An evaluation of UNICEF's contribution to the ECE subsector in Pacific Island Countries is expected to run in parallel with this assignment. The two exercises are intended to be mutually reinforcing, and the consultant will liaise with the evaluation team at key milestones to share emerging findings, avoid duplication of stakeholder consultations, and maximise complementarity.
In parallel, under PacREF, UNICEF has supported development of the Pacific ECE Systems and Planning Toolkit, which has completed its validation process and now requires finalisation and roll-out.
The toolkit provides a set of tools to assist Ministries and their partners in Pacific countries to plan for, establish, and monitor an ECE subsector particularly for delivering ECE at scale.
The toolkit follows the ECE conceptual framework, which identifies five core functions that need to be developed and nurtured specifically for ECE, namely:
1) equitable planning and resource allocation
2) curriculum implementation
3) workforce development
4) family and community engagement and,
5) quality assurance.
The core functions are supported by an enabling environment that includes strong national policies, dedicated budgets, ministerial leadership, and public demand for quality early education programmes.
The 2024 ECE Status Report follows this framework to guide the analysis, findings and recommendations. It is expected that the updated Status report will also follow the same framework.
Fiji’s system transformation grant supports Yavutu programme which aims at improving early foundational learning includes planned technical support to develop costed implementation plan for the 2025 National Pre-primary Policy as part of the education sector plan and build national and sub-national system capacities around the implementation of the costed plan.
The Pacific ECE Systems Toolkit includes tools and guidance which are relevant for development of the costed implementation plan and this will be an opportunity for rolling out the toolkit, including building capacities on using the toolkit in Fiji’s context.
The purpose of this consultancy is therefore threefold:
(i) to produce an updated Pacific ECE status report with a clear narrative on access, quality and equity, including contribution of ECE to foundational learning, an updated status on ECE systems, and best practice documented across the 15 PICs;
(ii) to finalise the Pacific ECE Systems and Planning Toolkit and support countries to apply it to strengthen their national ECE systems; and
(iii) to provide dedicated technical support to Fiji to develop, socialise and build capacity around a costed implementation plan for its Pre Primary Policy in line with the education sector plan.
Scope of Work:
The consultant will deliver three interlinked components.
COMPONENT 1: UPDATED PACIFIC ECE STATUS REPORT
1.1 Prepare an inception note setting out the methodology, the updated data collection instruments (survey and semi structured interview protocols for ECE focal points in ministries of education), the analytical framework, the consultation and validation plan agreed with UNICEF and the PRECET, and a workplan with milestones.
This is expected to build directly on existing data, five core functions and enabling environment factors of the 2024 status report so that progress since that report and the prior one is tracked well. Data collection may comprise an online survey of ECE focal points, virtual follow-up interviews, and a desk review of national policies, legislation, education sector plans, budget documents, EMIS, MICS, regional learning assessment data (wherever available) and prior diagnostics.
The methodology should also update methodologies as needed for a participatory and regionally-owned update that is designed to build pride in celebration of progress and achievements, while defining and mobilizing action toward strategic recommendations moving forward
• 1.2 Update the status of ECE systems across all 15 PICs, including:
a) Assessment of current ECE system outcomes across the Pacific and their contribution to the region’s educational aims, which may include:
I. A clear regional story on access: coverage and participation trends since the 2022 baseline
II. Regional analysis of equity, including disaggregated analysis to the extent possible.
III. Set the ECE analysis against the foundational learning outcomes data, including PILNA 2026 when launched, to show a clear and coherent analysis of how attention to early years education is critical in building foundations.
b) Assessment of the status of those systems systematically, reflecting progress and gaps since the previous reports.
I. Establish, as the central analytical contribution of the report, how ECE is critically contributing to foundational learning in the Pacific. This will distinguish clearly between what is empirically demonstrable from available Pacific data (including regional and national learning assessment data) and what is inferred from global evidence.
II. Analyse the integration of environmental awareness, ocean literacy and place-based indigenous knowledge into ECE plans, and the opportunity ECE presents to build children’s relationship with their environment from the earliest years.
III. Analyse how inclusion, culture and identity, mental health and child wellbeing and healthy behaviours are integrated into ECE systems.
c) Regional analysis (with country case studies/best practice) of concrete achievements, persisting gaps and recommendations for the road ahead for ECE and its ultimate aim of improving foundational learning outcomes in the Pacific.
I. Analyse how the ECE agenda has been reflected and elevated within Pacific multisectoral priorities, including multisectoral early childhood development, child wellbeing, Pacific cultural identity and climate resilience.
II. Capture and document best practice cases drawn from across the 15 PICs, with at least two from each of the Melanesian, Polynesian and Micronesian sub-regions.
III. Set out, going explicitly beyond the rubric rating system, what has demonstrably been achieved since the 2022 baseline and what drove it; which gaps persist and why they have proven resistant; and a prioritised road ahead distinguishing what countries can act on, what requires regional collective action, and what requires partner investment – together with the case for the criticality of continuing ECE work in the Pacific to improve pedagogy and thereby foundational learning.
IV. Translate the analysis into recommendations framed to advance the Pacific ECE agenda including CPEM 2027, a short paper for ministers of education and a presentation deck.
V. Respond to all review feedback on the status report from Pacific Countries, PRECET and UNICEF, and work with the designer and copy editor engaged separately by UNICEF to provide relevant technical inputs required to bring the report to print-ready standard.
COMPONENT 2: FINALISATION AND ROLL-OUT OF THE PACIFIC ECE SYSTEMS AND PLANNING TOOLKIT
2.1 Finalise the Pacific ECE Systems and Planning Toolkit, including the accompanying guidance developed under the preceding consultancy, incorporating the outcomes of the completed validation process and subsequent reviews, and aligning the toolkit’s structure with that of the updated status report so that the two instruments reinforce each other.
2.2 The consultant is responsible for submitting drafts that are technically complete, accurate, internally consistent and professionally presented — clean and consistent formatting, correctly sourced references, and legible tables and graphics. Copy-editing and design will be undertaken by a copy editor and a designer engaged separately by UNICEF. The consultant will support that process by providing the technical inputs and reviews required to bring the toolkit to print-ready and digitally usable standard.
2.3 Support UNICEF in preparing strategic communication and partnership targeted towards greater uptake of the toolkit by decision makers and partners and provide remote and in-country technical support to a first cohort of countries to apply the toolkit to improve their national ECE systems, documenting the process, outputs and lessons in a short application report. Cohort countries to be agreed with UNICEF at inception.
COMPONENT 3: TECHNICAL SUPPORT TO FIJI ON THE PRE-PRIMARY POLICY COSTED IMPLEMENTATION PLAN
3.1 Review the Fiji Pre-Primary Policy, current pre-primary provision and financing, existing unit costs, workforce and facility baselines, and the education sector plan under development together with its costing and financing framework and any prescribed costing template.
3.2 Support the Ministry of Education to develop a multi-year costed implementation plan for the Pre-Primary Policy, comprising a results framework aligned to the education sector plan; activity- and unit-cost-based costing.
3.3 Facilitate socialisation of the costed implementation plan with the Ministry of Education and relevant partners.
3.4 Build the capacity of ministry staff on ECE planning, costing and implementation monitoring
CROSS-CUTTING REQUIREMENTS
The consultant will draw on the leadership and support of PRECET and engage proactively to sustain dialogue and follow-up.
UNICEF will facilitate initial connections with relevant stakeholders and with UNICEF sectoral experts (early childhood development, social policy, disability inclusion, gender, WASH and climate) where a holistic view of ECE requires it.
The consultant will align with Fiji working hours for scheduled meetings, consultations and review sessions, regardless of the location of the consultancy.
All deliverables will be submitted in draft for review by UNICEF, with feedback integrated into the final version submitted for approval and payment.
If you would like to know more about this consultancy, please review the complete Terms of Reference here: 
Terms of Reference TMC0006107.pdf
To qualify as an advocate for every child you will have...
Minimum requirements:
Education:
Early childhood education, early childhood development, education policy and planning, economics of education, or a closely related social science discipline.
Work Experience:
A minimum of twelve (12) years of progressively responsible professional experience in early childhood education and/or education systems analysis, of which at least five (5) years in multi-country or regional ECE systems diagnostic, review and planning work.
Demonstrated professional experience in Pacific Island Countries, including direct technical work with Pacific ministries of education on ECE systems, and specific experience in the Fiji pre-primary sub-sector, including working knowledge of the Fiji Pre-Primary Policy and of Fiji’s education sector planning processes and ECE stakeholder landscape.
Demonstrated experience developing ECE subsector plans and costed implementation plans, and providing direct technical assistance to ministries of education on ECE policy implementation, together with experience designing, adapting and facilitating ECE systems assessment or planning tools and processes with government counterparts.
Demonstrated experience bringing analytical publications to print-ready standard in collaboration with designers and copy editors.
Language Requirements:
Fluency in written and spoken English is required.
Knowledge/Expertise/Skills:
Strong command of ECE systems frameworks and of the Pacific regional architecture, including UNICEF’s ‘Build to Last’ framework, the Pacific Guidelines for the Development of National Quality Frameworks for ECE, rubric-based systems benchmarking approaches, PacREF, PRECET, and the Pacific ECE Systems and Planning Toolkit.
Demonstrated ability to translate systems analysis into ministerial-level policy recommendations and advocacy products.
Excellent analytical writing in English, with the ability to write for both technical and ministerial audiences.
Proven ability to work remotely across Pacific time zones, to engage government counterparts respectfully and effectively, and to deliver to firm deadlines within a regionally governed process.
Desirables:
Work experience in other small island developing states of comparable scale and geographic dispersion.
Familiarity with the Pacific Regional Council for Early Childhood Development (PRC4ECD) and with the Conference of Pacific Education Ministers process.
Experience facilitating multi-country validation and capacity building processes.
For every Child, you demonstrate...
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UNICEF promotes and advocates for the protection of the rights of every child, everywhere, in everything it does and is mandated to support the realization of the rights of every child, including those most disadvantaged, and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, minority, or any other status.
UNICEF encourages applications from all qualified candidates, regardless of gender, nationality, religious or ethnic backgrounds, and from people with disabilities, including neurodivergence. We offer reasonable accommodation for persons with disabilities. throughout the recruitment process. If you require any accommodation, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF. Should you be shortlisted, please get in touch with the recruiter directly to share further details, enabling us to make the necessary arrangements in advance.
UNICEF does not hire candidates who are married to children (persons under 18). UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.
Qualified candidates are invited to submit the following documents via the online recruitment portal, TMS (Talent Management System):
- An up-to-date TMS profile and curriculum vitae (CV)
- Cover letter
- A separate financial proposal (only acceptable in the format of the linked template) Financial proposal TMC0006107.xlsx
- A detailed technical proposal:
Applicants must submit:
(i) a technical proposal of no more than five (5) pages setting out the proposed methodology and workplan, including how the updated status report will build on the 2024 data architecture so that progress remains trackable, and how the comparability constraints identified in the Scope of Work will be managed and
(ii) an all-inclusive financial proposal itemizing professional ( using the template above)
Remarks: If the TOR or financial proposal documents are not downloadable on certain recruitment platforms, please visit our official page Vacancies | UNICEF Careers.
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