National Consultant to Lead the Drafting and Validation of the National Framework for Inclusive Education in Syria

Country: Syrian Arab Republic Organization: Terre des Hommes Italia Closing date: 9 Aug 2026 1. Background Terre des Hommes Italia (TDH Italy) has worked in Syria since 2013, supporting children, families, schools and communities through education, child protection, disability inclusion and social cohesion. Under the project “Building Resilience and Enhancing Education Quality in Syria”, TDH Italy is supporting the Ministry of Education and relevant stakeholders to develop a nationally owned Framework for Inclusive Education. The Framework will adopt a system-wide approach to inclusive education while maintaining a specific and substantive focus on removing the legal, institutional, physical, educational and social barriers faced by learners with disabilities. It aims to enable them to access, participate in and benefit from safe, relevant and quality education on an equal basis with others. Its development is informed by national legislation and policies, consultations across Syria, selected international and comparative references, and engagement with government institutions, education practitioners, civil society organisations, organisations of persons with disabilities, families and other stakeholders. TDH Italy seeks a qualified National Consultant to translate the available evidence, institutional knowledge and consultation findings into a coherent and implementable Framework. The Consultant will lead the drafting and validation process under the guidance of the Ministry of Education, coordinate with the international technical expert for quality assurance, and ensure that the final Framework reflects Syria’s context, legal framework and national priorities. 2. Purpose of the Consultancy The purpose of the consultancy is to provide high-level national technical expertise to lead the analysis, drafting, consultation, revision and validation of the National Framework for Inclusive Education in Syria, in close coordination with the Ministry of Education, TDH Italy and the designated technical stakeholders. The assignment will result in a rights-based, contextually grounded and operationally relevant Framework that will adopt a system-wide approach to inclusive education while maintaining a specific and substantive focus on the rights of learners with disabilities, in line with national legislation and the Convention on the Rights of Persons with Disabilities: • defines a national vision, principles, intended results and strategic directions for inclusive education; • clarifies the scope of inclusive education across relevant education levels and pathways; • identifies the policy, institutional, pedagogical, accessibility, support-service, data and financing reforms required; • sets out governance arrangements and responsibilities at national, sub-national and school levels; • provides a basis for phased implementation, monitoring, accountability and future technical guidance; and • reflects meaningful participation by persons with disabilities and their representative organisations, learners, families, education personnel and other relevant stakeholders. 3. Objectives • Consolidate and critically analyse available national legislation, policies, data, studies, consultation findings and relevant international standards. • Identify systemic barriers, institutional gaps, enabling factors and priority reform areas for inclusive education in Syria. • Develop an agreed structure, conceptual foundation, theory of change, strategic results and substantive content for the National Framework. • Draft successive versions of the Framework through a structured and documented review process. • Support inclusive technical consultation and national validation of the draft Framework. • Develop an initial implementation and results framework that supports translation of the Framework into phased national action. • Ensure coherence with any regional or international technical review subsequently provided, without weakening national ownership or contextual relevance. 4. Scope of Work and Key Tasks 4.1 Inception and methodological planning • Participate in an inception meeting with TDH Italy, the Ministry of Education and designated stakeholders, held online or in person according to need and agreement. • Review the assignment, available documentation, consultation processes completed or planned, decision-making arrangements and expected approval pathway. • Prepare a detailed inception report setting out the proposed methodology, workplan, document map, stakeholder engagement approach, quality-assurance arrangements and detailed outline of the Framework. • Identify information gaps, issues requiring policy decisions and any additional targeted consultations or technical inputs required. 4.2 Desk review and national situation analysis • Review relevant Syrian legislation, decrees, executive instructions, education policies, curricula, standards, strategies, plans, administrative procedures and available data related to education and disability. • Review the Convention on the Rights of Persons with Disabilities, particularly Article 24; the Convention on the Rights of the Child; Sustainable Development Goal 4; and relevant international and regional technical guidance. • Review , in agreement with TDH Italy, relevant national inclusive education frameworks from comparable contexts to identify transferable lessons, while avoiding the direct replication of external models. • Analyse available consultation reports and distinguish between verified evidence, official data, stakeholder perceptions and issues requiring further validation. • Prepare a concise situation and gap analysis identifying systemic barriers, existing capacities, opportunities, risks and priority areas for reform. • Prepare a benchmarking matrix comparing selected international guidance and relevant frameworks from comparable contexts against the Syrian legal, institutional and educational context, identifying transferable practices, contextual limitations and implications for the National Framework. 4.3 Consultation consolidation and supplementary engagement • Review the methodology, tools, representation and findings of consultations already undertaken. • Consolidate overlapping, complementary and divergent findings into a traceable analytical framework. • Identify stakeholder groups, geographic areas or technical themes requiring supplementary consultation. • Prepare interview guides, discussion tools or technical questions for any agreed supplementary consultations. • Facilitate or technically support agreed meetings, interviews or working sessions, including engagement with organisations of persons with disabilities, education personnel, families and learners where feasible and appropriate. • Document how consultation findings have informed the Framework and how significant divergent views have been addressed. 4.4 Development of the Framework architecture and substantive content • Develop a clear conceptual and rights-based foundation for inclusive education, including definitions and distinctions between exclusion, segregation, integration and inclusion. • Clearly define the scope of the Framework as system-wide, while ensuring that the barriers, rights and support requirements of learners with disabilities remain a central and substantive focus across all strategic pillars. • Propose the national vision, overall goal, guiding principles, theory of change, strategic results and strategic pillars. • Define policy directions, priority actions, institutional responsibilities and expected results under each strategic pillar. • Develop a coherent model for the identification of barriers, provision of classroom support, reasonable accommodation, individualised planning where required, referral, follow-up and transition between education levels. • Propose governance, coordination, accountability, financing, implementation and monitoring arrangements. • Ensure that the Framework addresses cross-cutting issues, including gender, protection, conflict sensitivity, displacement, poverty, geographic inequality, data protection and education in emergencies. 4.5 Drafting, review and revision • Prepare a detailed annotated outline for approval before full drafting. • Prepare in Arabic the first draft of the National Framework, including references and agreed annexes. • Present the draft to the technical group and other designated stakeholders. • Maintain a comment-response matrix recording each substantive comment, its source, the action taken and the rationale. • Prepare a second draft that reflects consolidated and approved feedback and clearly flags outstanding issues requiring a policy decision. 4.6 National validation and finalisation • Prepare the technical materials required for national validation, including a presentation, discussion questions and structured feedback tools. • Present and technically facilitate the validation of the draft Framework in coordination with TDH Italy and the Ministry of Education through in-person workshop. • Consolidate and analyse validation feedback, distinguishing technical revisions from policy decisions. • Revise and finalise the Framework based on feedback approved through the agreed governance mechanism. • Coordinate, in agreement with TDH Italy, with any regional or international expert or another partner and address agreed quality-assurance comments through the comment-response matrix. • The validation process shall be Ministry-led and structured to distinguish matters requiring technical revision from those requiring formal policy or institutional decisions. 4.7 Transition to implementation • Develop an initial phased implementation plan identifying priority actions, sequencing, responsible and supporting actors, indicative timing, dependencies and resource considerations. • Develop a results and monitoring framework with proposed indicators, definitions, data sources, frequency and responsible actors. • Prepare a list of secondary policies, standards, guidelines, tools and capacity-development packages required to operationalise the Framework. • Prepare an executive summary, a short policy brief and a final presentation for decision-makers and partners. 5. Minimum Technical Coverage of the Framework The final structure will be agreed during the inception phase. At a minimum, the Framework should address: • purpose, scope, methodology and relationship with relevant national policies and legislation; • national situation and barrier analysis; • legal, conceptual and rights-based foundations and definitions; • vision, overall goal, theory of change, national results and guiding principles; • legislation, policy, governance, accountability and inter-ministerial coordination; • access, admission, attendance, retention, progression and transition across education levels and pathways; • curriculum, teaching and learning, assessment, examinations and reasonable accommodation; • teachers, school leadership, resource-room personnel, specialised staff and multidisciplinary support; • physical, communication, information and digital accessibility; • identification of barriers, educational assessment, support planning, referral pathways, assistive technology and related services; • learner protection, psychosocial wellbeing, prevention of violence, bullying and discrimination, and safeguarding; • participation of learners, families, communities and organisations of persons with disabilities; • disability-inclusive education data, research, monitoring and data protection; • financing, resource allocation and sustainability; • phased implementation, risk management and education in emergencies; and • institutional roles, results framework, indicators and accountability mechanisms. 6. Expected Deliverables • Inception report Methodology; detailed workplan; proposed allocation of the 60 working days; document map; stakeholder engagement and quality-assurance approach; information gaps; decision points; and annotated outline of the Framework Within 10 working days of contract signature *2 .*Desk review and situation/gap analysis Review of national and international references; synthesis of available evidence; analysis of legislation, policy, systems, institutional and workforce capacities and current practice; identification of capacity-development priorities; and initial reform priorities. Within three months duration based on the consultant offer 3. Consultation synthesis report Consolidated findings; representation and evidence gaps; divergent views; supplementary engagement completed; and traceability between findings and proposed Framework content. 4. Framework architecture and annotated outline Agreed vision, theory of change, strategic results, pillars, proposed chapter structure, governance logic and initial results chain. 5. First draft Full draft of the National Framework, including references and agreed annexes, ready for structured technical review. 6. Second draft and validation package Revised draft; comment-response matrix; validation presentation; discussion questions; and structured feedback tools. 7. Final validated Framework Final Arabic Framework incorporating approved validation and quality-assurance comments; final comment-response matrix; and technical review of the English version prepared by an external translator to verify accuracy and consistency with the final Arabic version. 8. Implementation and communication package Initial phased implementation plan; results and monitoring framework; list of required secondary tools; executive summary; policy brief; and final presentation. Note: The proposed allocation totals 60 working days. Except for the inception report and the final deadline, the Consultant shall propose detailed delivery dates in the technical proposal and confirm them in the inception workplan. All deliverables must be completed within three months of the contract start date. Acceptance of each deliverable will depend on written approval by TDH Italy following consultation with the Ministry of Education and the designated technical reviewers. 7. Methodological and Quality Requirements The Consultant is expected to apply the following requirements throughout the assignment: • Use a human-rights-based and social model of disability, consistent with the Convention on the Rights of Persons with Disabilities. • Use respectful, non-stigmatising and consistent terminology in Arabic and English references. • Ensure meaningful participation of persons with disabilities and their representative organisations; consultation should not be limited to final-stage endorsement. • Differentiate clearly between official data, verified evidence, legal requirements, stakeholder perceptions and the Consultant’s analysis. • Reference all sources and avoid unsupported national-level claims or direct replication of another country’s framework. • Apply gender, age, protection, safeguarding, conflict-sensitivity and do-no-harm considerations. • Develop realistic and phased proposals that acknowledge capacity and resource constraints without reducing the State’s rights-based commitments. • Use accessible document structures and provide editable electronic versions of all outputs. • Maintain a transparent audit trail through consultation records, decision logs and comment-response matrices. • Comply with TDH Italy policies on child safeguarding, prevention of sexual exploitation and abuse, code of conduct, confidentiality and data protection. 8. Management, Coordination and Review Arrangements • The Consultant will be administratively managed by TDH Italy and will work in close technical coordination with the Ministry of Education and the designated national technical group. • TDH Italy will facilitate access to available project documents, consultation reports, relevant stakeholders and agreed coordination mechanisms. • Policy decisions and matters falling within the mandate of the Ministry of Education will be referred to the Ministry through the agreed coordination structure; the Consultant will not independently determine contested policy positions. • All substantive comments will be consolidated through an agreed focal point or review mechanism to minimise contradictory instructions and uncontrolled versioning. • The Consultant will submit editable versions of all deliverables and participate in review meetings as required within the agreed level of effort. • Where regional or international technical expertise becomes available, the Consultant will coordinate with the expert(s), participate in technical review sessions and address approved comments. Such support will complement, rather than replace, the national drafting process. • Any material changes to the scope, number of consultations, travel requirements or deliverables will require prior written agreement between TDH Italy and the Consultant. 9. Duration, Location and Indicative Level of Effort The assignment is expected to require up to 60 working days over approximately four months. Work will combine home-based document review and drafting with in-person or online meetings, technical working sessions and validation activities. Travel within Syria may be required subject to prior agreement, access, security considerations and applicable TDH Italy procedures. 10. Required Qualifications and Experience 10.1 Education • Advanced university degree (PHD, Master’s degree or equivalent) in education, inclusive or special education, education policy and planning, disability studies, social sciences, public policy or another relevant field. 10.2 Professional experience • At least eight years of progressively responsible professional experience in education, education policy, system strengthening or a closely related field. • At least five years of demonstrated technical experience in inclusive education, disability inclusion or the rights of persons with disabilities, including research, policy or framework development, technical advisory work, system strengthening, or programme design and evaluation. • Proven experience in drafting national or institutional strategies, policies, frameworks, standards or implementation plans. • Demonstrated knowledge of the Syrian education system, institutional context and relevant national legislation and policy processes. • Experience working with ministries, public institutions and multi-stakeholder technical groups. • Experience designing, facilitating or analysing participatory consultations, including engagement with organisations of persons with disabilities. • Strong experience in evidence synthesis, policy analysis, results frameworks and professional writing skills. • Knowledge of international standards and technical guidance on inclusive education and disability rights. • Experience in education in emergencies, teacher development, curriculum and assessment, education data, school accessibility or inter-sectoral referral systems is an asset. 10.3 Language and technical skills • Excellent written and spoken Arabic, including demonstrated ability to draft complex policy documents clearly and precisely. • Good command of written and spoken English sufficient to review technical sources and coordinate with international experts. • Strong facilitation, consensus-building, analytical, presentation and document-management skills. • Proficiency in standard MS Office and online collaboration tools. 10.4 Core competencies • Strategic and systems thinking. • Commitment to inclusion, dignity, participation and non-discrimination. • Ability to manage diverse and potentially conflicting technical perspectives impartially. • Cultural sensitivity, political awareness, discretion and conflict-sensitive judgement. • Accuracy, accountability and ability to deliver high-quality work within agreed deadlines. 11. Application Requirements Applicants should submit: • an updated curriculum vitae; • a technical proposal demonstrating understanding of the assignment and presenting the proposed methodology, proposed allocation of up to 60 working days and quality-assurance approach; • a financial proposal in Euros, with a clear breakdown of the professional fee by number of working days and daily rate. Any other reimbursable costs, if needed, must be listed separately with the relevant assumptions. Payment will be made in New Syrian Pounds using the exchange rate applied by TDH Italy on the payment date; • two relevant writing samples in Arabic, preferably a strategy, policy, national framework or comparable analytical document, with the applicant’s authorship role clearly stated; • contact details for at least three references; and • a declaration of availability during the proposed assignment period of the three contracted months and disclosure of any actual or potential conflict of interest. 12. Evaluation Criteria Technical proposal - Understanding of the assignment; methodological quality; feasibility of the workplan; stakeholder engagement; and quality assurance 30% Relevant technical experience - Inclusive education, disability inclusion, education-system strengthening and national policy/framework development - 25% Contextual and institutional experience - Knowledge of the Syrian education system and experience working with government and multi-stakeholder processes. 10% Qualifications and writing samples Academic background, analytical capacity and quality/relevance of submitted samples -5% Financial proposal Cost-effectiveness and clarity of financial assumptions 30% 13. Payment Schedule Payments will be linked to the satisfactory completion and written acceptance of deliverables. An indicative schedule is provided below and will be confirmed in the contract: Milestone10% Acceptance of Deliverable 1: inception report 20% Acceptance of Deliverables 2 and 3: desk review/gap analysis and consultation synthesis 20% Acceptance of Deliverables 4 and 5: Framework architecture and first complete draft 20% Acceptance of Deliverable 6: second draft and validation package 30% Acceptance of Deliverables 7 and 8: final validated Framework, review of the English translation, and implementation/communication package. 14. Ownership, Confidentiality and Ethical Obligations • All materials, data, consultation records, drafts and final products produced under this consultancy will remain the property of TDH Italy and/or the competent national authority, as specified in the contract. • The Consultant may not publish, circulate or use assignment materials outside the consultancy without prior written authorisation. • All sources must be appropriately acknowledged. Plagiarism, unattributed reproduction and undisclosed use of third-party intellectual property are prohibited. • The Consultant must protect confidential and personal information and follow agreed data-protection, consent and safeguarding procedures. • The Consultant will be required to sign and comply with TDH Italy’s Ethical Code, Code of Conduct, Child Safeguarding Policy, prevention of sexual exploitation and abuse requirements, and other applicable policies. • Revisions reasonably required to bring a deliverable into conformity with the approved terms of reference and agreed quality standards are included in the consultancy fee, provided that the agreed scope has not materially changed. How to apply All the documents listed under paragraph N. 11 should be sent by email to PM1.SYR@tdhitaly.org by August 9th 2026. In the object of the email please indicate "(Your Name)" - "National consultant for developing inclusive education framework"