TERMS OF REFERENCE FOR INSTITUTIONAL CONTRACT     Study (an initiative to establish current knowledge around a specific topic through the descriptive summarization, interpretation or assessment of information and data) Research (systematic process of the collection and analysis of data and information, in order to generate new knowledge, to answer a specific question or to test a hypothesis) Evaluation (rigorous, systematic and objective process in the design, analysis and interpretation of information to answer specific questions)   Summary: UNICEF Bangladesh seeks to engage a research firm to assess the state of disability-inclusive education in Bangladesh, mainly focusing on the primary education level while also examining the transition to secondary education. The study will review policies, programmes, and practices, identifying gaps and opportunities to strengthen disability-inclusive education. Findings will inform the design of next sector programmes/future interventions and enhance access to and quality of education. Estimated duration for the study is eight months.   Purpose The purpose of the study is to gain insights and generate recommendations on disability-inclusive education policies, programmes, and practices in Bangladesh. The findings of the study will inform the development and implementation of necessary policy/strategy/programmes for making both primary and secondary education systems more inclusive, accessible, and supportive of children with disabilities in a gender-transformative way. Location The assignment will be based in Dhaka, with countrywide field travels for data collection. Estimated Duration Around 8 months (Estimated start date: March 2025) Technical Supervisor of the assignment Education Specialist, Education section   1. Background and context Bangladesh is striving to achieve inclusive and equitable education for all, across all levels of education to attain better learning and social outcomes. Various national policies, acts, and regulatory measures have been adopted that provide the legislative basis for ensuring that children with disabilities are not subjected to discrimination in accessing education; and are entitled to get reasonable accommodation in educational settings. These include the Bangladesh Primary Education (Compulsory) Act 1990, the National Education Policy 2010, the Children's Policy 2011; the Children Act 2013; the Rights and Protection of Persons with Disabilities Act 2013; and the Protection of Persons with Neuro-developmental Disability Trust Act 2013 etc. Bangladesh is also signatory to many international conventions and initiatives that promote equal rights and opportunities for children with disabilities to get quality education without any discrimination. These include the Convention on the Rights of the Child (CRC) 1989, the World Declaration on Education for All (1990), the Salamanca Statement and Framework of Action (1994), the Dakar Framework for Action (2000) and the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) 2007. In line with these policies and acts, various program interventions are being implemented in both the primary and secondary education to make the school environment and teaching-learning processes more inclusive. For example, the current Primary Education Development Programme (PEDP4) includes a sub-component named ‘Special Education Needs and Disabilities (SEND)’ under the component ‘Equitable Access and Participation’, with dedicated funds and activities aiming to “increase the enrolment of children with special education needs and disabilities in primary schools”. However, translating these policies and programmes into inclusive and equitable education services remains a significant challenge, as children with disabilities continue to face substantial inequality in access to and participation in education. The Multiple Indicator Cluster Survey (MICS) 2019 data reveals that: About 8 percent of children aged 5-17 years have at least one functional difficulty. However, they are significantly underrepresented in schools with less than 1 percent of students being children with disabilities, per official statistics. Children without functional difficulties attend school at a 12 percent higher rate at the primary level, and at a 27 percent higher rate at the lower secondary level than children with one or more functional difficulty. Dropout rates are higher among children with functional difficulties, especially at the primary level (7 times more than those without functional difficulties), while school environments seem less prepared to properly accommodate children with functional difficulties. 11 percent of children with one or more functional difficulties repeated their last grade, while only 2 percent of those without any functional difficulties did the same. Children with functional difficulties are over-represented among children who are not learning. While 51 percent of children without functional difficulties have foundational reading skills, the same can be said for only 36 percent of children with functional difficulties. 22 percent of children with functional difficulties have foundational numeracy skills as opposed to 29 percent of those who do not. Children with functional difficulties are also disproportionately present among those who are out of school relative to their share in the general population, especially at the secondary level. According to the National Survey on Persons with Disabilities (NSPD) 2021, only 40.55 percent of children with disabilities are enrolled in primary education and 24.36 percent in secondary education. This means that the majority of the children with disabilities are out of the formal education system. Also, there are data gaps in the Education Management Information Systems (EMIS) for both primary and secondary education. The EMIS and sectoral reports include data only on the number of children with disability enrolled in schools by disability type. But reporting on the system-level indicators does not include disability disaggregated data. Also, data that are reported in the sector reports or EMIS on the enrolment of children with disability are not disaggregated by gender. This situation necessitates better understanding of the gaps in the system to establish an appropriate programmatic response. Within this backdrop, a study is planned to take stock of the current situation of disability-inclusion in education, progress made so far, and challenges that continue, based on which analyses will be done to identify actions that can be incorporated in the next sub-sector programmes and inform/trigger policy reforms. 2. Rationale/ Purpose of the evidence activity Clear disparities between children with and without disabilities in school attendance and learning is evident, both at primary and secondary education levels in Bangladesh. It is necessary to understand the gaps in data and programme response, and accordingly to remove barriers to ensure children with disabilities can get equal chances to realize their educational rights. This evidence activity will generate data, information and evidence which will support understanding the current status of disability-inclusion in education in a gender transformative way; identify areas for further strengthening in terms of policies, programmes and practices in both primary and secondary education in Bangladesh; taking evidence-informed decisions and targeted programme interventions to address the persistent exclusions experienced by the children with disabilities, and eventually contribute to achieve the respective SDG targets and CRPD commitments. The recommendations will support the government to design and implement disability-inclusive education activities in next sector programs/projects in both primary and secondary education. 3. Objectives:   The specific objectives of the study are to: Review, analyse, map and understand existing national policies, commitments, constitutional/legal obligations in relation to educational rights of children with disabilities, including opportunities and gaps.  programmes and interventions, including those funded bilaterally outside the current PEDP4, to identify how much of the policy commitments are met and where the biggest loopholes are in making education systems more gender transformative and disability-inclusive in Bangladesh. administrative and census/survey data on key education indicators and gauge progresses made, as well as identify key deprivations and challenges, including data gaps. the experiences and challenges faced by the children with disabilities and their parents and teachers in accessing, participating, and learning in schools from an intersectional perspective. what institutional arrangement for monitoring, and quality assurance mechanisms are in place to ensure effective implementation and quality delivery of the inclusive education programmes for the expected outcomes. Identification of key deprivations and disparities faced by children with disabilities in the education system, the underlying challenges that hinder the effective implementation of disability-inclusive education. Identification of the social, economic, and cultural factors that influence the experiences and challenges of children with disabilities in education. Document important lessons learned, national and international best practices and stakeholders’ perspective, including organisations of persons with disabilities (OPDs) and Generate recommendations to inform programme and policy designs and possible interventions from development partners. 4. Scope The scope of the study will encompass generating and reviewing both primary and secondary data, documenting the current state of disability-inclusive education policies and programmes and formulating actionable recommendations based on documented lessons, best practices, and stakeholder inputs to guide future programme and policy designs, specifically the design of PEDP5. The secondary data review will encompass analysis, examination and understanding of all relevant: National policies, laws, legislations, constitutional provisions and relevant articles and commitments on education, disability inclusion and the rights of children with disabilities, as well as strategies and frameworks, such as the Framework on Special Education Needs Disabilities (SEND) developed and implemented by the Directorate of Primary Education (DPE). Existing programmes and interventions implemented to cater to the educational needs of children with disabilities, including the SEND training provided to the teachers under PEDP4. National and international best practices related to disability-inclusive education, including successes, challenges, and key lessons from past and ongoing initiatives, and identifying transferable and scalable strategies. Relevant knowledge products and goods developed by other development partners and actors. Data on key education indicators such as enrolment rates, attendance, dropout rates, transition rates, educational attainment, and access to educational resources. Data from various study, survey, census, such as the Household Income and Expenditure Survey (HIES), Multiple Indicator Cluster Surveys (MICS), National Survey on Persons with Disabilities (NSPD) to assess progress made towards educational goals, particularly focusing on disability inclusion in Bangladesh. The primary data generation, and review will encompass analysis, examination and understanding of: The day-to-day lived experiences of children with disabilities in educational settings, including the barriers and enablers to accessing and participating in school, specific challenges and opportunities facing children with disabilities in learning and academic achievement. The experiences and challenges faced by parents of children with disabilities in supporting their education. Experiences and challenges of teachers in educating children with disabilities. The perception and insights of other stakeholders, such as policymakers, programme implementers, including from other government ministries that provide supplemental support to persons with disabilities and their families, OPDs, parents, and students and other stakeholders on disability-inclusive education. 5. Study questions The study will be guided by and attempting to answer the following questions in four broad areas, which are not exhaustive, and the firm may revise/add questions as necessary. Policy: To what extent do existing national policies, constitutional provisions, and legal obligations in Bangladesh support the educational rights of children with disabilities? How comprehensive are these policies in addressing the needs of children with disabilities? Are there any gaps or inconsistencies between various legal instruments concerning the educational rights of children with disabilities? How effectively are these policies, legal and constitutional obligations, international conventions, and directives being implemented? What challenges do stakeholders face in implementing these policies? Programme Implementation What programmes and interventions are taken to make the education system more inclusive for children with disabilities, including on infrastructure, curriculum, textbooks, teaching-learning materials, assessment methods, teacher training and other issues? What is the implementation status of these programmes/interventions? What are the key strengths, limitations, and gaps of these programmes in terms of design and implementation? What are the expected roles of each stakeholder (e.g., government officials, teachers, guardians, communities) for implementation, and what challenges do they face? What lessons are learned? What are the best practices and models for creating a more disability-inclusive education system in Bangladesh? Data, Evidence and Experience Are data available for children with disabilities on various education indicators, such as enrolment, retention, completion, dropout, learning achievement rates? What are the key data gaps around children with disabilities? What are the issues around data (administrative and census/survey data)? What are the key deprivations and challenges faced by children with disabilities in accessing education, participating in classrooms, learning effectively, and completing education? Are there significant disparities in educational access and outcomes between children with and without disabilities? What geographical or socio-economic factors contribute to these disparities? How do children with disabilities perceive their inclusion within the school environment? What specific challenges do they face in terms of learning materials, accessibility, or interaction with peers and teachers? What positive experiences or support mechanisms have facilitated their learning and participation? How do students with disabilities experience the transition between different educational levels (e.g., from primary to secondary education)? What are the challenges and experiences of parents of children with disabilities in supporting their child's education? What are their concerns regarding their child's learning environment, support services, and social interaction at school? What kind of support do parents feel they need to better advocate for and ensure their child's educational needs? What are the experiences and challenges faced by the teachers in implementing disability-inclusive education practices in schools? How prepared do teachers feel to address the diverse needs of students with disabilities in their classrooms? What positive experiences or strategies have teachers found effective in creating an inclusive learning environment for children with disabilities? What are the prevailing cultural and societal attitudes towards disability and inclusive education, and how do these attitudes impact educational outcomes? What are the community leaders' and local authorities' perceptions regarding the inclusion of students with disabilities in educational initiatives? What strategies have been effective in overcoming barriers to accessibility and participation for students with disabilities in international contexts? How do international best practices promote collaboration between educators, families, and communities to support students with disabilities? How can successful international approaches to disability-inclusive education be adapted to align with the cultural, social, and educational context of Bangladesh? Recommendations What are the recommendations for the government to improve the inclusiveness and effectiveness of education services for children with disabilities in terms of policies, programmes, systems, and implementation? What areas of intervention could be prioritised in the forthcoming sector programmes to improve the educational experiences and outcomes for children with disabilities?   6. Methodology Based on the above descriptions in section 4 as well as to respond to the guiding questions outlined under section 5, the agency is expected to propose technically sound methodology that will include: i) study approach; ii) sampling methods; iii) data collection methods; iv) respondents; v) data entry and analysis process; vi) reporting approach; and vii) quality assurance mechanism. The proposed methodology will be agreed and finalized based on the discussion with DPE, DSHE, UNICEF and other Development Partners. Following are the indicative/suggestive methodology for this study: Study approach: The study will employ a mixed method of data collection and analysis, combining both quantitative and qualitative approaches. The mixed method will allow a deeper exploration of the issues around disability-inclusive education by utilizing a blend of qualitative and quantitative data. Qualitative Methods: Use of qualitative methods such as Key Informant Interviews (KII), focus group discussions (FGDs), school and classroom observations, lesson observations, and case studies to gather in-depth data. Literature review will entail review of policies, programmatic documents and national and international best practices. Quantitative Methods: Trend analysis of data on various education indicators. Following is a tentative list of government and non-government agencies to be consulted. Ministry of Primary and Mass Education (MoPME), DPE, Bureau of Non-Formal Education (BNFE) and their offices at division, district and upazila levels. Ministry of Education (MoE), Directorate of Secondary and Higher Education (DSHE) and their line offices at division, district and upazila levels. National Curriculum and Textbook Board (NCTB), National Academy for Primary Education (NAPE), National Academy for Educational Management (NAEM). Ministry of Social Welfare, Department of Social Services and their line offices. NGOs, OPDs and entities that work on disability inclusion in education. Respondents for data collection would be: Central, divisional, district and upazila level officials from primary and secondary education, and social welfare School teachers Parents Students Trainers and educators from central to field level Parents from non-school going children with disabilities (community members) NGO/OPD representatives The firm is expected to prepare the data collection tools for each method considering the data required for responding to the questions. The tools will be finalized based on thorough discussion with DPE, DSHE, UNICEF and other Development Partners. Sampling: The sampling may follow a blend of stratified and purposive techniques to ensure that geographic, socio-economic, and disability diversities are ensured within the sample, respondents of all levels are included, and the intended purpose of data collection is achieved. The sample size will not have to be nationally representative, but adequate to present the findings reliably and confidently. At the same time, it is important to ensure that respondents/schools are selected from all eight administrative divisions and of different geographical locations as well. For observing schools/ classroom sessions, DPE and DSHE’s academic calendar will be the guiding document. The firm is expected to propose the appropriate sampling method and number of respondents and lessons to be observed. These will be finalised based on the discussion with DPE, DSHE and UNICEF. Risks and limitations: Following are the risks and limitations anticipated: The study is not planned to be nationally representative. Therefore, it might be challenging to draw the conclusion from the findings with full confidence. The study does not intend to assess or evaluate the effectiveness of disability-inclusive education process/provision, rather it aims to analyse, understand, and document the current processes, mechanisms, and institutional practices. The firm will closely work with DPE, DSHE and UNICEF team throughout the study process. Collaboration with and guidance from all DPs will also be critical in conducting a technically sound study and producing a comprehensive study report.  7. Scope of Work The scope of work for the research team as outlined in the Terms of Reference (ToR) includes the following: 7.1 Study Design and Methodology Develop a technically sound study design and methodology that integrates both quantitative and qualitative approaches. Propose study approaches, sampling techniques, data collection tools, and processes for data analysis. Address specific risks and limitations of the study and suggest mitigation strategies. Ensure the methodology aligns with the study's objectives and guiding questions. 7.2 Data Collection and Analysis Conduct a thorough review of secondary data, including policies, laws, programmes, and national and international best practices. Gather and analyse data from government, non-government agencies, and educational institutions to assess the state of disability-inclusive education. Employ qualitative methods (e.g., interviews, focus group discussions, and observations) and quantitative methods (e.g., trend analysis) for primary data collection. Collect data from a wide range of stakeholders, including children with disabilities, parents, teachers, policymakers, and community members. Maintain proper coordination with UNICEF, DPE, DSHE, and other stakeholders during data collection. Use digital tools or latest technologies in data collection and analysis to better capture the experiences of children with disabilities. 7.3 Review and Mapping Review and analyse existing national policies, laws, and programmes related to disability-inclusive education to identify gaps, opportunities, and implementation challenges. Map administrative and survey data on educational indicators, highlighting progress, deprivations, and disparities faced by children with disabilities. Document lessons learned and national/international best practices for promoting disability-inclusive education. 7.4 Stakeholder Engagement Engage with a wide range of stakeholders, including policymakers, programme implementers, organizations of persons with disabilities (OPDs), NGOs, and community members, to gather diverse perspectives on inclusive education. Facilitate consultations and discussions with government agencies such as DPE, DSHE, and relevant ministries. Ensure feedback loop, so that preliminary findings are shared with key stakeholders, including children with disabilities, to validate and refine conclusions. 7.5 Reporting and Recommendations Deliver high-quality reports and presentations at various stages of the study, including: Inception Report detailing the methodologies and implementation plan. Document Review Report summarizing existing data and inclusive education provisions. Progress Reports on data collection. Draft and Final Study Reports highlighting key findings, analysis, and actionable recommendations. Develop a briefing note/policy brief summarizing findings and recommendations for stakeholders. Provide recommendations to guide the design of future sector programmes, policies, and strategies, with a focus on the upcoming PEDP5. 7.6 Ethical Compliance Ensure all research activities comply with UNICEF's ethical standards and guidelines. Incorporate measures for informed consent, confidentiality, and data security throughout the study. 7.7 Accessibility Prepare final deliverables, including reports and presentations, in accessible formats to ensure they are usable by all stakeholders, including persons with disabilities. 7.8 Capacity Building and Collaboration Work closely with DPE, DSHE, and UNICEF teams, ensuring their involvement in key phases of the study. Facilitate the capacity building of enumerators and team members in disability-inclusive education research and ethical considerations. The research team's work will culminate in evidence-based insights and actionable recommendations to inform disability-inclusive education policies and programmes in Bangladesh. 8. Ethical considerations The agency contracted for the study is expected to follow the ethical principles and considerations outlined in the United Nations Evaluation Group (UNEG) Ethical Guidelines for Evaluation and the UNICEF Procedure for Ethical Standards in Research, Evaluation and Data Collection and Analysis. In addition, the UNEG norms and standards will be observed. As per UNICEF standards for ethical research, the agency must give special attention to ethical considerations and should put in place adequate measures for ethical oversight throughout the study/evaluation period. All researchers and field investigators involved in primary data collection should have undergone basic ethics training, which at a minimum includes completing UNICEF’s AGORA course on Ethics in Evidence Generation or its equivalent. In conducting the study, the agency must ensure informed consent, respecting people’s right to provide information in confidence and making study participants aware of the scope and limits of confidentiality. Furthermore, the agency is responsible for ensuring that sensitive information cannot be traced to its source so that the relevant individuals are protected from reprisals. Data storage and security must be ensured at all stages of the study. Only selected personnel from the research agency should have access to de-identified data, and only anonymised data should be shared externally, and with UNICEF (unless stated otherwise).   9. Use of findings As mentioned above, the study findings will be used in the following areas. Policy Formulation: help formulating and/or reforming policies and strategies to ensure enabling policy environment and support for disability-inclusive education. Program Design: support government and/or development partners to design disability-inclusive programs/projects/interventions/activities including institutional arrangements, capacity building of teachers and officials, fund disbursement and utilization, etc. Programme Implementation: provide critical directions for programme implementation and setting operational strategies.   10. Publication plan The study report will be shared with the government, and all development partners in the education sector. The Government will disseminate the findings through workshops and circulate the report by uploading it onto their respective websites. The report should be in an accessible format for persons with disabilities. 11. Schedule of deliverables, timeline, and payment Sl. Deliverables Timeline (8 months) Payment 01 Inception Report detailing study methodologies, data collection approach, implementation timeline and reporting. Month-1 2025 10% of the contract value 02 Document Review Report (to be part of the study report) with a complete overview of education for children with disabilities, and a mapping of current inclusive education provisions in Bangladesh. Month-2 2025 10% of the contract value 03 Finalized Data Collection Tools including data collection plan, timeline, and type of respondents to be engaged. Month-3 2025 15% of the contract value 04 Progress Report on Data Collection including data gaps, challenges, and volume of data/information. Month – 4 & 5   10% of the contract value 05 Design Note for PEDP5 on inclusive education/SEND related component/activities based on preliminary analysis Month-6 2025 10% of the contract value 06 Draft Study Report with preliminary analysis of data, a presentation, a briefing note (not more than 5 pages in Both English and Bangla) highlighting the key findings from the study for sharing and facilitating reviews with the stakeholders. Month-7 2025 20% of the contract value 07 Final Study Report (Both in Bangla and English; in accessible format) with incorporation of feedback and inputs on the draft report. August – 8 2025 25% of the contract value   12. Team composition, Qualifications & Experience required General requirement of the agency:  A minimum of 10 (ten) years of experience around educational research, preferably in disability-inclusive education. Should have implemented or has ongoing 3 (three) assignments of a similar nature, magnitude and complexity with international organizations in the last 5 years. Proven experience in quantitative and qualitative study and research. Experience of working with government counterparts and understanding of the government system and processes. Previous experience of working with national and sub-national education stakeholders, preferably in the field of disability-inclusion. Demonstrated experience in preparing high quality study reports with visualization, infographics, and written in an engaging and informative manner and clearly synthesize information. Previous collaboration experience with UNICEF preferred, but not mandatory. Team composition and expertise: The agency will assemble a team with necessary expertise and skills for effectively conducting the study. At least one team member with disabilities is preferred, but not mandatory. The key considerations in assembling the team should include a right balance of technical and operational skills; drawing the right technical expertise as per the requirements of the assignment; assembling the most suitable national expertise with deeper contextual understanding and tacit knowledge of ground realities in Bangladesh and a high concern for ensuring value for money. The agency is expected to propose the adequate number of experts in the team. However, the team should possess following expertise: Team leader/Research manager: The team should include one team leader or research manager who will oversee the whole study process. S/he should have a minimum of a master’s degree in a relevant field and a minimum 10 years of experience in managing large-scale studies, preferably with experience in disability inclusive education in Bangladesh. The team leader can be national or international. Qualitative and quantitative research expert(s): The team should have expert(s) who have proven track records in both qualitative and quantitative research methodologies. The expert(s) should have a minimum of a master’s in research, statistics or relevant field, and minimum of 8 years of experience in education/research. Data analyst(s): The team should comprise experts who have deep technical knowledge and understanding of data analysis for both qualitative and quantitative research paradigms. The data analyst(s) should have masters in psychometrics, statistics or a relevant field and a minimum of 5 years of experience in data analysis. Report writing expert(s): The team should also include experts who have proven experience of writing interactive reports with adequate technical details and visualization. The report writing expert(s) should have minimum masters and 8 years of experience in educational study design and report writing, preferably in the area of disability- inclusive education. The report writing expert(s) can be national or international. Enumerators: The agency will assemble a team of enumerators who have previous experience of data collection, especially in the education context. The enumerators should have solid expertise in facilitating discussions, interviews and consultations with the research respondents. Experience of consultation with government officials will be expected. The agency will propose an adequate number of enumerators based on the sample size and scope of data collection. 13. Duty Station The agency will work mainly based in Dhaka, with frequent communication with DPE, DSHE and UNICEF. Data collection will require travelling to division, district and upazila-levels, and schools. For meetings, workshops and consultations with government counterpart, the agency officials will have to travel to MoPME, MoE, DSHE and DPE. 14. Management and Supervision UNICEF: UNICEF will serve as the technical lead of the study. All deliverables will be reviewed by designated officials of the Education Section before sharing with DPE and DSHE. UNICEF will also facilitate the discussions, correspondences, and consultations between DPE/DSHE and the agency. UNICEF Supply Section will remain the focal point for all administrative, financial, and commercial queries and correspondence, including contract amendment. DPE and DSHE: DPE/DSHE will provide overall guidance and directions to conduct the study. All the documents, including the inception report, data collection tools and study report will be endorsed by them. Besides, DPE/DSHE will support the agency in accessing all the documents, list of schools and sub-national offices, and officials for sampling purposes. Once sampled, DPE/DSHE will also support in reaching out the respective officials to facilitate data collection process.