ROLE PURPOSE:
Save the Children seeks a qualified consultant to undertake an Iraq education and climate analysis to inform the GROW project’s feasibility study and Funding Proposal.
This integrated analysis will consolidate the following three components:
1. Overview of education context, including climate change and disaster risk impacts on education, to inform activity selection and targeting. This would be across the following five areas, at both national and for the two target governorates, using the CSES climate smart education baseline tool (see Annex A):
2. Policy and Planning
Key stakeholders for education, climate change and Disaster Risk Management (DRM) policy and planning in addition to the interlinkages between the different identified bodies.
Review of general policies, plans and strategies on climate change, school safety, environmental safety and DRM
Review of education policies, plans, and strategies

3. Implementation of climate-risk reduction and resilience strategies in the education sector including comprehensive approaches to school safety and educational continuity
Key stakeholders for safe/green/resilient infrastructure and for DRM in the education sector, including school safety and educational continuity
Review of safe/green/resilient infrastructure frameworks
Review of school safety and educational continuity management frameworks and tools

• Data and information
Key stakeholders for education and CC data and information
Review of existing educational and non-education data
Review of existing information and information systems

• Coordination and financing
Key stakeholders for coordination and financing
Review of existing coordination mechanisms
Review of existing financing mechanisms

• Curricula, pedagogy and teacher training
Key stakeholders for curricula, pedagogy and teacher training
Review of the status of climate change and DRM integration in terms of pedagogy, curriculum and teacher training

2. Identification of key strengths, key gaps, and key Ministry of Education priorities, as well as potential entry points for partnership to support the MoE.
3. Primary data collection in the two selected governorates to generate empirical evidence on the impacts of climate hazards on education continuity and learning conditions.
SCOPE OF ROLE:
Reports to: Education TA
Staff reporting to this post: No
Direct: No
Indirect: No
Budget Responsibilities: No
Detailed Tasks
Guided by the existing project concept note, available technical feasibility studies, and consultations with SCA staff and design team members, the consultant will:

1. Inception and methodology
• Meet with key design team stakeholders to present the proposed methodology, analytical framework, and data requirements.
• Confirm roles, responsibilities, timelines, and support needs.
• Refine the analytical scope to ensure alignment with the GROW feasibility study and Funding Proposal requirements.
• Develop a detailed primary data collection plan, including sampling strategy, tools, enumerator training requirements, ethical protocols, and field logistics.

2. Education Sector Assessment
Using the CSES climate smart education baseline tool, in Annex A:
• Develop an integrated assessment of Iraq’s education sector that consolidates education, climate change, and disaster‑risk considerations across policy and planning, infrastructure and school safety, data and information systems, coordination and financing, and curricula and teacher training.
• Produce a multi‑hazard risk profile for the education system, identifying geographic hotspots, vulnerable schools, exposed populations, and teacher workforce vulnerabilities, drawing on available education and non‑education datasets.
• Assess how climate‑related disruptions—including heat, dust storms, water scarcity, flooding, and infrastructure deterioration—affect access, attendance, learning loss, learning outcomes, dropout, and long‑term human capital, using available data and scenario‑based analysis where feasible.
• Review education, climate, and DRM policies, plans, and institutional arrangements to identify gaps in risk‑informed planning, school safety, educational continuity, and climate‑resilient infrastructure standards. Map key stakeholders across these domains and assess institutional capacities and coordination mechanisms.
• Analyse differentiated climate impacts on girls, children with disabilities, displaced learners, rural and peri‑urban communities, and other vulnerable groups, ensuring equity considerations are integrated across all components.
• Identify key strengths, systemic gaps, and Ministry of Education priorities across all assessment areas, and propose clear entry points for partnership under GROW.
• Review the current GROW intervention package and recommend any adjustments needed to ensure feasibility, scalability, and alignment with identified needs.
• Provide actionable recommendations and a sequenced roadmap for integrating climate risk into education planning, EMIS, budgeting, resource allocation, infrastructure development and maintenance, and cross‑sector coordination.
• Map de‑facto thresholds that trigger delayed starts, shortened days, or closures; assess how often learning is lost and which mitigation (e.g., remote learning, catch‑up days) is feasible.

3. Primary Data Collection and Fieldwork (Two Directorates)
The consultant will lead a structured field data collection process to gather empirical evidence on the linkages between climate hazards and education outcomes. This would be completed in 4 schools, 2 schools per governorate - Basra and Thi Qar, of which 2 would be boys' schools (1 primary urban, 1 secondary rural) and same for girls' schools (1 primary urban, 1 secondary rural).
3.1 Fieldwork Preparation
• Develop data collection tools (surveys, structured observation checklists, focus group guides, KII protocols).
• Train a team of local data collectors in each directorate, ensuring adherence to ethical, safeguarding, and GEDSI inclusive practices.
• Pilot tools and refine based on feedback.
3.2 Data Collection Activities
Data will be collected from schools, teachers, students, parents including SMC representatives CSO representatives, and education officials in two directorates at 4 schools.
Activities include:
• School‑level climate and environmental vulnerability assessments covering physical, social, and operational risks.
• Structured observations of classroom thermal conditions, ventilation, shading, and learning environment quality.
• Teacher and headteacher surveys on climate related disruptions, including impacts on learning loss, absenteeism, drop out, coping strategies, and continuity planning.
• Student focus groups (age appropriate, inclusive) on learning conditions (including any impacts on learning loss), heat stress, and safety concerns.
• Parent/community interviews on climate impacts on attendance, learning loss, safety, and household coping.
• Directorate level KIIs with CSO representatives and education authorities on climate related management challenges and system level vulnerabilities.
3.3 Data Requirements
Primary data must:
• Be disaggregated by sex, age, disability, ethnic or religious minority status, and displacement status.
• Capture seasonal and hazard specific variations.
• Document causal pathways between climate hazards and education continuity (e.g., heat → fatigue → absenteeism → learning loss).
3.4 Fieldwork Outputs
• Raw datasets (cleaned and anonymised).
• Fieldwork summary report with key findings and implications for GROW.
4. Causal Linkages Between Climate and Education
Using both secondary and primary data, the consultant will:
• Identify and articulate causal pathways linking climate hazards to education outcomes, including:
o Learning loss
o Attendance and retention
o Teacher absenteeism
o Infrastructure degradation
o WASH related health impacts, related health impacts
o Safety and protection risks
• Quantify impacts where possible, using field data and available national datasets.
• Identify high-risk groups and geographic hotspots.
5. Synthesis and Consolidated Reporting
• Integrate all analytical components into one coherent, evidence based report.
• Ensure findings directly inform the GROW feasibility assessment, theory of change, rationale, and Funding Proposal.
• Present clear, actionable recommendations for project design, targeting, and prioritisation.
• Provide a concise executive summary highlighting key climate risks, education impacts, and strategic implications.
Include a dedicated section summarising primary data findings and their implications for adaptation measures
BEHAVIOURS (Values in Practice)
Accountability:
• holds self-accountable for making decisions, managing resources efficiently, achieving and role modelling Save the Children values
• holds the team and partners accountable to deliver on their responsibilities - giving them the freedom to deliver in the best way they see fit, providing the necessary development to improve performance and applying appropriate consequences when results are not achieved.
Ambition:
• sets ambitious and challenging goals for themselves and their team, takes responsibility for their own personal development and encourages their team to do the same
• widely shares their personal vision for Save the Children, engages and motivates others
• future orientated, thinks strategically and on a global scale.
Collaboration:
• builds and maintains effective relationships, with their team, colleagues, Members and external partners and supporters
• values diversity, sees it as a source of competitive strength
• approachable, good listener, easy to talk to.
Creativity:
• develops and encourages new and innovative solutions
• willing to take disciplined risks.
Integrity:
• honest, encourages openness and transparency; demonstrates highest levels of integrity

QUALIFICATIONS
• Bachelor’s degree in civil engineering or a related field, with a minimum of 3 years of relevant experience in construction.
EXPERIENCE AND SKILLS
Essential:
Skills/Qualifications/Experience
• Minimum 10 years of experience in education sector analysis, governance, social development, or related fields.
• Demonstrated experience conducting multi disciplinary assessments in developing country contexts.
• Strong understanding of Iraq’s development and education context (highly desirable).
• Proven experience designing and managing field data collection processes, including enumerator training and tool development.
• Experience with GCF aligned feasibility studies and Funding Proposal development (an asset).
• Proven ability to synthesise complex information into clear, actionable analysis.
• Excellent written and oral communication skills in English and Arabic.

The Organization
We employ approximately 25,000 people across the globe and work on the ground in over 100 countries to help children affected by crises, or those that need better healthcare, education and child protection. We also campaign and advocate at the highest levels to realise the right of children and to ensure their voices are heard. We are working towards three breakthroughs in how the world treats children by 2030:

· No child dies from preventable causes before their 5th birthday
· All children learn from a quality basic education and that,
· Violence against children is no longer tolerated

We know that great people make a great organization, and that our employees play a crucial role in helping us achieve our ambitions for children. We value our people and offer a meaningful and rewarding career, along with a collaborative and inclusive workplace where ambition, creativity, and integrity are highly valued.

Application Information:
Please send your cover letter and up-to-date CV as a single document to ( Iraq.Jobs@savethechildren.org ) with email Subject ( Education specialist ), emails will be accepted until 27 April 2026 end of business day.   

We need to keep children safe so our selection process reflects our commitment to the protection of children from abuse.

Save the Children does not charge a fee at any stage of the recruitment process.