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1.0. Introduction 

UNESCO Antenna Office in Uganda and Ministry of Education and Sports (MoES) are seeking to hire an individual consultant to develop Minimum standards/guideline that responds to ICT in education sector requirements. 

A comprehensive assessment of the Uganda policy environment in supporting the integration of ICT in education system in Uganda was conducted and concluded in May 2026. The findings show that the existence of the National ICT Policy, the Digital Agenda Strategy and other related frameworks and policies that were evaluated are inadequate to guide the effective integration of ICT in education sector in Uganda. The study recommends that a standalone ICT in education policy and minimum standards guidelines should be developed to guide the effective integration of ICT in the education sector in Uganda. 

The current existing policy environment does not answer some of the pertinent questions relating to specific needs and requirements in the education sector regarding the integration of ICT in education. Such issues relating to teachers’ skills and competence, ethical use of ICT in Education, Minimum standards for ICT in Education school infrastructures (especially at school level), the setting up of an ICT in Education clearance committee that meets regularly, connectivity issues, and others need to be regulated by a policy or guidelines. 

Since 2015, the UNESCO-Korea Funds-in-Trust (KFIT) “ICT Transforming Education in Africa” project has supported African nations in leveraging ICT to enhance education and foster human and social development. Now in its third phase, the project aims to digitally transform education systems in Namibia, Tanzania, and Uganda through promoting public digital learning platforms and contents, improving teachers’ competences and confidence on the pedagogical use of technology, and facilitating the development of national ICT in education policies and guidelines, in line with the specific needs and aspirations of each beneficiary country.   

In Uganda, the project seeks to ensure that “all Ugandan educators and learners use ICT to engage successfully with competency-based education”. 

Uganda’s National ICT Policy serves as a key reference for ICT integration across all sectors, including education. However, the recent assessment of Uganda Policy environment and its effectiveness in integrating ICT in the education sector proved that it lacks the specificity needed to effectively guide the integration of ICT in teaching, learning, teacher training and the general sectoral requirements in the integrations of ICT in the Education Sector in the country. The absence of a dedicated policy and a minimum standards guideline, specifically tailored to ICT integration in schools and the education sector at large, can hinder effective implementation and progress.   

To address these challenges, UNESCO and MoES, through KFIT III project seek to develop a specific minimum standards guideline needed to support effective integration of ICT in the education sector in the country, in alignment with Digital Agenda Strategy. A position paper on the need to do this, and later to develop a standalone ICT in Education policy has been prepared. 

With these terms of reference, UNESCO and MoES are seeking to hire an individual consultant to develop Minimum standards/guidelines that respond to ICT in the education sector requirements. 

Objective of the activity 

To develop minimum standards/guidelines that respond to ICT in the education sector requirements. 

Specific objectives of the consultancy 

1. To conduct a comprehensive mapping of ICT in education issues that need to be considered and addressed by the guideline.
2. To develop a minimum standards guideline that responds to such issues by spelling out the ICT in the education sector specific requirements. 

2.0. Scope of work 

This assignment seeks to develop a detailed minimum standards guideline for the integration of ICT in the education sector in Uganda. It seeks to provide guidance for the use of ICT at all levels and functions within the education sector in the country. It shall be required for the consultant to provide an inception report prior to undertaking the assignment. The assignment phase shall include the mapping and reporting of critical issues within the education sector that shall need to be regulated by a guideline; and delivering on the actual education sector guidelines for the effective and efficient integration of ICT in the education sector. 

The specific tasks of the review shall include: 

TASK 1: Comprehensive mapping of the ICT in education issues that need to be regulated by a minimum standards guideline.  Such issues may include, but are not limited to ICT infrastructures and connectivity, curriculum and pedagogy, teacher ICT capacity (training and support),  digital contents and resources, online safety and security, equity and inclusion, ICT management and coordination, Monitoring and Evaluation, Partnerships and Collaboration, Sustainability and Maintenance. It should be noted that detailed work on the mapping of these issues, and the perspectives of stakeholders may lead to enriching the list by coming up with more issues not listed here. 

TASK 2: Developing the guidelines: based on the mapping, the consultant should come up with a comprehensive guideline that prescribes the minimum standards requirements for the effective and efficient integration of ICT in the education sector at all levels and functions within the sector. 

TASK 3: Reporting and dissemination: at this stage, the consultant is required to deliver on the guidelines and support in the dissemination of the same, even beyond the contract duration if call upon to do so. 

Specific tasks in the assessment shall include 

Below are some of the specific tasks that the consultant shall need to map and develop guidelines for its regulations, control and implementation. ICT infrastructures and connectivity 

• Internet connectivity: how do we ensure reliable and affordable internet access for all schools? What are the options for o line technologies in low resourced areas with no internet connectivity and access?
• Device availability: Determine the type and number of devices required for students and teachers. The minimum standards may be expressed in terms of the efficiency ratio, e.g. teachers to computer ratio (TCR), learners to computer ratio (LCR), etc.
• Digital divide: Address disparities in access to ICT resources among different socioeconomic groups. This includes disparities between urban resourced areas and rural low-resourced areas, gender disparities, individual differences (slow learners vs fast learners), etc. 

Curriculum and pedagogy 

• Integration with curriculum: the guideline should prescribe how ICT is integrated into the curriculum, including the new competency-based curriculum, in a meaningful and effective way.
• Teaching methods: how to develop teaching methods that effectively incorporate ICT into the delivery of the competency-based curriculum, or the overall teaching and learning process.
• Assessment and evaluation: Determine how ICT will be used in assessment and evaluation of learning outcomes, including plagiarism control and cheating exams. 

Teacher ICT capacity (training and support) 

• ICT skills training: the guidelines should prescribe how training for teachers to develop ICT skills and competence should be conducted and achieved. This may need to include the requirement to have ICT Competency Framework for teachers, course modules, contents and certification in ICT skills.
• Pedagogical support: the guideline must show how to o er support for teachers to effectively integrate ICT into their teaching practices.
• Ongoing professional development: the guidelines must ensure the requirements for ongoing professional development opportunities especially for in-service teachers. 

Digital contents and resources 

• Digital content development: the document must provide guidance on how to develop or acquire customized high-quality local digital contents that align with the curriculum.
• Resource sharing: mechanisms for sharing digital resources among teachers and schools may be a necessity. Such practices as establishing community of practice groups, and OER may be a requirement.
• Content management: Determine how digital content will be managed and updated. Online safety and security
• Cyberbullying prevention: the guidelines must develop and provide strategies to prevent and address cyberbullying.
• Data protection: Ensure student data is protected and secure.
• Online safety: The document must establish guidelines for online safety and digital citizenship. 

Equity and inclusion 

• Accessibility: how can ICT resources be accessible to students with disabilities, girls and boys and children living in remote low-resourced areas?
• Cultural sensitivity: how can we customize ICT resources to be culturally sensitive and relevant to diverse student populations?
• Language support: Provide guidance for language support for students who may not speak the dominant language of instruction. 

ICT management and coordination 

• How do we establish and maintain effective ICT in Education Clearance Committee that meet regularly?
• How do we establish a steering committee, answerable to the ministry, to coordinate, monitor and report on ICT in Education activities?
• The document must guide on how to regulate and provide guidance for the coordination of ICT in education stakeholders, the different interventions and e orts to increase effectiveness and efficiency.
• Regulatory and policy frameworks to provide enabling environment for effective and efficient integration of ICT in the education system in Uganda.  Monitoring and Evaluation
• Impact assessment: Guidance on how to regularly assess the impact of ICT integration in the education system in Uganda.
• Progress monitoring: Guidance on how to monitor progress toward ICT integration goals.
• Evaluation and feedback: Evaluate the efectiveness of ICT integration and provide feedback to stakeholders. Such an evaluation may be within a period of two and a half years. 

Partnerships and Collaboration 

• Stakeholder engagement: The document must provide strategies for engagement with stakeholders, including teachers, parents, and community members.
• Partnerships: Establish partnerships with private sector organizations, NGOs, and other stakeholders to support ICT integration.
• Collaboration: Provide guidance on how to foster collaboration among government ministries (like MoICT&NG, Ministry of Energy, etc.), and MDAs, districts, and national authorities to strengthen resources pulling and joint effort in promoting ICT integration in the education sector. 

Sustainability and Maintenance 

• Funding: Determine funding sources for ICT integration and ensure sustainability.
• Maintenance and support: Establish mechanisms for maintaining and supporting ICT infrastructure.
• Upgrade and renewal: Plan for regular upgrades and renewal of ICT infrastructure.
• Others: Any other issues not mentioned here but may be identified during the mapping process. 

Deliverables 

The following are the expected specific deliverables from the consultant: 

1. Approved inception report prior to undertaking the assignment (not more than 20 pages).   
2. Mapping report on ICT issues in the education sector that need to be regulated (30 pages maximum).
3. Draft minimum standards guidelines for integration of ICT in the education sector (not more than 60 pages)
4. Final minimum standards guidelines for integration of ICT in the education sector (not more than 60 pages) 

Timelines 

The deliverables are expected to be completed within a period of 3 months (from 1^st September 2025 to 30^th November 2025). 

3.0. Responsibilities

MoES and UNESCO’s responsibilities shall include: 

1. Providing any reference documents on request to the consultant for the sole purpose of supporting the assignment.
2. Introducing the consultant to the study participants/respondents to o er access for the purpose of obtaining the required information in the desired quality.
3. Supervision of the consultant throughout the process.
4. Providing guidance to the consultant about the expected standards of conduct for all UN consultants.
5. Prepare a contract agreement with the consultant and ensure that the terms are honoured by all parties.
6. Manage and finance the stakeholders’ workshop for the validation and dissemination of the reports regarding the assignment.
7. Payment of professional fee to the consultant as stipulated in the terms of the contract. 

The consultant’s responsibilities shall include: 

1. Prepare and submit inception report to UNESCO prior to undertaking the assignment.
2. Prepare the tools for the data collection and submit to UNESCO and MoES for approval.
3. Undertake the assignment and complete within the specified period.
4. Prepare and submit final assignment report to UNESCO and MoES.
5. Prepares and submit invoices for payment to UNESCO.
6. Compliance with UN policies on zero tolerance to fraud and corruption, sexual exploitation and abuse, and safeguarding.
7. Mobilizing all logistics that s/he shall require to undertake the exercises of the assignment.
8. Participation in all workshops and dissemination activities regarding this assignment. 

4.0. Qualifications, Expertise and Experience 

? Qualifications/Expertise 

The lead consultant must have at least a master’s degree in social sciences, policy studies or ICT related discipline; and a bachelor’s degree in education, or any ICT related course. A PhD in the aforementioned fields will be an added advantage. 

The rest of the consultant team members must have at least a master’s degree in social sciences, policy studies or ICT. Strong experience in policy analysis is essential. 

? Required skills and experience 

The consultant must, in his/her application, show proof of skills in policy review, and evidence of extensive past experience in carrying out work in the same field. 

5.0. Work Plan

A detailed and realistic work plan that illustrates how the consultant shall commence and complete the assignment within the specified period should be developed and submitted. 

6.0. Monitoring and Reporting

The assignment shall be jointly monitored and supervised by UNESCO and MoES; and the consultant will report to the UNESCO Regional Director and Representative through a delegated authority to the Senior National Programme Coordinator (Head of O ice) on contractual matters, and directly to Associate National Project O icer (Mr. Titus Obali) UNESCO-Kampala on the day-to-day execution of the assignment. Regular updates and progress reports will be required to ensure alignment with the project's objectives and timely completion of the deliverables. 

7.0. Application Process

Interested consultants should submit the following: 

• A detailed proposal outlining the approach to the assignment.  (Maximum 7 pages) excluding the annexes.
• CV(s) highlighting relevant experience and qualifications mentioned in the previous section above. The academic credentials of the main consultant and the team members must be attached to the proposal as annexes.
• A realistic financial proposal including a breakdown of costs.
• The work is estimated to take 90 calendar days for one person to complete. The consultant is therefore expected to factor this in his/her work plan considering the number of team members s/he wishes to use. 

Contact information 

Applications should be submitted to t.obali@unesco.org, copying c.draecabo@unesco.org. 

8.0. Submission Deadline 

The narrative and financial proposals must be submitted by August 11, 2025. 

9.0. Evaluation Criteria

All submitted proposals shall be evaluated based on understanding of the assignment, relevant experience and qualifications, methodology and approach, feasibility of the work plan, and realistic financial proposal. 

The deliverables are expected to be completed within a period of 3 months (from 1^st September 2025 to 30^th November 2025). 

Table 1: Breakdown of the detailed evaluation criteria 

• Understanding of the assignment as per the terms of reference- 20
• Relevant Qualifications of the consultant and team members- 15
• Relevant experience of the consultant and team members- 15
• Clarity and correctness of the approach and methodology- 20
• Realistic and feasible work plan-15
• Realistic financial proposal- 15 

10.0. Contact for inquiry 

For any further information, please send your inquiry to t.obali@unesco.org, c.draecabo@unesco.org or d.avinyia@unesco.org