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Global Education Monitoring Report
Article
UNESCO is inviting proposals from individuals and organizations for the following work assignment.
1. Background
The Global Education Monitoring (GEM) Report is an editorially independent, evidence-based annual report hosted and published by UNESCO. Established in 2002, its current mandate derives from the 2015 World Education Forum and focuses on monitoring education in the Sustainable Development Goals (SDGs) and the implementation of the strategies outlined in the Education 2030 Framework for Action. Accordingly, each report has two parts:
Between the 2019 and 2023 GEM Report cycles, all SDG regions were covered through regional reports that examined all aspects of the global report in individual regions in partnership with regional organizations and partners. Based on that experience, a new series of regional editions has been launched beginning from the 2024/5 GEM Report cycle, linked to selected aspects of the theme of the global report.
Three regional editions of the 2024/5 GEM Report are envisaged:
2. Objectives
The Work will focus on the preparation of a case study on education leadership and digital transformation in Mongolia. Digital transformation is one of several areas in which education leadership is exercised, a concept described in the concept note of the 2024/5 GEM Report. While ambitious digital transformation reforms are being introduced all over East Asia, which aim to introduce not just new digital infrastructure but also ensure that curricula and pedagogies are adapted to improve learning, the role that education leaders can play in accelerating their implementation receives insufficient attention.
A common conclusion of the education leadership literature is that there is no evidence of a school that has turned itself around without an effective leader. It is therefore to be expected that the same should be true of schools that have undergone successful digital transformation. School principals are often the first to move and innovate, for instance bringing digital education resources to their schools. Committing to clear school development goals, exercising good leadership practices, and integrating technology tend to be interrelated but understanding the links merits closer analysis. School principals must balance the needs, motivation and expectations of teachers, students, families and the school community. Leaders can facilitate a digital culture through authority or bureaucratic influence, but also through an ability to engage teachers to integrate digital resources into their pedagogical models to improve learning.
While they receive less attention in the literature education leaders in local government education offices are also responsible for the implementation and follow-up of central government initiatives and reforms aimed at digitally transforming the education system. These leaders need to play multiple roles: understand the objectives of the reform, take initiative in identifying schools and leaders that will champion the reform and serve as example to others, support schools and school leaders, provide feedback to central authorities on how the reform progresses and what finetuning is required to overcome obstacles, adapt policies, and – if they have the authority – redistribute resources based on needs.
Not least, digital transformation reforms need policy makers and experts who lead at both the design and the implementation phase by example, their knowledge, clear vision on how technology can (or cannot) improve learning, of the reform, and openness (in terms of stakeholder engagement, consultation and use of evidence) in order to put learners at the centre.
Relevant questions include the following:
The case study will explore how education leadership is manifested in digital transformation reforms in Mongolia through a comprehensive analysis of national policies and practices.
In particular, the case study will:
3. Outputs
The Work will consist of a report of approximately 10,000 words (excluding appendices, annexes, and bibliographies) written in English and translated in Mongolian in time for the launch. at a very good level and structured as follows:
Bibliography (with hyperlinks if available online and PDFs if not)
Appendix
The country case study shall not be circulated or published in any form without prior approval from the GEM Report. Once approved, the outputs should specify that work has been prepared for the 2025 regional edition on education leadership and digital transformation in East Asia.
Background research shall follow the UNESCO and GEM Report Style Guide.
4. Timeline
The Contractor shall submit to the GEM Report team for its approval:
5. Submission of proposal
The GEM Report team hereby invites interested individuals and organizations to contribute to the preparation of case studies to inform the research.
The proposal should include:
The deadline for submission is 22 March 2024.
The following are the selection criteria:
Commissioning will take place in March 2024 and the country case study is expected to be completed by September 2024.
Please send your proposal in English along with the attachments in one PDF file to Ms Francesca Endrizzi (f.endrizzi@unesco.org), using the subject line Regional edition on education leadership and digital transformation in East Asia. Please also specify in your proposal if you are applying as an individual or an entity.
Any requests for additional information should be addressed in writing to f.endrizzi@unesco.org. All responses to any queries or clarification requests will be collected and made available to all applicants on the GEM Report website via this link by 11 March 2024.
Participation in this call for proposals does not guarantee that the organisation or individual expert will be ultimately selected.
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