National Consultant for school connectivity model implementation support.
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For every child, the right to Education
Background:
Bhutan has made good progress in integrating ICT into education through initiatives such as iSherig 1 and 2, the Digital Drukyul Flagship Programme, and reforms under the 13th Five-Year Plan, expanding computer access, curriculum integration, and school connectivity. However, gaps remain in infrastructure, service quality, cybersecurity, and digital literacy, especially in rural schools, SEN institutions, and TVET centres.
In response to these challenges, MoESD and UNICEF Bhutan, with financial support from the European Union, is implementing the action titled “Supporting Inclusive Access to Digitalisation in Education and Skills in Bhutan.” This initiative aims to improve learning outcomes and skills development through investments in digital transformation and focuses on three interconnected pillars: connectivity, digital content, and capacity building.
Under this initiative, a national Connectivity Gap Analysis and Connectivity Models Study was conducted to assess infrastructure, access, service quality, cybersecurity, digital literacy, and governance challenges. The study proposed three-tiered connectivity models—Satellite-Based Network, Hybrid Network, and Smart Campus Network—tailored to diverse school contexts across Bhutan. While the models provide technical specifications, cost estimates, standards, and implementation phases, their successful scale-up requires structured institutional coordination, clearly defined operational procedures (SOP), enforceable service agreements (SLA), and sustainable partnership mechanisms (PPP).
This consultancy will support the MoESD, in collaboration with GovTech Agency and other stakeholders, to institutionalise and operationalise the connectivity models through development of SOPs and SLAs, structured stakeholder mapping and coordination frameworks, and the establishment of sustainable PPP mechanisms under the EU-UNICEF supported digitalisation initiative.
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Purpose of Activity/Assignment:
To institutionalise different connectivity models in Bhutanese schools through development of a nationally endorsed Standard Operating Procedure (SOP) and Service Level Agreements (SLA), structured stakeholder coordination framework, and establishment of sustainable public-private partnerships (PPPs) to support school connectivity and digital literacy implementation.
Scope of Work:
1. Review and analyse existing policies, frameworks, and implementation documents related to school connectivity and digitalisation in Bhutan.
a. Review relevant national policies, strategic plans, and reports related to school connectivity and digital transformation, including iSherig 2, the Digital Drukyul Flagship Programme, the 13th Five-Year Plan, the National Education Policy, ETF, and relevant GovTech and telecom frameworks.
b. Identify gaps, inconsistencies, or overlaps in governance, coordination mechanisms, service standards, and accountability frameworks that may affect effective implementation of school connectivity models.
c. Engage with key stakeholders within the MoESD, GovTech Agency, BICMA, Bhutan Telecom, TashiCell, Bhutan Power Corporation, and other relevant entities to gather insights on coordination challenges, service delivery issues, and institutional bottlenecks.
d. Develop a structured methodology for stakeholder mapping and coordination analysis, ensuring representation across national, district and thromde levels, and covering different school types (primary, lower secondary, middle secondary, higher secondary, SEN, TVET) and geographic contexts (urban and rural).
2. Develop stakeholder mapping and a coordination framework for school connectivity implementation.
a. Identify and map all relevant public and private sector stakeholders involved in connectivity infrastructure, service provision, regulation and maintenance, and digital literacy initiatives.
b. Analyse institutional roles, mandates, reporting lines, and areas of overlap or duplication in school connectivity implementation.
c. Facilitate consultations and coordination meetings with stakeholders to validate roles and clarify responsibilities.
d. Develop a risk and mitigation matrix covering technical, operational, financial, and institutional risks related to national scale-up of the connectivity models, along with practical mitigation strategies.
e. Develop a national stakeholder coordination framework, including communication protocols, escalation mechanisms, accountability structures, risk mitigation and monitoring arrangements.
3. Develop a comprehensive Standard Operating Procedure (SOP) and Service Level Agreement (SLA) framework for implementation of school connectivity models.
a. Develop a detailed SOP outlining procedures for connectivity model selection, infrastructure deployment, configuration, testing, maintenance, monitoring, and sustainability.
b. Define minimum connectivity standards, including bandwidth benchmarks, campus-wide coverage requirements, vendor-neutral equipment specifications, and cybersecurity safeguards.
c. Develop a structured SLA framework outlining minimum uptime requirements, performance guarantees, fault reporting mechanisms, response and resolution timelines, and service quality monitoring indicators.
d. Align the SOP and SLA framework with national education and ICT policies to ensure institutional ownership and long-term sustainability.
e. Facilitate stakeholder validation workshops to refine and finalise the SOP and SLA documents prior to formal endorsement.
4. Structure and facilitate Public-Private Partnerships (PPPs) to support sustainable school connectivity and digital literacy initiatives.
a. Identify potential private and public sector partners that can support connectivity expansion, infrastructure upgrades, bandwidth provision, device access, renewable energy solutions, and technical support.
b. Develop a PPP framework outlining partnership models, co-financing arrangements, cost-sharing mechanisms, Corporate Social Responsibility (CSR) engagement opportunities, and sustainability strategies.
c. Facilitate consultative meetings and negotiation discussions between government agencies and potential partners.
d. Draft Memorandum of Understanding (MoU) or partnership agreements clearly defining roles, contributions, deliverables, monitoring indicators, and reporting requirements.
e. Support the formalization of at least two strategic partnerships to support connectivity model implementation.
5. Submit and present comprehensive outputs and recommendations for national scale-up.
a. Organise all outputs into structured reports, including an executive summary, background, methodology, stakeholder mapping analysis, SOP framework, SLA framework, PPP framework, and recommendations.
b. Present key findings and frameworks to MoESD, GovTech, and relevant stakeholders through validation workshops and technical briefings.
c. Provide actionable short-term and long-term recommendations to strengthen coordination, enforce service standards, enhance accountability, and ensure sustainability of school connectivity.
d. Submit final endorsed documents to the Ministry of Education & Skills Development and UNICEF Bhutan, including all supporting documentation and annexes in both electronic and required print formats.
Minimum Requirements:
1. Education Qualification:
- Master’s degree in a relevant field (Information and Communication Technology (ICT), Network Engineering, Digital Transformation, Education Technology, Engineering), combined with demonstrated experience in connectivity systems, institutional coordination, and operational framework development.
2. Work experience/Knowledge/Expertise/Skills required
- Minimum of 5 years of experience in ICT infrastructure, connectivity projects, or digital transformation initiatives, preferably within the education or public sector.
- Experience in developing operational frameworks such as SOPs, SLAs, governance, or coordination mechanisms related to ICT systems.
- Demonstrated experience in stakeholder coordination and facilitating multi-sector consultations, including government and private sector partners.
- Experience in supporting or structuring public-private partnerships (PPPs) and drafting MoUs or service agreements.
- Strong knowledge of connectivity technologies (fibre, satellite, LTE/4G/5G, wireless networks) and their application in institutional settings.
- Strong analytical and report writing skills. Experience with UN or development partner projects is an asset.
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