Program Overview:    

FPSP, also referred to as the ‘Platform’, a Department of Foreign Affairs and Trade (DFAT) investment, will contribute to the delivery of Fiji’s national development priorities, in line with the Australia’s International Development Policy, the Fiji-Australia Vuvale Partnership and the Development Partnership Plan. 

The Platform will deliver key bilateral programs, such as health, education, scholarships, social infrastructure, governance, climate and emergency preparedness and response. Platform activities will identify and address climate risks, promote climate action, and gender equality, disability and social inclusion (GEDSI) across and beyond the sector programs.

The Platform has three functional Outcomes: 

1. The Platform has delivered its sector program outcomes, including through supporting strategic coherence, planning, partnerships management, data and learning across the portfolio of investments.
2. The Platform has prioritised gender equality, disability-inclusive development, and climate and disaster resilience, in its systems and practices. This includes in how it undertakes sector programming and its engagement with selected Government of Fiji (GoF) agencies.
3. The Platform administers timely and efficient programming that is: value for money; maximises use of local supply chains; and supports good governance, and public diplomacy, effective decision making and risk management.

The Platform implements over fifty percent of Australia’s bilateral development support to Fiji across a range of sector programs in education, health, Australia Awards, disaster response, cyclone recovery, social infrastructure and technical assistance to improve public sector governance in Fiji.   

The Platform integrates cross-cutting themes, including gender equality, disability and social inclusion (GEDSI), climate and disaster resilience, across sector programs. In particular, the Platform seeks to strengthen program outcomes by better addressing the needs of targeted populations including those who are often marginalised. 

AFEP Overview:

The Australian Government is supporting Fiji’s education sector through the Australia Fiji Education Program (AFEP, the Program) working with the Ministry of Education (MoE). 

The objective of the AFEP is “to work with the Government of Fiji under the Vuvale Partnership to catalyse quality education delivery for all Fijian children”. 

The changes expected by the end of the five-year program are: 

• EOPO 1: Schools, particularly trial schools, have improved student literacy and numeracy outcomes, supported by enabling policies, plans and data from the Ministry of Education. 
• EOPO 2: Heads of schools and teachers, supported by enabling policies and data from the Ministry of Education, provide a safe, resilient and inclusive learning environment for all students, particularly in trial schools. 

Four intermediate outcomes will provide pathways to meet these end of program outcomes in priority areas, like implementation of the revised literacy and numeracy curriculum in primary and secondary schools, professional development interventions, analysis and improvement of the Fiji Education Management Information System (FEMIS), as well as GEDSI and student wellbeing.  

The funding for the program is approximately AUD45 million over 9 years (5 years, with an option to extend for a further 4 years) and delivered through a range of activities to achieve the program’s objectives. Implementation modalities include technical advice, procurement of technical services and goods, minor works and infrastructure upgrades, capacity building and training support, support to Ministry led initiatives and innovations, and grants to civil society organisations (CSOs). 

Position Summary:   

The Education Research Specialist (Student Retention and Attrition) will lead a comprehensive study on school retention, drop-out, and re-engagement in Fiji, with a focus on boys and girls with and without disabilities. The role will provide technical leadership and analytical support to AFEP and the Ministry of Education (MoE) to better understand patterns and drivers of student attrition and inform strategies to improve retention and re-engagement. The role may be undertaken by a team with complementary expertise in education research, data analysis, qualitative fieldwork, and policy communication, with a designated team lead to ensure coherence, quality assurance, and timely delivery of outputs.

Key Responsibilities:

Working in close collaboration with the Ministry of Education (MoE), the consultant will be responsible for the following services:

Literature and Policy Review

Review relevant policies, strategies, and reports (including the SIE policy, Education Act, and national education plans) to establish the existing policy and programming context for student retention. Summarise key findings from global and Pacific regional studies to identify good practices and applicable frameworks.

Data Mapping and Analysis: 

Analyse existing administrative and survey data (e.g. FEMIS, MICS, EMIS, MoE records) to identify patterns of school attrition, retention, and re-entry—disaggregated by gender, disability, geography, and other relevant factors. Assess availability, reliability, and gaps in current data systems.

Qualitative Fieldwork and Stakeholder Engagement

Conduct interviews and focus groups with students (in and out of school), teachers, parents, community leaders, and MoE officials to explore drivers of drop-out and barriers to retention. Pay close attention to the lived experiences of students with disabilities, girls, and students in rural or remote areas. Engage with NGOs, inclusive education providers, and other education stakeholders to identify existing interventions and lessons learned.

Evaluation of Current Interventions

Assess the effectiveness of existing school-level, system-level, and community-based interventions aimed at improving student retention. Identify enablers and barriers to successful implementation.

Development of Recommendations

Develop evidence-based recommendations for policies, programs, and practices that can improve retention and reduce early school drop-out. Highlight considerations for strengthening the Special and Inclusive Education policy, parental engagement, and school-level support mechanisms.

Reporting and Dissemination

Produce a comprehensive final report outlining findings, analysis, and recommendations. Prepare a summary brief (2-4 pages) and presentation materials (full report and PowerPoint) for MoE and AFEP stakeholders. Participate in and support MoE counterparts to lead validation and dissemination workshops.

Key Deliverables:

 Inception Report and Work Plan

Develop a detailed work plan outlining methodology, timeline, and engagement approach, in consultation with MoE and AFEP.

Research, Literature and Policy Review

Review national and regional education policies, SIE policy, and relevant studies to establish context and identify good practices. Prepare a desk review for AFEP for submission to MoE and DFAT. 

Data Mapping and Analysis

Analyse available administrative and survey data (FEMIS, MICS, EMIS) to identify patterns and gaps related to retention and drop-out.

Synthesis and Review of Emerging Findings

Prepare a brief synthesis report that brings together key insights from the literature/policy review and data mapping. This internal document will highlight emerging themes, gaps, and priority areas for further exploration during fieldwork. Present findings to AFEP and MoE in a short review meeting to validate the focus and scope of qualitative fieldwork and stakeholder engagement.

Qualitative Fieldwork and Stakeholder Engagement

Conduct fieldwork with students, teachers, parents, community leaders, and NGOs to understand drop-out factors and successful interventions.

Evaluation of Current Interventions

Through consultations, research and analysis, assess the effectiveness of current school, system, and community-based initiatives aimed at improving retention.

Draft Report

Submit a draft report detailing findings, analysis, and recommendations for review by AFEP. Conduct a validation workshop with MoE and key stakeholders to substantiate findings. 

Final Report and Dissemination

Revise and finalise the report, incorporating feedback from stakeholders to ensure accuracy, clarity, and relevance for submission.

Develop and deliver communication products to support the dissemination of key findings and recommendations, including:

• A 2–4 page summary brief 
• Presentation materials, including a PowerPoint slide deck
• A tailored brief for policy writers and decision-makers

Support the Ministry of Education in planning and facilitating a dissemination workshop to present findings and engage key stakeholders

Key Working Relationships:

Reporting to

• AFEP Team Lead 

Other:

• MoE: Senior Education Officer Research and Team
• Platform Cross-cutting Priorities Hub 
• Senior Specialist, Education Evaluation & Research
• AFEP FEMIS Adviser

Selection Criteria:

The Education Research Specialist (Student Retention and Attrition) will demonstrate a combination of technical expertise, contextual experience, and an inclusive, ethical approach to education research in Fiji. The ideal candidate will meet the following selection criteria:

Qualifications and Experience

• A master’s degree in education with relevant experience in special or inclusive education, or similar. 
• A minimum of 10 years’ experience working in education, research and/or special education.

Knowledge and Skills

• Demonstrated experience leading or contributing to research on student retention, drop-out, re-engagement, or related areas such as child protection, gender, disability inclusion, or youth development.
• Strong knowledge and experience in designing and conducting qualitative research and participatory fieldwork, particularly with children and marginalised groups.
• Experience in education sector analysis, policy communication, and curriculum development is highly desirable.
• Familiarity with Fiji’s education context and experience working in the Pacific and/or internationally in inclusive education programming is an asset.
• Strong understanding of the Fijian education system and socio-cultural context.
• Understanding of child rights, human rights principles, and the importance of ethical and child-safe research.
• Demonstrated commitment to Gender Equality, Disability and Social Inclusion (GEDSI) in all aspects of the assignment.
• Awareness of DFAT’s child protection policy and other relevant donor safeguarding standards.
• High-level written and oral communication skills, including the ability to communicate sensitively and effectively with diverse stakeholders.

TOR can be viewed here : FPSP TOR Education Research Specialist (Student Retention and Attrition)