E T Consultant Edu Analytics
Job #:
req38997
Organization:
World Bank
Sector:
Education
Grade:
EC1
Term Duration:
1 year 0 months
Recruitment Type:
Local Recruitment
Location:
Washington, DC,United States
Required Language(s):
English
Preferred Language(s):
Closing Date:
10/31/2026 (MM/DD/YYYY) at 11:59pm UTC
Description
The Extended Term Consultant (ETC) will work full time with the EduAnalytics team to support delivery of the FY27 work program (see Appendix 1). The ETC will lead data management, tool development, and analytical work related to the Global Learning Assessment Database (GLAD), Learning Poverty (LP), and other education data. The ETC will also contribute to work on Learning-Adjusted Years of Schooling (LAYS), WBG education portfolio analytics, Corporate Scorecard indicators (CSCs), and the Policy and Governance Review (PGR).
The ETC will be a core team member and is expected to work flexibly across assignments, with a primary focus on the following tasks:
• Produce high quality, timely analytics, particularly on Learning Poverty, learning assessments, Corporate Scorecard indicators, and other education data.
• Strengthen the reproducibility and scalability of analytics using existing tools and workflows (e.g., GitHub), while proposing and developing improvements to meet evolving business needs.
• Maintain and expand data harmonization for education statistics and WBG portfolio results, incorporate new datasets and variables, and produce related analyses.
• Develop and maintain visualizations, dashboards, tables, tools, and graphs in response to management and operational requests.
• Contribute to the preparation of selected briefs, blogs, reports, and analytical papers.
• Collaborate closely with EduAnalytics team members on data management, quality assurance, analytical outputs, briefs, technical notes, and papers.
• Perform other tasks as required to support the team's work program.
The selected candidate will be mapped to the Education and Skills Global Unit (WKHE1) and will report to Elizabeth Ninan Dulvy, Manager, WKHE1. The candidate will work closely under the supervision of Dilip Parajuli, Senior Economist, WKHE1, who coordinates the EduAnalytics workstream.
Selection Criteria
• At least a master's degree in economics, public policy, data science, statistics, or a related discipline, with advanced quantitative coursework and an excellent academic record with minimum 2 years of relevant experience.
• Significant demonstrated experience conducting social science or economic research (preferably related to education or human capital), including the application of data science, econometric, and statistical methods.
• Experience managing large databases, including implementing rigorous data quality checks and resolving data issues.
• Experience working with data, tools, and analytics related to education and skills subsectors.
• Demonstrated ability to produce open, reproducible outputs (databases, scripts, tools, analytics).
• Experience using code management platforms such as GitHub.
• Strong quantitative and analytical background.
• Strong command of Stata or R (ideally both).
• Excellent written and oral communication skills in English, with the ability to translate complex research findings into policy relevant language.
Critical Success Factors
• Outstanding organizational skills and strong attention to detail.
• Ability to manage multiple tasks in a dynamic, fast paced environment, respond to emerging needs, and follow up effectively.
• Capacity to independently identify opportunities where analytics or improved data workflows can support evidence based policymaking.
• Ability to work independently while exercising sound judgment in seeking guidance when needed.
• Strong interpersonal and diplomatic skills, cultural sensitivity, and mature judgment.
• Demonstrated ability to work effectively in multicultural environments and maintain strong working relationships with diverse stakeholders.
Desirable (but Not Required) Experience
• Experience working in developing countries or with data from developing countries.
• Proficiency in programming languages beyond Stata and R, such as Python.
• Experience in monitoring and evaluation, results frameworks, psychometrics, survey design and administration, or sampling.
• Experience working with global databases and assessing their uses and limitations.
Competencies
• Client Orientation - Translates insights into practice across disciplines, hierarchies, and geographies to meet client needs.
• Drive for Results - Delivers high quality outputs that contribute to measurable results.
• Analytical Decision Making - Applies rigorous quantitative analysis to inform clear, practical policy advice.
• Teamwork and Inclusion - Fosters collaboration and innovation across teams and stakeholders.
• Knowledge, Learning, and Communication - Communicates clearly and effectively and ensures knowledge is captured and shared.
• Make Smart Decisions - Evaluates diverse information sources and advances work decisively.
Institutional Commitment
Appendix 1. Summary of EduAnalytics Work Program (FY27)
• Goal 1. Learning Data Analytics: Produce, quality-assure, and strategically use global and country learning metrics to generate timely, policy-relevant evidence on learning outcomes, disparities, and trends.
Metrics:
o Deliver and release a standardized set of quality-assured PISA 2025 country briefs by September 2026, translating results into clear policy messages for country and regional teams.
o Produce and disseminate the Global Learning Poverty Update and accompanying country briefs by February 2027, providing updated evidence to inform policy dialogue and operational priorities.
o Complete quality-assured updates of HLO estimates and the education component of HCI+ by February 2027, with transparent methods and consistent cross-country comparability.
o Maintain and expand GLAD throughout the year by incorporating newly available national, regional, and global assessment data and applying consistent documentation and quality-control standards.
• Goal 2. Learning Assessment: Strengthen country and regional capacity to design, sustain, and use fit-for-purpose learning assessment systems that generate credible evidence, support better decision-making, and enable SDG reporting.
Metrics:
o Launch ALMA Round 2 grants by October 2026 with clear selection criteria, implementation arrangements, and technical support for participating teams.
o Develop and launch the Use of Learning Data course module by January 2027, equipping country and regional teams with practical approaches to interpret and apply assessment evidence.
o Synthesize and report the achievements, implementation lessons, and emerging results of ALMA Round 1 grants by April 2027 to inform future grant design and country support.
o Produce the Global Tracker of Learning Assessments report by May 2027, documenting assessment coverage, system gaps, and priorities for strengthening national learning data systems.
• Goal 3. Corporate Scorecard Results Indicators: Ensure credible, consistent, and decision-useful reporting of the Education CRI, More and Better Jobs (MBJ) CRI, and SkillUp IP Target by leading implementation guidance, technical support, and quality assurance across education operations.
Metrics:
o Review and clear MBJ estimates for EduSkills lending operations throughout the year, providing timely technical support that enables country and regional teams to apply the methodology consistently.
o Establish effective coordination with the Outcomes Department, other Global Knowledge departments, and regional teams to strengthen governance, monitoring, and reporting of the SkillUp IP Target throughout the year.
o Coordinate reporting and quality assurance for the Education CRI throughout the year, supporting country teams to submit complete and credible results and completing validation with the Outcomes Department between May and July 2027.
o Refine and operationalize MBJ estimation methodology, guidance, and templates throughout the year to improve usability, methodological consistency, and the quality of estimates across education operations.
• Goal 4. Policy and Governance Review (PGR) of Foundational Skills: Develop and operationalize a rigorous, user-friendly Policy and Governance Review diagnostic that helps countries identify institutional and policy constraints to foundational skills and prioritize reforms across early childhood, primary, and secondary education.
Metrics:
o Complete a draft PGR diagnostic framework and supporting instruments by December 2026, with clear domains, evidence standards, scoring guidance, and implementation protocols.
o Pilot the diagnostic in selected countries by March 2027 and systematically document feedback, feasibility issues, and lessons for refinement.
o Prepare evidence-based PGR country briefs for pilot countries by May 2027, identifying key policy and governance constraints and actionable reform priorities.
o Finalize the PGR diagnostic and initiate a structured country rollout by May 2027, supported by practical guidance, quality-assurance arrangements, and a scalable implementation approach.
WBG Culture Attributes:
1. Sense of urgency: Anticipate and quickly respond to the needs of internal and external stakeholders.
2. Thoughtful risk-taking: Challenge the status quo and push boundaries to achieve greater impact.
3. Empowerment and accountability: Empower yourself and others to act and hold each other accountable for results.
World Bank Group Core Competencies
As per WBG policy, an Extended Term (ET) appointment is subject to a lifetime maximum of three (3) years. Former and current ET staff who have completed or are in the process of completing their third-year ET appointment are not eligible for future ET appointments.
