Consultant - Preparation of a technical background paper and policy brief on Transformative ED

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**OVERVIEW** ------------ Parent Sector : Education Sector (ED) Duty Station: Bangkok Job Family: Education Type of contract : Non Staff Duration of contract : From 1 to 6 months Recruitment open to : External candidates Application Deadline (Midnight Bangkok Time) : 20-FEB-2022 UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism OBJECTIVE --------- To prepare a technical background paper and policy brief in English that describes and critically examines education sector efforts to transform education in Asia and Pacific region, with specific focus on Education for Sustainable Development (ESD) and Global Citizenship Education (GCED); and creates linkages with Health and Well-being, supported by intersectoral actions that enable learners to cultivate the values, skills, behaviors and attitudes to promote sustainable development, wellbeing and resilience, within the context of COVID-19-related education system recovery. The paper is intended to guide the thematic panel discussion on Transformative Education at the 2nd Asia-Pacific Regional Education Ministerial Conference (APREMC-ll) in 2022 and provide Ministers with the relevant information and recommendations for their consideration towards enhancing transformative education in Asia and Pacific region in response to COVID-19 and beyond. The paper will focus on analysis of existing data and evidence pertaining to ESD and GCED from Asia-Pacific region; and governments’ efforts to advance transformative education, focusing on ESD, GCED as well as linking with learners’ health and well-being. As such, it will analyze evidence and data, and describe initiatives within the nexus of (a) education for sustainable development, including the four overarching and intertwined dimensions of sustainable development, namely: society, environment, culture and economy . While environment and climate change are included as core aspects, the paper will address the broader paradigm of the four dimensions of sustainable development; (b) global citizenship education as a means to empower learners to become resilient citizens who enable “peaceful, tolerant, inclusive, secure, and sustainable societies” ; and create linkages with (c) health and well-being of learners, and not dive into analysis on school health, nutrition and wellbeing interventions. The analysis will include the extent ESD and GCED are mainstreamed in the laws, policies, curricula, and teacher training in education systems in Asia and the Pacific. Recalling the three main focus areas of APREMC II, in summary, the paper discusses (i) how transformative education can contribute to transforming education systems and building resilience (e.g., more flexible, more inclusive, resilient, more digital, more environmentally friendly and sustainable systems); (ii) how it contributes to learning recovery and improving learning outcomes for all (addressing the learning crisis), and (iii) what is required in terms of increased and better investments for transformative education (enablers for transformation); (iv) provide a short evidence-based overview on the relevance of transformative education in the Asia-Pacific region for learners, youth, and teachers (v) present Asia-Pacific analysis of existing data pertaining to ESD and GCED, and the extent to which ESD and GCED are mainstreamed within national policies, curricula, teacher trainings and classroom pedagogy; drawing from global, regional, and national studies, reports, etc.; (vi) present promising practices at regional and national levels on education sector efforts to advance ESD and GCED through support to teachers and learners beyond COVID-19; (vii) note how such efforts are being, or could potentially be associated with measures to support learning recovery and building back better, highlighting the post-COVID-19 role of ESD/GCED; (iv) identify gaps, challenges, risks and opportunities among the experiences and initiatives documented; and, (v) build on existing guidance produced by partners such as UNESCO UIS, UNICEF, World Bank, WHO, and others with focus on ESD and GCED, vis-a-vis education sector resilience and recovery from COVID-19, proposing a synthesis of concrete and practical recommendations to advance efforts by the education sector for full realization of SDG goals and targets in the region related to transformative education with focus on Target 4.7, namely ESD and GCED, with linkages to health and wellbeing. **OVERVIEW OF THE FUNCTIONS OF THE POST** ----------------------------------------- **BACKGROUND** Since its inception, UNESCO has advocated for the transformative power of education. Its work has been guided by, among others, the 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms, Sustainable Development Goal Target 4.7., and more recently the UNESCO report Reimagining our futures together: a new social contract for education (2021). To provide support to Member States, within the framework of UNESCO’s Education Sector programme for the period 2022-2025, Output 3 focuses on transformative education for a peaceful, healthy and sustainable world. Mission 4.7 advocates that “Learners are empowered to lead healthy lives, promote sustainable development and engage with the world as creative and responsible global citizens” (UNESCO, 2022). UNESCO’s work in this area contributes to SDG4 esp. targets 4.7, 4.5, & SDG3, 12 & 13. The recent UNESCO report on Reimagining our Futures Together (2021) calls for a new social contract for education and there is an increasing consensus that Education for Sustainable development (ESD), Global Citizenship Education (GCED) must be placed at the center of development in order to redefine our relationships with each other and the planet. This International Commission on the Futures of Education report published by UNESCO, provides insights and recommendations on transformation of education discourses around the world. The report reiterates on the necessity of shifting from traditional school education towards new models of education based on cooperation and solidarity between teachers and learners. In this regard, in Asia-Pacific region, multiple initiatives have been adopted by the countries and education policymakers in order to further mainstream the concepts of global citizenship education (GCED) and education for sustainable development (ESD) in school curricula and classroom pedagogy. Still, Asian countries have a long road to go for the full inclusion of these concepts in their educational practices. MAJOR DUTIES AND RESPONSIBILITIES --------------------------------- Evidence at global level reveals that progress is uneven towards the realization of ESD and GCED and health and well-being of learners. For example, recent UNESCO Data from 71 countries around the world (11 countries from AP) on the progress of SDG 4.7 reveals that over 90% of the countries reported that they had mainstreamed ESD and GCED themes in their laws, policies, and curricula. While governments’ policy commitments appear encouraging, in the Asia-Pacific region gaps remain between such country commitments and national implementation efforts to advance ESD and GCED principles in curricula, teaching and learning. While the data gathered presents a global overview, there is a need for closer examination of data focusing on countries specific to Asia-Pacific region to look at variations between and within countries in Asia-Pacific. While governments’ policy commitments appear encouraging, in the Asia-Pacific region gaps remain between such country commitments and national implementation efforts to advance GCED and ESD principles in curricula, teaching and learning. Alongside inadequate financial, technical, and human resources, weak implementation is further exacerbated by insufficient know-how. A global survey of 58,000 teachers, conducted by UNESCO and Education International shows that many teachers are motivated for teaching and learning on these themes - over 90% of those surveyed think issues relating to ESD and GCED were important and over 80% wanted to continue learning about them. Despite this high motivation among teachers, a quarter of them still do not feel ready to teach themes related to ESD and GCED. Furthermore, despite recent global attention on the need to confront the history of racism and discrimination, 15% of teachers cannot explain these issues to their students. One in four do not feel ready to teach human rights and gender equality. While countries in Asia-Pacific participated in the study, we do not have region-specific cross-sectional analysis focusing on countries in Asia-Pacific. Long Description ---------------- Shortcomings in teacher preparation combine with those in curriculum relevance and comprehensiveness, as noted in the findings of the Asia-Pacific 5-year progress review of SDG 4 which show that topics such as gender equality and a culture of peace and non-violence are often not adequately addressed in national curricula, and where they may be written into curricula the quality of delivery may be questionable or otherwise unknown. Moreover, Education for Sustainable Development is recognized as an integral element of Sustainable Development Goal (SDG) 4 on quality education and a key enabler of all other SDGs . The ESD for 2030 framework adopted in 2019 focuses on five priority action areas (advancing policy, transforming learning environments, building capacities of educators, empowering and mobilizing youth, accelerating local level actions), and invites Member States to develop their respective country initiatives based on their priority needs and opportunities in view of mainstreaming ESD in education and sustainable development in each country’s context. Several countries in the region have committed to this process, and during APREMC-II, good practices will be shared and discussed. To enrich discussions at APREMC-II, there is a need to present analysis of existing data and evidence pertaining to Asia-Pacific Member States that is available in global, regional, and national reports, studies, and conference proceedings (such as UNESCO’s recent 5th Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being). Specific focus on analysis pertaining to Asia and Pacific countries will shine a light on the current situation within and across countries in Asia and the Pacific; and enable Member States to have region-specific analysis to develop targeted, synergistic and transversal approaches for delivering on SDG target 4.7. **2nd Asia-Pacific Regional Education Ministers’ Conference (APREMC-II) 2022** ------------------------------------------------------------------------------ UNESCO Asia and Pacific Regional Bureau for Education (UNESCO Bangkok), in partnership with UNICEF Regional Office for South Asia (ROSA), UNICEF East Asia and Pacific Regional Office (EAPRO), the Thai Ministry of Education and the Ministry of Education, Cultures, Sports, Science and Technology (MEXT) of Japan, will organize the 2nd Asia-Pacific Regional Education Ministers’ Conference (APREMC-II) in June 2022. The focus of the conference is on “Education Recovery and Transformation towards more Responsive, Relevant and Resilient Education Systems: Accelerating progress towards SDG 4-Education 2030”. Specifically, the conference aims to: • Take stock and reflect on the first 7 years of progress towards SDG4-Education 2030 in Asia and the Pacific; • Identify challenges in progressing towards SDG4 in the region, with a focus on the impact of COVID-19 and COVID-19 responses; • Share and learn from effective policies, practices and innovations for education recovery and system transformation; • Identify, and agree on priority areas of action and strategies, and key steps going forward for education/learning recovery and system transformation beyond COVID-19 to accelerate SDG4 implementation in the region, and generate recommendations for action. To inform the discussions of Member States during the Conference on priority actions and strategies for effective education/learning recovery and system transformation to accelerate SDG4 implementation in the region and generate recommendations for action, UNESCO Bangkok Office is looking for an individual consultant to prepare a technical background paper and policy brief on Transformative Education focusing on Education for Sustainable Development and Global Citizenship Education that supports learning recovery and sector transformation and resilience building. **WORK ASSIGNMENT** ------------------- Under the overall authority of the Director of UNESCO Asia and Pacific Regional Bureau for Education, Bangkok, and the direct supervision and overall guidance of the Chief of Section for Inclusive Quality Education (IQE), and Programme Specialist of Education for Quality Education (QE), the individual consultant is expected to perform the following tasks: (i) Prepare an annotated outline of the thematic background paper on transformative education with focus on ESD and GCED in Asia and the Pacific to be agreed by a reference group consisting of partner organizations under the Learning and Education 2030+ (LE2030+) Networking group; (ii) Compile and collate the relevant information, documents, and data sources to be used for the preparation of the thematic background paper. In this regard, UNESCO and partners will further supplement items identified by the individual consultant for desk review with key reference documents; (iii) Review available data and studies to conduct a literature review related to the relevant topic areas, with cross-cutting inclusion of gender and equity considerations, to be reflected and referred to in the paper; (iv) Based on the agreed outline, prepare a draft technical background paper (between 15 - 20 pages, exclusive of a list of relevant references, further readings and annexes) with the following elements; - - • analysis of existing data pertaining to current situation of, and progress on SDG4.7 in Asia and Pacific region, with focus on ESD and GCED, drawing from existing studies and analytical reports; • overview of the impacts of COVID-19-related school closures in the Asia-Pacific region on ESD and GCED, with linkages with health, learning and wellbeing of children, adolescents and teachers, drawing from existing analytical reports; • presentation of promising practices at regional and national levels on education sector efforts to transform education in order to advance GCED and ESD with linkages with health and analysis of • how the efforts described are being, or could potentially be associated with measures to support learning recovery and, in the long term, to improving learning outcomes (addressing the learning crisis) • the potential role of GCED, ESD and health and well-being for an effective transformation of education systems beyond COVID 19; • examination of gaps, challenges, risks and opportunities among the experiences and initiatives documented; and, • a synthesis of concrete and practical recommendations to advance efforts by the education sector with its partners for full realization of target 4.7 in the region related to education for sustainable development, and global citizenship education, with linkages to health, nutrition and wellbeing, and, specifically, the role and contribution of ESD, GCED and health and well-being to learning recovery, improving learning outcomes and effectively transforming education systems, drawing from existing guidance produced by coalitions of partners such as UNESCO-UNICEF-WHO-World Bank, for example on proactive citizenship and greening schools as part of efforts for education sector recovery from COVID-19 and building resilience. (v) Revise the draft paper based on the feedback and inputs received; (vi) From the revised draft paper, prepare a draft policy brief on the same topic (no more than 4 pages); (vii) Finalize the paper and the policy brief by incorporating the feedback and inputs received from UNESCO Bangkok Office; and (viii) Based on the finalized paper, prepare a PowerPoint presentation (15-20 slides) synthesizing the key data analysis and highlights of the paper. In line with UNESCO’s overall gender mainstreaming strategy, the individual consultant is expected to integrate a gender perspective in all activities and apply gender analysis and mainstreaming concepts whenever feasible. Expected Deliverables/Outputs: ------------------------------ **Deliverables and Timeframe: (Start date 1 March 2022 tentatively)** **Deliverable** **Tentative Submission Date** Annotated outline 3 March 2022 Draft background paper (no more than 25 pages not including annex) 4 April 2022 - Revised background paper - Draft policy brief (no more than 4 pages) 14 April 2022 - Final background paper - Final policy brief - PowerPoint presentation synthesizing the key highlights of the background paper 29 April 2022 29 April 2022 15 May 2022 The selected consultant will be required to work tentatively for a period of 10-11 weeks during March and May 2022. **COMPETENCIES (Core / Managerial)** ------------------------------------ Accountability (C) Communication (C) Innovation (C) Knowledge sharing and continuous improvement (C) Planning and organizing (C) Results focus (C) Teamwork (C) **-** ----- For detailed information, please consult the [UNESCO Competency Framework](https://en.unesco.org/sites/default/files/competency_framework_e.pdf). **REQUIRED QUALIFICATIONS** --------------------------- **Education** - University degree at master’s level or equivalent in relevant areas, such as education, public health, public policy, health promotion, political sciences, gender, or other related fields - Advanced degree at doctoral level is desirable **Work Experience** - At least 10 years of professional experience in conducting professional/academic research and developing policy papers and/or technical briefs related to education for health and wellbeing, school health, education policy and planning and related policy issues in the Asia-Pacific region **Skills/Competencies** - Understanding and knowledge of the UN mandates and its programming in relevant areas in the framework of the Sustainable Development Agenda, and in particular the SDG4 – Education 2030 Agenda with focus on 4.7 - Understanding and application of UN mandates in Human Rights, Gender Equality and Target 4.7 - Excellent understanding and knowledge of regional trends and overview of education with specific focus on ESD and GCED and relevance of advancing Target 4.7 in the midst of COVID-19, and related policy issues in education sector recovery and resilience in the Asia-Pacific region - Excellent communication and analytical skills as well as drafting skills for technical and policy documents **Languages** - Excellent knowledge of English (written and spoken) **DESIRABLE QUALIFICATIONS** - Previous experience working with United Nations, international organizations or government agencies is an advantage **APPLICATION PROCESS** ----------------------- Interested individuals are invited to submit to UNESCO Bangkok office the specific requirements as below through [careers.unesco.org](https://career2.successfactors.eu/sfcareer/jobreqcareer?jobId=10801&company=unesco). A consortium of individuals is also permitted to apply for the consultancy. Interested candidates should click on “**Apply Now**” and download and complete the Employment History form (Word document) in **‘Employment History Form / My Documents’**. Before uploading the document, at the end of the word document, please insert the extra pages with the following required information: - An up-to-date CV stating details of educational qualifications, work experience, including prior experience of similar work. In case of consortium of individuals, CVs of each member to be submitted with application. - A list of past work or reports/publications written with hyperlinks to access such paper if they are available online or samples of such papers if they are only available offline. - A brief proposal (1-2 pages) discussing the approach/methodology to undertake the assignment and the **proposed fee.** **The complete application shall be submitted on or before 20 February 2022; midnight, Bangkok time.** **NOTE** -------- - Due to the large number of applications we receive, we are able to inform only the successful candidates about the outcome or status of the selection process. - Please submit your application through SuccessFactors. Only if you are unable to attach requirements in system, please inform us at [email protected] **SELECTION AND RECRUITMENT PROCESS** ------------------------------------- Please note that all candidates must complete an on-line application and provide complete and accurate information. To apply, please visit the [UNESCO careers website.](https://careers.unesco.org/careersection/2/joblist.ftl) No modifications can be made to the application submitted. The evaluation of candidates is based on the criteria in the vacancy notice, and may include tests and/or assessments, as well as a competency-based interview. UNESCO uses communication technologies such as video or teleconference, e-mail correspondence, etc. for the assessment and evaluation of candidates. Please note that only selected candidates will be further contacted and candidates in the final selection step will be subject to reference checks based on the information provided. **Footer** ---------- UNESCO applies a zero tolerance policy against all forms of harassment. UNESCO is committed to achieve and sustain gender parity among its staff members in all categories and at all grades. Furthermore, UNESCO is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities, as well as nationals from non-and under-represented Member States [(last update here)](https://en.unesco.org/careers/geographicaldistribution) are equally encouraged to apply. All applications will be treated with the highest level of confidentiality. Worldwide mobility is required for staff members appointed to international posts. UNESCO does not charge a fee at any stage of the recruitment process.