Consultant - SDG 4 coordination and monitoring, TES follow-up and quality education and learning

Consultant

Overview

Provide support for SDG 4 coordination and quality education initiatives.

You have:

• University degree at master’s level or equivalent in relevant areas, such as education, social sciences, political sciences, economics, or any related fields.
• At least 7 years of professional experience in managing and capacity building related to education system planning, evaluation, strengthening and reform, policy review, monitoring and assessment.
• 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.
• Excellent organizational skills and previous experience in organizing high-level events and workshops.
• Excellent communication and analytical skills as well as drafting skills for technical and policy documents.

Contract

This is a Consultancy contract. More about Consultancy contracts.

**OVERVIEW** ------------ Parent Sector : Education Sector (ED) Duty Station: Bangkok Job Family: Education Type of contract : Non Staff Duration of contract : From 7 to 11 months Recruitment open to : External candidates Application Deadline (Midnight Paris Time) : 26-FEB-2023 UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism **OVERVIEW OF THE FUNCTIONS OF THE POST** ----------------------------------------- **1.** ****BACKGROUND AND OBJECTIVE**** *Within UNESCO Bangkok, the Section for Inclusive Quality Education (IQE Section) has the mission to enhance UNESCO Member States’ capacity to provide equitable, inclusive and quality basic education for all in the Asia-Pacific region. In this perspective, it is responsible for the coordination of SDG4, Educational Policy, Planning and Management, Quality Education and Learning, Inclusive Education, ECCE and Health and Well-being.* *UNESCO Bangkok is responsible for the coordination and monitoring of SDG 4 in the Asia-Pacific region. This is done through the Asia-Pacific Learning and Education 2030+ (LE2030+) Networking group, which is the SDG 4 coordination mechanism of the region. The IQE Section, together with UNICEF, is co-chairing the Secretariat of the LE2030+ group. Its main role is to foster collaboration, coordination and monitoring in order to support countries in the effective implementation of SDG4-Education 2030. Priority areas of regional collaboration are advocacy, information and knowledge exchange, capacity building, and monitoring.* *UNESCO Bangkok organized the 2nd Asia-Pacific Regional Education Ministers’ Conference (APREMC-II) in June 2022 in Bangkok, which resulted in the Bangkok Statement 2022. It identified two main priority areas of action, i.e.; 1. Safe return to school and Learning recovery, and 2. Transforming Education and Education Systems. The Statement calls upon UNESCO and the LE2030+ group to support Member States in the Asia-Pacific region in the follow-up and implementation of the Bangkok Statement. By the same token, UNESCO will also support Member States to follow-up and implement the national commitments made at the Transforming Education Summit as well as the Global Initiatives launched. In early 2024, the sixth Asia-Pacific Meeting on Education (APMED 6) will be organized to report and analyse action taken and progress made towards the commitments of the Bangkok Statement and TES as well as SDG4 and design strategies to accelerate implementation.* MAJOR DUTIES AND RESPONSIBILITIES --------------------------------- *Moreover, the LE2030+ Networking Group has several sub-groups, one of which is the Adolescent and Youth Education, Learning and Skills Development Group. The work of the sub-group includes knowledge creation and exchange, policy dialogue, advocacy, and capacity building at regional and sub-regional level to support MS in this specific area.* *The IQE Section also leads the work on quality education and learning. This work focuses on promoting the improvement of student learning outcomes in Asia-Pacific by focusing on curriculum content design and implementation, learning assessment and pedagogical policies and practices. The aim is to support Member States to improve their policies and practices related to learning and achieve SDG 4 target 4.1 as well as in the area of Learning Recovery and in all areas related to curriculum reform and assessment. The quality education team also serves as the Secretariat for the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP). It also supports the co-chairs of the Regional Learning and Education 2030+ Working Group on Adolescents and Youth Learning and Skills.* *Within the framework of these two major programmes, UNESCO Bangkok is developing and implementing follow-up action in the area of learning recovery and the rethinking and transformation of education systems to become more equitable, inclusive, relevant and resilient education systems and addressing the learning crisis. Key areas of work include knowledge generation and exchange, advocacy and policy dialogue, policy review and reform and building capacity to strengthen diagnostic and formative assessment, mitigating learning loss, as well as curriculum prioritization and reform in alignment with pedagogical approaches and assessment.* Long Description ---------------- **2. PURPOSE OF THE ASSIGNMENT** *The objective of this consultancy is to provide support to the Inclusive Quality Education Section of UNESCO Bangkok (IQE) in a.) coordinating and monitoring SDG 4 with a particular focus on supporting Member States in learning recovery post-COVID-19, addressing the learning crisis and transformation of education systems, as well as in b.) quality education and learning.* *More specifically, the consultancy will a.) provide support to UNESCO in its work to facilitate Member States’ implementations of the commitments made in the Bangkok Statement 2022 and the Transforming Education Summit in the areas of learning recovery and transforming education systems, thus supporting the achievement of SDG 4; b.) provide major inputs and develop and implement activities in quality education and learning in particular through knowledge generation, advocacy, policy advice and capacity building in the areas of diagnostic and formative assessment and curriculum adaptation/reform; c.) contribute to the work of the LE2030 + Networking subgroup on Adolescents and Youth Education, Learning and Skills Development.* **3. DUTIES AND RESPONSIBILITIES** Under the overall authority of the Director of the 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), the individual specialist will perform the following tasks: **1. Support regional SDG 4 coordination and collaboration, advocacy, knowledge building and exchange, capacity development and monitoring, with a particular focus on learning recovery and education transformation, as a follow-up of the recommendations of the APREMC II, the Bangkok Statement and TES follow-up by:** a. Providing research inputs and guidance for the development of publications, tools and guidelines related to the follow-up on the Transforming Education Summit and the Bangkok Statement 2022. In particular, provide support to the development of a publication/guide on diagnostic and formative assessment and differentiated learning, tentatively entitled Learning Recovery to Build Back Better: Promising Solutions and Lessons from Asia and the Pacific (title to be confirmed), drawing on lessons learnt from case studies in the region on diagnostic and formative assessment, differentiated learning, including the project on diagnostic and formative assessment in Bhutan and Bangladesh. b. Providing support to national capacity building in transforming education, including through contributing to the capacity building of educational planners on transforming education in policy and planning (focusing on the curriculum, assessment and teacher training component). c. Providing support to the preparation ahead of the sixth Asia-Pacific Meeting on Education (APMED 6), in particular providing substantive inputs such inputs for the concept note and development of the agenda d. Making major contributions to the work of the Adolescent and Youth Education, Learning and Skills Development sub-group: - Take on the role of focal point for the Secretariat of the sub-group working on adolescents and youth education, learning and skills, communicate with the other co-chair and members, organize meetings of the group, write reports of proceedings etc. - Conceive and guide selected research and knowledge generation on dedicated areas identified by the sub-group, with particular focus on competency-based secondary education curriculum reform - Develop policy briefs and advocacy materials as required - Organize regional knowledge exchange, policy dialogue and capacity building in priority areas as identified by the sub-group, **2.** **Contribute to the Section’s work on quality education and learning by:** 1. Making major contributions to UNESCO Bangkok’s work to support Member States in **learning recovery and addressing the learning crisis**, in particular in the areas of formative assessment and curriculum adaptation/reform, including: - Undertake and guide knowledge creation and exchange, and facilitate peer-learning and policy dialogue - Provide support, guidance and capacity building to relevant national institutions, school managers and teachers in the assessment of learning levels of students as well as in mitigation measures and methodologies; - Support countries in competency-based curriculum reform as well as pedagogical approaches and assessment (possible countries to support are: Viet Nam, Thailand, and Tajikistan); - Support the strengthening of institutional capacity at the country level for measuring and using data on student learning outcomes. More specifically, develop and implement an activity on capacity building of teachers in diagnostic and formative assessment in two selected countries (Bangladesh and Bhutan) in the region and in this framework, develop a guideline on learning recovery. Broaden the activity to other countries as funding becomes available. Building on this activity, develop a component on capacity development of teachers in mitigating learning loss (differentiated instruction, teaching at the right level, etc.). b. Take on the role of focal point of the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) Secretariat. This includes: - Organize meetings of the Steering Group and the full network, write reports of proceedings etc. - Undertake communication and outreach and giving visibility to the network; - Support the implementation of the three pillars of the network (research, capacity building, knowledge sharing); - Support and guide the implementation of areas of research, advocacy and communication in the two areas decided in the 2022 annual NEQMAP meeting, i.e. 1.) assessment of equity and inclusion in education and 2.) assessment of 21st century skills. - Build partnerships, attracting new members, and undertake fundraising; - Design and organize the 2023 annual meeting of NEQMAP in December 2023 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: ------------------------------ **4.** **TIMETABLE AND DELIVERABLES** Deliverables Deadline for Submission 1 Design and participate in capacity building workshop in Bhutan. - Training workshop concept note and agenda Design and lead the component on improving the quality of teaching and learning of the TES follow-up workshop 30 April 2022 2 NEQMAP Call for contributions on case studies on assessment for learning launched - Final version of the call for contributions Design and participate in capacity building workshop in Bangladesh. - Training workshop concept note and agenda and mission report 31 May 2023 3 First draft of generic guide for teachers on diagnostic assessment and differentiated learning reviewed. 30 June 2023 4 Three NEQMAP knowledge-sharing webinars organized - Concept notes and/or agendas 31 July 2023 **DELIVERABLES AND TIMEFRAME (CONTINUED):** 5 Three check-in meetings organized and led with Bhutan on the capacity building activity to develop a teacher guide on diagnostic assessment - Agendas 31 August 2023 6 First draft of the NEQMAP Thematic Review on equity and equality 30 September 2023 7 Draft national teacher guide on diagnostic assessment for Bhutan and Bangladesh reviewed 31 October 2023 8 Draft of the topical case studies on assessment for learning reviewed and consolidated 30 November 2023 9 2023 Annual meeting of the NEQMAP organized: - Concept note, agenda and summary note 31 December 2023 **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, social sciences, political sciences, economics, or any related fields **Work Experience** - At least 7 years of professional experience in managing and capacity building related to education system planning, evaluation, strengthening and reform, policy review, monitoring and assessment. **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 - Understanding and application of UN mandates in Human Rights and Gender Equality - Excellent organisational skills and previous experience in organizing high-level events and workshops - Good understanding and knowledge of education system evaluation and strengthening, policy review, learning assessment and curriculum reform - Good skills and experience in capacity development - Excellent communication and analytical skills as well as drafting skills for technical and policy documents ***Languages*** - Excellent knowledge of English (written and spoken) - Any other UN language an asset **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 through [careers.unesco.org](https://career2.successfactors.eu/sfcareer/jobreqcareer?jobId=10801&company=unesco). Interested candidates should click on “**Apply Now**” and upload the following documents as a single PDF document in place of the Employment History Form. - An updated Curriculum Vitae (CV) and a cover letter describing how your qualifications and experiences make you suitable for the assignment. - A list of past works such as reports or publications you have authored or co-authored with hyperlinks to access such works if they are available online or a copy of samples of such works if they are only available offline. - A brief written technical and financial proposals (in English): - Approach and methodology for carrying out the assignment (maximum 2, A4 pages), a workplan and comments on the Terms of Reference, in brief, if any, and - The proposed daily or monthly rates or the amount/budget to be charged for the assignment, which should be quoted in USD. **The complete application shall be submitted on or before 26 February 2022 17:00 Bangkok time.** **Assessment** - Only applications providing the information requested in the application procedure will be considered. - Evaluation of qualified applicants may include an assessment exercise and a competency-based interview. **Note:** - Due to the large number of applications we receive, we are able to inform only the successful candidate(s) about the outcome or status of the selection process. - Please submit your application through SuccessFactors. Only if you are unable to attach requirements in the system, please inform us at **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.

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Added 3 years ago - Updated 1 year ago - Source: careers.unesco.org