Local Expert on Environmental Issues to develop/improve interactive, age, disability appropriate and gender centered learning materials on climate change, environmental and DRR education for

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For every child, [insert tagline]

No one is more affected by a changing climate and its implications than children and adolescents. A child born today could be living in a world with an average temperature that is 4°C warmer by their 71st birthday. Addressing the impacts of climate change and environmental degradation is imperative for protecting the world’s and Armenia’s most vulnerable environments and populations, especially children, girls and boys alike, as they are disproportionately vulnerable to the impact of climate change. Children and adolescents, boys and girls, living in poverty are even more vulnerable to external shocks, as this results in multiple vulnerabilities, requiring complex and integrated solutions. As per the 2019 Social Snapshot and Poverty Report by the Armenian Statistical Committee, every third child (or 29.2%) in Armenia lives in poverty and 1.5% in extreme poverty, as compared to 23.5% and 1.0% respectively for general population. Urban-rural disparities continued to persist.

Armenia’s climatic conditions are anticipated to change over the next century; thus, climate change action needs to be taken now. Children, adolescent girls and boys in particular can be and are agents of change around the world and they are actively engaged in proposing solutions on how to slow down climate change and environmental degradation, reduce the effects of poverty on various vulnerable groups of the population, and create socially and environmentally sustainable communities.

42% of the adult members of households with children reported that their children or adolescents never took part in ecological activities, such as tree planting, ecological campaigns, knowledge dissemination, raising public awareness and community clean-up activities, which reflects generally low awareness on climate change and its effects on the population[1].

UNICEF in Armenia with funds of Austrian Development Cooperation and in partnership with Ministry of Environment, Ministry of Territorial Administration and Infrastructure, Ministry of Education, Science, Culture and Sport are implementing “Adolescents for Climate Change in their Communities” (2019-2022) three-year project supporting adolescents become agents of climate actions and solutions contributing to create socially and environmentally sustainable communities in Armenia.

The 2019-2023 programme of the Government of Armenia (GoA) contains a dedicated chapter on “Environment”, where climate action in accordance with international treaties, including eco-education and awareness raising is stipulated as priority for the Government. Moreover, the programme refers to balanced territorial development, strengthening of the public administration and finance management systems at the local level[2].

Of particular importance is the introduction of environmental, climate change and energy education and sustainable development in the general education and pre-school education system in Armenia, since the concept of "Sustainable Development" worldwide, with all its components (economy, social justice, environmentalism, culture) are seen as a paradigm for the development of modern education and for the development of education policies and programs. The development of the entire education system, especially the upper secondary and high school system, requires new approaches, including specific approaches to investing in the education for sustainable development, as well as empowering adolescent girls and boys to equally participate in decision-making, information sharing, communication, collaboration, and innovation. Certain steps aimed at environmental education enhancement are considered in preschool education[3] as well.

Despite the integration of environmental topics within various subjects and disciplines of the national curriculum at all levels, it is fragmental and lacks holistic approach for development of an environmentally oriented citizen. The teaching methods and approaches remain largely teacher driven and old-fashioned, climate change and 21st Century skills are not embedded in the learning process. Teachers continue to use textbooks as the only source for teaching and rely on traditional pedagogical approaches in which students are required to memorize the content rather than being exposed to immersive student-centred learning.

Moreover, current educational standards and programmes are not adequate for a full-fledged environmental and climate change education programme in the general education sector. Presently environmental education is delivered within the general education programme as a component integrated within different subjects of compulsory teaching under the national curriculum approved by the Government. However, the current education curricula reform highlights the importance of climate change education and to better integrate it in the curriculum.

With the current revision of the national education curricula, the Government is aiming at providing new content for 12-year compulsory education, revising national standards and curriculum, subject curricula, promoting the use of 21stcentury skills, including critical thinking, innovation, and analytical and creative skills, with particular focus on civic, financial, and entrepreneurial education.[4] Furthermore, the Law on General Education does not specify provisions on environmental education and education for sustainable development within the programs and modules of teachers training, which precedes compulsory attestation that teachers pass every 5 years, although its necessity is evident.[5] Particularly, it is importance to support mainstreaming climate change, disaster risk reduction, and environmental sustainability into the national curriculum throughout the education reform process led by the Ministry of Education, Science, Culture and Sport (MoESCS) and in line with the Government’s Strategy on Development of Environmental Education and Upbringing adopted in February 2018[6].

UNICEF intends to support the Government in adopting 21stcentury tools and methodologies for student centered learning, community risk analysis, engagement of all, participatory decision making, local climate budgeting and action, specifically targeting secondary and high-school students. 21stCentury Skills are focusing on learning skills (critical thinking, creativity, collaboration, communication), literacy skills (information, media, technology), and life skills (flexibility, initiative, productivity, social skills), this also includes human rights and gender equality, and non-discrimination principles, so that adolescent girls and boys can become active citizens, learn in an interactive manner, be empowered, be more prepared for employment later in life, deepen their knowledge on the rights of the child and expanding their knowledge in the fields of social issues, environment and climate change at community level, and understanding the linkages between national and global levels.

[1]Social Snapshot and Poverty Report in Armenia, 2018, Statistical Committee of Armenia: https://www.armstat.am/file/article/poverty_2018_english_2.pdf, p. 98.

[2]Government programme 2019-2023, https://www.gov.am/files/docs/3133.pdf, chapter 4.8

[3] The issues relating to cognition of environment and perception of its problems are included both in the education standard and teaching programs of recent years. These nationwide curriculum and state program provide educational materials, advice and guidance how to create an environment conducive to environmental education and teaching and learning methods. Development of an environmental and climate change education strategic plan on preschool and general education will enable to make the process of education for sustainable more comprehensive and effective in terms of building environmental conduct and culture.

[4]www.gov.am/files/doc3133.pdf, page 32

[5]“Environmental Education and Education for Sustainable Development in General Education System in Armenia”, AUA Acopian Center for the Environment, 2015.

[6]www.irtek.am/views/act.aspx?aid=93900

How can you make a difference?

UNICEF supports national education curricula development and teacher reforms initiated by MoESCS and provides advice on inclusive education, 21stCentury Skills, incorporation of disaster risk reduction, climate change, environmental education and sustainable development across the curriculum and standards.

The purpose of this assignment is to engage a subject-matter expert on environmental issues who will work in a team together with an expert on pedagogy and an expert on adolescent engagement to develop/improve interactive, age, disability appropriate and gender centered teaching and learning materials on climate change, environmental education and disaster risk reduction in line with 21st century skills for and with school students and teachers.

The local expert on environmental issues will be mainly working on the development of the content of student-centered learning materials on climate change, environmental education and disaster risk reduction. All the three experts will be working together in a team to deliver the final package of teaching and learning materials based on the abovementioned requirements.

Teachers and adolescents will be invited to jointly pilot test the materials and provide constructive feedback to be considered for the final products. The learning kits (online and hardcopies) should contain materials for teachers and students, including books, leaflets, posters, 3D items, links to other relevant sources. All of these items will be developed in a gender-sensitive manner, addressing gender stereotypes, using gender-sensitive language and illustrations, thus contributing to greater gender equality. Some suggestions on how to adapt the material for children with disabilities or learning difficulties will also be included. UNICEF will work with MoESCS and MoE to have the developed materials endorsed and made available both for formal and non-formal curriculum implementation, for teacher in-service and pre-service training.

Supervisor:

The selected local expert will be supervised by and report to the UNICEF Disaster Risk Reduction (DRR) Officer and Project Coordinator of the project on “Adolescents as Agents of Climate Action in their Communities” with regular de-briefing with UNICEF Deputy Representative and Social Protection Officer, as well as the Adolescent Development Office about the progress of the work on a regular basis. The selected contractor/individual expert will work with UNICEF Country Office Disaster Risk Reduction (DRR) Officer and representatives of the Ministry of Education, Science, Culture and Sports (MoESCS) on daily basis. The DRR team will provide support in contacting government partners, subject-related experts and stakeholders, local NGOs, etc.

Major tasks to be accomplished

The local expert is expected to:

1. Review the Armenian educational system, the national curricula and existing approaches to how climate change, environmental sustainability DRR and student participation in these areas are currently reflected in the curricula and obtain an understanding of the context of the knowledge and professional training needs;
2. Review the available international and local educational/learning materials on climate change, environmental sustainability and DRR and student participation in these areas, as well as recommend any other relevant documents and identify the most important issues that need to be prioritized;
3. Develop interactive, context-specific, gender-sensitive and age-appropriate climate change, environmental and DRR education student centered learning materials/training package aimed at increasing knowledge and capacities of teachers and school students on climate change risks, vulnerabilities, adaptation and mitigation.
4. Develop the methodology of teaching and learning materials in line with interactive, age, disability appropriate and gender sensitive criteria following 21st Century skills criteria.
5. Ensure participation of and consult with teachers and students of secondary and high-school levels from target regions while developing the new climate change, environmental and DRR student centered learning materials and training package through online platform discussions and consolidate their inputs in the revised learning materials and training package;
6. Train a cohort of teacher trainers on the developed materials and incorporate their feedback;

Submit the developed student centered learning materials and training package to UNICEF, ADA, MoESCS, MoE, and revise them based on the comments made by line-ministries, stakeholders, UNICEF and submit the final student centered learning and training package to be endorsed by MoESCS and MoE to UNICEF and MoESCS.

Deliverables:

The local expert is expected to produce the following:

1. Implementation plan including a work plan – mid January 2021;
2. Outline of the general content of the student-centered learning materials/training package and proposed methodology in line with 21st century learning principles – mid February 2021.
3. Submission of at least 4 draft interactive, context-specific, gender-sensitive and age-appropriate climate change, environmental and DRR education learning and teaching materials/training package to UNICEF, ADA, MoESCS, MoE for review- end March 2021;
4. Revision, refinement and completion of the required content of the draft student-centered learning materials and training package based on recommendations and feedback of the aforementioned entities and stakeholders- end April 2021.
5. Submission of final student-centered learning materials and training package on climate change, environmental and DRR education to UNICEF (revised based on the feedback from the partners) – end May, 2021.

Payment Schedule: The payment to the expert will be done as per the following tranches:

1. 30% - after submission of the outline of the general content student-centered learning materials and proposed methodology.
2. 30% - after submission of the 1st draft of interactive, context-specific, gender-sensitive and age-appropriate climate change, environmental and DRR education student-centered learning materials and training package.
3. 40% - after submission of final student-centered learning materials and training package on climate change, environmental and DRR education to UNICEF.

The deliverables should be drafted in Armenian, with outlines and content lists with key words included in English.

UNICEF reserves the right to withhold all or a portion of payment if performance is unsatisfactory, if work/outputs is incomplete, not delivered or for failure to meet deadlines (fees reduced due to late submission: 20 days - 10%; 1 month-20%; 2 months - 50%; more 2 months – payment withhold). All materials developed will remain the copyright of UNICEF and that UNICEF will be free to adapt and modify them in the future. This ToR is an integral part of the contract (SSA) signed with the consultant.

Timeframe:

The assignment is expected to take place during the period of beginning of January 2021 – May 2021. The exact schedule of the activities will be agreed with the contractors based on the project implementation progress. The final date for the submission of final deliverables should be 31st of May, 2021.

Procedures and logistics.

In case if the individual contractor/consultant need to travel in order to perform their assignment, adequate resources will be allocated from the project funds to cover travel expenses of the consultant in accordance with the existing UNICEF travel policy.

The individual contractor/consultant will work remotely and will not have UNICEF account. They must complete mandatory on-line courses prior to the issuance of contract as appropriate.

UNICEF in Armenia does not arrange health insurance coverage for the individual contractors/consultants. UNICEF requires individual contractor/consultant to be medically insured for the contracting period.

UNICEF in Armenia reserves the right not to pay the individual contractor/consultant or withhold part of the payable amount if one or more requirements established for this assignment is not met or deadline set for the accomplishment of the tasks is missed.

Qualifications or specialized knowledge/experience required for the applicant:

• Advanced university degree in Climate Change, Environment, Education, Natural Sciences, or related technical field;
• At least 5 years of experience in training and capacity development on climate change and environment, or related field;
• Proven good knowledge of principles of national education curricula and standards, 21st century skills and its learning principles, and environmental, climate change and DRR education strategies and related policies;
• Demonstrated experience in development of age, disability appropriate and gender-centered educational/learning materials on climate change, environmental and DRR education;
• In-depth knowledge of the multidisciplinary approaches to climate change, environmental sustainability, community development, Paris Agreement, Sendai Framework on Disaster Risk Reduction, UNFCC and the Kyoto Protocol, CRC and other international treaties, conventions, guidelines, etc. and other related processes, is an asset;
• Demonstrated awareness on gender equality, child rights and equity principles;
• Proven ability to effectively engage with professionals, teachers, students (secondary and high school), parents and community members;
• Very good communication and presentation skills;
• High analytical and conceptual skills and ability;
• Good knowledge of computer applications;
• Fluency in written and spoken Armenian;
• Attentiveness to details and compliance with timelines;
• Previous experience in similar assignments and knowledge of English is an asset.

Terms of the application

The deadline for the submission of applications is December 16, 2020. Applications should include:

• Cover letter (please highlight which area of the local experts’ work, e.g. environmental content development; methodology development, 21st century learning principles) best fits your expertise;

• CV;

• An example of developed printed materials;
• Concept note describing the vision and proposed plan for development of learning/teaching materials on climate change, environmental and DRR education, including vision of working together with the two other experts
• Financial proposal all-inclusive fee in AMD, as deemed necessary for the assignment;

All qualified applicants need to submit their application online, using the UNICEF E-Recruitment system. The vacancy is open to the nationals of Armenia only.

Please note that incomplete applications will not be considered.

The final selection of the consultant will be realized by UNICEF CO in Armenia based on evaluation of previous experience in implementing similar assignments, competence in conducting similar activities, and the contractor’s overall access to expertise and qualifications required for performing this task.

For every Child, you demonstrate…

UNICEF's values of Care, Respect, Integrity, Trust, and Accountability (CRITA) and core competencies in Communication, Working with People and Drive for Results.

The functional competencies required for this post are...

View our competency framework at

http://www.unicef.org/about/employ/files/UNICEF_Competencies.pdf

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.

UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.

Remarks:

Mobility is a condition of international professional employment with UNICEF and an underlying premise of the international civil service.

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws.