TVET Consultant-Regional work plan for UNESCO's TVET priorities (2022-2024)

Consultant

Overview

Develop and implement regional TVET work plans for UNESCO.

You have:

• Advanced university degrees in education, economics or public policy.
• At least 5 years of progressively responsible experience in education policy and reforms.
• Experience at the international level or with international organizations is preferred.
• Proven conceptual and analytical skills and competencies.
• Excellent command of written and spoken English.
• Excellent IT skills, especially in data analysis and spreadsheets applications.

Contract

This is a Consultancy contract. More about Consultancy contracts.

**OVERVIEW** ------------ Parent Sector : Field Office 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) : 15-Mar-2021 UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism **Background** -------------- The COVID-19 pandemic has impacted not only our health, lives and economies, but also the labour market and education and training sectors. In the Asia-Pacific region, some institutions in the Technical Vocational Education and Training (TVET) community were able to provide learner-centred solutions, including flexible education and training options through online learning. To remain relevant for the future of work post-COVID-19, TVET systems throughout the region must continue to evolve. Promoting TVET is highlighted in the Sustainable Development Goal (SDG4)-Education 2030 agenda, as stated in Targets 4.3 and 4.4: “ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education” and “substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship”, respectively. While TVET policies are in place in most countries, much of the policies follow a supplier-centred TVET provision and delivery. Individual needs, especially for those with vulnerabilities and/or disadvantages, are accounted for only at a limited extent. Teachers' capacity building also tends to focus on improving knowledge and skills in relation to technology and modern equipment while overlooking the skills and attitudes that would help to form rapport with the learners, assess their personal needs, and provide the relevant support when required. Long Description ---------------- ***Towards learner-centred TVET*** It has been repeatedly highlighted that, for the transformation of TVET, it is important to expand access and improve quality and equity of TVET (e.g., Third International Congress on TVET, Shanghai, 2012). Although UNESCO Bangkok has been making significant efforts to promote the expansion of access and equity improvement, there is still a long way to addressing and assessing individual needs and tailor-making TVET support accordingly. At the 8th UNESCO APEID Meeting (Oct 2019, Hangzhou, China), the institutional cases revealed that some TVET institutions have begun acknowledging the importance of understanding individual's needs and qualities through counselling, individualized career guidance, and using relevant curriculum planning tools. However, few institutions have established systematic approaches to implement and monitor these practices. To achieve the learner-centred and tailor-made TVET support system in the Member States to suit individuals’ needs and qualities as well as enhancing the outcome, UNESCO is seeking a senior TVET specialist to develop a regional study on learner-centred TVET in the Asia-Pacific. The specialist will support efforts in the Asia-Pacific to address three priorities for UNESCO: **1) Developing research proposals on learner-centred TVET policy and implementation** A number of member states are currently implementing learner-centred TVET provision policy and/or making efforts to improve the implementation (e.g., Republic of Korea, France). By tailor-making TVET and other support provision, cost-effectiveness and better learning outcome are expected as well as heightening satisfaction level of learners. Assessing individual learners’ training needs involves their socio-economic backgrounds, qualities, circumstances and many other factors. The intervention protocol should be able to accommodate the various needs. With Member States committing themselves to improving and reforming TVET policy, awareness should be raised for the importance of embracing individual needs for TVET and the supports that are required to assist the learners to continue their education and training. **2) Developing the model for learner-centred TVET supply and support provision through regional study** UNESCO aims to conduct research to support Member States with the implementation of learner-centred models for TVET. A key priority for UNESCO’s approach includes a strategy to build teachers’ capacity to play an active role in the tailoring of TVET programs. In addition, policies that support people with vulnerabilities and disadvantages must also be addressed to enhance the efficacy and inclusiveness of learner-centred TVET. **3) Supporting the development of guidelines to utilise the learner-centred TVET model** Some TVET institutions are already implementing their own methods to assess individual learners’ needs and applying them for teaching and support provision. In order to make them more efficient and cost-effective as well as leading to better outcome, a model of protocols are recommended as mentioned in the project work streams. In order to successfully implement the model, guidelines should be developed in Member States and distributed to the TVET institutions as well as other supporting agencies. Moreover, TVET teachers and educators should be trained to utilize the guideline and tools. With a focus on maximizing the impact of UNESCO’s next budget cycle (2022-2023), the guidelines and tools will be finalized and distributed to the Member States and their TVET institutions. Teachers’ and educators’ training to utilize the resources. **Purpose** UNESCO Bangkok aims to enhance equitable and responsive TVET systems in the Asia-Pacific in order to equip youth and adults, both women and men, with relevant skills for employment, decent work, entrepreneurship and lifelong learning. Expected results include: - National and institutional models for tailor-made TVET and support delivery are developed to better-equip the youth and adults, all genders, with the skills required for employment, decent work, entrepreneurship and lifelong learning; - Member States are prepared for the implement of learner-centred TVET supply and support provision for better training outcome and expansion of access for all including the groups with disadvantages and vulnerabilities; - Improving the quality of TVET through learner-centred approach in Asia and the Pacific. **Work Assignment** ------------------- Under the overall authority of the Director of the UNESCO Asia and Pacific Regional Bureau for Education, Bangkok, and the direct supervision of the Chief of Section for Educational Innovation and Skills Development and officers in charge of the projects, the Consultant will perform the following tasks: 1. Develop a draft regional work plan with actionable recommendations for UNESCO’s priorities in TVET from 2022-2024 with a focus on developing relevant skills to meet individual, labour market and societal demands through TVET in Asia and the Pacific; 2. Develop two draft project proposals to develop relevant skills to meet individual, labour market and societal demands through TVET in the region; 3. Prepare the synthesis report on regional trends in entrepreneurship education for the UNESCO-APEID Meeting Entrepreneurship Education (EE-Net) in the Asia-Pacific; 4. Draft end of year report for regional activities in TVET in the Asia-Pacific; **Time Frame and Deliverables** ------------------------------- Regional work plan for UNESCO’s TVET priorities (2022-2024), the Consultant shall complete and submit the following deliverables for UNESCO’s review and approval: 1. Draft regional work plan for TVET (2022-2024) by 31 May 2021 2. Two draft project proposals for strengthening TVET by 31 July 2021 3. Synthesis report for EE-Net by 30 September 2021 4. End of year report for TVET by 30 November 2021 **Qualifications, experience and competencies** ----------------------------------------------- A. Education - Advanced university degrees, in education, economics or public policy. - Education background in economics of education and statistics will be an asset. B. Experiences - At least 5 years of progressively responsible experiences in the field of education policy and reforms, particularly in TVET and/or education, of which preferably one years acquired at the international level or working with international organizations. - Experience in designing and facilitating research programmes and policy dialogues on TVET and/or education policy. - Experience in resource mobilization. C. Competencies - Proven conceptual and analytical skills and competencies. - Ability to communicate effectively and persuasively and excellent presentation skills. - Ability to establish good working relationships with other UNESCO staff as well as other partner networks outside of UNESCO. - Capacity to establish, maintain and teamwork as well as work effectively individually and with team members. - Excellent command of written and spoken English. - Excellent IT skills, especially mastery of data analysis and spreadsheets applications. **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). **Conditions** -------------- 1. The ownership of the regional and national education costing tools shall belong to UNESCO Bangkok. 2. The consultant will guarantee his/her service for 15 days after the submission, to fix any errors which may occur after the acceptance of the regional costing model. **Application Process** ----------------------- Interested candidates should click on “Apply Now” and download and complete the Employment History form (Word document). 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. - A list of past similar 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. **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 Success Factor. Only if you are unable to attach requirements in system, please inform us at **[email protected]** **Contact Person:** Wesley Teter Section for Educational Innovation and Skills Development (EISD) UNESCO Asia-Pacific Regional Bureau for Education **[email protected]** **SELECTION AND RECRUITMENT PROCESS** ------------------------------------- Please note that all candidates must complete an on-line application and provide complete and accurate information. Only applications providing the information requested in the application procedure will be considered. 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 5 years ago - Updated 1 year ago - Source: careers.unesco.org