Consultant to Support the Pacific Transformative Education Through ESD and GCED

Parent Sector : Education

Duty Station: Apia, Samoa

Classification of duty station: Field Office

Standard Duration of Assignement : From 1 to 6 months

Job Family: Programmes

Type of contract : Individual Consultant

Duration of contract : 3 months

Recruitment open to : External Candidates

Application Deadline (Midnight Paris Time) : 20 August 2023

UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

OVERVIEW OF THE FUNCTIONS OF THE POST

Education for Sustainable Development (ESD) is a lifelong learning approach which calls for reflection and action on sustainable ways of living and ideas about how we measure success, and empowering individuals to make structural changes by holding governments and industries to account.  Sustainable education and training systems start by supporting schools and teachers ready for empowering learners with the knowledge, skills, values and attitudes to think critically and be actively involved in finding solutions for social, economic and environmental challenges, both locally and globally. Education for Sustainable Development (ESD) is a lifelong learning approach which calls for reflection and action on sustainable ways of living and ideas about how we measure success, and empowering individuals to make structural changes by holding governments and industries to account.  Sustainable education and training systems start by supporting schools and teachers ready for empowering learners with the knowledge, skills, values and attitudes to think critically and be actively involved in finding solutions for social, economic and environmental challenges, both locally and globally.

Inequality in education is exacerbated by the pandemic and access to continued quality education for the marginalized populations, including persons with disabilities, migrants, ethnic minority populations, those in remote locations, etc. require particular attention. Looking into the role of education in reducing the impact of disasters and climate change, ESD is one of key areas to increase resilience in education as well as disaster preparedness in the society.

COVID-19 pandemic presented an opportunity to re-imagine how higher education and TVET can play a crucial role in mitigating economic impact and building more resilient and diversified economies for the future. For this, it would be necessary to create learning pathways and ensure access to higher education and TVET opportunities for all to attain critical knowledge and skills in response to changing labour market demand.

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Global Citizenship Education (GCED) aims to empower learners of all ages to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and secure societies. UNESCO’s work in this field is guided by the Education 2030 Agenda and Framework for Action, notably Target 4.7 of the Sustainable Development Goals (SDG 4 on Education), which calls on countries to “ensure that all learners are provided with the knowledge and skills to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development”.

The question of empowering learners for human and planetary sustainability reminds us that the ultimate purpose of education is to prepare us for life – to understand how to organize our lives and how to relate with other human beings and nature. It is about learning from the past for the present and for anticipating and shaping a better future. This empowerment process implies learning lessons from history, passing on and recreating the living heritage of one’s community, and building on local wisdom and knowledge, including of indigenous communities. A truly transformative education would build on what communities, families, parents, and children treasure most, and respond to local, national, and global needs, cultures, and capacities. It promotes the holistic development of all learners throughout their lives, supporting them to realize their aspirations and to contribute their families, communities, and societies.

The proposed assignment contributes to knowledge consolidation/generation, sharing and resource mobilization in support of Pacific ESD, GCED and Greening TVET.

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OBJECTIVES

The objectives of this consultancy service is to:

1. Produce a publication of 20-25pp on evolving trends, opportunities and future of ESD/GCED in the Pacific based on (i) global and Pacific priorities identified through Transforming Education Summit national commitments related to ESD/GCED; (ii) previous consultations, curriculum reviews and resources developed on ESD/GCED in the Pacific with UNESCO support; (iii) role of ESD/GCED in relation to evolving Pacific social and economic contexts and roadmaps, including 2050 Strategy for the Blue Pacific Continent and how Pacific culture plays a role in/influences ESD/GCED; and discuss (iv) considerations and opportunities to integrate ESD/GCED in education in the Pacific. The publication will focus on 15 Pacific SIDS while examples of initiatives and relevant references from Australia and New Zealand may be included.
   
2. Edit secondary level GCED teaching and learning resource developed previously, to be ready for releasing on Melanesia sub-regional learning management platform.
   
3. Organize 3 knowledge sharing virtual webinars for Pacific ministries of education and stakeholders to help deepen understanding and learn examples of approaches to ESD, GCED and Greening TVET between September and November 2023.
   
4. Identify appropriate/possible funding source(s), potential institutional partner(s) for implementation, and develop at least one application document for resource mobilization on multi-country support on Greening TVET curriculum and training in Pacific based on an existing concept note, proposed activities and draft budget.
   

MODALITY

• The assignment will be home-based and provide virtual support to the Pacific Island Countries.
• The duration of the assignment is for three months intermittently with a total of approximately 30 working days starting on the 1 September to the 30 November 2023.

TASKS AND DELIVERABLES

• Knowledge Generation: Produce a publication of 20-25pp on revolving trends, opportunities and future of ESD/GCED and Greening TVET.
• Draft outlines for feedback/agreement
• Draft publication for feedback/peer review
• Final publication
• Knowledge Sharing: Edit GCED secondary level teaching resource for wider dissemination. Organize 3 virtual webinars on ESD, GCED and Greening TVET.
• Edited GCED secondary level resource
• Plans and resource persons identified for 3 virtual webinars.
• 3 virtual webinars delivered and facilitated.
• Resource Mobilization: Help identify appropriate/possible funding source(s), potential institutional partner(s) for implementation, and develop application documents in support of Greening TVET based on existing documents.
• Identification of possible funding sources and potential institutional partners.
• Identification of processes and documents for the possible funding sources.
• At least one application document developed for resource mobilization.

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COMPETENCIES (Core / Managerial)

Accountability (C)

Communication (C)

Innovation (C)

Knowledge sharing and continuous improvement (C)

Planning and organizing (C)

Results focus (C)

Teamwork (C)

Professionalism (C)

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For detailed information, please consult the UNESCO Competency Framework.

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REQUIRED QUALIFICATIONS

Education

• Master's degree in Education, TVET, Social Sciences, Environment and Natural Sciences, Economics or related area. PhD should be considered as an asset.

Work Experience

• Excellent knowledge and professional experience in the fields of ESD and/or GCED.
• Good understanding of education, gender, human rights and social inclusion issues.
• knowledge and familiarity of the Pacific countries and context, in particular related to climate change, sustainable economic development and labor issues, social and cultural diversity.
• Strong analytical and writing skills.
• Resource mobilization experience for education, TVET and/or environment.
• Excellent communication skills, both written and oral and ability to facilitate discussions.
• Experience working with various counterparts, including government, NGOs, bi-lateral and multilateral agencies and universities.
• Availability to have meetings within Pacific working hours and good internet connection to allow regular virtual communication.

Languages

• Oral and written fluency in English is required.

Knowledge of Office ICTs:

• Familiarity with word, power point and virtual meeting platforms including Zoom and Teams.

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DESIRABLE QUALIFICATIONS

Experience: Familiarity and experience in project/programme costing.

Languages: Knowledge of Pacific Language(s) is considered an asset.

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APPLICATION PROCESS

Apply Online:

Please submit an application online with:

• Technical proposal
• Financial proposal and CV as a combined document.
• Proposed work plan.

Required validity of the application submitted: 90 days

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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. 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.

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UNESCO recalls that paramount consideration in the appointment of staff members shall be the necessity of securing the highest standards of efficiency, technical competence and integrity. UNESCO applies a zero-tolerance policy against all forms of harassment. UNESCO is committed to achieving and sustaining equitable and diverse geographical distribution, as well as 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. Candidates from non- and under-represented Member States (last update here) are particularly welcome and strongly encouraged to apply. Individuals from minority groups and indigenous groups and persons with disabilities 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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