Individual Consultant - Review of Teacher Education Curricula

OVERVIEW

Parent Sector : Education Sector (ED)

Duty Station: Lao People's Democratic Republic (the)

Job Family: Education

Type of contract : Affiliated personnel

Duration of contract : From 1 to 6 months

Recruitment open to : External candidates

Application Deadline (Midnight Duty Station Time) : 2026-02-18

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

OVERVIEW OF THE FUNCTIONS OF THE POST

1. BACKGROUND AND OBJECTIVE

UNESCO Regional Office in Bangkok and Office for UN Coordination for Asia and the Pacific (UNESCO Bangkok), as the lead UN agency on Sustainable Development Goal 4, champions teachers, teaching and the teaching profession as crucial enablers of quality, inclusive education. In Lao PDR, UNESCO has a long-standing partnership with the Department of Teacher Education (DTE) of the Ministry of Education and Sports (MoES) to enhance the teacher workforce through capacity development in teacher education and a robust policy environment, working across multiple thematic areas of teaching and learning in pre-service teacher education for producing skilled and qualified teachers at all levels of the education system.

For instance, since 2023, UNESCO Bangkok and DTE have been collaborating to strengthen gender-transformative education in Lao PDR by building the competencies of teacher educators in teacher education institutions (TEIs) in gender-responsive pedagogy (GRP) to achieve quality, gender-equitable, and transformative education. To date, the partnership has produced (i) a locally contextualized GRP training package, including a training manual adapted from Plan International Canada’s Gender-Responsive Pedagogy Teacher Training pack, along with support materials and a training agenda, that has been field tested with validated findings and recommendations for its revision and finalization; (ii) a cohort of master trainers in TEIs for training teacher educators in GRP; and, (iii) a validated road map for mainstreaming GRP into TEI curricula. A key activity from this road map that will support the GRP mainstreaming goal is the review of existing TEI curricula to achieve two, complementary objectives: (i) to integrate GRP content from the revised training package into existing TEI course curricula and; (ii) to propose a new, standalone course of GRP ‘core content’[1] that does not align well with existing TEI curricula. 

Simultaneously, UNESCO Bangkok has been supporting Lao PDR on Assessment for Learning (AfL) and Differentiated Instruction (DI), recognizing these as core competencies for inclusive and effective teaching in diverse classrooms. AfL enables teachers to understand learners’ readiness, progress, and needs, while differentiated instruction supports the adaptation of teaching strategies, content, and classroom practices to respond to learner diversity. To date, UNESCO Bangkok has built national capacity in these areas, including through the adaptation and translation of practical teachers’ guides on diagnostic assessment and differentiated instruction. Building on these foundational efforts, the current focus shifts to systematically embedding AfL and DI within pre-service teacher education curricula, ensuring future teachers are equipped with a coherent, practice-oriented set of inclusive teaching competencies. 

To carry out a curriculum review of selected courses and programmes in selected TEIs to facilitate integration of content on GRP, AFL and DI, UNESCO Bangkok seeks the support of a suitably experienced and qualified national Individual Specialist. 

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[1] GRP 'core content' refers to training content from the localized training manual that was prioritized for field testing. The core content includes: 1. Gender; 2. Human rights; 3. School-related gender-based violence; and 4. Positive discipline. 

2. PURPOSE OF THE ASSIGNMENT

Within this home-based assignment, the national Individual Specialist will conduct in a coordinated manner, a structured review of 45 compulsory and elective courses selected by DTE and UNESCO Bangkok from one TEI for primary level teacher education and two TEIs for secondary level teacher education in Lao PDR. The curriculum review will have a parallel thematic focus across the three TEIs: GRP, AfL and DI, to support the integration of these content areas into existing TEI curricula. The assignment will entail review, as appropriate, of each course’s syllabus/outline and its ‘accompanying materials’ (including but not limited to standards descriptors, programme learning outcomes, practicum outcomes, instructional support materials, assessment approaches, teaching timetables, and other relevant documents) related to the courses’ content design and delivery.

The GRP integration curriculum review will:
(1) Examine the selected existing TEI courses and accompanying materials in relation to the content of the revised GRP training manual, and map the degree of alignment between the two (what content in the GRP manual does or does not appear in the existing courses, and the depth of treatment of the GRP concepts, topics, learning activities, and learning outcomes in existing TEI course content); and,
(2) Based on the review, identify specific entry points for integrating content from the GRP training manual, proposing which GRP manual content can be introduced using which entry point(s) and noting any GRP manual content that cannot satisfactorily be integrated. 

The AfL & DI integration curriculum review will:
(3) Examine the selected existing TEI courses and accompanying materials and critically evaluate the extent and coverage of assessment for learning and differentiated instruction; and,
(4) Based on the review, identify specific entry points for strengthening AfL and DI within pre-service teacher education, and recommend priority courses for subsequent content revision.

The review and proposed revisions related to AfL and DI will be guided by UNESCO’s normative and technical guidance, including the Teachers’ Guide on Diagnostic Assessment (2023) and the forthcoming Teachers’ Guide on Differentiated Instruction, as well as relevant UNESCO frameworks on inclusive and learner-centred teaching. These references may be complemented by internationally recognized principles of assessment for learning and differentiated instruction, including Universal Design for Learning, where appropriate. 

Key technical outputs of the consultancy will include: (1) Final methodology for the TEI curriculum review for content integration of GRP, AfL and DI; and (2) Final report of the curriculum review, including suggested entry points in existing TEI courses and accompanying materials for integration related to GRP, AfL and DI.   

3. DUTIES AND RESPONSIBILITIES

Under the overall authority of the Regional Director, UNESCO Regional Office in Bangkok and Office for UN Coordination for Asia and the Pacific, the overall guidance of the Deputy Director and Chief of Education Section, and the direct supervision of the Regional Advisor on Education for Health and Well-being, liaising closely with the Programme Specialist for Inclusive and Equitable Learning, the national Individual Specialist shall carry out the following tasks:

3.1. For the TEI curriculum review to support content integration of all three content themes, GRP, AfL and DI: 
       (i) Examine existing, recent, and thematically relevant TEI curriculum review/development background reports and competency frameworks, as provided by DTE and UNESCO, as part of a secondary literature review.
       (ii) Draft a methodology for the TEI curriculum review and share it with UNESCO by 9 March 2026 for review and feedback by UNESCO and DTE, and subsequently revise the methodology based on feedback received.
       (iii) Using a parallel process, critically assess each of the compulsory courses selected by DTE in the primary and secondary TEI programmes, and identify potential content entry points where GRP, AfL or DI, may be integrated, as appropriate, as new or expanded learning content.
       (iv) Critically assess the accompanying materials of each selected compulsory course (including but not limited to standards descriptors, programme learning outcomes, practicum outcomes, instructional support materials, assessment approaches, teaching timetables, and other relevant documents), to determine what ‘dosage’ of additional teaching-learning content on GRP, AfL and DI can feasibly be integrated into which of the selected existing courses, while maintaining these courses’ current status and credit weighting within the TEI programme(s).

       3.1.1 Specifically for the curriculum review for GRP content integration:
                (i) Map the degree of alignment between the selected TEI compulsory courses at primary and secondary levels and the revised GRP training manual, noting what content in the GRP manual does or does not appear in the existing courses, and the depth of treatment of the GRP concepts, topics, learning activities and learning outcomes in existing TEI course content and accompanying materials.
                (ii) Apply the same curriculum review methodology to the additional selected course on Comprehensive Sexuality Education at both primary and secondary TEI levels. 

3.2. Based on the review conducted under 3.1 above:
       (i) Draft a narrative analytical report (maximum 25, A4 pages, excluding annexes) that documents the findings of the curriculum review of the three themes, with each theme addressed in a separate section of the report. The draft report should:
           - Document the identified entry points in the respective courses and their accompanying materials where GRP, AfL, and DI teaching-learning content may be introduced or expanded.
           - Propose specific GRP, AfL and/or DI teaching-learning content and activities to be introduced or expanded within relevant courses and their accompanying materials, based on these identified entry points.
           - Specifically for GRP, provide a side-by-side mapping of the alignment between the revised GRP training manual and the reviewed TEI courses, and highlight which GRP training manual content cannot be feasibly integrated into existing courses, if any. 
           - Specifically for AfL and DI, propose revisions for target courses/modules, and recommend 1-2 TEIs for subsequent content revision, based on agreed readiness criteria.  
       (ii) Submit the draft narrative report by 3 April 2026 to UNESCO for review and feedback by UNESCO and DTE, and revise based on feedback received (at least two rounds of revisions).
       (iii) Finalize the narrative report, reflecting all feedback from UNESCO and DTE.

UNESCO Bangkok will provide the national Individual Specialist with relevant desk review materials (local materials in Lao language and international references in English language) related to this consultancy. 

3.3 Submit to UNESCO for approval the following deliverables:

       (i)    Final methodology for the TEI curriculum review by 13 March 2026.
       (ii)    Final narrative report on curriculum review, incorporating feedback by UNESCO and DTE by 30 April 2026.

In line with UNESCO’s overall gender mainstreaming strategy, the national Individual Specialist is expected to integrate a gender perspective in all activities and apply gender mainstreaming concepts whenever feasible.

Anticipated number of days level of effort

Tasks and number of anticipated days (55 days in total)

4. TIMETABLE AND DELIVERABLES

The Individual Specialist will be required to work during the period of 2 March 2026 to 30 April 2026 (tentatively). The contract shall be concluded by 30 April 2026 at the latest. 

The deliverables for this consultancy are outlined below, with indicative submission dates. All deliverables must be submitted in English and reflect consolidated feedback from UNESCO and DTE.

5. LOCATION AND TRAVEL

The national Individual Specialist will be home-based and work remotely from any location. They must be available for virtual meetings with the UNESCO Bangkok team during official working hours in Bangkok, Thailand (UTC+7).

The national Individual Specialist may be required to travel on mission directly related to project implementation during the assignment period. The national Individual Specialist should travel within the country and will receive a Daily Subsistence Allowance (DSA) at the standard UN rate. This rate may be reduced, as necessary, if the number of days exceeds the limits stipulated in the ICSC table of rates. DSA is only payable when travel occurs outside the national Individual Specialist’s usual place of residence or work.

Expected Travel (tentative):

Undertake travel to Vientiane capital to present, in-person, the draft findings and recommendations of the curriculum review to DTE and UNESCO for their feedback, in a one-day hybrid debriefing meeting organized in Vientiane capital during 20-24 April 2026 (specific date TBC).

6. SUPERVISION AND REPORTING

The national Individual Specialist will work under the overall authority of the Regional Director of UNESCO Regional Office in Bangkok and Office for UN Coordination for Asia and the Pacific (UNESCO Bangkok), the overall guidance of the Deputy Director and Chief of Education Section, and the direct supervision of the Regional Advisor on Education for Health and Well-being (for GRP), liaising closely with the Programme Specialist for Inclusive and Equitable Learning (for AfL and DI). Day-to-day technical coordination will be conducted in close consultation with the Regional Advisor and members of the Education for Health and Well-being (EHW) programme, as well as the Programme Coordinator for the Capacity Development for Education (CapED) programme.

The national Individual Specialist will maintain regular communication with UNESCO Bangkok through email correspondence and virtual meetings to ensure smooth coordination, progress monitoring, and alignment with programme priorities.

At the start of the assignment, the national Individual Specialist will participate in an initial online meeting with UNESCO Bangkok to reconfirm the scope and parameters of the consultancy. This meeting will also serve to review and, if necessary, adjust the consultancy work plan and timeline. It will also define the specific sub-tasks and interim deliverables to be carried out by the national Individual Specialist, as well as clarify the support and inputs expected from UNESCO Bangkok and collaborating partners for the effective implementation of the activities.

7. COMPETENCIES (Core / Managerial)

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8. REQUIRED AND DESIRE QUALIFICATIONS

Required Qualifications:

Education

• An advanced university degree (Master’s or equivalent) in fields such as: general education, teacher education, gender-transformative education, gender equality, sexuality education, pure and applied, inclusive education, or social sciences or other relevant fields. 
  
  

Work Experience

• A minimum of five (5) years of extensive professional expertise and practical field experience in gender and inclusive education; experience in other pertinent technical domains mentioned above is an asset.

Skills/Competencies

• Excellent analytical, oral and written communication skills for engaging both specialist and generalist audiences.
• Experience in participatory workshop design, facilitation and evaluation (in-person and remote modalities) for adult learning and training.
• Proficient in the use of, and possessing relevant IT infrastructure, software and devices to support remote meetings and communication, as appropriate.
• Familiarity with Microsoft Office suite or similar common applications.
  
  

Languages

• Fluency in spoken and written Lao and English languages.

9. DESIRABLE QUALIFICATIONS

Work Experience

• Experience in the design and delivery of training content and materials for adult learners
• Experience in conducting curriculum reviews
• Strong understanding of UNESCO’s mandate and programmes on education for health and well-being, assessment for learning, differentiated teaching and learning, and inclusive education
• Experience working in the Lao PDR context and demonstrated understanding of gender-transformative curricula, teaching and learning
• Prior experience of working with teacher educators or teacher training institutions
• Previous experience working with the UN and/or other multilateral, bilateral, civil society development partners
• Previous exposure to diverse linguistic and cultural contexts, involving coordination with partners in this operational setting

10. APPLICATION PROCESS

Eligibility

The consultancy is open to suitably qualified individuals. A consortium of individuals is also permitted to apply.

Submission of Application 

Interested individuals are invited to submit the application and requirements through the UNESCO Careers website at https://careers.unesco.org/careersection/2/joblist.ftl 

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 submission, at the end of the Word document, please insert the extra pages with the following required information:

• An updated Curriculum Vitae (CV) and a cover letter indicating how your qualifications and experience make you suitable for the assignment, including mandatory submission of a minimum two (2) specific examples from projects in the field showcasing proficiency in these thematic areas of the consultancy. 

• Short Approach to work (maximum 3, A4 pages) identifying the specific components of these TORs and how the intended objectives/outputs/delivery shall be addressed, and including specific references to relevant examples of successfully undertaking equivalent or comparable assignments.   
  
• The proposed daily rate or the amount/budget to be charged in consultancy fees for the assignment, which should be quoted in USD. The total consultancy fees should be broken down according to level of effort, time-on-task, or per output. 
• Any anticipated travel expenses must be itemized and presented separately from the Individual Specialist fee.

UNESCO places great emphasis on ensuring that the objectives of the work assignment, as described in the Terms of Reference, are met. Accordingly, in evaluating the proposals for the assignment, attention will focus first and foremost on the technical elements.

From those proposals deemed suitable in terms of the criteria in the Terms of Reference, UNESCO shall select the proposal that offers the Organization the best value for money.  

Assessment

• Only applications providing the information requested in the application procedure will be considered.
• Evaluation of qualified applicants will include the review of the curriculum vitae, technical proposal, and proposed consultancy fee.
• Evaluation of qualified applicants may include an assessment exercise and a competency-based interview.

Notes:

• 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 ed.bgk@unesco.org
• Queries that are strictly of a technical nature about these Terms of Reference may be directed to:  ehwb.bgk@unesco.org.

11. SELECTION AND RECRUITMENT PROCESS

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