Job Description

Type of contract : Consultant Contract

Level : Level 2 - Middle

Hiring Unit : Education Sector (ED)

Duty Station : Maldives

Work location : Remote

Duration of contract : 6 months

Hiring open to : External candidates

Application deadline (Midnight IST Time) : 26/10/2026

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

OVERVIEW

CSESI was launched in early 2023 by the Global Partnership for Education (GPE) in partnership with Save the Children, UNESCO’s Education for Sustainable Development (ESD) Section and UNESCO‑IIEP. The initiative is being implemented in 35 countries and seeks to strengthen national capacities to:

• Mainstream climate change adaptation and environmental sustainability into education sector plans, policies and budgets; and
• Enhance education ministry capacity for cross‑sectoral coordination on climate- and environment‑related policy and programming.

CSESI promotes a systems approach, supporting scalable models for integrating climate action into education and fostering coordination across policy, planning, curriculum, teacher development, infrastructure and data systems to build resilience among learners and education systems.

UNESCO applies a holistic Education for Sustainable Development (ESD) approach, addressing climate change from environmental, social and economic perspectives and supporting the development of knowledge, values, attitudes and competencies that enable learners to contribute to mitigation, adaptation, resilience and sustainable development. Global reference documents guiding this work include the Greening Curriculum Guidance (UNESCO, 2024), ESD for Sustainable Development Goals: Learning Objectives (UNESCO, 2017), and curriculum alignment guidance developed by UNESCO‑IBE.

Long Description

Terms of Reference

Objective of the Consultancy

The main objective of this consultancy is to support the integration of climate change, environmental sustainability and DRR into teacher training programmes in the Maldives by:

• Reviewing existing pre‑service and in‑service teacher training resources;
• Identifying priority climate and environmental topics and learning outcomes aligned with national frameworks and UNESCO guidance;
• Assessing teachers’ and school leaders’ readiness to teach climate/environment/DRR; and
• Updating teacher training materials and developing supplementary teaching aids that promote learner‑centred, inclusive and action‑oriented pedagogies in English.

The consultant will work closely with the MoE, NIE, teacher training institutions and TRCs, supported by UNESCO and CSESI partners.

Scope of Work and Key Activities

This activity will be aligned with curriculum and learning frameworks and focus on equipping teachers with the knowledge, tools and strategies to deliver climate education effectively. Based on global reference documents produced by UNESCO’s ESD Section and IBE, and national resources identified in collaboration with the MoE and NIE, the consultant will undertake the following tasks:

Activity: Support Integration of Climate and the Environment into Teaching

Step 1 – Assessment and Mapping of Teacher Training Resources

Support ongoing review of the existing teacher training resources from primary to secondary levels for climate/environment/DRR-related content to identify gaps, opportunities and a set of contextually relevant priority topics and learning outcomes to be incorporated from the Greening Curriculum Guidance.

This activity will involve a structured review and mapping of existing pre‑service and in‑service teacher training curricula, modules and training materials (primary to secondary levels) to determine the extent to which climate change, environmental sustainability and DRR topics and learning outcomes are currently integrated.

This will include:

• Mapping existing content and pedagogical approaches;
• Defining, in collaboration with NIE, a set of priority climate/environment/DRR topics and learning outcomes, drawing on the Greening Curriculum Guidance and aligned with the National Curriculum Framework.
• Identifying gaps, opportunities and capacity needs; and

Long Description

Step 2 – Teacher Readiness Assessment

Conduct assessment of teachers’ and school leaders’ readiness to teach climate/environment/DRR to identify capacity gaps and entry points for integration of priority topics into teacher education curricular frameworks and programmes. The assessment will be conducted remotely through an online survey including school leaders and national education institutions across the country and will measure 3 key dimensions: Knowledge (Climate Science and Pedagogy), Attitudes and Practice.

This activity will be conducted through an online survey.

The assessment will focus on three key dimensions:

• Knowledge (climate science and pedagogical content knowledge, with emphasis on local climate issues such as sea‑level rise, coastal erosion and extreme weather);
• Attitudes and confidence (self‑efficacy) to teach climate and environmental topics; and
• Practice, including use of learner‑centred and action‑based pedagogies.

Findings will be analysed to identify capacity gaps and entry points for strengthening teacher education and professional development.

Long Description

Step 3 – Development and Updating of Teacher Training Materials

In collaboration with NIE, update existing pre-service and in-service teacher training resources and programmes and develop new supplementary teaching aids to build the capacities of teachers to teach the priority topics and learning outcomes, focusing on interactive, inclusive and gender-responsive pedagogies. This will complement the UNESCO-UNU climate literacy framework for teachers pilot initiative, which is to be undertaken in Maldives between 2025-2027.

This activity will be based on findings from Steps 1 and 2, and in close collaboration with NIE the consultant will:

• Update selected pre‑service and in‑service teacher training materials to incorporate priority climate/environment/DRR topics, learning outcomes and pedagogical guidance; and
• Develop supplementary teaching aids (e.g. lesson exemplars, facilitation notes, formative assessment tools) to support classroom practice.

The updated resources will prioritise transformative, action‑oriented and learner‑centred pedagogies, including place‑based learning using island and atoll contexts, inquiry‑based projects and scenario planning to connect learners with the local environment and empower them to be solutions-oriented. Inclusive and gender‑responsive practices will be integrated throughout.

Step 4 – Consultation, Validation and Finalization

Support UNESCO, the MoE and NIE in organizing consultation and validation workshops with relevant stakeholders to review and validate the updated teacher training materials and teaching aids.

Incorporate feedback and finalize deliverables, including recommendations for institutionalization through NIE and national teacher education systems.

During the handover process at the end of the project, it will be recommended for the developed resources to be officially endorsed by the MoE and integrated into the NIE's core curriculum and mandatory teacher qualification programmes for all new teachers in order to institutionalize the updated content.

DELIVERABLES

Deliverables

The deliverables for this consultancy shall include:

1. Assessment and Mapping Report on Teacher Training Resources
2. A report documenting the review of pre‑service and in‑service teacher training materials, including:

• Status of integration of climate/environment/DRR topics;
• Identified gaps and capacity needs; and
• A validated set of priority topics and learning outcomes.

1. Teacher Readiness Assessment Report
2. A report on capacity assessment presenting findings from the online survey conducted across Maldives, including analysis of knowledge, attitudes and practices, and actionable recommendations for integration of priority topics and learning outcomes into teacher education.
3. Updated Teacher Training Materials and Supplementary Teaching Aids
4. Revised teacher training materials and newly developed supplementary resources/teaching aids that incorporate priority topics and learning outcomes
5. Consultation and Validation Workshop Report
6. A report summarizing the consultation and validation process, feedback received and final outcomes.
7. Profile of the Candidate
8. The consultant should meet the following requirements:
9. Knowledge, Skills and Experience

REQUIRED QUALIFICATIONS

• An advanced university degree (Master's or equivalent) in education, curriculum development, teacher education, pedagogy, Education for Sustainable Development (ESD), environmental education, or a related field. Alternatively, Bachelor’ degree with three years of relevant experience.
• A minimum of two (2) years of progressive professional experience in the education sector, with demonstrated expertise in curriculum development, teacher training, teaching and learning materials (TLMs), pedagogy, and institutional capacity development.
• Strong knowledge of global standards and best practices in curriculum design, teacher education, and development of TLMs, including the integration of climate change, environmental sustainability and/or Disaster Risk Reduction (DRR).

Long Description

• Proven experience in designing, reviewing and revising curricula and teacher training resources, ideally in Small Island Developing States (SIDS) or similar contexts.
• Demonstrated experience in climate change education, Education for Sustainable Development (ESD), and/or DRR integration in education systems.
• Demonstrated experience working in the South Asia (preferably the Maldives) , including familiarity with the Ministry of Education (MoE), National Institute of Education (NIE), and teacher training systems.
• Experience in conducting capacity assessments, including survey design, data collection and analysis, and development of actionable recommendations.

COMPETENCIES - Core (C) & Managerial (M)

• Communication (C)
• Accountability (C)
• Innovation (C)
• Knowlegde sharing and continuous improvement (C)
• Planning and organizing (C)
• Results focus (C)
• Teamwork (C)

For detailed information, please consult the UNESCO Competency Framework.

Long Description

• Experience facilitating stakeholder consultations and working collaboratively with government counterparts, teacher training institutions, and development partners.
• Demonstrated experience in integrating learner-centred, inclusive, gender-responsive and action-oriented pedagogies into curriculum and teacher training resources.
• Excellent verbal and written communication skills in English. Dhivehi is desired for the assignment with local support.
• Demonstrated ability to deliver high-quality outputs within agreed timelines.

APPLICATION PROCESS

Qualified candidates are requested to attach the below documents under the 'Employment History' attachment section:

• a Cover Letter (maximum one page) explaining how their qualifications and experience make them suitable for the assignment;
• an updated Curriculum Vitae (CV) including educational qualifications, relevant professional experience, telephone number, email address, and contact details of two (2) professional references;
• a Technical Proposal (maximum five pages) outlining the applicant’s understanding of the assignment, key challenges and proposed approaches, methodology, workplan, relevant experience, and samples/examples of previous relevant work authored by the applicant in the South Asia (preferably the Maldives) or a similar context;
• a Financial Proposal in US dollars, inclusive of consultancy fees, travel, all other miscellaneous costs, and mandatory taxes as per the laws of Maldives, indicating the overall lump-sum cost for the assignment and a breakdown of monthly costs; and
• a list and samples of relevant work, including at least two examples related to the deliverables and at least one sample authored by the applicant in the Maldives or a similar context.

Interested candidates should submit all required documents in English, following UNESCO application procedures. The consultant profile should include CV(s) detailing academic qualifications, relevant experience, and references with contact details.

Long Description

The consultant will be responsible for arranging their own logistics: office space, administrative and secretarial support, team members, telecommunications, travel arrangement, printing of documentation, etc. The costs of these logistics, including all research-related travel costs, will be included in the lump sum proposal.

The consultant must ensure that sources are properly cited by using the Harvard referencing style, following international academic standards and making sure that no copyrights are violated. Please refer to the UNESCO Style Manual for citation style, terminology and spelling, abbreviations, references, etc.

UNESCO will provide feedback throughout the process, in particular there will be feedback and revisions that are expected to be incorporated for all deliverables. The contractor and UNESCO will hold regular meetings to discuss progress and next steps.

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

The technical assets produced will be the property of UNESCO.

SELECTION AND RECRUITMENT PROCESS

Please note that all candidates must complete an on-line application and provide complete and accurate information, by the above deadline.

To apply, please visit the UNESCO Careers website. No modifications can be made to the application once submitted.

The process may include pre-recorded video interviews and/or written assessments, interviews with a Panel, as well as reference checks. In addition, candidates may be requested to provide additional information which may be pertinent to the position’s qualifications.

Proposals will be determined based on the best value for money approach. The weighted model takes account of two components, the individual consultant’s qualifications and the cost, by allocating a weight of 70% to the qualifications of the candidate, and 30% to the cost of the proposal. An assessment exercise may be used in the evaluation of candidates.

Only short-listed candidates will be contacted.

ADDITIONAL INFORMATION

• UNESCO recalls that paramount consideration in the appointment of personnel 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.
• lndividuals 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.
• The statutory retirement age at UNESCO is 65 years.
• UNESCO does not charge a fee at any stage of the hiring process.