Organization: UNESCO – United Nations Educational, Scientific and Cultural Organization
Location: Remote | Kabul
Grade: Consultancy – International Consultant – Internationally recruited Contractors Agreement
Occupational Groups:
Human Resources
Procurement
Education, Learning and Training
Information Technology and Computer Science
Translations and Languages
Labour Market Policy
Closing Date: 2025-02-04
OVERVIEW
Parent Sector : Education Sector (ED)
Duty Station: Kabul
Classification of duty station: [[filter12]]
Standard Duration of Assignement : [[filter13]]
Job Family: Education
Type of contract : Non Staff
Duration of contract : From 1 to 6 months
Recruitment open to : Internal and external candidates
Application Deadline (Midnight Paris Time) : 04-FEB-2025
UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism
SUMMARY OF THE POST’S FUNCTIONS
In Afghanistan, UNESCO works to advance education as a basic human right and to ensure that everyone has access to high-quality, inclusive, and relevant education. The Office’s main goals are to guarantee adult literacy, skill development, and non-formal education are accessible and of high quality. More than 1 million children and adults in the nation have received basic general literacy and skills-based literacy from UNESCO during the past ten years.
In order to do this, UNESCO has created Skills-Based Literacy (SBL) workbooks for eight skills: tailoring, poultry farming, first aid and basic health, starting your own business, beekeeping, fish farming, dairy products, and vegetable farming. Additionally, UNESCO has created curriculum frameworks and instructional materials for Youth and Adult Literacy and Basic Education (YALBE) in two learning areas (literacy and numeracy). UNESCO is updating and creating teaching and learning materials for non-formal education programs, such as the current SBL and YALBE instructional materials, with the addition of the skills of technical and high level occupations as part of its new and existing Skills Development and Literacy (SDL) program.
In order to combine literacy instruction with the acquisition of useful skills, this endeavor seeks to include these resources into a comprehensive program called “Skills Development and Literacy (SDL).” This method gives students the tools they may use to generate revenue or satisfy their own desires, allowing them to provide for their families and give back to their communities.
The SDL program’s repackaging of materials is especially concentrated on expanding teenage girls’ and women’s access to basic general literacy and skills development programs. In order to prioritize real-world, market-driven training that improves livelihoods, builds community resilience, and eradicates illiteracy, this effort is in line with the larger objective of combining literacy and vocational skills development. It is supported by precise and trustworthy data from the education industry to guarantee that the resources are useful and pertinent to the situation.
In order to spearhead this endeavor, UNESCO is looking to assemble a group of global consultants and specialists in literacy as well as technical and vocational education and skills. They will collaborate with the curriculum team at UNESCO Kabul to repackage the YALBE Level I and SBL instructional materials to incorporate new skills that were discovered during an earlier skills need assessment. The consultants’ primary responsibility will be to integrate the development of literacy and occupational skills, therefore establishing avenues for revenue creation and employment. Additionally, UNESCO’s SDL curriculum team and its partners will get technical assistance and capacity building from the consultant. This entails spearheading the search for pre-existing resources in addition to those created by UNESCO, creating fresh educational materials, and putting in place efficient systems for evaluating the academic performance of both young and adult learners.
To guarantee the certification and degree of capabilities in accordance with the TVET-A and MoLSA criteria, the expert team will provide guidance and match the recently repackaged curriculum with non-formal skills development/TVET programs.
Because women and girls confront major obstacles to education and skill development, their experience will guarantee that the instructional materials are tailored to suit the educational and economic demands of Afghanistan’s adolescents, youth, and adults.
Responsibilities
Under the overall authority of the Officer-in-Charge of the UNESCO Kabul Office, overall supervision of the Head of Education unit, and direct supervision of the SDL unit Project Officer/Team Lead, the consultant shall perform the following duties and responsibilities:
Pre-repackaging Stage
- Provide technical guidance to the SDL curriculum team and Curriculum TWG in planning, designing, implementing, and evaluating the curriculum and instructional materials repackaging process.
- Develop and ensure implementation and completion of the workplan for the repackaging of YALBE Level I curriculum/skills development curriculum.
Stock taking and Analysis of Existing YALBE Level 1 and SBL Instructional Materials
- Undertake a desk review of available resources to understand the supply and demand landscape of the skills development sector in the current situation in Afghanistan (e.g., assessment surveys, existing literacy and TVET strategies and plans, existing curriculums of National Occupational Skills Standards etc.) to determine the most appropriate and in-demand skills for the SDL programme.
- Review the current YALBE curriculum framework (life skills competencies, performance indicators, and learning objectives) and revise them if necessary.
- Conduct a desk review of the existing YALBE Level I curriculum and instructional materials and the currently available skills to identify areas/contents where literacy can be integrated with skills development.
Long Description
Repackaging the YALBE Level I and SBL Materials
- Provide technical guidance to the SDL curriculum team to ensure the repackaging of YALBE Level I curriculum (including textbooks/workbooks, teacher guides, and assessment tools) for each learning area.
- Integrate the literacy YALBE Level I instructional materials into the skills development component so that learners can acquire literacy skills alongside vocational skills. Introduce at least two additional skills related to manufacturing and/or cultural services sectors (depending on the findings of the desk review) for which the content is available in Afghanistan education sector or neighboring countries as part of the SBL package.
- Identify and adapt up-to-date approaches to teaching and learning vocational skills for youth and adult learners in the SDL programme.
- Lead the monthly TWG meeting on YALBE curriculum repackaging and conduct consultation meetings/workshops with a variety of technical experts from the TWG and relevant counterparts.
- Develop and finalize the repackaged materials of the SDL programme to be piloted.
Piloting the Repackaged YALBE Level I Instructional Materials and the new Skills-based literacy training materials
- Enhance the capacity of the Master Trainers and IPs’ relevant staff in the repackaged materials to be piloted effectively and efficiently.
- Conduct a mini pilot of the repackaged materials with a small sample audience and collect feedback for the further improvement of the material.
- Contribute to the monitoring and evaluation of skill development programme and have more direct interaction with IPs and beneficiaries to understand the effectiveness of the curriculum.
- Provide a final report detailing the process, outcomes, and recommendations for future enhancements of YALBE Level I instructional materials.
- Revise the YALBE Level I and SBL instructional materials and based on the feedback from the mini-pilot phase.
In line with UNESCO’s overall gender mainstreaming strategy, the consultant is expected to integrate a gender perspective in all activities and apply gender analysis and mainstreaming concepts whenever feasible.
Long Description
Timeframe
The consultancy is expected to start as soon as possible and will last for five months. By the end of each month the consultant is required to provide a monthly consultancy report demonstrating the work progress for that month against each main duty and responsibility, including results and achievements related to the repackaging of YALBE Level I and SBL instructional materials. The report should also outline challenges encountered, recommendations, and proposed next steps for subsequent technical work in the following month.
At the end of the consultancy, the consultant is required to provide a final report summarizing the achievements made during the entire period. This report should comprehensively cover the results and achievements of the YALBE Level I and SBL curriculum and instructional materials repackaging, including challenges faced and recommendations for future enhancements.
Deliverables
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- Comprehensive work plan and timeline for the adapting and repackaging of YALBE Level I and SBL instructional materials, including the integration of at least two skills relevant to technical and high-level occupation.
- A desk review report of available resources and information (e.g., existing literacy and TVET strategies and plans, existing curriculums of National Occupational Skills Standards and etc.) to determine the most appropriate and in-demand skills for the SDL programme. .
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- Draft versions of the repackaged YALBE Level I and SBL materials, including curriculum frameworks and instructional resources.
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- Finalized instructional materials and pilot testing report, incorporating feedback and adjustments.
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- A final consultancy report summarizing the process, outcomes, and recommendations for future enhancements.
COMPETENCIES (Core / Managerial)
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REQUIRED QUALIFICATIONS
Education
- Advanced degree (master’s degree or equivalent) in Education, Psychology, Social Science or a related field.
Work experience
- At least 10 years of relevant professional experience in education, including curriculum development, teacher education.
Skills
- Sensitivity and adaptability (culture, gender, religion, race and nationality);
- Excellent research skills;
- Excellent analytical and writing skills;
- Competent computer skills for word processing, online collaboration, presentation and data analysis; and
- Excellent independent working skills.
Language
- Fluency in English (both written and spoken)
DESIRABLE QUALIFICATIONS
Education
- PhD in education, Psychology, Social Sciences or a related field.
Language
- Fluency in Dari/Persian or Pashto.
Work experience
- At least 5 years of relevant professional experience in curriculum development for non-formal education and/or TVET programmes; and
- Previous work experience in education projects with UNESCO in crisis-affected contexts such as Afghanistan.
Conditions of Work and Application Submission Guideline
Conditions of Work:
UNESCO requires the consultancy to be based in Kabul and will cover the most direct, economical round trip flight tickets to and from the country of origin of the consultant. This consultancy is comprised of both remote work and work in office at the duty station, where the consultant is expected to have 2 missions during the consultancy period with a duration of 1 month each. UNESCO will also provide the daily subsistence allowance and visa fee in line with the relevant UNESCO rules and regulations. An office space will be provided to the consultant, including needed office equipment.
Application Submission Guideline:
All interested candidates must ensure to submit their technical and financial proposals with a breakdown of the cost associated with their fee alongside with their application.
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.
How to apply
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