OVERVIEW

Parent Sector : Education Sector (ED)

Duty Station: Dhaka

Classification of duty station: Field Office

Standard Duration of Assignement : 7 Months

Job Family: Education

Type of contract : Non Staff

Duration of contract : 7 Months

Recruitment open to : Internal and external candidates

Application Deadline (Midnight Dhaka Time) : 29 May 2025

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

OVERVIEW OF THE FUNCTIONS OF THE POST

Bangladesh’s education sector has achieved remarkable gains in access and parity over the past decades. However, learning outcomes remain below desired levels, and systemic challenges—particularly in teacher recruitment, development, and management—impede progress. Over the years, Bangladesh has implemented a range of initiatives to improve teacher quality, including the introduction of both pre- and in-service training programs such as the Certificate-in-Education and Diploma in Primary Education, along with multiple project-based courses under the Continuous Professional Development (CPD) framework. New teachers were recruited to reduce the pupil-teacher ratio, and some effort was made to upgrade teacher training institutes and strengthen leadership at school and district levels. However, these measures have often been fragmented and overly theoretical, with limited practical support for classroom application. The absence of a unified teacher policy, insufficient alignment between training and career advancement, weak supervision structures, and challenges in ensuring accountability have further constrained the effectiveness and sustainability of these programs.

Recognizing the centrality of teachers to learning improvement, the Government of Bangladesh (GoB), in consultation with education stakeholders and the Education Local Consultative Group (ELCG), has identified “Teacher professionalization for effective teaching towards enhanced learning outcomes” as the priority reform under the Partnership Compact (PC)1. Through this priority reform, the GoB aims to transform the teaching profession by strengthening teacher policies, training, career pathways, and support systems. This reform is closely aligned with the GPE 2025 strategic plan, the country’s Enabling Factor Analysis (EFA), and national sector planning frameworks including the Fourth Primary Education Development Program (PEDP4), the draft Preliminary Development Program Proposal (PDPP) for PEDP5, and the Secondary Education Development Program (SEDP).

Bangladesh is now preparing to apply for the Global Partnership for Education (GPE) System Transformation Grant (STG)—an allocation of up to USD 48.85 million—to support the identified priority reforms. The GoB, through the Ministry of Primary and Mass Education (MoPME), as Chair of the ELCG, recently endorsed UNICEF and UNESCO’s joint Expression of Interest (EoI) to become joint Grant Agents (GA) for the GPE’s STG.

2. Purpose of the Consultancy

The primary purpose of this assignment is to:

2.1 Work collaboratively with the International Consultant (to be recruited by UNICEF) in developing a full application to operationalize the Partnership Compact (program design, theory of change, and results chain including monitoring, implementation arrangements, timeline, budget, risk and mitigation strategies and other supporting documentation) for the GPE STG in Bangladesh, adhering to GPE guidelines and templates and ensuring coordination with Ministry of Primary and Mass Education (MoPME), the Ministry of Education (MoE), and the Development Partners.

2.2. Ensure that the programme document effectively addresses the country’s key education sector challenges, with a special focus on teacher professionalization and its catalytic contribution to system-wide learning improvements and is aligned with ongoing and planned sector-wide initiatives such as PEDP5/SEDP among others.

2.3. Incorporate and effectively integrate cross-cutting themes such as social and behavioral changes, gender, equity, inclusivity, and climate resilience in the programme document and application to critically reflect local realities and concerns.

Long Description

3. Objectives

3.1. Review of available situational data and analysis of gaps

• Review available situation analysis of existing national policies, strategies, research studies, and education programs relevant to the priority reform on teacher professionalization and development.
• Identify gaps, bottlenecks, and opportunities in alignment with Enabling Factor Analysis, the Partnership Compact, and government priorities.
• Conduct additional data collection and analysis as instructed by UNESCO.

3.2. Facilitate stakeholder engagement

• Engage government counterparts, development partners, civil society actors, teacher training institutes, teachers, and other stakeholders for inclusive input and co-creation of the proposal development.
• Incorporate feedback and build consensus on key components of the STG proposal.

Long Description

3.3. Align STG design and implementation processes with existing education sector initiatives

• Map out ongoing interventions, funding flows, and key stakeholders across PEDP, SEDP, and other partner-led programs to identify complementarities and avoid duplication.
• Develop an accompanying framework that defines how the STG will interface with ongoing projects, ensuring consistency in policy direction, financing, and monitoring processes.

3.4. Design a comprehensive and robust STG grant proposal and application

• Develop the program design, including theory of change, results framework, monitoring, evaluation, accountability and learning (MEAL) plan, governance and coordination structure, implementation arragenements and manual, and risk management approach.
• Propose costed interventions that strengthen teacher policies, training, career pathways, deployment, management, and overall professionalization in Bangladesh’s primary and secondary education subsectors.

3.5. Ensure compliance with GPE guidelines and inform national requirements for approval

• Align all deliverables with GPE’s STG Grant guidelines, Quality Assurance Review (QAR) process, ensuring coherence with the GPE 2025 Operating Model, EFA findings, and the national Partnership Compact.
• Support the development of the Government of Bangladesh’s Technical Assistance Project Proposal (TAPP) or Development Project Proposal (DPP) format as appropriate.

4. Scope of Work

Under the overall authority of the Head of Field Office, the direct supervision of the Head of Education at UNESCO Dhaka Office, and the overall guidance of the Grant Agents (UNICEF and UNESCO), and in close collaboration with the relevant ministries (Ministry of Primary and Mass Education, Ministry of Education), the Consultant’s main tasks include:

4.1. Inception Phase

4.1.1 Conduct a desk review of relevant documents, including but not limited to:

• The Bangladesh Partnership Compact, Enabling Factor Analysis (EFA), Education Sector Plan (ESP) 2020–2025, Education Sector Analysis (ESA 2020) and the Fourth Primary Education Development Program (PEDP4).
• Draft PDPP for PEDP5, draft ESA (2025), SEDP documents, teacher training frameworks, draft assessment report of existing teacher-related policies, programs, initiatives and studies, or other national strategies focusing on teacher development.
• Any new research and studies including what works and good practices currently not reviewed in the PC.
• GPE guidelines for developing the STG proposal and QAR process.

4.1.2 Submit a report detailing the methodology, work plan, data collection tools, and a timeline for completing each deliverable.

4.2 Consultative Research and Analysis

• Conduct focus group discussions and interviews to gather inputs for program design with government officials, teacher training institutes at national and sub-national levels (e.g., National Academy for Primary Education, National Academy for Educational Management, Primary Teachers’ Training Institute, Upazila Resource Centre, Teacher Training College etc.), sub-national education offices, teachers’ associations, civil society, and development partners.
• Integrate gender, disability, and inclusion considerations by identifying constraints and good practices in teacher professionalization from an equity lens.
• Summarize key findings in a Situational Analysis Report that will inform the program design.

4.3. Program Design and Proposal Development

• Multi-stakeholder consultations: Conduct workshops to co-create and build consensus on key elements of the STG proposal, delivery arrangements, accountability structures, and key performance indicators.
• Theory of Change & Results Framework: Develop a robust theory of change that clearly links activities on teacher professionalization to improved teaching quality and learning outcomes; define outputs, outcomes, and impact indicators (including gender-sensitive ones)
• Implementation Arrangements: Propose institutional and governance structures and draft Program Implementation Manual, detailing the roles and responsibilities of central, sub-national, and school-level authorities, teacher training institutes, and other relevant stakeholders, including the respective roles and contribution of the grant agents (UNICEF and UNESCO) based on comparative advantage and capacity, both technical and operational.
• Budgeting and Financing: Develop a budget aligned with both GPE and national financial regulations, ensuring cost-effectiveness and sustainability, including results-based financing (RBF) mechanisms, especially GPE’s use of performance-based triggers, and propose feasible indicators and milestones aligned with country systems.
• Risk Assessment and Mitigation: Identify contextual, fiduciary, and programmatic risks, along with mitigation strategies.
• Monitoring and Evaluation Plan: Define key performance indicators (KPIs), data sources, collection frequency, and responsibilities for tracking progress.
• Draft project document and application: Prepare an initial draft of the project document and GPE STG proposal in line with GPE’s standard format
• Government of Bangladesh’s administrative documents: Support the development of the Government of Bangladesh’s Technical Assistance Project Proposal (TAPP) or Development Project Proposal (DPP) format as appropriate.

4.4 Stakeholder Validation and Finalization

• Present the draft proposal to the Grant Agents (UNICEF and UNESCO), government officials, and the ELCG for review and feedback.
• Facilitate stakeholder workshops to validate and refine proposal elements.
• Incorporate feedback and finalize the GPE STG proposal, ensuring alignment with GPE QAR requirements.

5. Methodology

• Document Review: Analyze all relevant policies, frameworks, and reports (national, international, GPE).
• Stakeholder Interviews: Conduct structured interviews, consultations, and focus group discussions at national and sub-national levels involving teachers, teacher educators and supervisors and headteachers.
• Co-creation Workshops and Validation Sessions: Engage key stakeholders (government, teacher training institutes, CSOs, donors, and teacher organizations) to co-create, review, and refine proposal components.
• Collaborative Drafting with the International Consultant: Circulate draft versions to the Grant Agents (UNICEF & UNESCO), Ministries (MOPME and MOE), and the ELCG at agreed times for iterative feedback before finalization.

6. Deliverables

• Inception report with a detailed work plan by 15 June 2025
• Situational and gap analysis report by 30 June 2025. This report includes:
  • Existing national policies, strategies, research studies, and education programs relevant to the teacher professionalization and development.
  • Identify gaps, bottlenecks, and opportunities in alignment of the Partnership Compact, and government priorities.
• Draft STG program document by 20 August 2025, This including:
  • Components, sub-components, interventions and activities
  • Theory of change & results framework
  • Implementation arrangements and manual
  • Budgeting and financing
  • Governance and coordination structure
  • Risk assessment and mitigation matrix
  • Monitoring, evaluation accountability and learning plan
• Final STG program document by 10 September 2025, This including:
  • Facilitating technical and review workshops with stakeholders
  • Addressing comments and suggestions from all stakeholders
  • Preparing submit-ready version of the STG programme document
• Updated/revised STG program document based on GPE QAR III by 15 November 2025

7. Duration of Assignment

Expected duration of the assignment is 120 days over a period of seven (7) months, with an anticipated start date in early June 2025. The timeline can be adjusted based on mutual agreement between UNESCO and the Consultant, considering GPE’s submission deadlines and anticipated launching of the STG program in January 2026.

8. Duty Station and Travel

• The Consultant will be based in Dhaka and will report to UNESCO Dhaka Office.
• Field visits to selected districts or teacher training institutes may be necessary for data collection and stakeholder engagement.
• Travel and logistics will be arranged by UNESCO in consultation with the Consultant and relevant government counterparts, following applicable travel policies.

9. Reporting and Supervision

The Consultant will report to the designated focal points of the Grant Agents (UNICEF and UNESCO) with oversight from relevant officials in the Ministry of Primary and Mass Education and Ministry of Education. Regular check-ins (weekly or bi-weekly) will be held to update on progress, discuss challenges, and adjust work plans as needed. The ELCG is the final authority to approve the STG proposal.

COMPETENCIES (Core / Managerial)

10. Consultant Qualifications and Experience

• Education:
  • At least a master’s degree in education, social sciences, public policy, international development, or a related field. A PhD would be an advantage.

• Experience:
  • Minimum of 10 years of experience in education sector planning, policy development, teacher development, or related areas.
  • Demonstrated track record in designing and/or managing large-scale donor-funded educational programs, Proven experience in developing TAPP/DPP
  • Familiarity with GPE guidelines, including the Quality Assurance Review process.

• Skills and Competencies:
  • Strong analytical and writing skills, with experience producing high-quality technical documents.
  • Excellent facilitation and communication skills, including the ability to synthesize diverse inputs and facilitate multi-stakeholder workshops.
  • Ability to integrate gender, equity, climate-resilience, and inclusion considerations into project designs.
  • Fluency in English and Bangla is required.

APPLICATION PROCESS, BENEFITS AND ENTITLEMENTS

SELECTION AND RECRUITMENT PROCESS

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