Individual Consultant - Education Specialist (Inclusion and Diversity in Teacher Education, Lao PDR)

OVERVIEW

Parent Sector : Field Office

Duty Station: Bangkok

Job Family: Education

Type of contract : Non Staff

Duration of contract : From 1 to 6 months

Recruitment open to : External candidates

Application Deadline (Midnight Duty Station Time) : 24-SEP-2025

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

OVERVIEW OF THE FUNCTIONS OF THE POST

1. BACKGROUND AND OBJECTIVE

This consultancy in Lao PDR falls under the Education Section of the UNESCO Regional Office in Bangkok, which supports countries in advancing Sustainable Development Goal 4 (SDG 4) to ensure inclusive and equitable quality education for all. In Lao PDR, UNESCO—through the Capacity Development for Education (CapED) Programme—has been working closely with the Ministry of Education and Sports (MoES) to strengthen national capacities in teacher education, curriculum development, and the promotion of inclusive and gender-responsive learning environments.

Inclusive education is a national priority for the Government of Lao PDR, as outlined in the Inclusive Education Strategy 2030, approved by MoES in 2023. The strategy envisions a more equitable education system in which all learners—regardless of gender, disability, ethnicity, language, socioeconomic status, or geographic location—can access, participate in, and succeed in quality learning environments. Despite strong policy commitments and ongoing efforts, many teachers in Lao PDR continue to face challenges in effectively implementing inclusive pedagogical approaches, largely due to limited training, insufficient practical and relevant engagement, and constrained access to appropriate resources.

1. BACKGROUND AND OBJECTIVE

This consultancy is closely aligned with the overarching goals and all seven strategies of the Inclusive Education Strategy 2030. In particular, it contributes most directly to Strategy 3, which calls for incorporating inclusive education into both pre-service and in-service teacher training curricula at all levels. UNESCO Bangkok, in collaboration with MoES, will support the development of a comprehensive teacher training module on inclusion and diversity in education, aimed at strengthening the capacity of Teacher Education Institutions (TEIs) to equip future and current teachers with the knowledge, skills, and attitudes needed to respond effectively to diverse learner needs. The module will be tailored to the Lao context and aligned with national and international frameworks. Designed for integration into pre-service teacher education programmes, it will serve as a key resource for advancing inclusive pedagogy. Moreover, its development and piloting will model approaches to improve the teacher education system more broadly—ensuring it is inclusive, relevant, and responsive. Inclusion and diversity will not be treated as isolated topics within the module; rather, they will be presented as core principles that ideally inform and influence broader aspects of teacher preparation and professional learning over time.

As the next step, UNESCO Bangkok is seeking a senior expert Individual Specialist to conceptualize and lead the development and piloting of a comprehensive teacher training module on inclusion and diversity in education, tailored to the context and needs of TEIs in Lao PDR. This will involve close collaboration with MoES, and include national consultations, design and delivery of a capacity development workshop, and hands-on technical support for piloting the module in two selected TEIs. The Individual Specialist will also be responsible for finalizing the module and preparing a concise policy guidance note offering strategic recommendations for strengthening inclusion and diversity across the teacher education system. While the module is a central output, the overall process is intended to inform broader improvements in teacher education policies, curricula, and practices, advancing a more inclusive, equitable, and responsive education system in Lao PDR.

2. PURPOSE OF THE ASSIGNMENT

The purpose of this assignment is to provide policy-oriented technical guidance to the MoES in the production of teacher training content on inclusion and diversity in education that specifically responds to the context and needs of Teacher Education Institutions (TEIs) in Lao PDR. Key outputs to be produced by the Individual Specialist include: a comprehensive teacher training module on inclusion and diversity in education, and a concise policy guidance note to support strategic country efforts to strengthen inclusion and diversity across the national teacher education system.

The assignment involves the development of the module through close consultations with national education authorities and key stakeholders; the design of pilot implementation methodology and tools; the design and delivery of a capacity development workshop for selected TEIs; and the provision of technical support and strategic guidance to national education authorities throughout and immediately following the pilot phase. The Individual Specialist will also be responsible for revising and finalizing the module based on feedback and findings from the pilot implementation to ensure that it is contextually relevant, pedagogically sound, informed by evidence, aligned with normative frameworks and ready for wider integration into pre-service teacher education programmes. In addition, the Individual Specialist will develop a policy guidance note outlining strategic recommendations to inform broader system-level implementations in inclusive and diversity-responsive teacher education. The overall process is expected to inform the (re)development and strengthening of teacher education programmes in Lao PDR.

Specifically, the Individual Specialist will be responsible for:

• Designing the structure, content, and delivery methodology of a teacher training module on inclusion and diversity, based on national priorities, particularly the Inclusive Education Strategy 2030, and aligned with national and international standards in inclusive pedagogy.
• Designing and leading delivery of a national stakeholder consultation workshop to gather inputs from teacher educators, education personnel, and development partners for the initial drafting of the module, in close collaboration with the Ministry of Education and Sports (MoES) and UNESCO Bangkok.
• Leading the drafting and iterative development of the module, through collaborative consultations with a designated team of teacher educators and education personnel, coordinated by the Department of Teacher Education, MoES.
• Designing a pilot implementation package, including methodology, training materials, and tools to assess the relevance, usability, and effectiveness of the module during implementation in selected TEIs.
• Designing and leading the facilitation of a capacity development workshop for teacher educators and institutional leaders in two pilot TEIs to support the pilot implementation of the training module.
• Providing technical and strategic guidance – either in-person or remotely – to the pilot TEIs throughout the pilot phase to ensure effective implementation and promote reflective practice, including the collection of practical feedback from participants.
• Collecting and synthesizing findings and lessons learned from the pilot implementation process, including stakeholder feedback, to inform the revision and enhancement of the module.
• Revising and finalizing the training module based on the pilot’s results to ensure it is contextually relevant, pedagogically sound, and ready for official adoption and integration into pre-service teacher education programmes, with potential for future scale-up.
• Developing a concise policy guidance note with strategic recommendations for use by national authorities for strengthening inclusion and diversity across Lao PDR’s teacher education system, informed by insights gained throughout the module development and pilot process.

3. DUTIES AND RESPONSIBILITIES

Within the framework of the Capacity Development for Education (CapED) Programme in Lao PDR, the Individual Specialist will be expected to apply methodological expertise, policy planning insight, expert-level technical leadership, and advisory and advocacy skills to undertake the development and piloting of a teacher training module on inclusion and diversity in education, as well as the preparation of a policy guidance note offering strategic recommendations to strengthen the inclusiveness of Lao PDR’s teacher education system.

Working in close collaboration with the Ministry of Education and Sports (MoES), particularly the Department of Teacher Education, and in coordination with UNESCO Bangkok, the Individual Specialist will lead and deliver the following key responsibilities.

1. Module Design and Framework Development

(i) Conduct a comprehensive desk review and contextual analysis of key national strategies and policy frameworks, including the Inclusive Education Strategy 2030, Lao Teacher Standards, existing teacher training materials, and international evidence and promising practices in inclusive education.
(ii) Design a conceptual framework for the module, including structure, key thematic areas, targeted teacher competencies, learning objectives, learning assessment approaches, and implementation methodology, ensuring alignment with national policies and contextual needs.
(iii) Develop a concept note and annotated outline of the module to guide the full drafting and stakeholder engagement process.

2. Stakeholder Consultation and Technical Engagement

(i) Design and lead delivery of a national stakeholder consultation workshop, in collaboration with MoES and UNESCO Bangkok, to engage policy-makers, curriculum developers, teacher educators, education personnel, and development partners in a participatory review of the module’s framework.
(ii) Collect technical inputs and feedback from stakeholders to inform and validate the content and approach of the module’s framework.
(iii) Document and synthesize consultation outcomes to inform the drafting of the full module.

3. Drafting and Iterative Development of the Module

(i) Lead the drafting of the teacher training module on inclusion and diversity in education, incorporating stakeholder inputs and aligning with inclusive, gender-responsive, and learner-centred pedagogy.
(ii) Collaborate with the Department of Teacher Education, other relevant stakeholders, and UNESCO Bangkok to review and iteratively improve the module draft.
(iii) Ensure the module is adaptable for integration into pre-service teacher education programmes and relevant for long-term professional learning.

4. Pilot Design and Capacity Development

(i) Design a comprehensive pilot implementation plan, including training materials, tools, and assessment frameworks to evaluate the module’s relevance, usability, and effectiveness.
(ii) Design and lead the facilitation of a capacity development workshop for teacher educators and institutional leaders from two pilot TEIs, providing both technical and strategic preparation to support their effective implementation of the training module.
(iii) Provide ongoing strategic guidance and technical support throughout and immediately following the pilot phase (in-person or remotely), promoting reflective practice, and capturing implementation feedback.

5. Module Revision and Finalization

(i) Analyze data and feedback from the pilot implementation, including qualitative and quantitative evidence and stakeholder perspectives in the two TEIs.
(ii) Revise and finalize the module based on the pilot’s findings, ensuring pedagogical soundness, contextual fit, and readiness for official adoption and scale-up.
(iii) Provide strategic recommendations for the sustainable integration of the finalized module into the broader teacher education curriculum, including potential alignment with related modules and institutional frameworks.

6. Policy Engagement and System Strengthening

(i) Facilitate high-level consultations with MoES, UNESCO Bangkok, and development partners to reflect on lessons learned from the module development and piloting process, and identify system-wide implications.
(ii) Develop a concise policy guidance note summarizing key insights and offering targeted, actionable policy recommendations for strengthening inclusion and diversity across teacher education policies, programmes, and institutions in Lao PDR.

7. Final Reporting

(i) Prepare a final consultancy report (maximum ten A4 pages, excluding annexes) outlining key activities undertaken, stakeholder engagement, technical support provided, outcomes of the pilot implementation, and strategic recommendations for further development, adaptation, and national scale-up of the module and its associated approaches.

4. TIMETABLE AND DELIVERABLES:

The Individual Specialist will be required to work from September 2025 to May 2026. The deliverables for this consultancy are outlined below, with provisional submission dates:

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

5. LOCATION AND TRAVEL

The 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 Individual Specialist will be required to undertake official travel in relation to project implementation during the assignment period. All travel must be in economy class, and the Individual Specialist 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 Individual Specialist’s usual place of residence or work.

The Individual Specialist is expected to arrange their own travel and will be provided with a lump sum to cover travel-related expenses in accordance with UNESCO’s rules and regulations. All travel costs (e.g., the cost of tickets, terminal fares, and DSA) must be agreed upon and fixed in advance between the Individual Specialist and UNESCO.

Expected Travel (tentative):

(i) Trip 1: Travel to Lao PDR to facilitate and provide technical leadership during the national stakeholder consultation workshop on the development of the teacher training module on inclusion and diversity in education, tentatively scheduled for October 2025 in Vientiane Capital.

(ii) Trip 2: Travel to Lao PDR to lead the facilitation of the capacity development workshop for teacher educators and institutional leaders from two pilot TEIs, and provide strategic guidance and technical support during the early phase of the pilot implementation, tentatively scheduled for January 2026, with activities likely taking place in two selected provinces.

6. SUPERVISORY ARRANGEMENT

The individual Specialist will work under the overall authority of the Regional Director of UNESCO Regional Office in Bangkok, and the direct supervision of the Deputy Director and Chief of Education Section. Day-to-day technical coordination will be conducted in close consultation with the Programme Coordinator for the Capacity Development for Education (CapED).

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

At the start of the assignment, the 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 Individual Specialist, as well as clarify the support and inputs expected from UNESCO Bangkok and collaborating partners for the effective implementation of the activities.

Short Description

In the section below, please ensure you include the core (C) and managerial (M) competencies (if applicable).

7. COMPETENCIES (Core / Managerial) Accountability (C)Communication (C)Innovation (C)Knowledge sharing and continuous improvement (C)Planning and organizing (C)Results focus (C)Teamwork (C)Building partnerships (M)Driving and managing change (M)Leading and empowering others (M)Making quality decisions (M)Managing performance (M)Strategic thinking (M)

- For detailed information, please consult the UNESCO Competency Framework.

8. REQUIRED QUALIFICATIONS

Education

Work Experience

Skills and Competencies

Languages

9. DESIRABLE QUALIFICATIONS

Education

Work Experience

Skills and Competencies

Languages

10. APPLICATION PROCESS

Submission of Application:

Interested individuals are invited to submit the application and requirements to 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 completed form, please add the following documents as extra pages at the end of the Word file:

(i). A concise Approach to Work and methodology for carrying out the assignment (maximum 3 pages, A4), detailing how you plan to address the specific components of the work assignment, including the intended objectives, outputs, and deliverables. Please include references to relevant examples of successfully completed assignments of a similar nature or comparable assignments.

(ii). The proposed consultancy fee for the assignment should be quoted in USD, indicating either a daily or monthly rates or a lump sum amount. The total consultancy fees should include a detailed broken down based on level of effort, time-on-task, or per expected deliverable/output.

(iii). 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 best value for money.

Assessment: