National Consultant - Integration of Climate Change into Teacher Training and Learning Material

UNESCO; Islamabad; On-site; PKR 2,009,000 - 3,794,000; Full time

Job summary

UNESCO Islamabad invites a National Consultant to support the integration of climate change, environmental sustainability and disaster risk reduction into pre-service and in-service teacher training nationwide, with a focus on Punjab.

The consultant will review curricula, identify priority themes and learning outcomes, and lead the development of a contextually relevant, gender-responsive training manual and Punjab-specific TLMs.

Qualifications

• Advanced/ master’s degree in education, curriculum development, pedagogy or related field.
• Strong understanding of climate change integration in education.
• Experience with teacher training and curriculum development.

Responsibilities

• Review and map national and provincial teacher training curricula.
• Develop/adapt a competency-based teacher training manual for national use.
• Develop Punjab-specific TLMs aligned to curriculum and policy needs.
• Coordinate with UNESCO Islamabad, MoFEPT, PITEs and other stakeholders.
• Lead technical consultations, co-creation and validation processes.
• Prepare deliverables including inception, mapping reports and final manuals.

Skills

Communication

Accountability

Knowlegde sharing and continuous impro

Education

Master’s degree in education or related field

Job description

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National Consultant - Integration of Climate Change into Teacher Training and Learning Material

JOB DETAILS

Type of contract : Consultant Contract

Level : Level 2 - Middle

Hiring Unit : Education Sector (ED)

Duty Station : Islamabad

Duration of contract : 6 months

Hiring open to : External candidates

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

OVERVIEW

The National Consultant will provide technical expertise to support the integration of climate change, environmental sustainability, and disaster risk reduction (DRR) into pre-service and in-service teacher training programmes at the national level, as well as into relevant Teaching and Learning Materials (TLMs) specifically for Punjab province only. The consultant will review and map existing teacher training curricula, programmes, and materials; identify priority themes, competencies, and learning outcomes; and lead the development and/or adaptation of a contextually relevant, competency-based, gender-responsive teacher training manual for use across all four provinces. In addition, the consultant will develop and/or adapt TLMs specifically for Punjab province to support the effective integration of climate change, environmental sustainability, and DRR into teaching and learning practices.

Working closely with UNESCO, the Provincial Institutes of Teacher Education (PITEs), the Ministry of Federal Education and Professional Training (MoFE&PT), the School Education Department, Punjab, and other relevant stakeholders, the consultant will facilitate technical consultations, co-creation, review, and validation processes. The consultant will also develop practical recommendations for the institutionalization, adoption, and scaling of the finalized materials within existing teacher professional development systems. While the assignment will require close coordination and collaboration with relevant government counterparts and other stakeholders, the consultant will be contracted, supervised, and managed by UNESCO and will report directly to UNESCO throughout the assignment.

Long Description

B. BACKGROUND

Funded by the Global Partnership for Education (GPE), CSESI seeks to enhance countries’ capacities to mainstream climate change adaptation and environmental sustainability into education sector plans, budgets and strategies as well as to enhance education ministry capacity for cross-sectoral coordination on climate and environment-related policy and programming. The CSESI initiative in Pakistan will be structured around 7 component areas outlined further in this work program which has been developed by CSESI partners (Save the Children, UNESCO-ESD and UNESCO-IIEP) based on consultations with the School Education Departments and partners held in Islamabad in July 2025.

The UNESCO Section of Education for Sustainable Development (ESD) supports ministries of education specifically with integrating learning of climate change and environmental sustainability into formal and non-formal education. This entails reviewing and, where required, adjusting and revising national curricula and syllabi for pre-primary, primary and secondary schools as well as teaching and learning materials (TLMs) based on each country’s needs and opportunities.

UNESCO uses a holistic learning approach of ESD to address climate change from economic, social and environmental perspectives, and supports the acquisition of knowledge, values and attitudes to underpin practical actions by learners to contribute to climate mitigation, adaptation, resilience and sustainable development. In addition to the resources available in the countries, UNESCO will use a set of global reference documents including the Greening Curriculum Guidance (UNESCO, 2024) and ESD for Sustainable Development Goals: Learning Objectives (UNESCO, 2017) as well as other guidance on curriculum alignment produced by UNESCO International Bureau of Education (IBE).

One of the objectives of CSESI in Pakistan is to support the integration of Sustainable Development themes into education, with an emphasis on climate change. It will involve reviewing the current provincial teacher training programmes of all four provinces and Teaching and Learning Material of the Punjab Province to identify gaps and opportunities for integration of climate/ environment/ DRR-related content. The review will inform the identification of priority topics and learning outcomes, drawing on the Greening Curriculum Guidance and applying a gender-sensitive lens. Based on this review, a set of recommendations will be developed for the integration of these priority topics and teaching and learning outcomes into the existing training and TLM frameworks.

To this end, the UNESCO seeks to engage an expert individual as a consultant to support the integration of climate and environment into TLMs.

ASSIGNMENTS

C. OBJECTIVE AND SCOPE OF THE ASSIGNMENT

OBJECTIVE: The main objective of the consultancy is to support the development, adaptation and/or updating of a teacher training manual for use across all four provinces, as well as TLMs specifically for Punjab, to strengthen teachers’ capacities to effectively facilitate climate change, environmental sustainability and disaster risk reduction (DRR) learning in the classroom. Emphasis will be placed on competency-based and action-oriented pedagogies, gender responsiveness and inclusion, the integration of local and indigenous knowledge, climate resilience and DRR, and practical approaches that enable teachers to translate climate and sustainability learning into meaningful action by learners, schools and their communities.

The National Consultant will work closely with UNESCO Islamabad, MoFE&PT, PITEs, SED Punjab and other attached national and provincial institutions, including provincial curriculum authorities, teacher education and professional development institutions, textbook boards and other relevant government entities. The consultant will also collaborate with the wider CSESI team, including UNESCO’s Education for Sustainable Development (ESD) Section, UNESCO-IIEP, international experts engaged by UNESCO, Save the Children and other relevant education and climate stakeholders, as appropriate.

SCOPE: The consultancy will place particular emphasis on strengthening teacher training and professional development systems to equip teachers with the knowledge, competencies, pedagogical approaches and practical tools required to effectively facilitate climate change, environmental sustainability and DRR learning. Drawing on global reference documents and technical guidance developed by UNESCO’s ESD Section and the UNESCO International Bureau of Education (IBE), including the Greening Curriculum Guidance, Green School Quality Standard and relevant curriculum alignment guidance, the consultant will review and build upon existing national and provincial pre-service and in-service teacher training curricula, manuals, professional development frameworks and related resources identified in consultation with the relevant education authorities.

Based on this review, the consultant will undertake the activities outlined below, with a focus on strengthening the integration of climate change, environmental sustainability and DRR into teacher training content, competencies, pedagogical practices and supporting materials. The work will be contextualized to the respective provincial teacher education and professional development systems and aligned with ongoing national and provincial curriculum, teacher education and teacher professional development reforms.

Long Description

ACTIVITIES: Based on the global reference documents produced by UNESCO ESD Section, including the Greening Curriculum Guidance and other national or regional resources to be identified in consultation with the SED, and in concertation with the CSESI project team and the international experts, the consultant will deliver the following tasks:

• Review and assess teacher training programmes and resources at national level
• Conduct a desk review and mapping of relevant pre-service and in-service teacher training programmes, curricula, manuals, modules and related resources across all four provinces. Assess the integration of climate change, environmental sustainability and DRR themes, competencies and learning outcomes against UNESCO’s Greening Curriculum Guidance and other relevant national, provincial and CSESI frameworks.
• Identify good practices, content and competency gaps, pedagogical limitations, implementation challenges, and institutional and capacity-development needs. Examine the extent to which existing training equips teachers to deliver learner-centred, competency-based and action-oriented climate education, with attention to gender equality, inclusion, local contexts and climate resilience.
• Recommend priority themes, competencies and learning outcomes to inform the development or adaptation of the teacher training manual. Provide practical recommendations for their integration into existing pre-service and in-service training programmes and resources.
• Present the findings and proposed priorities to relevant national and provincial stakeholders for technical consultation and agreement.

Long Description

2. Review and assess teaching and learning materials (TLMs) in Punjab

• Conduct a desk review and mapping of relevant TLMs used in Punjab, assessing the integration of climate change, environmental sustainability and DRR across relevant subjects and grade levels.
• Assess their alignment with the provincial curriculum, UNESCO’s Greening Curriculum Guidance and other relevant frameworks. Examine their accuracy, age and grade appropriateness, pedagogical relevance, accessibility, gender responsiveness and reflection of Punjab’s environmental context and climate risks.
• Identify good practices and gaps, and recommend priority content, competencies, learning outcomes and approaches to guide the development or adaptation of Punjab-specific TLMs.
• Present the findings and recommendations to relevant provincial stakeholders for technical consultation and agreement.

3. Develop or adapt a teacher training manual for national level

• Based on the assessment findings and agreed priorities, develop or adapt a teacher training manual for teachers, teacher educators and relevant practitioners across all four provinces, with scope for adaptation to provincial contexts.
• Include practical guidance, pedagogical approaches, activities and resources for integrating climate change, environmental sustainability and DRR into teaching and learning. Incorporate competency-based, learner-centred and action-oriented approaches, with attention to gender equality, inclusion, local and indigenous knowledge, and climate resilience.
• Facilitate technical consultations and co-creation processes with relevant provincial education departments, curriculum authorities, and teacher education and professional development institutions. Incorporate agreed inputs into the draft manual.

Long Description

4. Develop or adapt TLMs for Punjab

• Based on the TLM review findings and agreed priorities, develop or adapt age- and grade-appropriate materials aligned with Punjab’s curriculum and the identified competencies and learning outcomes.
• Ensure that the materials complement the teacher training manual, support practical and action-oriented learning, and reflect Punjab’s environmental context, climate risks and sustainability priorities. Give due consideration to gender equality, inclusion and accessibility.
• Facilitate technical consultations and co-creation processes with relevant provincial institutions and stakeholders, incorporating agreed inputs into revised drafts. These workshops will be critical for gathering substantive inputs and feedback from key provincial stakeholders, building consensus on identified priorities, and validating the findings and recommendations.

The key focus of each workshop is outlined below:

• Workshop 1 – Consultation: Review the findings of the assessment of training manual and TLMs, identify priority areas, agree on an approach for revising the manual and materials, and gather technical inputs on the draft recommendations.
• Workshop 2 – Co-creation: Collaboratively refine the recommendations and proposed revisions to the training manual and TLMs.
• Workshop 3 – Validation and endorsement: Present the final outputs to key provincial stakeholders for validation and endorsement of the recommendations, revised training manual and TLMs.

Long Description

5. Validate and finalize the teacher training manual

• Organize and facilitate a national level co-creation workshop in Islamabad with relevant government departments, teacher education and professional development institutions, curriculum authorities, academia, development partners and other key stakeholders to review and validate the draft teacher training manual and provide additional inputs and revision.
• Consolidate agreed inputs and finalize the manual for consideration and use by education authorities across all four provinces.
• Develop practical recommendations for institutionalization, capacity development and phased scaling, including integration into existing pre-service and in-service teacher professional development programmes.

6. Validate and finalize the Punjab-specific TLMs

• Facilitate technical validation of the draft TLMs with relevant education, curriculum and teacher development institutions in Punjab, seeking endorsement from the relevant provincial authorities.
• Incorporate agreed inputs and finalize the materials, ensuring alignment with the teacher training manual and provincial curriculum.
• Provide practical recommendations for their use, dissemination and integration into teaching and learning in Punjab.

CONTRACT DURATION

Long Description

DELIVERABLES

• DELIVERABLES AND SUBMISSION TIMELINE

The duration of the contract is six months, and the consultant will follow the indicative timeline below, which will be further elaborated through a detailed workplan developed by the consultant at the start of the assignment:

1. Inception Report – by the end of week 2 of signing the contract

• Detailed workplan and schedule, findings from initial bilateral consultations with key stakeholders, and the proposed methodology for reviewing teacher training programmes and resources across all four provinces and TLMs in Punjab.
• Clearly distinguish the activities and outputs for the teacher training manual from those for the Punjab-specific TLMs.
• The report should be approximately 10 pages, excluding annexes.

2. Report on consultation workshop – By the end of month 2

• A report per province detailing the process, key findings, outcomes and agreed priority topics and training manual and TLMs, and consensus on the kind of revisions needed.
• The annexes should include a list of participants (gender disaggregated)/their role/organization, concept note, agenda, presentations and draft workplan for co-creation phase.
• The report for each province should be 10-20 pages, excluding annexes.

3. Assessment and Mapping Reports – by the end of month 3

a. Teacher Training Programmes and Resources - National

• Assessment and mapping of relevant pre-service and in-service teacher training curricula, manuals, modules and related resources across Balochistan, Khyber Pakhtunkhwa, Punjab and Sindh.
• Documentation on the integration of climate change, environmental sustainability and DRR; identify good practices, gaps, implementation challenges, and institutional and capacity-development needs; and recommend priority themes, competencies and learning outcomes to inform the teacher training manual.
• Each provincial report should be 15–20 pages, excluding annexes.
• A separate assessment and mapping report on relevant TLMs in Punjab, examining their alignment with the provincial curriculum and the integration of climate change, environmental sustainability and DRR.
• Documented good practices and gaps, and recommend priority content, competencies, learning outcomes and pedagogical approaches for developing or adapting Punjab-specific TLMs.
• The report should be 15–20 pages, excluding annexes.

Long Description

4. Report on co-creation workshop. – by the end of month 4

• A report detailing the process, key findings, outcomes and agreed priorities of the training manual and TLMs identified during the co-creation workshop, including feedback and inputs received for improved version.
• The annexes should include a list of participants (gender disaggregated)/their role/organization, concept note, agenda, presentations and draft workplan for next steps.
• The report for each province should be 10-20 pages, excluding annexes.

5. Draft Teacher Training Manual, Draft Punjab TLM Package and Co-creation Workshop Reports – by the end of moth 4

a. Draft Teacher Training Manual - National

• Draft teacher training manual applicable across all four provinces, incorporating the agreed priority themes, competencies and learning outcomes, with guidance for adaptation to provincial contexts.
• Include competency-based, learner-centered, action-oriented, gender-responsive and inclusive pedagogical approaches, practical activities and supporting resources.
• Facilitation for provincial co-creation and technical consultations and submit concise reports documenting stakeholder feedback, areas of consensus and agreed revisions. Each provincial workshop report should be 15–20 pages, excluding annexes.
• Separate draft package of age- and grade-appropriate TLMs aligned with Punjab’s curriculum, agreed competencies and learning outcomes, and the draft teacher training manual.
• Reflect Punjab’s environmental context, climate risks and sustainability priorities, with attention to gender equality, inclusion and accessibility.
• Facilitation of a co-creation workshop with relevant Punjab stakeholders and submit a report documenting technical feedback and agreed revisions. The workshop report should be 15–20 pages, excluding annexes.

COMPETENCIES - Core (C) & Managerial (M)

• Communication (C)
• Accountability (C)
• Knowlegde sharing and continuous improvement (C)

An advanced/ master’s degree in education, curriculum development, pedagogy or related field

WORK EXPERIENCE

• A minimum of 10 years of progressive experience in the education sector, specifically in the fields of teacher professional development, teaching curriculum development, Teaching and Learning Material pedagogy and institutional capacity development;
• Strong command of global best practices in learning assessment development;
• Evidence of experience of similar assignments, including developing and revising curricula and TLMs in Pakistan;

Long Description

SKILLS AND COMPETENCIES

• Familiarity with Punjab's curriculum framework and TLMs;
• Ability to work collaboratively with counterparts in government ministries at national and sub-national levels, as well as with international experts;
• Demonstrated experience in the development of content and resources that which are user-friendly, adaptable and valuable for the final users;
• Ability to facilitate technical discussions and consultations to secure the maximum technical advice in short amount of time;
• Experience in implementing consultation, co-creation and capacity building workshops;
• Ability to deliver results amid tight deadlines;
• Excellent planning, organizational and coordination skills;
• Ability to inject innovation in the work delivered;
• Strong ability in negotiating with multiple counterparts on technical content.
• Excellent verbal and written skills in English and Urdu.

Short Description

DESIRABLE QUALIFICATION

Education:

• PhD in education, curriculum development, pedagogy or related field;

Professional Experience:

• A minimum of 20 years of experience in the education sector, with demonstrated expertise in teacher professional development, teaching curriculum development and review, teaching and TLMs, pedagogy and instructional practices, teacher professional development, education policy and planning, institutional capacity development, and education system strengthening.
• Experience in competency-based education, assessment frameworks, quality assurance, monitoring and evaluation, and translating assessment and learning evidence into policy and programme interventions would be a strong asset.

Language Skills:

• Fluency in English and Urdu is required, with proficiency in any other local languages spoken in the area being an added advantage.

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.
• 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.
• UNESCO does not charge a fee at any stage of the hiring process.