National or International Consultant to Support Work on Education and Climate Under the Sustainability And Climate Action Plan

Job Description

The Education and Climate teams at UNICEF ROSA, and Bhutan, Nepal, and Sri Lanka Country Offices are seeking a consultant to support work on Education and Climate under the Sustainability and Climate Action Plan (SCAP). They will focus primarily on consolidating regional knowledge on the intersection between education and climate in the region, as well as on activity reporting, conducting the review of climate related education data and documents. The consultant will support UNICEF’s objectives on

1. Strengthening climate smart and resilient education systems, policies, and frameworks,
2. Empowering students and teachers with climate knowledge and green skills through curriculum, teaching, and learning material and learning assessments of formal foundational learning subjects, and
3. Modelling climate action solutions at schools and non-formal education centres for government upscaling.

The consultant will be working closely with education and climate teams in Bhutan, Nepal, Sri Lanka and ROSA, on the following activities:

1. Perform an extensive review and analysis of existing climate related national education data, policies, plans, and Comprehensive School Safety Frameworks (CSSF) and other relevant documents at a global, regional and national level (in Bhutan, Nepal and Sri Lanka and other countries in South Asia, as feasible), considering respective levels of climate vulnerability of countries and relevance of solutions being implemented compared to levels of carbon emission and related environmental issues (e.g., plastic waste).
2. Conduct a comprehensive mapping of best practices and gaps of climate knowledge and green skills in existing curriculum, teaching and learning materials and learning assessments for foundational learning in the 3 countries.   
3. Conduct a comprehensive mapping and reviews of climate action solutions/interventions at schools and non-formal education centres that enhance skills and knowledge of adolescents to promote climate agenda in each of the three countries and recommend a holistic model package of actions for each country to promote through formal and non-formal education.
4. Provide support, as relevant based on country context, to Bhutan, Nepal, and Sri Lanka country offices for providing recommendations to Governments on policy frameworks, climate action solutions (in schools and non-formal education centres) and improvement of climate knowledge and skills in curriculum, teaching and learning material and learning assessments. The support will include:  i) in Sri Lanka: facilitation of the national dialogue on climate and education policy framework that is under development in Q1 2025; written feedback and recommendations to improve and help draft policy framework and action plan; ii) in Bhutan: written recommendations for a policy framework for climate change education and for a school child-responsive climate-induced disaster preparedness and resilience plan, guidelines and training modules/package for teachers; and recommendations for policy framework for climate change education (including early warning system and disaster resilience); Integration of climate change and green skills in the curriculum, teaching materials and assessment focusing on foundational learning; iii) in Nepal: recommendations on effective strategies for further scaling-up climate action through government mechanisms such as the Comprehensive School Safety package and Green Schools policy in support of ongoing partnerships aimed at building a climate smart, green and resilient education system.  
5. Develop a sharp regional investment case that provides policy and programmatic action based on the best practices identified, and with the goal of possible adaptation to country level investment case in each South Asian country.
6. Create guidelines and depository of tools and resources with best practices and lessons learned for regional knowledge sharing on i) climate smart systems, policies, and frameworks covering resilience, mitigation actions and climate adaptation, ii) climate inclusive curriculum, teaching and learning material and learning assessment, iii) climate action solutions/interventions in schools and non-formal education centres.
7. Support the conceptualization, coordination, and implementation of a multi-country learning event on education and climate, virtual or face to face depending on resources and time availability.

Methodology/ Work Assignments Overview

This consultancy will have a total of 230 days to be completed between January 2025 and January 2026. Preferably based in Kathmandu, Nepal for the duration of the contract but remote-based consultancy is also an acceptable option. Below is an overview of the work assignments: 

• Inception report with methodology and detailed work plan, timeline, and proposed stakeholders for consultations in all 3 countries and relevant regional actors.  Output: Inception report
• Review and analysis of existing climate related national education data, policies, plans, and Comprehensive School Safety Frameworks (CSSF) and other relevant documents at a global, regional and national level, building on The Heat is On! .pdf  Output: Review, analytical framework and report with main findings.

• Mapping and analysis of scalable climate action solutions/interventions in schools and non-formal education centers that enhance skills and knowledge of adolescents to promote climate agenda in the 3 countries, aligned to the country context and experience. Output: Report on scalable climate action solutions in schools and non-formal education centres

• Comprehensive mapping, review, and analysis of best practices and gaps of climate knowledge in the existing curriculum, teaching and learning material and learning assessment for foundational learning in the 3 countries, in coordination with partners (e.g. UNESCO in Sri Lanka). Output: Report with mapping and analysis of curriculum, teaching and learning material, and learning assessment

• In-country support (including missions), as relevant based on country context, to Bhutan, Nepal and Sri Lanka country offices for providing recommendations to Governments on i) policy frameworks, on ii) improvement of climate knowledge and skills in curriculum, teaching and learning material and learning assessment and iii) model package of climate action solutions for each country to promote through formal and non-formal education.(in schools and non-formal education centres). Output: Support to countries and reports with country-specific recommendations.

• Development of a sharp regional investment case that provides policy and programmatic action based on the best practices identified, and with the goal of possible adaptation to country level investment case in each South Asian country. Output: Regional investment case

• Guidelines and depository of tools and resources with best practices and lessons learned for regional knowledge sharing on i) climate smart systems, policies, and frameworks, ii) climate inclusive curriculum, teaching and learning material and learning assessment, iii) climate action solutions in schools and non-formal education centres. Output: Depository of tools and resources for regional knowledge sharing.

• Conceptualization, coordination, and implementation of a multi-country learning event on education and climate (virtual or face to face depending on resources and time availability). Output: Event concept note, agenda and support to event implementation and facilitation
• Coordination of the activities during the entire period of the consultancy. Output: Coordination and final (summary) report

Job Specification

To qualify as an advocate for every child you will have… 

• An advanced university degree with experience in Climate science, disaster risk management, international relations, Education, Environmental Science/Policy, Social Policy, Economics, or a field related to climate and disaster risk reduction. Two years of additional relevant work experience that was gained after obtaining a bachelor’s degree may be accepted in lieu of advanced university degree.
• A minimum of 4 years of relevant work experience in Education, preferably with experience working on curriculum, teaching, and learning material, learning assessment or education policy.
• Proven relevant experience and knowledge on climate action and environmental policy.
• Relevant experience working in non-formal education is an asset.
• Relevant experience in the South Asia region is considered as an asset.
• Relevant experience in an UN system agency or organization is an asset
• Proven experience in conceptualizing, coordinating, and implementing learning events is an asset

Competencies & Skills:

• Excellent quantitative and qualitative data analysis skills
• Good knowledge of research methodologies, including but not limited to experience with in-depth interviews, focus groups, and literature reviews.
• Good knowledge of climate action agenda, curriculum, teaching and learning material, learning assessment or education policy.
• Excellent communication and writing skills in English.
• Demonstrates self-awareness and ethical awareness.
• Drive to achieve results for impact.
• Thinks and acts strategically.
• Works collaboratively with others

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