OVERVIEW
Parent Sector : Education Unit, UNESCO Phnom Penh Office
Duty Station: Phnom Penh, Cambodia
Type of contract : Non-staff
Duration of contract : 11 months
Recruitment open to : External candidates
Application Deadline (Midnight Paris Time) : 6 October 2025
UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism
OVERVIEW OF THE FUNCTIONS OF THE POST
I. Background:
Following the success of the first phase of Strengthening Teacher Education Programmes in Cambodia (STEPCam), UNESCO and the Ministry of Education, Youth and Sport (MoEYS) is implementing STEPCam Phase II through the $12.62 million System Transformation Grant (STG) supported by the Global Partnership for Education (GPE).
Building on the achievements of STEPCam Phase I, the second phase retains a strong focus on enhancing the quality of education in Cambodia towards its ultimate objective of improving the learning outcomes of students. The programme aims to achieve its objectives through four components:
โข Component 1 supports the national reform of the pre-service teacher education system, including the shift to a 12+4 system, to ensure new teachers enter the profession qualified and well-trained
โข Component 2 strengthens and expands the CPD system and its connections to career pathways, supporting and incentivising teachers to upgrade their knowledge and competencies throughout their careers
โข Component 3 supports the training and mentoring of classroom teachers in early grade learning (EGL), including strengthening systems of formative assessments and student tracking to better monitor learning and support all students, and
โข Component 4 promotes a uniform approach to digital transformation in Cambodiaโs education system and the effective use of digital tools for quality teaching, learning, and education management.
II. Scope of the assignment
Under the overall authority of the UNESCO Representative and supervision of the Chief of Education Unit, the Consultant will work under the direct supervision of the STEPCam Programme Manager and closely collaborate with the National Teacher Education and Development Specialist to provide technical support for Component 2: Teacher Professional Development โ Expanding and strengthening the system of Continuous Professional Development (CPD). The Consultant will engage with MoEYS leadership and central-level Technical Departments to drive the expansion and implementation of the CPD and Teacher Career Pathway (TCP) systems and directly contributes to four areas of work: (1) support the MoEYS with the expansion of the CPD system to increase its management capacity, robustness, and comprehensiveness; (2) support the MoEYS with the implementation of the TCP for all education staff of the MoEYS; (3) support the MoEYS in coordinating and monitoring the CPD system rollout at STEPCam target schools in the first and second cycles, and the opt-in schools in the first cycle of implementation; (4) support any upcoming new tasks in the fields of CPD, TCP, CPD Management Information System (CPDMIS) and Teacher Qualification Upgrade (TQU) that might arise during the consultancy period.
The Consultant will work in close consultation and collaboration with STEPCam programme officers and consultants, technical departments of the MoEYS, and other Development Partners supporting the MoEYS with the planning and implementation for the institutionalisation, further expansion, and national rollout of the CPD system in Cambodia.
III. Specific Tasks
Specific tasks include, but will not be limited to, the following:
1. Support the MoEYS with the expansion of the CPD system through a collaborative and progressive capacity building approach to increase its management capacity, robustness, and comprehensiveness, including:
1.1. Lead the development and finalisation as the chief penholder, in close collaboration with the MoEYS, the framework and implementation guidelines for Recognition of Prior Learning (RPL) for accrediting relevant activities, retroactive awarding of CPD credits, and capturing such credits in the CPDMIS
Long Description
1.2. Lead the efforts to support the MoEYS Technical Departments, particularly the Department of Teacher Development (DTD), in developing the accreditation system, including guidelines for implementation, credit attribution mechanisms, institutionalisation, and a rollout plan for the self-directed CPD, as part of the effort to expand the scope and robustness of the CPD system for a national rollout
1.3. Provide technical oversight and quality assurance for the pilot of the mechanisms to award and capture CPD credits for the action research projects completed under Component 1 as an initial step to inform the development of a rollout strategy for the self-directed CPD
1.4. Provide technical support and quality assurance to the MoEYS with the accreditation of CPD providers and offerings, including training of the dedicated staff and external assessors as needed, to increase the CPD supply contributed by accredited Teacher Education Institutions, Technical Departments, Development Partners, and other potential providers, to ensure full integration of CPD/INSET activities and promote ownership and institutionalisation of the system by the MoEYS
1.5. Lead the capacity building of the MoEYS Technical Departments through a comprehensive and progressive approach, particularly DTD, in CPD, TCP and CPDMIS system management and implementation
1.6. Lead the drafting and finalisation of practical and cost-efficient programmes and materials for the training of relevant national and sub-national stakeholders in the management and rollout of the expanded CPD system, including the self-directed CPD
1.7. Lead the drafting and finalisation of a training programme and materials to prepare the MoEYS for the pilot of school-based CPD through various funding mechanisms such as CPD vouchers to allow individual teachers to procure CPD activities based on professional needs
2. Support the MoEYS with the implementation of the TCP for all education staff of the MoEYS, including:
2.1. Support the CPDMIS national TA, national teacher education and development expert, and DTD to develop a programme and material package for training national and sub-national MoEYS staff in the CPDMIS and HRCPD mobile application, to ensure effective management and rollout of the system
2.2. Lead the development and finalisation of the Professional Standards for Education Specialists and the updating of the Teacher Professional Standards (2016) through a consultative approach, in close collaboration with the MoEYS Technical Departments, Development Partners, and other key stakeholders
3. Support the MoEYS in coordinating and monitoring the CPD system rollout at the target schools in the first and second cycles and opt-in schools in the first cycle of the rollout, including:
3.1. Lead the design and conduct a light-touch CPD training needs assessment (TNA) of teachers supported in the STEPCam target schools and opt-in schools to prepare for the CPD implementation
3.2. Lead the drafting of a concise TNA report with technical recommendations, drawing from both the key findings of the TNA as well as identified training needs in line with national, regional and global teacher standards and competency frameworks, to inform the development of at least 10 more CPD courses to be added to the national CPD supply and which can be taken by the target primary school teachers and other educators
3.3. Participate in regular technical inter-departmental meetings to plan and consolidate progress updates to closely monitor the implementation of the blended CPD courses to ensure that the implementation aligns with the workplan and issues are addressed in a timely manner
3.4. Build capacity of the MoEYS dedicated staff to conduct regular monitoring and lead an annual assessment of the CPD system rollout and TCP implementation
Long Description
3.5. Draft and finalise a concise report at the conclusion of the consultancy period on the progress and recommendations to inform next steps of the CPD, TCP, and CPDMIS systemsโ implementation
4. Provide technical support and advice for new tasks emerging in the fields of CPD, TCP, MIS, and TQU that might arise in the life span of the consultancy, in agreement with the STEPCam Programme Manager, including:
4.1. Assist in the identification of future priorities for CPD, TCP and CPDMIS system expansion and rollout and support advocacy to promote a buy-in across sub-sectors and all levels of education
4.2. Advise the Programme Manager of any potential challenges and suggest solutions to address any bottlenecks
IV. Deliverables
The following deliverables are expected in line with the specific tasks outlined above:
1. Deliverable 1 by 19 December 2025
a. A proposed workplan presenting detailed steps and key milestones for the assignment
2. Deliverable 2 by 30 January 2026
a. Final concept note, incorporating inputs from the consultation, which forms the basis for development of a framework and implementation guidelines for RPL
b. Revised teacher CPD TNA tool to assess CPD needs of teachers in the opt-in schools and STEPCam target schools
c. Concept note for piloting school-based CPD through various funding mechanisms such as CPD vouchers to allow individual teachers to procure CPD activities based on professional needs
3. Deliverable 3 by 23 February 2026
a. Complete draft of the framework and implementation guidelines for RPL for accrediting relevant activities, retroactive awarding of CPD credits, and capturing such credits in the CPDMIS
4. Deliverable 4 by 31 March 2026
a. Complete draft of the updated Teacher Professional Standards
b. Final TNA summary report on CPD needs of teachers in the opt-in schools and in STEPCam target schools to inform the development of new CPD offerings and prepare for the CPD implementation at these schools
c. Draft training programme and materials to prepare the MoEYS for the pilot of school-based CPD through various funding mechanisms such as CPD vouchers to allow individual teachers to procure CPD activities based on professional needs
5. Deliverable 5 by 30 April 2026
a. Final complete version of the framework and implementation guidelines for RPL for accrediting relevant activities, retroactive awarding of CPD credits, and capturing such credits in the CPDMIS
b. Concept note to design, plan and implement the piloting of mechanisms to award and capture CPD credits for the action research projects completed under Component 1 as an initial step to inform the development of a rollout strategy for the self-directed CPD
6. Deliverable 6 by 29 May 2026
a. Detailed concept note on accreditation system, guidelines for implementation, credit attribution mechanisms, and a rollout plan for the self-directed CPD
b. Complete draft of the Professional Standards for Education Specialists
c. Final training programme and materials to prepare the MoEYS for the pilot of school-based CPD through various funding mechanisms such as CPD vouchers to allow individual teachers to procure CPD activities based on professional needs
7. Deliverable 7 by 30 June 2026
a. Complete draft of the accreditation system, guidelines for implementation, credit attribution mechanisms, and a rollout plan for the self-directed CPD
b. Final complete version of the updated Teacher Professional Standards
8. Deliverable 8 by 14 August 2026
a. Progress report on technical support provided to the following tasks:
i. Capacity building of the MoEYS TDs in CPD, TCP and CPDMIS system management and implementation
ii. Accreditation of CPD providers and offerings, including training of the dedicated staff and external assessors as needed, to increase the CPD supply contributed by accredited CPD providers
iii. Consultation of the accreditation system, guidelines for implementation, credit attribution mechanisms, and a rollout plan for the self-directed CPD
iv. Consultation of the Professional Standards for Education Specialists
v. Piloting the mechanisms to award and capture CPD credits for the action research projects completed under Component 1 as an initial step to inform the development of a rollout strategy for the self-directed CPD
b. Final complete version of the Professional Standards for Education Specialists
9. Deliverable 9 by 25 September 2026
a. Progress report on technical support provided to the following tasks:
i. Support provided to the MoEYS for accreditation of CPD providers and offerings, including training of the dedicated staff and external assessors as needed, to increase the CPD supply contributed by accredited CPD providers
ii. Support for capacity building of the MoEYS TDs in CPD, TCP and CPDMIS system management and implementation
b. Final accreditation system, guidelines for implementation, credit attribution mechanisms, and a rollout plan for the self-directed CPD
10. Deliverable 10 by 23 October 2026
a. Final complete programme and materials for training relevant national and sub-national stakeholders in the management and rollout of the expanded CPD system, including the self-directed CPD
b. Final completion report summarising achievements and the way forward for the consultancy, including the following:
i. Support for the expansion and implementation of the CPD, TCP and CPDMIS systems
ii. Challenges and recommendations to inform next steps of the CPD, TCP, and CPDMIS systemsโ implementation
V. Contract duration, location and other conditions
The duration of the contract will be for a period of 11 months, tentatively from November 2025 to October 2026, during which the Consultant is expected to provide technical assistance for 140 working days. The Consultant is expected to have at least two mission trips and be based in-country for at least 10-15 working days on each mission trip during the consultancy (UNESCO will organise necessary fieldwork and missions to the provinces, as necessary). In addition, the Consultant is expected to have in-person work sessions with the Directorate General of Teacher Education and Development and select TEIs, with the possibility of working from the UNESCO Phnom Penh Office for coordination with the STEPCam programme team as requested by the Programme Manager.
The Consultant will be responsible for their necessary tools, equipment (laptop, printer, etc.) and software to complete the assignment. For in-person work sessions, MoEYS will provide a working space and access to the internet, printer and LCD projector.
VI. Required qualifications and experience
EDUCATION
โข At least a Masterโs degree in the field of education, teacher education, teacher training and development, public policy or other relevant technical fields
PROFESSIONAL EXPERIENCE
โข At least 10 years of demonstrated international experience in education policy and planning, implementation, monitoring and implementation of CPD systems and programmes related to teacher education and professional development, and/or institutional capacity building in the education sector
โข Demonstrated professional experience working in close collaboration with government technical departments and senior government officials, including at the technical and working levels, with the objective of strengthening institutional capacity in the education sector
Long Description
โข Demonstrated knowledge of the planning, management, implementation and monitoring of CPD systems in different country contexts
โข Demonstrated professional experience in teacher education, teacher development and/or education policy and planning with the UN, World Bank and/or international NGOs would be desirable (minimum of 3 examples)
โข Good understanding of the context of education system and teacher education reform in Cambodia would be desirable
SKILLS AND COMPETENCIES
โข Excellent drafting skills in preparing quality and well-structured technical and policy documents to convey policy or technical-level information coherently and thoroughly
โข Excellent conceptual and analytical skills
โข Excellent interpersonal, coordination and communication skills
โข Excellent mentoring, training, facilitation and presentation skills
โข Ability to take initiative, establish priorities and capacity to work efficiently under pressure
โข Ability to work in a multicultural team to achieve shared objectives
โข Excellent understanding of education policy and planning, teacher education and teacher development
LANGUAGE SKILLS
โข Excellent in written and spoken English
HOW TO APPLY
Interested candidates are kindly requested to click on โApply Nowโ, then download and complete the Employment History Form (Word file). Employment History Form / My Documentsโ. The candidate must insert the extra pages with the following required information in English:
1. Curriculum Vitae or Resume
2. Technical proposal (3 pages maximum), including a description of your proposed approach and methodology for undertaking the assignment
3. Financial proposal, indicating a daily rate (in US$) to undertake the terms of reference above. Applications submitted without a daily rate will not be considered.
4. The contact details of three referees
The completed Employment History Form and the required information should be attached as a single combined file. Please submit your application through SuccessFactors. If you are unable to attach requirements in the system, please inform us at phnompenh@unesco.org.
(Please note UNESCO cannot consider an incomplete proposal that does not include the information requested.)
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.