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
Bangladeshโs education sector has achieved remarkable gains in access and parity over the past decades. However, learning outcomes remain below desired levels, and systemic challengesโparticularly in teacher recruitment, development, and managementโimpede 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 โTeacher professionalization for effective teaching towards enhanced learning outcomesโ 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 countryโs 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)โan allocation of up to USD 48.85 millionโto 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 UNESCOโs joint Expression of Interest (EoI) to become joint Grant Agents (GA) for the GPEโs 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 countryโs 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 Bangladeshโs primary and secondary education subsectors.
3.5. Ensure compliance with GPE guidelines and inform national requirements for approval
Align all deliverables with GPEโs 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 Bangladeshโs 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 Consultantโs 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) 2020โ2025, 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 Teachersโ Training Institute, Upazila Resource Centre, Teacher Training College etc.), sub-national education offices, teachersโ 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 GPEโs 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 GPEโs standard format Government of Bangladeshโs administrative documents: Support the development of the Government of Bangladeshโs Technical Assistance Project Proposal (TAPP) or Development Project Proposal (DPP) format as appropriate.