National Consultant – Integrating Climate and Environment into Teacher Training

• Review and map existing pre-service and in-service teacher training curricula, modules, and materials from primary to secondary levels
• Identify gaps, opportunities, capacity needs, priority climate/environment/DRR topics, and learning outcomes aligned with national frameworks and UNESCO guidance
• Assess teachers’ and school leaders’ readiness to teach climate, environmental, and DRR topics through an online survey
• Analyse knowledge, attitudes, confidence, and practices, including climate science, pedagogical content knowledge, and learner-centred/action-based pedagogies
• Update pre-service and in-service teacher training materials and programmes in collaboration with NIE
• Develop supplementary teaching aids such as lesson exemplars, facilitation notes, and formative assessment tools
• Integrate transformative, action-oriented, learner-centred, inclusive, gender-responsive, place-based, inquiry-based, and scenario-planning pedagogies
• Support UNESCO, the Ministry of Education, and NIE in consultation and validation workshops
• Incorporate stakeholder feedback and finalize deliverables and institutionalization recommendations
• Produce assessment and mapping, teacher readiness assessment, updated training materials and teaching aids, and consultation/validation reports
• Hold regular meetings with UNESCO to discuss progress and next steps
• Integrate a gender perspective and gender analysis into activities

• Advanced university degree (Master's or equivalent) in education, curriculum development, teacher education, pedagogy, Education for Sustainable Development (ESD), environmental education, or a related field; alternatively, Bachelor's degree with three years of relevant experience
• Minimum of two years of progressive professional experience in the education sector
• Expertise in curriculum development, teacher training, teaching and learning materials (TLMs), pedagogy, and institutional capacity development
• Strong knowledge of global standards and best practices in curriculum design, teacher education, and development of TLMs, including integration of climate change, environmental sustainability and/or Disaster Risk Reduction (DRR)
• Experience designing, reviewing, and revising curricula and teacher training resources
• Experience in climate change education, ESD, and/or DRR integration in education systems
• Experience working in South Asia, preferably the Maldives, with familiarity with the MoE, NIE, and teacher training systems
• Experience conducting capacity assessments, including survey design, data collection, analysis, and actionable recommendations
• Experience facilitating stakeholder consultations and collaborating with government counterparts, teacher training institutions, and development partners
• Experience integrating learner-centred, inclusive, gender-responsive, and action-oriented pedagogies
• Excellent verbal and written communication skills in English
• Ability to deliver high-quality outputs within agreed timelines
• Dhivehi desired for the assignment with local support
• Ability to arrange own logistics, including office space, administrative support, telecommunications, travel, and printing
• Ability to use Harvard referencing style and comply with international academic standards and copyright requirements

• 6-month consultancy contract
• Remote work location
• UNESCO feedback and regular progress meetings
• Opportunity to contribute to climate and environmental education in the Maldives
• Technical assets produced will be the property of UNESCO
• Individuals from minority groups, indigenous groups, and persons with disabilities are encouraged to apply