International Consultant for the Development of Training Curriculum and Manual on HPS in Bangladesh

OVERVIEW Parent Sector : Education Sector (ED) Duty Station: New Delhi Job Family: Education Education Type of contract : Non Staff Duration of contract : From 1 to 6 months Recruitment open to : External candidates Application Deadline (Midnight Paris Time) : 24 November 2025 extended UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism BACKGROUND AND RATIONALE The Government has committed to making every school a Health-Promoting School (HPS) under the global initiative led by WHO and UNESCO. The approach integrates health, nutrition, life skills, and well-being into school systems, aligning with SDG 4 (quality education) and SDG 3 (health and well-being). UNESCO Dhaka, in partnership with the Directorate of Secondary and Higher Education (DSHE) and the National Academy for Educational Management (NAEM), is implementing the HPS Programme to strengthen coordination, improve curriculum delivery in schools, engage communities, and build evidence through research. A Training Needs Assessment (TNA) conducted under this programme identified significant gaps in teachers’ skills, NAEM trainer preparedness, and school leadership capacity to deliver comprehensive, HPS-aligned education particularly in areas such as mental health, SRHR, CSE, gender inclusion, violence prevention and digital safety. To address these gaps, NAEM will develop a structured, competency-based HPS teacher training curriculum and manual for in-service secondary teachers, head teachers, and education administrators. To support these efforts, UNESCO seeks the services of an international consultant to provide technical guidance and produce a high-quality, sustainable training package. Aim and Objectives of the Assignment Aim: Lead the design and development of a competency-based and contextualized teacher training curriculum and manual on HPS for Bangladesh’s secondary school sector. Specific objectives: To design a structured training curriculum that aligns with the Global Health-Promoting School Standards and Indicators and the local context that provides clear guidance to conduct training sessions in interactive and participatory approaches, lesson plans, teaching techniques, and activities, and assessment tools for teachers. To enhance understanding of holistic health approaches, including mental, emotional, social, and physical well-being, including training modality and methodologies that are interactive, inclusive, participatory and adaptable for diverse learning needs, and it will be assessed through feedback and evaluation tools. Working Mechanism: The working mechanism involves a collaborative approach where UNESCO Dhaka provides strategic oversight, technical guidance, and final approval to ensure overall quality. NAEM leads national coordination and the International Expert drives the technical design, mentors the national team, integrates global standards, and upholds quality. Scope of Work The International HPS INSET Expert along with the National Consultant and Team Leader will undertake the following tasks: SL No. Days Assigned Task 01. 7 days Onboarding and Desk Review – Review of TNA report, national curriculum, textbooks, relevant policies, and global HPS standards. Inception meeting with the national expert team to agree on methodology, scope, and work plan. Mode of Work- Virtual. 02. 8 days Development of HPS Training Curriculum and Manual – Design framework, structure, and content outline for the 3-day INSET course (18-hour training), including objectives, modules, session plans, and methodologies. Mode of Work- In-person. 03. 8 days Drafting and Editing – Prepare full draft of the curriculum and manual, ensuring integration of SRHR, CSE, and competency-based approaches; work with the national team to refine and contextualize content. Mode of Work- Virtual / In-person. 04. 3 days Feedback and Evaluation Mechanism Development – Design tools and methodology to collect data for the evaluation of the training curriculum and manual from the piloting training course (pre/post-tests, observation checklists, FGD, feedback forms). Mode of Work- Virtual / In-person. 05. 5 days Monitoring and collecting data from the Pilot training – Monitor and observe training delivery during piloting, collect feedback and data from trainers and participants, assess quality and effectiveness. Mode of Work- In-person. 06. 8 days Finalization – Revise and fine-tune training curriculum and manual based on the feedback and data collected from the pilot training and also ensure quality alignment with global standards and local context. Mode of Work- Virtual / In-person. 07. 3 days Training of Trainers (ToT) – Deliver ToT sessions to develop a pool of competent, skilled and well-training trainers to deliver this training course. Mode of Work- In-person. 08. 3 days Fine-tuning and Final Submission – Make final refinements, submit the final training curriculum and manual on HPS, and prepare scale-up/rollout plan and submit a report of the whole assignment. Mode of Work- Virtual / In-person Deliverables  Inception Report with agreed methodology, scope, and timelines, including the annotated review notes of national and international documents and consolidated planning framework. Draft framework and content outline of HPS curriculum, including the module structure with learning objectives and instructional approach. Draft HPS Teacher Training Curriculum and Training Manual with feedback and evaluation toolkit. Piloting observation report and summary of technical recommendations for improvement. Final HPS Teacher Training Curriculum and Training Manual. ToT Delivery Report and trainer competency checklist. Final editable and print-ready HPS curriculum and manual with the national scale-up and rollout plan and consultancy completion report. Long Description Qualifications and Experience Advanced degree in Education, Public Health, Curriculum Development, or related field. PhD in Education preferred. Minimum 10 years of international experience in developing teacher training programmes on health and well-being, health promoting school, SRHR, or CSE Proven expertise in Competency-Based Training approaches and teacher professional development Strong understanding of WHO/UNESCO Global Standards for Health-Promoting Schools Experience working in South Asia or comparable contexts Excellent facilitation, writing, mentoring, and interpersonal communication skills Long Description Skills and competencies Strong analytical and conceptual thinking. Excellent writing, communication and presentation skills with stakeholders. Ability to work under pressure and commitment to work to tight timeframe. Flexibility and adaptability to diverse contexts across culture, gender, religion, and race. Ability to summarize and provide concise and comprehensible feedback. Proficient in using office productivity tools- MS Office, and video conferencing tools like Zoom and MS Teams, etc. Duration and Workplan The consultancy will require spread over tentatively 26 November 2025 to 05 May 2025 including remote and in-country work as needed. Approximately 4 missions will be conducted.