Senior National Expert in Technical Education Curriculum Development Consultant

JOB DETAILS

Type of contract : Consultant Contract

Level : Level 3 - Senior

Hiring Unit : Education Sector (ED)

Duty Station : Port Sudan, Red Sea State

Work location : On site

Duration of contract : 4 months

Hiring open to : External candidates

Application deadline (Midnight UTC+2 Time) : 18/09/2026

Only Candidates who are entitled to work in Sudan are eligible to apply for this position

UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

A. BACKGROUND

SUD-INCA Invest in Capability in Sudan Project

Thanks to the Italian Agency for Development Cooperation (AICS) for funding the project, implemented in Kassala and Red Sea states, to establish two model TECHNICAL EDUCATION centres. Sudanese youth, girls and disadvantaged groups from IDPs and persons with disability, will be empowered by enhancing the quality and relevance of TECHNICAL EDUCATION provisioning, equipping them with employable skills for sustainable income generation and better livelihoods. Given the assessed skills gaps and opportunities identified, UNESCO’s has the leverage of strong synergies with federal and state governments and implementation feasibility within the current Sudanese context. To address the deficiency of functioning TECHNICAL EDUCATION centres in the country, the project intends to rehabilitate and empower two Model TECHNICAL EDUCATION Centres (MTCs) in the targeted states. This will be achieved through infrastructural support, capacity development and supply of equipment and tools to the Aroma Agricultural Secondary School in Kassala and the Port Sudan Technical School in Red Sea state. Additionally, the project will introduce TECHNICAL EDUCATION courses in line with pre-identified eight trades to cater to the skill gaps of youth, through the lens of gender, inclusion of People with Disability (PwD) and crisis-responsiveness.

UNESCO CapED Programme

The CapED Programme aims to improve the relevance, quality and the attractiveness of the TECHNICAL EDUCATION offering in the greenhouse farming domain. Consultations will be conducted with the private sector locally to identify the main needs in terms of skills and job profiles in the greenhouse farming sector. The goal is to identify the gaps that selected TECHNICAL EDUCATION centres could fill via their redesigned and improved training offer, promoting a better alignment between the supply and demand of skills in view of promoting immediate employment of graduates. The findings will inform a plan for the adaptation and development of curricula, with capacity development initiatives targeting members of the NCCER. Teachers and trainers will also benefit from training on teaching methods to make sure they are up to date with the pedagogical needs of the new courses and are able to deliver the material proposed to their classes. By creating synergies with other existing UNESCO initiatives in the area (like the AICS-funded Agri-TECHNICAL EDUCATION project ongoing in Sudan), the project will aim to provide technical equipment to TECHNICAL EDUCATION Centers to increase the quality of TECHNICAL EDUCATION delivery in the selected trades. Finally, interventions will increase outreach and raise awareness for girls and women promoting their enrolment into the new TECHNICAL EDUCATION courses, showcasing career opportunities in the greenhouse farming domain and addressing their learning and school-to-work transition needs.

B. OBJECTIVES

The Individual consultant, is tasked to lead, guide and provide technical support to develop 5 new competency based curricula for secondary technical certificates and the artisan (vocational) secondary certificate and short courses, embedded in the Sudan National TECHNICAL EDUCATION Qualifications Framework (NTQF) along with the accompanying descriptors (Skills, Knowledge, Autonomy/Responsibility, Attitudes and Values) at their respective NTQF levels ( Levels 1 and 2 targeting community, level 3 for skilled workers and level 4 for technicians), for the following professions in Red Sea State:

1. Greenhouse farming.
2. Plastic waste management and recycling
3. General electricity
4. Fisheries and Costal areas environmental protection
5. Potable water production and delivery;

In Kassala State lead consultations to develop scope and sequence matrices, rapid labour market needs analyses and build capacities in curriculum writing for the following courses:

1. Solar power equipment installation and maintenance
2. Calve fattening and sheep breeding
3. Textiles
4. Organic fertilizers and pesticides.

The intended courses will target 3 groups/levels of learners:

1. Community level: Short courses for the public on the basics of the profession, for a duration of up to 6 months.
2. Skilled worker: Vocational courses for learners, for an approximate duration of up to 1.5 year.
3. Technician: Technical Education courses for learners for an approximate duration of up to 2 years.

The developed courses should clearly be linked with clear pathways leading to further learning and tertiary education.

C. TASKS

Under the overall authority of the Head of Office and UNESCO Representative to Sudan, and the direct supervision of the Head of Education and the Project Manager, and in close coordination with the Federal Ministry of Education and local stakeholders, and international experts provided by UNESCO, the individual consultant is tasked with the following, for both projects:

1. Facilitate and report on discussion sessions for the technical development of the courses curricula based on the rapid labor market needs assessment conducted, using DACUM methodology for curriculum development.
2. For Red Sea State courses, conduct consultation sessions and report on development of the following (Referred to as “materials”); :

1. 1. The Course Curriculum and Syllabus
   2. The Teacher Guide
   3. The Student Manual (containing the Student activities book)
   4. The Assessment Guide

3. Oversee the formation of curricula development committees for each course, build their capacities,.
4. Lead, coordinate and report on the technical support for the committees in developing the materials including curricula; teacher manuals, student activity books, assessment guides, and Scope and Sequence document in line with the National TECHNICAL EDUCATION Qualifications Framework.
5. Organise workshops and report on validation and development of the output materials i.e. Teacher’s guides, students books and assessment guides etc; ensuring the outputs are in line with UNESCO standards and meet UNESCO’s Education Unit satisfaction.

D. DURATION

The contract duration is until 31/12/2026.

Deliverables:

COMPETENCIES - Core (C) & Managerial (M)

• Communication (C)
• Accountability (C)
• Innovation (C)
• Knowlegde sharing and continuous improvement (C)
• Planning and organizing (C)
• Results focus (C)
• Teamwork (C)

For detailed information, please consult the UNESCO Competency Framework.

REQUIRED QUALIFICATIONS

EDUCATION

• Advanced university degree (Master’s, PhD or equivalent) in Technical Education, Education, Curriculum Development, Educational Planning, or another closely related field.

PROFESSIONAL EXPERIENCE

• Minimum 10 years of progressively responsible professional experience in TECHNICAL EDUCATION, technical education, vocational training, curriculum development.
• At least 5 years of demonstrated experience in competency-based curriculum development, preferably for technical education.
• Proven experience in developing or reviewing curricula, syllabi, teacher/trainer guides, student manuals, assessment guides, and scope and sequence matrices, which directly corresponds to the materials required under the assignment.
• Demonstrated experience applying DACUM and occupational analysis/competency-based curriculum development methodologies.
• Strong knowledge and practical experience in National Qualifications Frameworks, particularly the Sudan National Technical Education Qualifications Framework (NTQF), including competency descriptors covering skills, knowledge, autonomy/responsibility, attitudes and values.
• Experience conducting or supervising rapid labour market needs assessments and translating labour-market findings into occupational competencies and training programmes.
• Demonstrated experience forming, facilitating, training and technically supporting curriculum development teams/committees.
• Experience facilitating technical consultations, validation workshops and capacity-building activities involving government institutions, Technical Education institutions, employers and other stakeholders.
• Previous professional experience within the Sudanese technical education system and familiarity with relevant federal and state institutions is highly desirable.
• Sudan based experience is a must.

Long Description

SKILLS AND COMPETENCIES

• Strategic communication and advocacy: Ability to translate project objectives into practical communication and advocacy campaigns appropriate to the Sudanese context.
• Media production and coordination: Strong ability to work with radio, television, journalists, artists and content producers and oversee development of interviews, messages, drama, music and audiovisual materials.
• Community engagement: Strong ability to engage diverse communities sensitively, particularly youth, women, IDPs, teachers, parents and community leaders.
• Stakeholder coordination: Proven ability to coordinate effectively with state authorities, media institutions, schools, communities, civil society and development partners.
• Understanding of the Sudanese context: Strong knowledge of Sudan's social, cultural and conflict context, particularly Kassala and Eastern Sudan, including sensitivity to ethnic, linguistic and community dynamics.
• Conflict sensitivity: Ability to develop and oversee communications related to hate speech, peaceful coexistence and social cohesion using a conflict-sensitive and culturally appropriate approach.
• Planning and organization: Ability to manage numerous parallel activities, deadlines and deliverables and produce clear implementation plans.
• Monitoring and reporting: Ability to document activities, assess campaign results and prepare concise, evidence-based reports, including pre- and post-intervention assessments.
• Writing and communication: Excellent drafting, presentation and interpersonal communication skills.
• Languages: Excellent command of Arabic and good working knowledge of English. Knowledge of Badaweit, Tigre/Tigri or other languages used in Kassala State would be a strong asset.
• UN values/competencies: Professionalism, accountability, teamwork, respect for diversity, cultural sensitivity, integrity and ability to work independently under tight deadlines.

TECHNICAL COMPETENCIES

• Strong understanding of competency-based education and training (CBET/CBT) and occupational standards.
• Ability to design programmes at different qualification levels, including community/short-course, skilled-worker/vocational and technician/technical education levels, with progression pathways to further and tertiary education.
• Ability to coordinate multidisciplinary technical specialists across different occupational areas.
• Strong analytical, curriculum-writing, technical-reporting and quality-assurance skills.

LANGUAGES

LANGUAGES

• Excellent command of Arabic (written and spoken).
• Good working knowledge of English, particularly the ability to work with technical documents and prepare professional reports.

APPLICATION PROCESS

UNESCO invites qualified individual consultants to submit their applications through the UNESCO Careers Website. Applicants should submit:

1. Curriculum Vitae
2. A cover letter explaining what makes the applicant’s qualifications and experience are suitable for the assignment.
3. A technical Proposal outlining the proposed methodology and workplan.
4. A financial Proposal.

SELECTION AND RECRUITMENT PROCESS

Please note that all candidates must complete an on-line application and provide complete and accurate information, by the above deadline.

To apply, please visit the UNESCO Careers website. No modifications can be made to the application once submitted.

The process may include pre-recorded video interviews and/or written assessments, interviews with a Panel, as well as reference checks. In addition, candidates may be requested to provide additional information which may be pertinent to the position’s qualifications.

Please note that all candidates, whether selected or not, will be informed of the outcome of their application in due course.

Short-listed candidates may also be added to Talent Pools; subject to their consent (i.e. Data Privacy Statement).