Academic Coordinating Consultant – Foundational Learning, Kathmandu, Nepal, Remotely, 12 Months (Open Only for Nationals of Nepal)Req#596786

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Contract Duration:  12 Months

Working arrangement: Home Based

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UNICEF works in over 190 countries and territories to save children’s lives, defend their rights, and help them fulfill their potential, from early childhood through adolescence.

At UNICEF, we are committed, passionate, and proud of what we do for as long as we are needed. Promoting the rights of every child is not just a job – it is a calling.

UNICEF is a place where careers are built. We offer our staff diverse opportunities for professional and personal development that will help them reinforce a sense of purpose while serving children and communities across the world. We welcome everyone who wants to belong and grow in a diverse and passionate culture, coupled with an attractive compensation and benefits package.

Visit our website to learn more about what we do at UNICEF.

For every child, the right to Education.

How can you make a difference?

Under the supervision of the Education Specialist, the consultant will provide technical and implementation support to strengthen the quality of teaching and learning in participating schools.

The consultant will work directly with teachers, school leaders, local governments, and implementing partners to improve classroom practices and support the effective implementation of the integrated curriculum, multilingual pedagogies, child-friendly teaching and learning approaches and the appropriate use of educational technology (EdTech).

The consultant will focus on improving foundational literacy, numeracy, and social-emotional learning outcomes through sustained classroom support, coaching, capacity strengthening, and the facilitation of training sessions, when required.

The assignment will support UNICEF’s contribution to the School Education Sector Plan (SESP) and national priorities on foundational learning.

Scope of Work:

Despite improvements in access to education, many children continue to face challenges in achieving foundational learning outcomes. Teachers often require ongoing support to effectively implement learner-centered approaches, multilingual pedagogies, and the integrated curriculum in diverse classroom contexts.

While training opportunities exist, there remains a need for continuous classroom-based coaching and professional support to translate knowledge into improved teaching practices and student learning outcomes.

UNICEF seeks to strengthen teaching quality and foundational learning through a combination of classroom support, teacher professional development, peer learning, and technical assistance.

The consultant will undertake the following key responsibilities:

1. Classroom-Based Academic Support

• Provide regular classroom observation, coaching, mentoring, and follow-up support to teachers.
• Support teachers in the effective implementation of the integrated curriculum using multilingual strategies.
• Demonstrate and model child-friendly, learner-centered, and inclusive pedagogical practices.
• Support teachers to improve lesson planning, classroom management, student engagement, and formative assessment practices.
• Support teachers to effectively integrate age-appropriate digital learning resources and EdTech tools into classroom instruction.
• Support teachers in selecting and using curriculum-aligned digital content and learning materials.
• Build teachers' confidence and capacity to use digital tools, online resources, and technology-supported assessment approaches.
• Contribute to strengthening local and school-level academic support systems and mentoring mechanisms.

2. Facilitation of Professional Learning Communities (Communities of Practice)

• Establish and facilitate virtual Communities of Practice (CoPs) for teachers and school leaders using appropriate digital platforms.
• Organize regular peer-learning sessions, webinars, coaching clinics, and reflection meetings.
• Promote collaborative problem-solving and sharing of promising classroom practices among teachers.
• Curate and disseminate digital learning resources, recorded demonstrations, teaching aids, and practical tools through CoP networks.
• Promote peer mentoring and continuous professional development through online discussion forums and collaborative learning opportunities.
• Track participation, engagement, and learning outcomes from CoP activities.

3. EdTech Integration and Digital Learning Support

• Provide technical guidance on the use of digital learning resources, including Akelius, that support foundational literacy and numeracy.
• Support schools and teachers to maintain and use digital learning labs to improve teaching and learning.
• Promote the use of technology-enabled formative assessment and learner progress monitoring tools where available.
• Document effective practices, innovations, and lessons learned regarding EdTech-supported learning.

4. Technical Support for Foundational Learning

• Provide technical assistance to schools and local education authorities to improve foundational literacy and numeracy outcomes.
• Support the use of assessment data to inform instruction and targeted support for learners.
• Support teachers to identify and address learning gaps through differentiated instruction and targeted interventions.
• Assist in the development and implementation of school improvement plans related to foundational learning.
• Monitor progress and recommend strategies to strengthen foundational learning performance.

5. Monitoring, Documentation and Knowledge Management

• Document promising practices, success stories, innovations, lessons learned, and implementation challenges.
• Prepare periodic technical reports and recommendations.
• Support monitoring of teacher performance, classroom practices, EdTech integration, and student learning outcomes.
• Generate evidence and learning products to inform programme implementation and scaling.
• Support dissemination of knowledge products and good practices among stakeholders.
• Frequent travel to schools for support.

If you would like to know more about this consultancy, please review the complete Terms of Reference here:  Terms of Reference TMC0008142.pdf

To qualify as an advocate for every child you will have...

Minimum requirements:

Education:

Advanced university degree (master’s degree or higher) in Education, Curriculum Studies, Teacher Education, Educational Leadership, Educational Technology, or teaching qualifications like CELTA.

Work Experience:

• Minimum 7-10 years of progressively responsible experience in education programmes, teacher professional development, or school improvement initiatives.
• Demonstrated experience in classroom observation, instructional coaching, mentoring, and teacher support.
• Experience supporting implementation of integrated curricula and competency-based teaching approaches.
• Strong experience in multilingual education and inclusive pedagogical approaches.
• Proven experience in foundational literacy and numeracy programmes.
• Experience designing and facilitating teacher training and professional development initiatives.
• Experience facilitating Communities of Practice and virtual learning networks.
• Experience supporting the integration of EdTech and digital learning solutions to improve teaching and learning outcomes.
• Experience working with government education systems, schools, and development partners in Nepal.

Language Requirements:

Excellent spoken and written skills in both Nepali and English

Knowledge/Expertise/Skills:

Strong knowledge and understanding of:

• Foundational learning and early grade education.
• Integrated curriculum implementation.
• Multilingual and mother-tongue-based pedagogies.
• Child-friendly, inclusive, and learner-centered teaching approaches.
• Classroom observation, instructional coaching, and mentoring.
• Teacher professional development and Communities of Practice.
• Educational technology and digital learning solutions.
• Use of online platforms for teacher support, collaboration, and professional learning.
• Monitoring learning outcomes and supporting continuous school improvement.

Desirables:

• Prior work experience with UNICEF or other UN organizations is an asset.
• Experience developing digital learning resources or supporting technology-enabled learning programmes.

For every Child, you demonstrate...

UNICEF’s Core Values of Care, Respect, Integrity, Trust and Accountability and Sustainability (CRITAS) underpin everything we do and how we do it. Get acquainted with Our Values Charter: UNICEF Values

UNICEF promotes and advocates for the protection of the rights of every child, everywhere, in everything it does and is mandated to support the realization of the rights of every child, including those most disadvantaged, and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, minority, or any other status.

UNICEF encourages applications from all qualified candidates, regardless of gender, nationality, religious or ethnic backgrounds, and from people with disabilities, including neurodivergence. We offer reasonable accommodation for persons with disabilities. throughout the recruitment process. If you require any accommodation, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF. Should you be shortlisted, please get in touch with the recruiter directly to share further details, enabling us to make the necessary arrangements in advance.

UNICEF does not hire candidates who are married to children (persons under 18). UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.

Qualified candidates are invited to submit the following documents via the online recruitment portal, TMS (Talent Management System):

• An up-to-date TMS profile and curriculum vitae (CV)
• Cover letter
• A separate financial proposal (only acceptable in the format of the linked template)  Financial proposal TMC0008142.docx
• A detailed technical proposal: Details on the approach used, timelines and expected objectives should be clearly mentioned.