International Consultant: Safe Schools Training Package

Funding Code(Grant and WBS):

SM230306: 0420/A0/06/881/001/017

Duty Station

Barbados - Remote

1

Purpose of Activity/Assignment (Consultants may be engaged only when the assignment is of a temporary nature; based on payment for services or work withdefined deliverables andoutputs that are specific and measurable, to be performed

and completed withina specified periodof time. Consultants must not be engaged to perform stafffunctions or other functions that are not based on defined deliverables or outputs):

The Caribbean is highly vulnerable to hurricanes, floods, earthquakes, volcanic activity and other climate-related hazards that can disrupt learning, damage education infrastructure and affect education continuity. Strengthening the capacity of teachers and education personnel to support school safety, preparedness, resilience and continuity of learning is therefore critical to ensuring that all children can learn in safe, protective and inclusive environments.

The Caribbean Disaster Emergency Management Agency (CDEMA), through its Comprehensive Disaster Management (CDM) Strategy and Regional Training Centre (RTC), supports its Participating States in strengthening resilience and disaster risk management across sectors, including education. As part of these efforts, CDEMA, with support from UNICEF,developed the onlinecourse Safe Schools: Disaster Risk Reduction and Resilience. Hostedthrough the CDEMA Regional Training Centre, the self-paced course provides education professionals with foundational knowledge and tools to support safe, resilient and disaster-ready learning environments across the region.

While the online course has successfully strengthened awareness and understanding of key school safety concepts and practices, thereremains a needto expand this offering intoa competency-based face-to-face training programme that promotes practical application, skills development, peer learning and school-level action planning. The resulting training package is intended to serve as a standardized regional resource that can be adapted and delivered by Ministries of Education and other relevant institutions to strengthen the competencies of education professionals across CDEMA Participating States.

Through the UNICEF-CDEMA programme of cooperation, UNICEFEastern Caribbean AreaOffice (ECA) seeksto engage an individual consultant to design, develop, pilot, validate and finalize a competency-based face-to-face Safe Schools Teacher Training Package for education professionals across the Caribbean. The consultancy requires specialized expertise in teacher professional development, competency-based instructional design, Comprehensive SchoolSafety (CSS), Disaster Risk Reduction in Education (DRR-E), and Education in Emergencies (EiE). The training package will be linked to the existing Safe Schools: Disaster Risk Reduction and Resilience online course and aligned with regional and international good practices in school safety and resilience.

OBJECTIVES

The aim of this consultancy is to designand develop a competency-based face-to-face teacher training packagethat complements the existing online Safe Schools course and strengthens teacher capacity to supportsafe, resilient and inclusive schools across the Caribbean.

The specific objectives are to:

2.1       Review the existing Safe Schools: Disaster Risk Reduction and Resilience course and relevant regional international frameworks, standards and best practices related to Comprehensive School Safety, Disaster Risk Reduction in Education and Education in Emergencies.

2. Develop a competency framework that identifies the knowledge, skillsand attitudes required of teachers to support school safety, disaster preparedness, resilience and education continuity.
   2. Designand develop a competency- basedface-to-face Safe Schools Teacher Training Packageand Prototype aligned with the learning outcomes of the existing online course.
   3. Pilotand validate the Safe Schools Training Package with selected stakeholders and incorporate feedback and lessons learned into the final package.
   4. Develop recommendations and implementation options for national delivery, accreditation, institutionalization and sustainability of the SafeSchools Teacher Training Package across CDEMA Participating States.
   5. Orienta cadre of facilitators to effectively deliver the competency-based face-to-face Safe Schools Teacher Training Package at the national level.

Scope of Work:

The Consultant shall perform the services with the highest standards of professional and ethical competence, integrity, andtechnical excellence. Under the overall supervision of UNICEF EasternCaribbean Area Office(ECA), and in close collaboration with the Caribbean Disaster Emergency Management Agency (CDEMA) and other relevant regional and national stakeholders, the Consultant will undertake the following activities:

• Participate in an inception meeting convened by UNICEF ECA,with participation fromCDEMA and other relevant stakeholders, to review theobjectives, scope, methodology, deliverables, and implementationarrangements for the consultancy.
• Prepareand submit an Inception Reportoutlining the proposed methodology, workplan, stakeholder engagement approach, quality assurance measures, and timeline for the consultancy.
• Revise and finalize the Inception Reportbased on feedback received from UNICEF ECA,CDEMA, and other designated stakeholders.
• Review the existing Safe Schools: Disaster Risk Reduction and Resilience online course and other relevant regional andinternational documentation related to Comprehensive SchoolSafety, Disaster RiskReduction in Education, Education in Emergencies, teacher professional development, and inclusive education.
• Conductconsultations with UNICEFECA, CDEMA, Ministries of Education, teachertraining institutions, and other selected stakeholders to inform the design and development of the Safe Schools Teacher Training Package.
• Developa competency framework to guide theadaptation of the existing onlinecourse into a competency-based face-to-face training programme and submit it for review and approval by UNICEF ECA and CDEMA.
• Developand submit a Learning DesignDocument based on the approved competency framework for review and approval. The Learning Design Document shall serve as the instructional blueprint for the training programme and include, at a minimum:
  • Course description
  • Intended targetaudience
  • Learning outcomes
  • Learning objectives
  • Competency areasand learning pathways
  • Instructional strategies
  • Learning activities
  • Required learning resources
  • Assessment methods
  • Workshop evaluation approach
  • Facilitation methodology
  • Inclusion and accessibility considerations

• Design and develop a draft competency-based face-to-face Safe Schools Teacher Training Package, including

  all required training materials, facilitation resources, participant materials, assessment tools, and supporting reference materials.

• Facilitate and evaluate the pilot delivery of the Safe Schools Teacher Training Package with selected stakeholders and prepare a Pilot and Validation Reportdocumenting participant feedback, findings, lessonslearned, and recommendations.
• Revise and finalize the Safe Schools Teacher Training Package based on pilot findings and stakeholder feedback, and develop recommendations for national implementation, accreditation, institutionalization,and sustainability across CDEMA Participating States.
• Prepareand submit a draft consultancy report summarizing activities undertaken, key findings, deliverables produced, outcomes of the pilot process, and recommendations.
• Incorporate comments received from UNICEF ECA, CDEMA, and other relevant stakeholders and submit a final consultancy report together with the finalized Safe Schools TeacherTraining Package and all associated materials

Child Safeguarding

Is this project/assignment considered as “Elevated Risk Role” from a child safeguarding perspective?

• YES         ☒ NO

Direct contactrole

Is this project/assignment considered as “Elevated RiskRole” from a direct contract role perspective?

• YES          ☒ NO

If yes, please indicate the number of hours/months of direct interpersonal contact withchildren, or workin their immediately physical proximity, with limited supervision by a more senior member of personnel:

Child datarole

Is this project/assignment considered as “Elevated RiskRole” from a child datarole perspective?

• YES        ☒ NO

If yes, please indicate the number of hours/months of manipulating or transmitting personal-identifiable information (e.g. name, national ID, location data, photos) of children:

More information is available in the Child Safeguarding SharePoint and Child Safeguarding FAQs and Updates

Included in Annual/Rolling Workplan:

☒ YES      ☐ NO

If No, please justify:

Click here

Consultant Sourcing:

• National       ☒International        ☐ Both

Note: Please select the optionrelevant to your consultancy assignment. If selected ‘National’, applications from international candidates will not be accepted and vice-versa.

Competitive Selection:

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Note: for opencompetitive selection process to publish consultancy on UNICEF TMS portal.

Two weeks is recommended as minimum foradvertisement, however, hiringmanager may adjustbased on urgency/context while ensuring transparency and fairness. Please indicate below accordingly:

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• Roster

By selecting this sourcing type, the signatory of this ToR certifies that the candidates listed below are sourced from a valid and approved rosterestablished via a competitive and transparent process, and that theToR falls within the scope of the roster. Listed candidates shall have a full TMS profile.

In the tablebelow, provide a list of candidates from the roster(who are meeting this ToR requirements) to seek financial proposal:

Name of Candidates         Email Address as perRoster

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Click here                           Click here

Click here                           Click here

Click here                           Click here

Click here                           Click hereto add text or clickthe + signto add more rows

• Single Source Selection: (Emergency – Director’s approval)

Note: As per UNICEF procedure on Consultants (Document Number: PROCEDURE/DHR/2022/007) effective 1 December 2022, Single Source Selection isonly applicable to countries, regions and subject-matter areas that have been designated by the Executive Director as beingin an "emergency situation", as stipulated in CF/EXD/2010-005, Recruitment and Staffing in Emergency Situations, paragraph 1.3.

Single source may also be applied in other circumstances, in accordance with FRR 112.30 (UNICEF Financial Regulations and Rules (Annex to E_ICEF_2011_AB_L.8 ) , provided that a clearand justified rationale is documented in the NFR based on one of the applicable FRR conditions.

Additional document requirement:        NFR Waiverof Competitive Bidding for Individual Contracts (Consultants).docx

For Long-Term Agreements (LTA), this ToR template is not to be used.For LTA, pleaseuse the Work Order template.

Reasons why consultancy cannot be performed by staff:

Office doesnot currently havethe necessary skillsavailable.

Contract Manager:

Lyston Skerritt

Start Date: Ensure thestart date accounts for the contracting process SLA

August 17 2026

End Date:

November 13 2026

Planned Travel*

(For travel, please include destination, number of trips and days. Thistravel will be shared withthe applicants to provide lump-sum financial proposal)

Estimated Budget for 1 consultant in contract currency included travel. (input days x estimated daily professional fee rate +

estimate of planned travel) **

Pilot and Validation Report documenting participant feedback, assessment results, lessons learned and recommendations for

improvement.

Total estimated consultancy costs (Consultancy Fees + Travel Costs) For multiple consultants indicate the total estimated budget(total budget for 1 consultant * number of

consultants = total)

Total in contract currency:

30,000

Minimum Qualifications required*:

Enter Disciplines:

A postgraduate qualification or advanced university degree (Master's degree or higher) in Education, Instructional Design, Curriculum Development, School Safety, Disaster Risk Management, or another fieldrelevant to the assignment.

*Minimum requirements to consider candidates for competitive process.

Years of Experience/ Knowledge/Expertise/Skills required*:

Work Experience:

• At least seven (7) years of progressively responsible professional experience in education programme design, curriculum development, instructional design, teacher professional development, or competency-based training.
• Demonstrated experience designing and developing competency-basedtraining programmes, curricula, and learning materials for education professionals.
• Proven experience in Comprehensive SchoolSafety (CSS), Disaster Risk Reduction in Education (DRR-E), Education in Emergencies (EiE), school resilience, or related fields.
• Experience developing facilitator guides, participant manuals, assessment tools, and other adult learning resources.
• Experience working with governments, regional organizations, development partners, or international agencies in theeducation sector.
• Experience conducting stakeholder consultations, facilitating workshops, and leading validation processes.
• Experience working in multi-country programmes and/or the Caribbean region is an asset.

Language Requirements:

Click hereFluency in written and spoken English

Knowledge/Expertise/Skills:

• Strong knowledge of Comprehensive SchoolSafety Frameworks and Disaster Risk Reduction in Education.
  • Strong understanding of competency-based education and adult learning methodologies.
  • Knowledge of teacher professional development systems and instructional design principles.
  • Understanding of Education in Emergencies, educational continuity planning, and resilience-building in the education sector.
  • Ability to develop high-quality training packages, competency frameworks, learning design documents, and assessment tools.
  • Strong analytical, facilitation, report-writing, and communication skills.
  • Demonstrated ability to work effectively with multiple stakeholders and provide strategic technical advice.
  • Proficiency in Microsoft Office applications and virtual collaboration platforms.

Desirables:

• Experience workingwith UNICEF, CDEMA,Ministries of Education, OECS,CARICOM, UNESCO, or other regional or international organizations.
• Familiarity with education systems and policy

frameworks withinthe Caribbean region.

• Experience integrating inclusive education, disability inclusion, psychosocial support, gender-responsive approaches, and childsafeguarding considerations into teacher training programmes.
• Experience supporting accreditation, certification, or institutionalization of professional development programmes.

• Knowledge of climate resilience, emergency

  preparedness, and risk-informed programming in the education sector.

*Listed requirements will be used fortechnical evaluation in the competitive process.

1. Technical Evaluation (75 points)

Technical Evaluation Criteria:

1. Educational Requirements – 10 points
   1. Demonstrated experience in competency-based curriculum design – 20 points
   2. Demonstrated experience in Comprehensive School Safety (CSS), Disaster Risk Reduction in Education (DRR-E), Education in Emergencies (EiE), and/or schoolresilience programming – 20 points
   3. Demonstrated experience in developing training packages, facilitator guides, participant manuals, assessment tools and adult learning resources – 15 points
   4. Previous experience working with governments, regional organizations, international development partners and/or within the Caribbean region – 10 points

Qualifying score in technical evaluation is 50 out of 75 points.

Technical proposal requirement (if applicable):

• A technical proposal (maximum 5 pages) demonstrating their understanding of the assignment, proposed methodology,

  workplan, stakeholder consultation approach, andquality assurance measures.

  • An updated curriculum vitae.
    • At least two examples of similar assignments completed, including competency frameworks, teacher training packages, curriculum materials, or

  instructional design products developed by

B) Financial Proposal (of 25 points)

Applicants are required to submit an all-inclusive financial proposal in USD for the completion of the assignment. The proposal should clearly indicate the total lump-sum amount, together with a breakdown of costs by deliverable as outlined in theTOR. The financial proposal should includeprofessional fees, travel costs (including the anticipated mission to Barbados), accommodation, daily subsistence allowance (DSA), local transportation, communication expenses, and any other costs associated with completing the assignment. Consultants should also indicate their proposed level of effort (number of working days) and the corresponding daily professional fee rate used to calculate the proposed budget.

Working arrangement:

☒ Remote         ☐ Office Based

UNICEF email addressrequired:

• YES       ☒ NO

Prepared by (Contract manager):

Signature: : Click here

Name: Click here Clive Murray

Designation: Click here Programme Specialist

Approved by (as per the requesting Office’s Table of Authority):

Signature: Click here                  Shohrat Digitally signedby

Shohrat Orazov

Name: Click here                        Orazov  Date: 2026.07.30 15:18:50 -04'00'

Designation: Click here

Funding Code(Grant and WBS):

SM230306: 0420/A0/06/881/001/017

Duty Station

Barbados - Remote

1

Purpose of Activity/Assignment (Consultants may be engaged only when the assignment is of a temporary nature; based on payment for services or work withdefined deliverables andoutputs that are specific and measurable, to be performed

and completed withina specified periodof time. Consultants must not be engaged to perform stafffunctions or other functions that are not based on defined deliverables or outputs):

The Caribbean is highly vulnerable to hurricanes, floods, earthquakes, volcanic activity and other climate-related hazards that can disrupt learning, damage education infrastructure and affect education continuity. Strengthening the capacity of teachers and education personnel to support school safety, preparedness, resilience and continuity of learning is therefore critical to ensuring that all children can learn in safe, protective and inclusive environments.

The Caribbean Disaster Emergency Management Agency (CDEMA), through its Comprehensive Disaster Management (CDM) Strategy and Regional Training Centre (RTC), supports its Participating States in strengthening resilience and disaster risk management across sectors, including education. As part of these efforts, CDEMA, with support from UNICEF,developed the onlinecourse Safe Schools: Disaster Risk Reduction and Resilience. Hostedthrough the CDEMA Regional Training Centre, the self-paced course provides education professionals with foundational knowledge and tools to support safe, resilient and disaster-ready learning environments across the region.

While the online course has successfully strengthened awareness and understanding of key school safety concepts and practices, thereremains a needto expand this offering intoa competency-based face-to-face training programme that promotes practical application, skills development, peer learning and school-level action planning. The resulting training package is intended to serve as a standardized regional resource that can be adapted and delivered by Ministries of Education and other relevant institutions to strengthen the competencies of education professionals across CDEMA Participating States.

Through the UNICEF-CDEMA programme of cooperation, UNICEFEastern Caribbean AreaOffice (ECA) seeksto engage an individual consultant to design, develop, pilot, validate and finalize a competency-based face-to-face Safe Schools Teacher Training Package for education professionals across the Caribbean. The consultancy requires specialized expertise in teacher professional development, competency-based instructional design, Comprehensive SchoolSafety (CSS), Disaster Risk Reduction in Education (DRR-E), and Education in Emergencies (EiE). The training package will be linked to the existing Safe Schools: Disaster Risk Reduction and Resilience online course and aligned with regional and international good practices in school safety and resilience.

OBJECTIVES

The aim of this consultancy is to designand develop a competency-based face-to-face teacher training packagethat complements the existing online Safe Schools course and strengthens teacher capacity to supportsafe, resilient and inclusive schools across the Caribbean.

The specific objectives are to:

2.1       Review the existing Safe Schools: Disaster Risk Reduction and Resilience course and relevant regional international frameworks, standards and best practices related to Comprehensive School Safety, Disaster Risk Reduction in Education and Education in Emergencies.

2. Develop a competency framework that identifies the knowledge, skillsand attitudes required of teachers to support school safety, disaster preparedness, resilience and education continuity.
   2. Designand develop a competency- basedface-to-face Safe Schools Teacher Training Packageand Prototype aligned with the learning outcomes of the existing online course.
   3. Pilotand validate the Safe Schools Training Package with selected stakeholders and incorporate feedback and lessons learned into the final package.
   4. Develop recommendations and implementation options for national delivery, accreditation, institutionalization and sustainability of the SafeSchools Teacher Training Package across CDEMA Participating States.
   5. Orienta cadre of facilitators to effectively deliver the competency-based face-to-face Safe Schools Teacher Training Package at the national level.

Scope of Work:

The Consultant shall perform the services with the highest standards of professional and ethical competence, integrity, andtechnical excellence. Under the overall supervision of UNICEF EasternCaribbean Area Office(ECA), and in close collaboration with the Caribbean Disaster Emergency Management Agency (CDEMA) and other relevant regional and national stakeholders, the Consultant will undertake the following activities:

• Participate in an inception meeting convened by UNICEF ECA,with participation fromCDEMA and other relevant stakeholders, to review theobjectives, scope, methodology, deliverables, and implementationarrangements for the consultancy.
• Prepareand submit an Inception Reportoutlining the proposed methodology, workplan, stakeholder engagement approach, quality assurance measures, and timeline for the consultancy.
• Revise and finalize the Inception Reportbased on feedback received from UNICEF ECA,CDEMA, and other designated stakeholders.
• Review the existing Safe Schools: Disaster Risk Reduction and Resilience online course and other relevant regional andinternational documentation related to Comprehensive SchoolSafety, Disaster RiskReduction in Education, Education in Emergencies, teacher professional development, and inclusive education.
• Conductconsultations with UNICEFECA, CDEMA, Ministries of Education, teachertraining institutions, and other selected stakeholders to inform the design and development of the Safe Schools Teacher Training Package.
• Developa competency framework to guide theadaptation of the existing onlinecourse into a competency-based face-to-face training programme and submit it for review and approval by UNICEF ECA and CDEMA.
• Developand submit a Learning DesignDocument based on the approved competency framework for review and approval. The Learning Design Document shall serve as the instructional blueprint for the training programme and include, at a minimum:
  • Course description
  • Intended targetaudience
  • Learning outcomes
  • Learning objectives
  • Competency areasand learning pathways
  • Instructional strategies
  • Learning activities
  • Required learning resources
  • Assessment methods
  • Workshop evaluation approach
  • Facilitation methodology
  • Inclusion and accessibility considerations

• Design and develop a draft competency-based face-to-face Safe Schools Teacher Training Package, including

  all required training materials, facilitation resources, participant materials, assessment tools, and supporting reference materials.

• Facilitate and evaluate the pilot delivery of the Safe Schools Teacher Training Package with selected stakeholders and prepare a Pilot and Validation Reportdocumenting participant feedback, findings, lessonslearned, and recommendations.
• Revise and finalize the Safe Schools Teacher Training Package based on pilot findings and stakeholder feedback, and develop recommendations for national implementation, accreditation, institutionalization,and sustainability across CDEMA Participating States.
• Prepareand submit a draft consultancy report summarizing activities undertaken, key findings, deliverables produced, outcomes of the pilot process, and recommendations.
• Incorporate comments received from UNICEF ECA, CDEMA, and other relevant stakeholders and submit a final consultancy report together with the finalized Safe Schools TeacherTraining Package and all associated materials

Child Safeguarding

Is this project/assignment considered as “Elevated Risk Role” from a child safeguarding perspective?

• YES         ☒ NO

Direct contactrole

Is this project/assignment considered as “Elevated RiskRole” from a direct contract role perspective?

• YES          ☒ NO

If yes, please indicate the number of hours/months of direct interpersonal contact withchildren, or workin their immediately physical proximity, with limited supervision by a more senior member of personnel:

Child datarole

Is this project/assignment considered as “Elevated RiskRole” from a child datarole perspective?

• YES        ☒ NO

If yes, please indicate the number of hours/months of manipulating or transmitting personal-identifiable information (e.g. name, national ID, location data, photos) of children:

More information is available in the Child Safeguarding SharePoint and Child Safeguarding FAQs and Updates

Included in Annual/Rolling Workplan:

☒ YES      ☐ NO

If No, please justify:

Click here

Consultant Sourcing:

• National       ☒International        ☐ Both

Note: Please select the optionrelevant to your consultancy assignment. If selected ‘National’, applications from international candidates will not be accepted and vice-versa.

Competitive Selection:

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Note: for opencompetitive selection process to publish consultancy on UNICEF TMS portal.

Two weeks is recommended as minimum foradvertisement, however, hiringmanager may adjustbased on urgency/context while ensuring transparency and fairness. Please indicate below accordingly:

Advertisement duration in calendar days: 15 business days

• Roster

By selecting this sourcing type, the signatory of this ToR certifies that the candidates listed below are sourced from a valid and approved rosterestablished via a competitive and transparent process, and that theToR falls within the scope of the roster. Listed candidates shall have a full TMS profile.

In the tablebelow, provide a list of candidates from the roster(who are meeting this ToR requirements) to seek financial proposal:

Name of Candidates         Email Address as perRoster

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Click here                           Click here

Click here                           Click here

Click here                           Click here

Click here                           Click here

Click here                           Click hereto add text or clickthe + signto add more rows

• Single Source Selection: (Emergency – Director’s approval)

Note: As per UNICEF procedure on Consultants (Document Number: PROCEDURE/DHR/2022/007) effective 1 December 2022, Single Source Selection isonly applicable to countries, regions and subject-matter areas that have been designated by the Executive Director as beingin an "emergency situation", as stipulated in CF/EXD/2010-005, Recruitment and Staffing in Emergency Situations, paragraph 1.3.

Single source may also be applied in other circumstances, in accordance with FRR 112.30 (UNICEF Financial Regulations and Rules (Annex to E_ICEF_2011_AB_L.8 ) , provided that a clearand justified rationale is documented in the NFR based on one of the applicable FRR conditions.

Additional document requirement:        NFR Waiverof Competitive Bidding for Individual Contracts (Consultants).docx

For Long-Term Agreements (LTA), this ToR template is not to be used.For LTA, pleaseuse the Work Order template.

Reasons why consultancy cannot be performed by staff:

Office doesnot currently havethe necessary skillsavailable.

Contract Manager:

Lyston Skerritt

Start Date: Ensure thestart date accounts for the contracting process SLA

August 17 2026

End Date:

November 13 2026

Planned Travel*

(For travel, please include destination, number of trips and days. Thistravel will be shared withthe applicants to provide lump-sum financial proposal)

Estimated Budget for 1 consultant in contract currency included travel. (input days x estimated daily professional fee rate +

estimate of planned travel) **

Pilot and Validation Report documenting participant feedback, assessment results, lessons learned and recommendations for

improvement.

Total estimated consultancy costs (Consultancy Fees + Travel Costs) For multiple consultants indicate the total estimated budget(total budget for 1 consultant * number of

consultants = total)

Total in contract currency:

30,000

Minimum Qualifications required*:

Enter Disciplines:

A postgraduate qualification or advanced university degree (Master's degree or higher) in Education, Instructional Design, Curriculum Development, School Safety, Disaster Risk Management, or another fieldrelevant to the assignment.

*Minimum requirements to consider candidates for competitive process.

Years of Experience/ Knowledge/Expertise/Skills required*:

Work Experience:

• At least seven (7) years of progressively responsible professional experience in education programme design, curriculum development, instructional design, teacher professional development, or competency-based training.
• Demonstrated experience designing and developing competency-basedtraining programmes, curricula, and learning materials for education professionals.
• Proven experience in Comprehensive SchoolSafety (CSS), Disaster Risk Reduction in Education (DRR-E), Education in Emergencies (EiE), school resilience, or related fields.
• Experience developing facilitator guides, participant manuals, assessment tools, and other adult learning resources.
• Experience working with governments, regional organizations, development partners, or international agencies in theeducation sector.
• Experience conducting stakeholder consultations, facilitating workshops, and leading validation processes.
• Experience working in multi-country programmes and/or the Caribbean region is an asset.

Language Requirements:

Click hereFluency in written and spoken English

Knowledge/Expertise/Skills:

• Strong knowledge of Comprehensive SchoolSafety Frameworks and Disaster Risk Reduction in Education.
  • Strong understanding of competency-based education and adult learning methodologies.
  • Knowledge of teacher professional development systems and instructional design principles.
  • Understanding of Education in Emergencies, educational continuity planning, and resilience-building in the education sector.
  • Ability to develop high-quality training packages, competency frameworks, learning design documents, and assessment tools.
  • Strong analytical, facilitation, report-writing, and communication skills.
  • Demonstrated ability to work effectively with multiple stakeholders and provide strategic technical advice.
  • Proficiency in Microsoft Office applications and virtual collaboration platforms.

Desirables:

• Experience workingwith UNICEF, CDEMA,Ministries of Education, OECS,CARICOM, UNESCO, or other regional or international organizations.
• Familiarity with education systems and policy

frameworks withinthe Caribbean region.

• Experience integrating inclusive education, disability inclusion, psychosocial support, gender-responsive approaches, and childsafeguarding considerations into teacher training programmes.
• Experience supporting accreditation, certification, or institutionalization of professional development programmes.

• Knowledge of climate resilience, emergency

  preparedness, and risk-informed programming in the education sector.

*Listed requirements will be used fortechnical evaluation in the competitive process.

1. Technical Evaluation (75 points)

Technical Evaluation Criteria:

1. Educational Requirements – 10 points
   1. Demonstrated experience in competency-based curriculum design – 20 points
   2. Demonstrated experience in Comprehensive School Safety (CSS), Disaster Risk Reduction in Education (DRR-E), Education in Emergencies (EiE), and/or schoolresilience programming – 20 points
   3. Demonstrated experience in developing training packages, facilitator guides, participant manuals, assessment tools and adult learning resources – 15 points
   4. Previous experience working with governments, regional organizations, international development partners and/or within the Caribbean region – 10 points

Qualifying score in technical evaluation is 50 out of 75 points.

Technical proposal requirement (if applicable):

• A technical proposal (maximum 5 pages) demonstrating their understanding of the assignment, proposed methodology,

  workplan, stakeholder consultation approach, andquality assurance measures.

  • An updated curriculum vitae.
    • At least two examples of similar assignments completed, including competency frameworks, teacher training packages, curriculum materials, or

  instructional design products developed by

B) Financial Proposal (of 25 points)

Applicants are required to submit an all-inclusive financial proposal in USD for the completion of the assignment. The proposal should clearly indicate the total lump-sum amount, together with a breakdown of costs by deliverable as outlined in theTOR. The financial proposal should includeprofessional fees, travel costs (including the anticipated mission to Barbados), accommodation, daily subsistence allowance (DSA), local transportation, communication expenses, and any other costs associated with completing the assignment. Consultants should also indicate their proposed level of effort (number of working days) and the corresponding daily professional fee rate used to calculate the proposed budget.

Working arrangement:

☒ Remote         ☐ Office Based

UNICEF email addressrequired:

• YES       ☒ NO

Prepared by (Contract manager):

Signature: : Click here

Name: Click here Clive Murray

Designation: Click here Programme Specialist

Approved by (as per the requesting Office’s Table of Authority):

Signature: Click here                  Shohrat Digitally signedby

Shohrat Orazov

Name: Click here                        Orazov  Date: 2026.07.30 15:18:50 -04'00'

Designation: Click here