Background

At the end of 2019, UNESCO launched a new Education for Sustainable Development (ESD) for 2030 framework, building upon the progress achieved and lessons learned during the previous phases of ESD implementation. UNESCO is currently in the process of launching the new framework at global, regional and country levels.

 

The framework emphasizes country-level implementation of ESD and calls for multi-sectorial partnership and collaboration. It pays particular attention to: a) individual transformation; b) societal transformation; and c) technological advances, and targets policy-makers, institutional leaders, learners, parents, youth and communities.  It is structured around the five Priority Action Areas (i.e. advancing policy, transforming learning environments, building capacities of educators, empowering and mobilizing youth, accelerating local level actions), and invites Member States to develop their respective country initiatives involving diverse actors based on their priority needs and opportunities in view of mainstreaming ESD in education and sustainable development in each country’s context.

 

The ESD framework presents a unique opportunity for Cambodia to apply a holistic educational approach to induce positive and long-lasting behavioural changes in support of sustainable development. It will enable Cambodian students to learn about the environment and how human actions impact the environment and country, so that they can take actions to shape a sustainable future.

 

In Cambodia, at present, the Ministry of Education, Youth and Sport (MoEYS) is updating a curriculum for primary and secondary schools with the objective to integrate environmental issues (including climate change, sustainable consumption and production, and circular economy) into school curriculums. Besides existing textbooks, MOEYS plans to develop a supplemental book to educate primary school students on a range of key environmental topics. These include climate change, biodiversity and wildlife conservation, energy, and waste management.

 

In addition, the MOEYS plans to support primary schools to organize a monthly session on a Greener Program on Thursday for students to learn about a specific environmental theme in collaboration with the Ministry of Environment (MoE). To support this series of learning sessions, with expert input, teaching and communication materials such as booklets and posters will be developed and continuously updated to share key messages to promote a climate resilient and environmentally friendly approach.

 

The contents of both supplemental book as well as the Greener Program will be designed in alignment with the ESD for 2030 framework.  This assignment is supported by two UNDP projects: Cambodia Climate Change Alliance III (CCCA3) and Building an Enabling Environment for Sustainable Development (BESD) and the UNESCO’s ESD for 2030 framework.

Duties and Responsibilities

The national consultant on environmental education is to provide technical assistance in support for the Ministry of Education, Youth and Sport (MoEYS) and the Ministry of Environment (MoE).

 

The core responsibilities of National Consultant on Environmental Education include:

  1. Assessment and analysis of existing curriculum, syllabus and teaching and learning materials related to Climate Change, Environmental Protection and the Greener Thursday Program
  2. Development of a supplementary book on Climate Change and Environment Protection for primary school in line with circular economy
  3. Development of school materials and content for a Greener Thursday program for primary school
  4. Provide trainings of teachers for piloting the newly introduced curriculum and green programme

S/he will be responsible to carry out the following activities and deliverables:

Task 1: Assessment and Analysis of existing curriculum, syllabus and teaching and learning materials related to Climate Change, Environmental Protection and the Greener Thursday Program

  • Analyze the existing curriculum and syllabus design in consultation with the departments of curriculum development and school health of the MoEYS. In analyzing the curriculum/syllabus, identify how and in which teaching subjects the latest information and knowledge; the core values and principles of sustainability relevant in the learner’s context; and some of the critical competencies for actively supporting sustainability such as system thinking, anticipatory, normative, strategic and collaboration competencies, and critical thinking are integrated. This information could inform how the ESD materials and activities developed by the project could be put in place within the existing curriculum. This work will be supervised mainly by the UNESCO’s ESD’s team.

  • Assess material gaps and needs and collect relevant information for developing supplementary book for primary schools on key environmental topics and ESD competencies. Key environmental topics include: 1. Climate change, 2. Management of waste (+plastic crisis), 3. Biodiversity and wildlife conservation, 4. Forest and land. 5. River and oceans, 6.Environment Protection, including, water, air pollution and waste management, 7. Energy and 8. Sustainable living and Epidemic diseases.In addition to these individual topics, sustainability challenges will be addressed in a holistic manner through discussing the interconnectedness of diverse environmental, economic and social issues and interactions between humans and the natural world in a broader picture of Agenda 2030. Moreover, adopt and strengthen whole-institution approach to ESD to ensure holistic learning experience that is relevant to the learner’s context and to encourage transformative action.

Task 2: Development of the supplementary book on Climate Change and Environment Protection for primary school in line with circular economy principles

  • Draft/adapt teacher’s book and student’s book for supplementary book on climate change and environmental education for primary schools for comments. Ensuring 1) the book integrate knowledge, skills, values, attitudes and action for sustainability and 2) the book is in line with circular economy principles such as resource efficiency, 4R (Refuse, Reduce, Reuse, Recycle), keeping materials in use, and regenerating natural systems

  • Finalise books incorporating comments from key stakeholders and implementing partners

Task 3: Development of school materials and content for Greener Thursday program for primary school

  • Develop/adapt teaching materials for a Greener program for one Thursday per month for primary schools. These materials would apply project-based approach where the learners are encouraged to make observations related to the above listed key topics in their local surroundings, identify a question interesting for them, critically reflect and research on it, take collaborative action, and celebrate the outcome together. The materials and the subsequent teacher training will support the teachers to facilitate this process, building on existing materials and experiences already available.  UNDP and UNESCO will provide background materials for the consultant to work on.
  • Develop/adapt contents for booklets, educational posters for each theme, other teaching and learning materials on the key topics in accordance with the new curriculum and supplementary books on climate change and ESD.
  • Explore and develop digital platform and learning materials

Task 4: Develop and Provide trainings for teacher trainers and pre-/in-service teachers for piloting the newly introduced curriculum and green programme

  • Develop training and coaching plan on ESD, building on existing materials and experiences.
  • Provide trainings to primary and secondary schools on ESD and green Thursday programme, in particular on the core values of sustainability and ESD’s key approaches of whole-institution approach and project-based learning.
  • Support primary school teachers in delivering their teaching plan and exercises for students

Competencies

Technical Compentecies:

  • Excellent writing, and communication skills along with high-level skills in developing textbook, teaching plan and learning toolkits.

Functional Compentencies:

  • Demonstrates integrity by modeling the UN’s values and ethical standards;
  • Promotes the vision, mission, and strategic goals of UNDP;
  • Displays cultural, gender, religion, race, nationality and age sensitivity and adaptability;
  • Treats all people fairly without favoritism;

Required Skills and Experience

Education: 

  • Bachelor’s Degree (master’s degree is preferable) in education, climate change, environment, or a related field

Experience

  • A minimum of 05 years of professional experience in developing educational materials relating to environment;

  • Prior experiences in development of communication and outreach materials (e.g.  story books, complementary educational book, leaflets, booklets, etc.)

     

Language Requirement:

  • Fluency in written and oral English and Khmer

Interested offeror must read the Individual Consultant (IC) Procurement Notice, which can be viewed at  https://procurement-notices.undp.org/view_notice.cfm?notice_id=67807 more detail information about term of references, instructions to offeror, and to download the documents to be submitted in the offer through online.

 

UNDP reserves right to reject any applications that is incomplete.

 

Please be informed that we don’t accept application submitted via email.

Interested Offerors are required to submit application via UNDP jobsite system as the application screening and evaluation will be done through UNDP jobsite system. Please note that UNDP jobsite system allows only one uploading of application document, so please make sure that you merge all your documents into a single file. Your online applications submission will be acknowledged where an email address has been provided. If you do not receive an email acknowledgement within 24 hours of submission, your application may not have been received. In such cases, please resubmit the application, if necessary. Please combine all your documents into one (1) single PDF document as the system only allows to upload maximum one document.

 

Interested individual offeror must submit  the following documents/information to demonstrate their qualifications:

1. Proposal:

(i) Letter of intertest explaining why they are the most suitable for the work

(ii) A writing sample to prove writing, and communication skills along with high-level skills in developing textbook, teaching plan and learning toolkits

2. Financial proposal (Duly accomplished Letter of Confirmation of Interest and Availability using the template provided by UNDP)

3. Personal CV including past experience in similar projects and at least 3 references

Any request for clarification/additional information on this procurement notice shall be communicated in writing to UNDP office or send to email pheara.lek@undp.org and cc procurement.kh@undp.org . While the Procurement Unit would endeavor to provide information expeditiously, only requests receiving at least 5 working days prior to the submission deadline will be entertained. Any delay in providing such information will not be considered as a reason for extending the submission deadline. The UNDP's response (including an explanation of the query but without identifying the source of inquiry) will be posted in Individual Consultant (IC) Procurement Notice page as provided above. Therefore, all prospective Offerors are advised to visit the page regularly to make obtain update related to this Individual Consultant (IC).