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, Results  

UNICEF works to protect the rights of every child in Sri Lanka. Our goal is to ensure that all of our children survive, thrive and fulfill their vast potential.

In a world that is rapidly changing, children are faced with complex challenges and unprecedented opportunities. UNICEF’s programs are designed to reach and benefit all children so that they can withstand these challenges, leverage these opportunities and be the drivers of their own destiny.

UNICEF is committed to creating a country in which every child is free to learn, play and grow. Our programs work towards providing all children in Sri Lanka with shelter, nutrition, protection and education, wherever they may be. We strive to create communities in which children can live with dignity and hope, free from discrimination, violence and fear.

We make every effort to create and maintain environments that will enable and empower children to be the very best that they can be.

In this way, all children will not only benefit from economic and social growth but will become the driving force behind sustainable national development.

For over 50 years, with the help of our vast network of partners, UNICEF has made significant strides in raising health, education and protection standards for children in Sri Lanka. From achieving Universal Child Immunization (1989) to establishing The National Child Protection Authority (1998) to providing decades of crucial relief in the wake of devastating conflict and natural disaster, UNICEF has played a pivotal role in creating an environment in which children have the best chance to survive and thrive.

Yet, many challenges still exist, especially for the most vulnerable. Some national and regional bodies require resources and reinvigoration. Individuals and institutions need to be strengthened, coordinated and aligned with global standards so that children enjoy support in their schools, communities and homes to help them overcome challenges and unleash their full potential into the world.

Due to our long-standing reputation as an experienced, neutral and collaborative partner, UNICEF is ideally suited to drive these efforts. Our history of success in Sri Lanka is built on our ability to tap into a wide network of national and international partners which, in turn, is bolstered by our own far-reaching presence in the field. In working closely with these government, non-government and private entities, UNICEF takes a leadership role, drawing on our technical expertise to accurately assess existing challenges and develop, execute and coordinate solutions that are relevant and scalable on the ground.  For more information about UNICEF Sri Lanka and its work visit: http://www.unicef.org/srilanka

How can you make a difference? 

Purpose of Activity/Assignment:

While Sri Lanka maintains near-universal primary school enrolment, many adolescent girls and boys continue to face significant barriers to realizing their right to learn. These challenges—rooted in harmful social norms and behaviors, and unsupportive learning environments—contribute to rising dropout rates. Addressing these barriers by fostering students’ 21st-century skills is essential for enabling meaningful learning and driving social transformation, Education plays a pivotal role in fostering 21st-century skills that prepare children and adolescents not only for the world of work but also for life, equipping them to become responsible citizens who uphold human values, social cohesion, and sustainable peace. The ambitious reform agenda of the new government has brought renewed momentum to education sector reforms. The Ministry of Education has reaffirmed its commitment to advancing the long-awaited changes aimed at making the curriculum and pedagogy more focused on 21st-century skills and child and adolescent-centered learning approaches. Recognizing the pivotal role teachers play in nurturing students as responsible citizens who embody human values, new plans are being shaped to empower teachers and upgrade their skills, values, and pedagogical approaches and

tools, and establish positive learning environments and safer schools. Teachers, as key agents of change, will need to update their knowledge and perspectives in line with global trends in education, new teaching applications and interactive instructional methods that model and promote values such as gender equity and equality, inclusion and non-violence.

With this backdrop, UNICEF Sri Lanka seeks for an international consultant to work for UNICEF Sri Lanka in coordination with the Ministry of Education (MoE) and National Institute of Education (NIE) and close collaboration with the Provincial Department of Education (PDE), Eastern province, to strengthen the education system to promote 21st Century Skills by: 1) undertaking a literature review of the current in-service and pre-service teacher training programs with a focus on 21st-century skills and 2) developing a comprehensive teacher training package on 21stcentury skills targeting teachers of students in grades 6-9, in close collaboration with the relevant education authorities at national and provincial levels

 

 

 

Overall objective:

Scope of Work:

Under the overall guidance of the Chief of Education, the consultant will work with and report to the Education Officer on the following activities:

Task 1. Inception report along with the methodol0gy and outline for the teacher training package

1. Conduct a desk review of:

1) the on-going education reforms with a focus on the integration of 21st-century skills (specifically, Socio- Emotional Learning Skills (SEL skills)) into the curricula and co-curricular activities as a ‘whole school approach’ focusing on lower secondary education,

2) the integration at preprimary and primary education to understand consistency and transition of skills from one subsector to another(e.g., ECE curriculum framework and the Socio-Emotional Learning Skills framework for Primary) to confirm the consistency from preprimary to lower secondary education,

3) the in-service and pre-service teacher training programmes to understand the integration of 21st-century skills promotion,

4) good practices from other countries in developing teacher training packages for 21st-century skills, and

5) the existing definitions of each 21st-century skill as per the available literature.

2. Organize a consultative workshop with the MoE, NIE and PDEs to:

1) establish a shared and clear defined understanding of each 21st-century skill (in-line with the Socioemotional Learning Framework developed for Primary Education) in the context of Sri Lanka and identify gaps and capacity-building needs for teachers in relation to 21st-century skills and

2) develop a proposed outline for a lower secondary-level teacher training package focused on 21st-century skills.

3. Hold a consultative session with the MoE, NIE, and PDEs to review the outline for the lower secondary-level teacher training package on 21st-century skills.

4. Conduct a consultation workshop with teachers to validate the above outline and to improve it with their ideas and suggestions.

 

Task 2. Draft teacher training package

5. Develop a lower secondary-level teacher training package on 21st-century skills in-line with global teacher professional development programme along with the PowerPoint to support the delivery of the content, including clear definitions of each 21st-century skills, individual exercises to help teachers assess their own proficiency in each skill, group activities (e.g., case studies, role plays) designed to foster the development of these skills. Since the training package is intended for integration into in-service teacher training programmes in future, it should be concise (ideally, covering each skill in less than a half-day training session ), address the most critical skill gaps, and offer practical tips and hands-on activities that enable teachers to continue strengthening their skills independently after the training.

6. Design a pre- and post-assessment tool for the teacher training package, preferably combining a knowledgebased assessment and a self-reflection instrument, to evaluate improvements in individual teacher’s understanding of 21st-century skills and the extent to which the training package addresses gaps and needs

Task 3. Piloting

7. Design a pilot and monitoring mechanism to test the teacher training package with a small group of master trainers and teachers to assess its relevance, effectiveness, and adaptability, applying the pre- and postassessment tool

8. Analyse and document the outcomes of the pilot training and recommendations for revising the teacher training package based on observed strengths, gaps, and feedback.

Task 4. Revised training package

9. Validate, revise and finalize the teacher training package based on the recommendation, and conduct the training of master trainers in Eastern province

10. Prepare and make a presentation of the activity results including the identified gaps and capacity-building needs for teachers in relation to these skills, the relationship between existing in-service and pre-service teacher training programs and newly developed teacher training package, identified limitations of the training package, feasibility of delivering the package in a digital format, and proposed strategy of scale-up and sustainability.

11. Participate in meetings and consultations with the MoE, NIE, and PDEs, and document key discussions and follow-up on action items.

 

Duration of the consultancy: April 2026 – May 2027

Duty station – Colombo (Home based)

 

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

Minimum requirements:

Minimum Qualifications required:

Masters An advanced university degree in social sciences, preferably Education. Two years of additional relevant work experience that was gained after obtaining a bachelor’s degree may be accepted in lieu of advanced university degree.

Experience/ Knowledge/Expertise/Skills required:

• A minimum of 10 years of relevant work experience in
• Education, preferably with experience in secondary education
• Experience working on 21st century skills promotion in teacher education is an asset.
• Proven experience in developing and implementing teacher training programmes
• Good knowledge of 21st-century skills integration in education inline with global teacher professional development programmes.
• Communication and interpersonal skills to steer and facilitate discussions with the government
• Familiarity with ethical safeguards.
• Relevant experience in an UN system agency or organization,
• ideally UNICEF, is an asset
• Language: Excellent language skills in English.

 

How to apply:

Qualified candidates are requested to submit a resume and other relevant documents

Please complete your profile in UNICEF's e-Recruitment system.

Please indicate your ability, availability and fee/rate in USD to undertake the terms of reference above. (Indicate an all-inclusive fee (  IT accessories, Internet and subsistence costs, as applicable) to undertake the tasks in the Terms of reference.

Applications submitted without a fee/rate will not be considered 

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

The UNICEF competencies required for this post are…

(1) Builds and maintains partnerships

(2) Demonstrates self-awareness and ethical awareness

(3) Drive to achieve results for impact

(4) Innovates and embraces change

(5) Manages ambiguity and complexity

(6) Thinks and acts strategically

(7) Works collaboratively with others 

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 a wide range of benefits to our staff, including paid parental leave, breastfeeding breaks and reasonable accommodation for persons with disabilities. UNICEF provides reasonable accommodation 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.

UNICEF appointments are subject to medical clearance.  Issuance of a visa by the host country of the duty station is required for IP positions and will be facilitated by UNICEF. Appointments may also be subject to inoculation (vaccination) requirements, including against SARS-CoV-2 (Covid). Should you be selected for a position with UNICEF, you either must be inoculated as required or receive a medical exemption from the relevant department of the UN. Otherwise, the selection will be canceled.

Remarks:  

As per Article 101, paragraph 3, of the Charter of the United Nations, the paramount consideration in the employment of the staff is the necessity of securing the highest standards of efficiency, competence, and integrity.

UNICEF is committed to fostering an inclusive, representative, and welcoming workforce. For this position, eligible and suitable candidates are encouraged to apply.

Government employees who are considered for employment with UNICEF are normally required to resign from their government positions before taking up an assignment with UNICEF. UNICEF reserves the right to withdraw an offer of appointment, without compensation, if a visa or medical clearance is not obtained, or necessary inoculation requirements are not met, within a reasonable period for any reason. 

UNICEF does not charge a processing fee at any stage of its recruitment, selection, and hiring processes (i.e., application stage, interview stage, validation stage, or appointment and training). UNICEF will not ask for applicants’ bank account information.

Humanitarian action is a cross-cutting priority within UNICEF’s Strategic Plan. UNICEF is committed to stay and deliver in humanitarian contexts. Therefore, all staff, at all levels across all functional areas, can be called upon to be deployed to support humanitarian response, contributing to both strengthening resilience of communities and capacity of national authorities.

All UNICEF positions are advertised, and only shortlisted candidates will be contacted and advance to the next stage of the selection process. An internal candidate performing at the level of the post in the relevant functional area, or an internal/external candidate in the corresponding Talent Group, may be selected, if suitable for the post, without assessment of other candidates.

Additional information about working for UNICEF can be found here.