Background:
UN Women, grounded in the vision of equality enshrined in the Charter of the United Nations, works for the elimination of discrimination against women and girls; the empowerment of women; and the achievement of equality between women and men as partners and beneficiaries of development, human rights, humanitarian action and peace and security.
Vocational Education and Training (VET) systems play a pivotal role in preparing the workforce for emerging economic realities. The transition to a green economy — characterized by low-carbon production, resource efficiency, sustainable land and energy use, and circular economy principles — demands a corresponding transformation of skills and competencies across all sectors of employment. In Moldova, as in many countries across the Eastern Partnership region, VET institutions are increasingly called upon to equip students with the knowledge and practical skills required for green jobs, yet existing curricula often lack the depth and integration of environmental and sustainability content needed to meet this challenge.
The Government of Moldova has made a series of commitments towards the 2030 Agenda and sustainable development, as well as the EU approximation, including the National Low Emission Development Strategy, the Moldova 2030 National Development Strategy, and the EU-Moldova Association Agreement provisions related to environmental alignment. These frameworks create both an obligation and an opportunity to modernize VET curricula to reflect green economy principles. However, to date, systematic revision of VET school curricula from a green economy perspective has not been undertaken, and VET teachers often lack the training and resources needed to deliver sustainability content effectively.
Against this backdrop, an expert is sought to conduct a structured, evidence-based revision of curricula in selected VET schools, develop green economy modules tailored to specific vocational profiles, provide guidance on embedding sustainability aspects across existing subjects, and build the capacity of VET teachers to deliver such content with confidence and quality.
The consultant will be reporting to Programme Coordinator, and will be supported by Programme Associate, who will be the point of contact on the contract and payment issues.
Description of Responsibilities/ Scope of Work
The consultant will be responsible for delivering the following four interrelated tasks:
Task 1: Situational Analysis and Integration Needs Assessment
The expert will conduct a rapid but comprehensive assessment of the current state of green economy content in the curricula of 5 selected VET institutions, covering a variety of agrifood profiles. This will include a review of existing curricula and teaching materials; interviews and focus group discussions with VET school directors, curriculum specialists, teachers, students and private sector stakeholders; a mapping of existing green economy policies, sector skills standards, and national/EU requirements relevant to VET; and an identification of key gaps, opportunities, and entry points for green economy integration. The output will inform the development of a Green Economy Curriculum Integration Framework (Task 2).
Task 2: Development of the Green Economy Curriculum Integration Framework
Based on the findings of Task 1, the expert will develop a methodological framework document that establishes how green economy principles can be integrated into VET study programmes. The Framework will define the green competencies relevant for VET graduates; propose transversal principles applicable across all profiles (energy efficiency, waste reduction, sustainable use of resources, occupational health and safety in green workplaces); specify the structure of thematic modules for at least three VET profiles, including learning outcomes, indicative content, methodological approaches, and assessment criteria; and ensure alignment of the proposals with the National Qualifications Framework, sectoral competence standards, and EU initiatives in the field of green skills. The framework document will serve as a reference for the curriculum revision proposed in Task 3.
Task 3: Revision of VET School Curricula
Based on the Framework developed under Task 2 and in direct collaboration with specialized teaching staff and the relevant national authorities, the expert will develop revised versions of the training curricula for the participating VET institutions. Each revised curriculum will include updated descriptions of subjects with coherently integrated green economy content; new or revised modules with allocated hours, learning outcomes, recommended teaching methods—including practical and project-based approaches—and assessment modalities; recommendations on the necessary teaching and learning materials (textbooks, worksheets, laboratory and workshop exercises); and guidance manuals for teaching staff on delivering the new content. All revised documents will comply with the requirements of the Framework documents approved by the Ministry of Education of the Republic of Moldova.
Task 4: Design and Delivery of Teacher Training
A revised curriculum delivers results only when teaching staff are prepared to implement it. To this end, the expert will deliver a targeted capacity‑building programme for VET teachers from the participating institutions and from institutions delivering the same training programmes. The programme will include: the development of a comprehensive training package—comprising a teachers’ guide, teaching and learning materials, practical case studies, and hands‑on exercises; the design of training sessions focused on applying green economy concepts within specific vocational subjects, learning methodologies, and the assessment of green competencies in the VET context; the delivery of at least two training workshops—in face‑to‑face or hybrid format—for teaching staff; and the provision of post‑training support through the organization of a monitoring and consultation session and the preparation of written guidance to support the sustainable implementation of the content delivered.
Deliverables
| Deliverable | Expected completion time (due day) |
| Inception Report: methodology, work plan, stakeholder mapping, and preliminary needs assessment of selected VET institutions including sex-disaggregated baseline data on participation in consultations and in the selected VET profiles | 31 July 2026 |
| Framework for integrating the green economy into the VET curriculum: a framework document defining green competencies, transversal principles with inclusive green skills delivery, and thematic module outlines for at least three profiles, including learning outcomes, methodological approaches, and assessment criteria aligned with national standards and EU requirements. | 31 August 2026 |
| Revised VET curricula: updated study programmes for participating institutions, with integrated green economy modules, learning outcomes, teaching methods, assessment rubrics, recommendations for teaching and learning materials, and guidance notes for teaching staff. | 30 September 2026 |
| Revised VET curricula: updated study programmes for participating institutions, with integrated green economy modules, learning outcomes, teaching methods, assessment rubrics, recommendations for teaching and learning materials, and guidance notes for teaching staff. | 31 October 2026 |
| Final report: a synthesis of mission results, validated curricula, lessons learned, and a roadmap for scaling up implementation and, as appropriate, for revising training programmes at system level, including sex-disaggregated participation data and policy recommendations addressed to the Ministry of Agriculture and Food Industry, the Ministry of Education, the Agricultural and Rural Advisory Center, and development partners. | 30 November 2026 |
Consultant’s Workplace and Official Travel
This is a home-based consultancy.
As part of this assignment, there will be trips within the country included in the deliverables fee.
Financial Arrangements
Payments shall be made upon certification by UN Women that the services related to each deliverable, as described above, have been satisfactorily completed and that the deliverables have been achieved by or before the specified due dates.
Performance evaluation
The consultant’s performance will be evaluated against performance criteria such as timeliness, responsibility, initiative, communication, accuracy, and quality of the products delivered.
Competencies :
Core Values:
- Integrity;
- Professionalism;
- Respect for Diversity.
Core Competencies:
- Awareness and Sensitivity Regarding Gender Issues;
- Accountability;
- Creative Problem Solving;
- Effective Communication;
- Inclusive Collaboration;
- Stakeholder Engagement;
- Leading by Example.
Please visit this link for more information on UN Women’s Values and Competencies Framework:
Functional Competencies:
- In-depth knowledge of green economy principles, circular economy, low-carbon transitions, and sustainable development frameworks (SDGs, EU Green Deal)
- Sound understanding of VET systems, curriculum design methodologies, competency-based education, and national qualification frameworks
- Demonstrated ability to translate green economy and sustainability concepts into practical, vocationally relevant curricula and learning materials
- Experience designing and facilitating adult learning and professional development for educators, including training needs assessment and training evaluation
- Strong analytical and writing skills with ability to produce high-quality technical documents accessible to non-specialist audiences
- Knowledge of the Moldovan VET system, relevant national legislation, and applicable EU approximation requirements is a significant advantage
- Familiarity with sector competency standards in construction, agriculture, energy, logistics, or manufacturing in the context of green transition
- Ability to work collaboratively in multidisciplinary teams and build productive relationships with public institutions
Required Qualifications
Education and Certification:
- Master’s degree or equivalent in Environmental Science, Ecology, or Sustainable Development Education, Curriculum Development, or Pedagogy, Economics with specialization in Green/Circular Economy or Sustainable Development, Agronomy, Energy Engineering, or another sector discipline relevant to green vocational training or a related field is required.
- A first-level university degree in combination with two additional years of qualifying experience may be accepted in lieu of the advanced university degree.
An additional qualification or certified training in at least one of the following is considered a strong asset:
- Curriculum design and development for VET or competency-based education
- Green economy, environmental management, or sustainability certifications (e.g., ISO, ESCO, EU Taxonomy-related training)
- Teacher training methodology or adult learning facilitation
Experience:
- At least 5 years of progressively responsible professional experience in green economy, sustainable development, or environmental policy, combined with practical engagement with education or workforce development is required
- Experience in curriculum development or revision, preferably within VET or technical education contexts (at least two assignments) is required.
- Prior experience in designing and delivering training programmes for educators, practitioners, or technical staff on green economy or sustainability topics is an asset.
- Experience engaging with VET institutions, Ministries of Education, or national qualification bodies in Moldova or comparable countries is an asset.
- Experience producing high-quality technical reports, curriculum documents, training packages, or policy guidance in both Romanian and at least one other language is an asset.
- Experience working with or for international organizations, development programmes, or EU-funded projects is an asset.
Languages:
- Fluency in Romanian is required.
- Knowledge of Russian and English is an asset.
Please be informed that only shortlisted candidates will be contacted.
Statements :
In July 2010, the United Nations General Assembly created UN Women, the United Nations Entity for Gender Equality and the Empowerment of Women. The creation of UN Women came about as part of the UN reform agenda, bringing together resources and mandates for greater impact. It merges and builds on the important work of four previously distinct parts of the UN system (DAW, OSAGI, INSTRAW and UNIFEM), which focused exclusively on gender equality and women's empowerment.
Diversity and inclusion:
At UN Women, we are committed to creating a diverse and inclusive environment of mutual respect. UN Women recruits, employs, trains, compensates, and promotes regardless of race, religion, color, sex, gender identity, sexual orientation, age, ability, national origin, or any other basis covered by appropriate law. All employment is decided on the basis of qualifications, competence, integrity and organizational need.
If you need any reasonable accommodation to support your participation in the recruitment and selection process, please include this information in your application.
UN Women has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UN Women, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. All selected candidates will be expected to adhere to UN Women’s policies and procedures and the standards of conduct expected of UN Women personnel and will therefore undergo rigorous reference and background checks. (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.)
Note: Applicants must ensure that all sections of the application form, including the sections on education and employment history, are completed. If all sections are not completed the application may be disqualified from the recruitment and selection process.