National consultant on inclusion in education

The national consultant has to support the embedding of a human rights based approach to education from the perspective of equality and inclusion and facilitating increased acceptance of children from vulnerable groups, as well as building the capacities of education actors on this aspect. The consultant will also support the human rights consultant in the review and mainstreaming of human rights and HRBA to education in the initial training of teachers. • Relevance and quality of the content of the developed materials. • Feedback by the Ministry of Education and Research and seven pilot schools on the quality of the products developed and training sessions conducted. • Quality of the final report, outlining all work conducted.

Chisinau, Moldova

30.08.26-31.03.27

Under the present Terms of Reference and guided by the international standards on human rights and right to education, under the overall guidance of the Head of UN Human Rights and under the supervision of a Human Rights Officer and in strong cooperation with consultant on human rights and other consultants contracted to support this endeavor, the incumbent will undertake the following tasks, organized per project outcomes and priorities of the Office: I. To strengthen the national curriculum and education processes through the institutionalization of regulatory and methodological frameworks that integrate the Accelerated Learning Programme (ALP) and human rights-based approach to education by 2027. 1.1. Inclusive development and piloting in seven selected institutions the methodology and instruments for evaluation/self-evaluation of the human rights environment. 1.2. Provide support to seven selected institutions on inclusive development of institutional action plans for ensuring a human rights compliant environment and practices, from the perspective of equality and inclusion and ensuring increased acceptance of vulnerable groups. 1.3. Assist the seven pilot schools in the review/development of internal policies/documents from a human rights perspective, to integrate the elements of human rights, equality and non-discrimination. 1.4. Develop and conduct, following the training needs assessment, capacity building programs (2 days training in each school) and coaching/mentorship sessions to school administration and teachers from each pilot school on equality and inclusion and working with marginalized groups. 1.5. Support the seven institutions in embedding human rights-based approach to education in school policies and practices, including by assisting in organizing human rights initiatives at school level from the perspective of equality and inclusion and working with marginalized groups. II. To enhance the professional capacities of national and local education authorities and the teaching workforce to deliver inclusive, human rights-based education responsive to Roma and refugee learners. 2.1. Support the development of inclusive and practice-oriented educational resources, guidelines, and instruments to support inclusive, human rights-based education, including specialized training modules, practical toolkits, case studies, and examples of effective practices. This will include the contribution to the development of the guidance on applying a Human Rights-Based Approach (HRBA) to education and fostering human rights-friendly schools, drawing on and documenting positive practices and lessons learned from the implementation of HRBA initiatives in the seven pilot schools. 2.2. Support the design and deliver complex Training of Trainers (ToT) programme on human rights education and human rights-based approaches to education, from the perspective of equality and inclusion and working with marginalized groups. 2.3. Support the regional trainers to plan and conduct the dissemination of ToT through a cascade training approach, by ensuring that 700 educational specialists are informed about HRBA to education, equality and inclusion and working with marginalized groups. 2.4. Support the establishment of Continuous Professional Development (CPD) pathways on human rights education that include modular learning (online and in-person); certification and recognition mechanisms; integration into national teacher development frameworks. III. To support mainstreaming human rights, equality and inclusion in the teacher training. 3.1. Support the integration of human rights, equality, non-discrimination, and a human rights-based approach into initial and continuous teacher education through teacher training curriculum review, stakeholder consultation, and co-creation of curriculum enhancement measures with teacher training institutions.

First degree in education, psychology, social work, international relations, or other relevant fields. • At least 5 years of experience in pedagogy, psychology, inclusive education or related relevant field. • Proven experience and knowledge in designing and delivery of training programs on inclusive education, equality and inclusion and working with marginalized groups • Proven expertise in the field of equality and inclusion and working in promoting inclusion of children from marginalized groups in education • Experience of providing coaching for teachers, as well as, of developing training programs for initial trainings of professionals in education, psychology and related fields is a strong asset

Fluency in Romanian. Working knowledge of Russian is an asset.

Not available.

THE UNITED NATIONS DOES NOT CHARGE A FEE AT ANY STAGE OF THE RECRUITMENT PROCESS (APPLICATION, INTERVIEW MEETING, PROCESSING, OR TRAINING). THE UNITED NATIONS DOES NOT CONCERN ITSELF WITH INFORMATION ON APPLICANTS’ BANK ACCOUNTS.