Consultant (Windhoek, Namibia) contract

Type of contract : Consultant Contract

Level :  Level 3- Senior

Hiring Unit : Education Sector (ED)

Duty Station : Windhoek

Work location : Remote

Duration of contract : 6 months

Hiring open to : External candidates

Application deadline (Midnight UTC+2 Time) : 04/03/2026

UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

Call for Expression of Interest
UNESCO Windhoek is seeking the services of a qualified consultant/consultancy firm to support the adaptation of global resources designed to promote positive and healthy masculinities, reduce gender-related barriers to education, and strengthen boys’ engagement in education. The assignment involves adapting and contextualising four global guides to ensure their full cultural, linguistic, policy, and classroom relevance within the Namibian context, while maintaining the gender-transformative integrity of the original materials and human rights standards.

1.    Background
Achieving SDG 4 on quality education and SDG 5 on gender equality requires targeted action to ensure that both girls and boys remain engaged, supported, and able to learn successfully. In Namibia, a growing body of evidence shows that boys are increasingly disengaging from school and underperforming academically. This trend is strongly shaped by restrictive gender norms and expectations, which influence boys’ motivation, willingness to seek help, and emotional expression. These harmful concepts of masculinity contribute to higher levels of absenteeism, repetition, and school dropout, and in some cases expose boys to risky behaviours, crime, and violence. Addressing these challenges is therefore essential not only for boys’ wellbeing and learning outcomes, but also for creating safer, more equitable classroom environments for all learners.

UNESCO Windhoek, in partnership with the Ministry of Education, Innovation, Youth, Sports, Arts and Culture (MEIYSAC) and the non-governmental organization FAWENA, is implementing the project “Promoting Positive Masculinities to Keep Boys Engaged in Education.” The initiative aims to transform gender norms within the education sector and strengthen an inclusive, gender-responsive school environment that supports both boys and girls to thrive.

As part of this project, four key global guides developed by UNESCO HQ  with its partners Equimundo and the University of East Anglia under the Lifting Barriers project Lifting barriers: Educating boys for gender equality | UNESCO will be adapted to the Namibian context. These include:

1. Global Guide on Gender-Transformative Teaching and Learning Materials: A comprehensive tool for reviewing, revising, and developing teaching and learning materials that challenge gender stereotypes, promote healthy masculinities, and ensure diverse, affirming representation.
2. Teachers’/Educators’ Guide: A resource that supports teachers/educators to implement gender-transformative and inclusive pedagogy, fostering boys’ engagement, emotional wellbeing, and academic success while promoting gender equality for all learners.
3. In-Classroom Modules/Curriculum: Ready-to-use lesson plans and activities that help teachers/educators introduce gender equality and healthy masculinities into daily teaching, strengthening learners’ especially boys’ understanding of how gender norms influence behaviour, relationships, and choices.
4. Parent/Caregiver Engagement Guide: Structured sessions and tools that enable schools to effectively engage parents and caregivers in supporting boys’ education and promoting gender equality and positive masculinities at home and in the community.

2.    Objectives of the Consultancy 

•  Conduct a contextual analysis, including a review of relevant national policies, curriculum frameworks, research studies on boys’ education, and cultural norms and practices influencing gender inequality in education in Namibia.
• Review the four global guides and identify all components requiring adaptation for alignment with Namibia’s education system and social context.
• Engage key national stakeholders, including MEIYSAC curriculum developers, pre-service teacher training institutions, line ministries, gender experts, civil society organisations, faith-based organisations, and teacher trade unions, through consultative meetings and targeted interviews to gather inputs that will inform the adaptation process.
• Adapt and align the four global guides to reflect Namibia’s curriculum processes, classroom realities, cultural contexts, and community norms, while upholding human rights standards.
• Conduct a validation workshop with relevant stakeholders to review, validate, and refine the adapted materials, ensuring relevance, quality, and contextual appropriateness.
• Produce final, validated versions of all adapted materials, incorporating feedback from the validation workshop.
• Develop training materials for curriculum developers and master teacher trainers.
• Conduct training sessions for curriculum developers and master teachers on how to use and implement the adapted guides effectively.

3. Scope of Work
The consultant/consultancy firm will be responsible for the following tasks:
3.1 Conduct a contextual analysis, including:

• A review of relevant Namibian education policies, curriculum frameworks, research on boys’ education, and socio-cultural norms influencing gender inequality.
•  An analysis of barriers affecting boys’ participation, learning, and progression in the Namibian context.
• Preparation of an Inception Report outlining the methodology and workplan.       

3.2. Review the four global guides

• Identify all components requiring contextualisation for alignment with Namibian’s policies, curriculum structures, cultural practices, and teaching and learning environments.
• Map required adaptations in structure, content, tools, case studies, illustrations, terminology, and pedagogical approaches

3.3.      Engage key national stakeholders, including MEIYSAC curriculum developers, pre-service teacher training institutions, line ministries, gender experts, civil society organisations, faith-based organisations, and teacher trade unions, through consultative meetings and targeted interviews to gather inputs that will inform the adaptation process.

3.4. Adapt and align the four global guides to the Namibian context by: 

• Integrating Namibian data, examples, classroom realities, cultural norms, and language considerations.
• Ensuring coherence with national curriculum processes and teaching and learning material development standards.

 3.5. Facilitate validation processes, including:

• Facilitate a 4-day national stakeholders’ workshop to review and validate the adapted Global Guide, Teacher’s Guide, Curriculum, and Parent Session Guide. The workshop will ensure that the materials meet national quality standards, align with ministerial policies, and are ready for roll-out.
• Incorporating all feedback to produce final, validated versions of the four adapted guides.

3.6. Develop training materials 

•  Develop a 3-day training programme and materials for curriculum/teaching and learning materials developers.
• Develop training materials for the five-day master teacher trainers workshop, drawing on the adapted Teacher’s Guide to support effective utilisation and implementation of the adapted guides by teacher educators and teachers.

3.7. Conduct capacity-building sessions, including:

• Facilitate a 3-day training on the Global Guide for MEYISAC and teacher training institutions staff involved in the review and development of teaching and learning materials.
• Facilitate a 5-day training workshop for master teacher trainers, including educators from teacher training institutions, to deliver gender-transformative pre and in-service teacher training on masculinities.

3.8. Prepare and submit comprehensive reports, including:

• Training reports documenting participation, insights, and recommendations for scale-up.
• A final adaptation report summarising processes, key decisions, and outcomes.

The consultancy is expected to be completed over a period of 6 months. A detailed work plan with timelines for each deliverable will be developed in consultation with UNESCO and MEIYSAC upon commencement of the contract.

1. Inception Report and Adaptation Framework: A comprehensive report detailing the consultant’s methodology, workplan, adaptation approach, stakeholder engagement plan, and an adaptation needs analysis based on the review of the global guides and relevant Namibian policies and curriculum frameworks.
2. A stakeholders perspectives report summarizing inputs and recommendations from consultations with national education stakeholders to inform the adaptation process.
3. Draft Namibia-Adapted Versions of the Four Guides: Draft adapted versions of the Global Guide, Teachers/Educator’s Guide, Classroom Guide, and Parent/Caregiver Guide, including all contextualised tools, examples, visuals, templates, activities, and terminologies.
4. Final Validated Adapted Guides: Finalised, edited, and layout-ready versions of all four adapted guides, incorporating feedback from national stakeholders and aligned with Namibian curriculum and policy requirements.
5. A complete set of training materials, including presentations, facilitator guides, user notes, and supporting resources for MEIYSAC directorates, curriculum developers, teacher educators, and master trainers.
6. Training report documenting the delivery of a 3-day capacity-building training on the Global Guide for curriculum/teaching and learning materials developers, and a 5-day training workshop for master teacher trainers, including participant lists, key feedback, and recommendations for strengthening future capacity and implementation.
7. A final adaptation report summarising the process, key decisions, challenges encountered, lessons learned, and outcomes of the adaptation exercise.

• Communication (C)
• Accountability (C)
• Innovation (C)
• Knowlegde sharing and continuous improvement (C)
• Planning and organizing (C)
• Results focus (C)
• Teamwork (C)

For detailed information, please consult the UNESCO Competency Framework.

EDUCATION

The ideal candidate shall possess the following qualifications, competencies and experience:

• Advanced degree in Education, Gender, Development Studies, Social Sciences or a related field.

WORK EXPERIENCE

• At least 4 years of relevant professional experience in the development of inclusive teaching and learning materials and/or capacity building in this area at the national and/or international level and experience in delivering trainings.
• Strong coordination skills and ability to interact with a wide range of partners and stakeholders, including government.

DESIRABLE

• Work experience in the UN or experience with assignments for the UN.
• Understanding and knowledge of UN mandates and its programming in relation to Human Rights and Gender Equality
• Experience in the development and review of teaching and learning materials
• Work experience in the area of masculinities/boys’ disengagement from education

LANGUAGES

Excellent knowledge (spoken and written) of English.

Interested consultants/consultancy firms are requested to complete the online application and submit, via email, an expression of interest accompanied by a detailed curriculum vitae and a proposed budget to ao.windhoek@unesco.org by 4 March 2026.

Please note that all candidates must complete an on-line application and provide complete and accurate information, by the above deadline.

To apply, please visit the UNESCO Careers website. No modifications can be made to the application once submitted. 

The process may include pre-recorded video interviews and/or written assessments, interviews with a Panel, as well as reference checks. In addition, candidates may be requested to provide additional information which may be pertinent to the position’s qualifications.  

Please note that all candidates, whether selected or not, will be informed of the outcome of their application in due course. 

Short-listed candidates may also be added to Talent Pools; subject to their consent (i.e. Data Privacy Statement).

• UNESCO recalls that paramount consideration in the appointment of personnel shall be the necessity of securing the highest standards of efficiency, technical competence and integrity.
• UNESCO applies a zero-tolerance policy against all forms of harassment.
• lndividuals from minority groups and indigenous groups and persons with disabilities are equally encouraged to apply.
• All applications will be treated with the highest level of confidentiality.
• The statutory retirement age at UNESCO is 65 years.
• UNESCO does not charge a fee at any stage of the hiring process.