Thematic Section: Economic and labour market shifts and ALE – GRALE 6 – Consultancy (Hamburg, Germany) contract

Parent Sector : Education Sector (ED)

Duty Station: remote

Classification of duty station: 

Standard Duration of Assignment: 

Job Family: Education

Type of contract : Affiliated personnel

Duration of contract : From 7 to 11 months

Recruitment open to : External candidates

Application Deadline (Midnight Paris Time) : 01-MAR-2026

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

Published every three to four years, UNESCO’s Global Reports on Adult Learning and Education (GRALEs) take stock of adult learning and education (ALE) progress at national, regional and global levels, identify challenges and provide actionable recommendations for policymakers, practitioners and researchers and other relevant ALE stakeholders. The reports are expected to present evidence to inform policies, to advocate for a stronger policy focus and increased funding for ALE, to promote quality provision and inclusive participation, and to share examples of best practice.

The Sixth Global Report on Adult Learning and Education (GRALE 6), to be published in 2027, is structured around two sections: a monitoring section and a thematic section. Focusing on the overarching theme of “ALE in times of rapid change”, the report will explore how adult learning and education can both respond to and shape global transformations. By examining key drivers of change, such as digitalization, economic shifts, environmental sustainability, and conflict, GRALE 6 aims to showcase how ALE serves as a catalyst for empowerment, adaptability, resilience, and positive social transformation.

Thematic Chapter C: ALE in the Context of Rapid Economic and Labour Market Shifts

The thematic section of GRALE 6 addresses four interconnected global themes,[1] one of which how ALE is affected by and can respond to economic and labour market shifts. Global and regional economic structures are impacted by greater automation, AI, digitalization, demographic changes, and the transition to green economies. Employment is becoming more fluid, careers less linear, and skill demands more dynamic, resulting in fewer secure, well-paid jobs across many sectors and fields. In this context, labour market shifts shape the priorities, structures and financing of ALE systems, while ALE enjoys renewed policy attention as societies seek mechanisms to support reskilling, upskilling, and workforce adaptability.

At the same time, unequal economic shifts and labour market transformations are deepening inequalities between high- and low-skilled workers, formal and informal sectors, and those with and without access to continuous learning opportunities. The growing emphasis on employability has encouraged market-oriented approaches to lifelong learning, including employer-led training, micro-credentials, and platform-based provision. While these models can expand access and flexibility, they also raise concerns about privatization, the shifting of responsibility from states to individuals, and the framing of learning as a personal resilience or risk-aversion strategy rather than a collective public good. Through the development of critical skills, civic agency, and innovative thinking, ALE can also support more inclusive and sustainable economic models, strengthen workers’ voices, and facilitate just transitions. In short, a better understanding of this relationship moves the discussion on ALE beyond adaptation to labour market change toward recognizing it as an active force in negotiating the future of work and the social contract that underpins it.

Assignement and the scope of work

The UNESCO Institute for Lifelong Learning (UIL) is seeking an expert consultant to research and write a thematic chapter that provides an evidence-informed, policy-relevant analysis of the implications of economic shifts for ALE. The Consultant may work alone or as part of a team. However, the consultancy fee will be paid to a single individual, who is responsible for arranging appropriate compensation for any co-contributors. The Consultant, and up to two co-contributors, will be explicitly acknowledged in the Report as author(s) of the chapter.

Under the leadership of the UIL Director, Team Leader of the Quality Learning Ecosystems programme, and the GRALE 6 Cluster Lead, the Consultant will:

• develop a comprehensive analysis of how ALE is impacted by and can respond to economic shifts based on international datasets, regional policy literature, scholarly literature, and diverse case studies, and draft the thematic chapter on ALE and economic shifts;  
• apply a gender-sensitive lens throughout, specifically analysing inequalities in access, participation, and outcomes; 
• incorporate, where possible, relevant data from the GRALE 6 survey to enrich the narrative; 
• refine the text through multiple rounds of substantive and editorial review in consultation with UIL. 

Analytical scope

The chapter should adopt a system-wide perspective on the impacts of economic and labour market changes on ALE and how ALE can realistically help economies and labour markets become more just innovative, resilient and sustainable. 

Key areas of analysis should include the following: 

• The impact of global, regional and national economic and labour market shifts on ALE policy priorities, financing, supply and demand, and the differences across and within countries and regions.
• How structural inequalities – such as gender, socio-economic class, geography, disability, literacy, educational level, citizenship status, and age – influence access to and participation in learning opportunities, including development of skills, upskilling, reskilling, and pathways to employment.
• Trends, cases and innovations in how ALE is contributing to more inclusive and sustainable economic models, empowering worker voices, and ensuring decent jobs and livelihoods.

• Focus on the broader cross-cutting GRALE 6 themes of resilience and empowerment, as well as progress toward Sustainable Development Goal 4 and 8.

The Consultant is encouraged to draw on their expertise and relevant evidence from research studies, international datasets, and policy literature. The above analytical scope should serve as a guiding structure rather than a rigid template, allowing authors to highlight emerging trends and perspectives not yet fully captured in the existing literature.  

Deliverables and timeline

The Consultant will produce a manuscript of 5,000–7,000 words. The content must align with the GRALE 6 outline and the analytical framework agreed upon during the inception phase.

The Consultant’s fee will be paid in instalments linked to the submission and formal approval of the following deliverables:

Because the chapter should be accessible to policymakers, practitioners, and researchers, the Consultant must ensure that the arguments are precise, evidence-based, and logically structured, yet written in clear, non-technical language.

Location and coordination

The assignment will be carried out remotely. The Consultant may also visit the UIL offices in Hamburg at their own expense. The Consultant should be available to meet with the UIL team (online) during office hours in Hamburg, Germany. If any face-to-face meeting is planned by UIL, the Consultant will be invited to attend, and UIL will make the travel arrangements and bear associated costs.

Nature of penalty clause in contract

If the documents are not submitted or confirmed by UIL staff according to the deliverables and timeframe stated in this TOR, payments may be withheld. UNESCO reserves the right to withhold all or a portion of payment if performance is unsatisfactory, if work output is incomplete or not delivered, or if deadlines are not met.

Additional regulations

UIL’s guidelines on style and referencing should be followed, with especially careful attention paid to grammar, spelling, punctuation, abbreviations, and country names. The final drafts and reports should be submitted at a publishable standard.

The writer(s) should prioritise clarity of expression and a style of writing accessible to a broad readership (policymakers, researchers, practitioners, and other stakeholders in the field of ALE). Abbreviations may be used, but these should be spelled out when used for the first time and be accompanied by a table of abbreviations. Footnotes should be avoided.

Particular attention is drawn to the following:

1. Consistency of style, terminology, editing and presentation;
2. Document structure and hierarchy (headings, sub-headings, numbers);
3. Consistency of bibliography with references in the text; and
4. List of abbreviations
5. Though the Consultant’s authorship will be acknowledged in the Report, their work will remain the intellectual property of UNESCO and may not be shared prior to publication without authorization from UNESCO. UNESCO will be free to adapt and modify, reproduce, or otherwise use the materials produced by the Consultant in any form or language in the future.

Requirements

• PhD in related subject
• Minimum of 5 years of experience in relevant field

Application instructions

Interested candidates should submit one consolidated PDF file which includes the following information (please upload this PDF file in the field of / and instead of the UNESCO employment history form):

• A short CV (max. 3 pages), highlighting relevant publications or comparable analytical writing;
• A one-page note outlining: (i) proposed analytical framing and 2–3 guiding questions; (ii) evidence strategy (types of sources and examples, not a bibliography); (iii) approach across learner, educator, organizational and policy levels; and (iv) how cross-cutting dimensions such as equity and gender will be addressed;
• One writing sample (2–5 pages) demonstrating policy-relevant analytical writing (e.g., excerpt from report, policy brief, or another policy-oriented document);
• A financial proposal stating either a lump-sum fee with a brief breakdown by deliverable, or a daily rate with an estimated number of days.

The proposal should not exceed  8 – 10 pages. Proposals missing any of the above will not be considered.

For any questions, please contact grale@unesco.org

Instead of uploading the employment history form, applicants should upload the combined PDF.

The complete application shall be submitted on or before 23:59 CET, 1 March 2026. Please note that only pre-selected candidates will be contacted.