STEM Education Project Consultant (Solomon Islands, Solomon Islands) contract

Type of contract : Consultant Contract

Level :  Level 2

Hiring Unit : Education

Duty Station : Honiara, Solomon Islands 

Work location : Honiara, Solomon Islands

Duration of contract : 5 Months 

Hiring open to : External Candidates 

Application deadline (Midnight UTC+11 Time) : 03 April 2026

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

OPEN TO NATIONALS OF SOLOMON ISLANDS ONLY

The “Fostering STEM Education in Africa and SIDS” project seeks to improve the teaching and learning of Science and Mathematics in four countries – Mali, Samoa, Solomon Islands, and Uganda. The project aims to develop quality, relevant and gender-transformative STEM curricula and programmes that complement and enrich existing Science and Mathematics curricula, while also strengthening teaching resources, learning infrastructures, and gender equality. The project will provide technical support to facilitate the identification of STEM skills needs in the target countries, to inform the development of STEM curricula and programmes that will enable students to acquire the required competencies to become active and fulfilled citizens in the development of their societies and economies. A strong focus will be put on the introduction of innovative, learner-centred approaches, including the use of specialized laboratories (STEM labs/Hubs) to foster innovation through student engagement and hands-on activities that allow learners to explore and experiment with STEM concepts using various tools and materials.
The Ministry of Education and Human Resources Development (MEHRD) in the Solomon Islands recognizes the critical need to enhance Science, Technology, Engineering and Mathematics (STEM) education to align with national development priorities including the Education Strategic Framework (ESF) 2016-2030. MEHRD has explicitly indicated their interest in STEM education to address issues related to quality teaching and learning. The Education Strategic Framework 2016-2030 establishes an all-encompassing vision for education and places a strong emphasis on Equity, Inclusion and Gender Equality. The framework calls for the completion of existing reforms to improve quality education, including curriculum implementation, teacher training and ensuring the availability of resources.

UNESCO is currently recruiting a National Consultant, who will work closely with Ministry of Education and Human Resources Development (MEHRD), the relevant STEM education national authorities and stakeholders in the Solomon Islands. The national consultant will be guided by an International Consultant who will provide overall guidance and methodological leadership for the curriculum work across all four project countries (Mali, Samoa, Solomon Islands, Uganda). The consultancy is required to provide high-level technical expertise to enrich the existing curriculum framework and address systematic gaps to foster a sustainable and inclusive STEM education system, including using STEM labs/hubs.

Clarification of key terms used in these TOR
For the purposes of these Terms of Reference, the following distinctions apply:
• Science and Mathematics curricula refer to the existing national Science and Mathematics curricula currently implemented in schools in each beneficiary country. This includes related subjects where relevant, such as ICT, environmental science, or other science- or technology-related subjects, depending on national curricula and country context.
• STEM curriculum / STEM programme refers to a new, cross-cutting and applied programme developed under this project to complement and enrich existing Science and Mathematics curricula. The STEM curriculum will be competency-based and context-specific, taking into account national priorities, emerging STEM skills demand, the capacity of teachers and teacher training institutions, and the facilities and resources available in each country. It will emphasize interdisciplinary learning, problem-solving, hands-on and inquiry-based activities, the use of digital and technological tools, and the integration of gender-transformative and inclusive approaches.
• STEM labs/hubs refer to adapted or repurposed learning spaces within existing schools or learning institutions, designed to support the practical delivery of the STEM programme through experimentation, innovation, and hands-on engagement with STEM concepts. The project does not involve the construction of new buildings. Equipment provided will be purpose-specific to the STEM programme and may be distinct from standard science laboratory equipment, with an emphasis on flexible, low-cost solutions and activities that make use of readily available local resources.

Under the overall authority of the Director of the UNESCO Regional Office for the Pacific States and through the direct supervision of the Education Programme Specialist and working closely with the Education Project Officer, the UNESCO Regional Office for the Pacific States will manage recruits a National Consultant for Solomon Islands.
The primary objective of the National STEM Education Consultant is to provide specialized technical guidance and capacity support to MEHRD and relevant stakeholders, specifically focusing on the enrichment of the Solomon Islands Science and Mathematics Curriculum across the post schools and secondary schools, ensuring that the curriculum shift from theoretical instruction to practical, competency- based and gender-transformative learning. The curriculum must evidence and needs-based and enable students to acquire the competencies necessary to be active citizens. The design of STEM learning environments will facilitate experiential learning, enabling students, including girls and underrepresented learners, to engage meaningfully with STEM concepts and practices. The consultant will also support the application of international guidelines for the creation of STEM labs/hubs and their integration across the newly developed curricula, to ensure the effective delivery of STEM programmes.
In practice, the National Consultant will work closely with the main education stakeholders providing technical expertise to lead the design and development of a STEM Skills Needs Analysis, facilitate technical working groups of curriculum developers, teachers, leaders, trainers to enhance existing Science and Mathematics curricula by developing a STEM curriculum based on findings and recommendations of the STEM Skills Needs Analysis. In addition, the National Consultant will lead and provide technical advice to assess STEM labs and hubs and draft guidelines on how these facilities will be best utilised. The consultant will also support the application of international guidelines for the creation of STEM labs/hubs and their integration across the newly developed curricula, to ensure the effective delivery of STEM programmes.
The national consultant will collaborate with the international consultant to make sure that international quality standards and best practices are respected in the domains targeted by the interventions.

SPECIFIC TASKS
The National Consultant is responsible for implementing the country-level activities, working closely with the STEM education-relevant national institutions and authorities, in close cooperation with the International Consultant to ensure high quality and consistency in the targeted post schools and secondary schools-TVET.
1. Organize consultations and conduct quantitative skills needs analysis to identify current and future demands for sectors, trades, occupations and STEM-related skills, towards the development and improvement of curricula and programmes.
In close cooperation with the International Consultant, the National Consultant in consultation with national authorities will conduct the National STEM Skills Needs Analysis that informs the enhancement of the secondary school level curricula and the design of the STEM training programmes for (post schools and secondary schools-TVET) by:
a. Conduct a Comprehensive Survey (Survey 1) targeting Post and Secondary Schools by undertaking a survey (using questionnaires, focus groups and interviews) targeting STEM-related industries, post school, and secondary schools.
b. Data Collection and Disaggregation. Collect data on the number of university, post school and secondary school TVET graduates employed in STEM industries. Identify skills levels, gaps and needs, ensuring cultural relevance. Analyse and disaggregate the data by gender, age, and geographical location.
c. Facilitate Skills Validation Consultations. Organize national consultations to validate the findings from Survey 1 and facilitate further discussions on data areas not fully covered.
d. Support Report Finalization. Assist in drafting the STEM Skills Needs Analysis Report and facilitate the review process for feedback.
e. Organize a Final Analysis Validation. Organize a final national consultation to validate and finalize the STEM skills analysis report.
f. Provide Technical Recommendations. Provide technical reports and recommendations aimed at guiding the enhancement or improvement of STEM curricula and training programmes for schools and industries.

2. Provide technical support to curricula design institutions to develop quality, relevant and gender-transformative STEM curricula and programmes to respond to the identified skills needs, ensuring the integration of gender-transformative approaches and leveraging technological assets.
The National Consultant will provide technical support to curriculum design institutions to develop relevant STEM and gender-transformative curricula and programmes that respond to identified skills needs as follows:
a. Organize and Plan Curriculum Workshops. Organize and plan a schedule of workshops or meetings to work directly with curriculum officers, training institution officers, STEM related industries officers, post schools and secondary schools-TVET.
b. Facilitate Curriculum Review. Organize and facilitate initial STEM Curriculum Workshops to review existing curricula, identify gaps and map them against the findings from the Skills Needs Analysis.
c. Co-design/Update Learning Units. Following guidelines provided by the International Consultant, co-design or update existing lessons or learning units to create gender-transformative STEM curricula with curriculum officers.
d. Finalize Updated Curriculum. Organize follow-up workshops to finalize the updated STEM curricula, ensuring the integration of programmes or units that teach the skills identified in the Situation Analysis.

The National Consultant is expected to deliver the following:
a) Solomon Islands STEM Skills Needs Analysis Report
b) Assessment of the physical and existing STEM labs/hubs
c) Curricula development workshops preparation and delivery
d) Contextualized Guidelines and Standard Operation Procedures (SOPS) for STEM labs/hubs.
e) Final curricula developed in cooperation with national authorities including all comments and inputs.
f) Roadmap for the piloting of STEM labs/hubs
All the deliverables must be shared with UNESCO for review and any feedback must be addressed before they can be considered final.

TIMELINE

a) Solomon Islands STEM Skills Needs Analysis Report: 8 May 2026
b) Assessment of the physical and existing STEM labs/hubs: 29 May 2026
c) Curricula development workshops preparation and delivery: 19 June 2026
d) Contextualized Guidelines and Standard Operation Procedures (SOPS) for STEM labs/hubs: 3 July 2026
e) Final curricula developed in cooperation with national authorities including all comments and inputs: 24 July 2026
f) Roadmap for the piloting of STEM labs/hubs: 7 August 2026

The payment will be made in three instalments:
1) 30% against submission of deliverables a and b;
2) 35% against submission of deliverables c and d;
3) and 35% against submission of deliverables e and f.

• 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

• Advanced degree in Education, International Development, STEM, or a related field.

WORK EXPERIENCE

Minimum of 5 years of experience in STEM education, curriculum development, teacher education, or project management, with a focus on STEM education.
– Proven experience in STEM curriculum enhancement, particularly in developing countries or small island developing states (SIDS) ideally involving one or more of the project’s beneficiary countries.
– Expertise in gender-transformative approaches in STEM education and promoting gender equality in education, particularly in the context of STEM education.
– Demonstrated experience in designing or advising on STEM labs, makerspaces, innovation hubs, or hands-on STEM learning environments, including equipment specification, safety, layout, and technology integration.
– Experience providing technical guidance to governments, curriculum institutions, or national expert teams.
– Familiarity with UNESCO’s education standards and international education frameworks.

SKILLS AND COMPETENCIES

LANGUAGES

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.

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.