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School-related violence – including discrimination and exclusion – infringes on young people’s right to education and to their good health and well-being. Yet global data highlighted by UNESCO in its global 2019 report on school violence and bullying notes that children who are perceived to be ‘different’ in any way are more likely to be bullied, and that students seen as gender non-conforming, including those who are, or perceived to be LGBT, are more at-risk of school violence and bullying than those who fit into ‘traditional’ gender norms.

Recognizing that no country can achieve inclusive and equitable quality education for all if learners experience violence or feel unwelcome at school, UNESCO Bangkok is keen to engage with youth leaders and learners in the LGBTIQ+ community in Japan to design and implement a suite of work that delivers on the following two outcomes:

1. Youth members of LGBTIQ+ networks have strengthened technical and advocacy skills to promote the creation of LGBTIQ+ inclusive learning spaces; and,
2. Learning spaces become more LGBTIQ+ inclusive through implementation of tools and approaches by LGBTIQ+ youth leaders, working in partnership with the education sector.

Starting since October 2021, the project aims to ensure that LGBTIQ+ students and allies in education institutions (universities, vocational centres, high schools etc.) are empowered and supported in their leading roles as change agents for inclusion in their education setting. These are the youth leaders involved in advocacy approaches that engage their student peers in order to make their learning environments more inclusive for all learners, in particular those who identify as LGBTIQ+. Additional beneficiaries of this youth-led, social change-advocacy shall include the leadership and staff of education settings where youth leaders are implementing activities, with spill-over benefits to families and the general public. The multi-country project has been implemented in Thailand and Singapore between 2023 to 2024 and is projected to be implemented in Japan and the Philippines in 2025.

In Japan, UNESCO Bangkok seeks to contract the expertise of a local youth-led or youth-serving organization to lead on the design, overall coordination, implementation, monitoring, and reporting of country-level project(s) that will directly engage at least 50 youth learners as partners and beneficiaries in advocating for LGBTIQ+ inclusion in education.   

Under the overall authority of the Regional Director, UNESCO Bangkok, the overall supervision of the Chief of Section for Education, and the direct supervision/guidance of the Regional Advisor on Education for Health and Well-being, the Reference Group for the Project, and working closely with relevant members of the Education for Health and Well-being Team (EHWB), the Contractor is expected to perform the following tasks:

1. Carry out a rapid mapping (including desk review and focus group discussions with young people in the target institutions) of the experiences, skills, and other capacity-building needs among LGBTIQ+ and ally students for them to design and implement advocacy for inclusion in their respective education setting(s) that engages their student peers and/or education personnel.
2. In each target institution, co-create with students an advocacy plan for LGBTIQ+ learner inclusion that responds to evidence of LGBTIQ+ learners’ needs and priorities documented in Task 1, above. The advocacy plan should generate original advocacy products on LGBTIQ+ learner inclusion, in various formats, that are relevant to the local context and education setting(s);
3. Design and deliver relevant skills/capacity-building workshop(s) for advocacy on LGBTIQ+ learner inclusion that respond to the needs identified in the rapid mapping in Task 2, above. At least one of these skills-building workshops for the 50 youth student project beneficiaries will be focused on understanding and targeting gender norms in LGBTIQ+ inclusion advocacy and will replicate initial training provided by UNESCO to the Contractor on this topic (see Task 8.i, below).
4. Incorporate any new or adapted tools for advocacy on LGBTIQ+ learner inclusion in the delivery of skills/capacity-building workshop(s) in Task 3) above;
5. Provide overall coordination of, and implementation support (e.g. through online mentoring) to LGBTIQ+ and ally students, on their advocacy plan, activities, and products that have been co-created in Task 2, above. Amplify the reach of the advocacy through diverse (digital and non-digital) channels as appropriate;
6. Provide, where relevant, technical and/or financial support (e.g. through small grants) for youth student project beneficiaries to implement their advocacy plan, activities, and products;
7. Track and document the progress of implementation by youth student project beneficiaries of their advocacy plan, activities, and products through routine monitoring reports, stories, or other means, capturing project reach and results in digital and non-digital formats (e.g. social media engagement; event participation lists etc.); and,  
8. Participate in training workshop(s) and meetings organized and financed by UNESCO for youth organizations in the different project countries (dates to be confirmed in consultation with the Contractor and in coordination with other partners). Specifically, this will include:

• An in-person, 3-day master training workshop on understanding and targeting gender norms in LGBTIQ+ inclusion advocacy, followed by a supplementary, online booster training, if needed;
• Quarterly online meetings of the regional Project Reference Group;
• Ad-hoc online training workshops of the Project Reference Group’s sub-groups on Communications OR Monitoring & Evaluation; and,
• An in-person, regional learning exchange to share the achievements, challenges, lessons learned and next steps of youth student project beneficiaries’ advocacy for LGBTIQ+ learner inclusion. 

The contractor will be required to work for a maximum period of 15 months spanning the period January 2025 to March 2026.

The Contractor shall submit the following deliverables (submission dates provisional):

1. Inception narrative report containing: methodology for recruiting youth student project beneficiaries and their institutions to the project; updated workplan and implementation timeline; and, methodology for carrying out the rapid mapping (maximum 10, A4 pages, excluding annexes) (28 February 2025) 
2. Interim narrative progress report on all project activities carried out up to that time, including status updates on: results of recruitment process and the rapid mapping, any capacity building workshops implemented with youth student project beneficiaries; and, advocacy tools adapted or created for training activities (maximum 10, A4 pages, excluding annexes) (30 May 2025)
3. Interim narrative progress report on all project activities carried out up to that time, including status updates on: implementation by/with youth student project beneficiaries of their advocacy plan, activities, and products, including reporting on numbers reached and results achieved, (maximum 10, A4 pages, excluding annexes) (30 September 2025)
4. Terminal report to close out the project, covering all project activities carried out under the project, including reporting on how the efforts of the youth student project beneficiaries are being promoted and disseminated, plans for next steps, and appendices of all advocacy products created, (maximum 25, A4 pages, excluding references and annexes) (31 March 2026)

The contractor may be required to travel to carry out the tasks specified in the work assignment. A detailed travel cost should be presented and indicated as to be allocated within the contract fee (as part of a lump sum) to cover the daily subsistence allowance (DSA) and the cost of tickets for any authorized travel. No additional travel expenses beyond the agreed lump sum will be reimbursed. The DSA is only applicable to individuals undertaking assignments outside their usual place of residence or work. The contractor is responsible for arranging their own travel.

The contractor will be directly supervised by, and report to the Regional Advisor on Education for Health and Well-being, UNESCO Bangkok. In addition to the submission of contract deliverables, the contractor will routinely engage with the Regional Advisor and members of the Education for Health and Well-being team through emails and virtual meetings. Upon commencing the consultancy, the contractor will participate in an initial online meeting with UNESCO Bangkok to reconfirm the parameters of the consultancy and to update, as needed, the consultancy approach to work and timeline, to define required sub-tasks and interim outputs to be carried out as contractor and the supportive inputs required from UNESCO and collaborating partners on the respective activities.

Institution/Organization Qualifications

Qualifications:

• Must be a legally constituted entity and have demonstrated capacity for receiving, administering and reporting on project funds provided by a UN organization;
• Must have demonstrated subject matter expertise in one or more of the following: education, gender, human rights, social inclusion and social justice, public policy, social work or other social sciences.

Experience:

• Must have minimum 3 years of related professional experience working with, or on behalf of young people, including LGBTIQ+ young people. Submission at least two (2) references/supporting examples of relevant projects previously managed.
• Must be able to engage in project implementation meetings with/organized by UNESCO,  and provide written technical and financial project reports in the English language.
• Demonstrated previous experience working with the UN and/or other multilateral, bilateral or civil society development partners (Desirable).
• Demonstrated previous experience working with formal education institutions, including with teachers and education personnel in leadership roles. (Desirable).

Skills: 

• Strong project management skills, including the ability to manage timelines, coordinate with multiple stakeholders, and ensure the timely delivery of high-quality outputs.
• Proficiency in designing and delivering training workshops that are engaging, effective, and tailored to the needs of LGBTIQ+ youth and their allies.
• Competence in conducting advocacy campaigns.
• Ability to use digital platforms and tools to support advocacy work, facilitate online collaboration, and deliver virtual training sessions.

Language Requirements:

• The Institution/Organization must have a high level of proficiency in English, both written and spoken, to ensure clear communication and the production of high-quality reports and materials.
• Proficiency in Japanese is highly desirable to facilitate effective communication with local stakeholders and ensure the cultural relevance of advocacy activities.

Lead Consultant 

Education: 

• Advanced degree (at least Bachelor’s degree) in any of the related areas: education, gender, human rights, development studies, public policy, social work or other social sciences or public health;

Experience: 

• 3-5 years of experience in relevant technical areas, including from among the following: youth development; gender equality and social inclusion; human rights literacy and access to justice; health and well-being equity. 
• Demonstrated experience in project management in any of the technical areas mentioned above. Submission at least two (2) references/supporting examples of relevant projects previously managed.
• Demonstrated previous experience in the design and delivery of interventions for youth mobilization and capacity-building among socially marginalized groups.

Skills/Competencies:

• Excellent analytical, writing and communication skills, as demonstrated with at least one writing sample.
• Understanding of the social and political sensitivities associated with youth sexual and reproductive health and rights; HIV responses, including the needs of young key populations; LGBTIQ+ inclusion; SOGIE-based discrimination and violence (Desirable);
• Demonstrated previous experience working with formal education institutions, or with learners, teachers and other education personnel in formal learning settings (Desirable).

Language:

• Fluency in spoken and written English.

Junior Consultant:

Education: 

• Minimum 1 year training or experience in a field related to civic engagement, education, social sciences or social justice work;

Experience: 

• Demonstrated experience in working with youth-led groups or networks, including for/with LGBTIQ+ young people. This expertise must be demonstrated with at least one (1) reference/supporting example of relevant project implementation support.
   
• Experience in creation and use of communication tools and approaches (Desirable)

Language:

• Fluency in spoken and written English

The consultancy is open to suitably qualified youth-led or youth-serving institutions/ organizations working in Japan.

Suitably qualified organizations that satisfy the eligibility criteria are invited to submit an Expression of Interest in these TORS, composed of both Technical and Financial Proposals. Organizations must be youth-led or youth-serving organizations, including those based within educational institutions. 

Your entire Expression of Interest should be in English and should not exceed 10, A4 pages, including reference to relevant examples/reports of successfully carrying out similar or comparable assignments.

A. Technical Proposal (maximum 10 A4 pages)

Your technical proposal must include the following information:

1. A cover letter identifying relevant contact information (organizational name, telephone and email address) and why you are interested in the consultancy and the project theme.
2. Description of the innovative approach that you will use to carry out the consultancy that will include the compulsory tasks of the Work Assignment (Item II. of these TORs): ie. mapping of student experiences and advocacy skills gaps; skills-building workshop(s); co-creation of advocacy activities, products and messages; and, delivery of an advocacy campaign or other advocacy initiative, for, by and with LGBTIQ+ students in their respective learning settings. 
3. Details on the targeted learning setting(s) (e.g. university, vocational centre, school etc.), the minimum 50 targeted students/ student networks of youth (with priority attention on young people under age 25) and any other partners and allies who will be recruited to and involved in the project, along with their roles. 
4. Timeline for delivering the key activities and expected deliverables.
5. Rationale as to why your organization is best suited to carry out this work with UNESCO’s support, together with relevant examples that demonstrate your experience carrying out similar initiatives (see Item VI.) of these TORs on Qualifications and Experience Requirements).
6. CVs of all the qualified key personnel that will lead/contribute to this assignment, along with information on their respective role(s) in project coordination, implementation, monitoring and reporting (see Item VI. of these TORs on Qualifications and Experience Requirements).
7. Profile of the Institution/Organization.

B. Financial Proposal (Please see Annex I below)

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_{^{*These files will be accessible for three months after the announcement was first published. If you have any difficulties accessing the documents, please contact ehwb.bgk(at)unesco.org.}}