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Under the Global Partnership for Education (GPE) Education Sector Program Implementation Grant (ESPIG), UNESCO is implementing activities towards the attainment of the undermentioned three outcome areas. 

• Outcome 1: Ensuring safe and equitable access to learning for children and youth in Myanmar; 
• Outcome 2: Ensuring quality teaching and learning for children and youth in Myanmar by strengthening the capacities of education staff and fostering context-responsive, equity-focused learning resources and modalities adapted to the evolving situation; and 
• Outcome 3: Ensuring systems strengthening, management, coordination, and monitoring. 

UNESCO, through the Education Sector Program Implementation Grant (ESPIG) project, continues this effort addressing the needs for both pre-and in-service teacher education under ESPIG Outcome Area 2: Ensuring quality teaching and learning for children and youths in Myanmar by strengthening the capacities of education staff and fostering context-responsive, equity-focused learning resources and modalities adapted to the evolving situation. As an effort to deliver quality teacher education, UNESCO brings Myanmar Teacher Platform (MTP; ) to offer continuous learning for educators, learners and other interested parties to access quality learning materials, videos and other resources in a safe and secure environment​ and provide online courses by themes. 

In collaboration with a local ethnic education provider, UNESCO is supporting the redevelopment of its existing pre-service teacher education curriculum to closely align with the newly enhanced Teacher Competency Framework (TCF, 2022). In 2023, a curriculum framework and seven module syllabi were developed in accordance with the competencies introduced in the TCF. In 2024, the development of three modules was prioritized based on the education provider's demand. The new curriculum framework outlines the structure of the revised curriculum, which includes seven 6-credit-unit modules, totaling 42 credit units. The syllabi for each module will guide the further redevelopment of student textbooks and trainer guides. In 2025, UNESCO will extend its support to develop the remaining four modules.

1. Understanding Children’s Learning and Development 
2. Effective Environments for Learning
3. Teaching Across the Curriculum
4. Teaching Practicum Placement

For this assignment, the Contractor will i) refine the existing four teacher training modules and other resources to redevelop four trainer guides in line with the curriculum framework and module syllabi to support the curriculum delivery; and (ii) develop four student textbooks/workbooks to support the navigation of the pre-service teacher education program.

The objective of this ‘Call for Proposal’ is to redevelop the pre-service teacher education curriculum of the ethnic education provider.

• Refine the existing four teacher training modules; and
• Develop four student textbooks/workbooks.

Under the overall authority of the Director of UNESCO Regional Office in Bangkok (hereinafter called UNESCO), the direct supervision of the Head of Office of UNESCO Antenna office in Yangon and in close collaboration with the ESPIG project team, the Contractor will i) refine the existing four teacher training modules and other resources to redevelop four trainer guides in line with the curriculum framework and module syllabi to support the curriculum delivery; and (ii) develop four student textbooks/workbooks to support the navigation of the pre-service teacher education program. The four modules of textbooks are listed below:

1. Understanding Children’s Learning and Development 
2. Effective Environments for Learning
3. Teaching Across the Curriculum
4. Teaching Practicum Placement

In particular, the Contractor shall perform the following tasks:

• Conduct review of existing pre-service teacher education curriculum and training materials, Teacher Competency Framework (TCF), curriculum review and mapping report, curriculum framework and module syllabi, teacher professional development training manual, UNESCO’s pre-service teacher education curriculum, and other relevant materials;
• Ensure that curriculum authors have clear understanding of the context before commencing any curriculum development work;
• Ensure that curriculum authors have clear understanding about not only their subject matters but also the cross-cutting themes of the curriculum including but not limited to mainstreaming learner-centred approach, conflict-sensitive education, Education for Peace and Sustainable Development (EPSD), Information and Communication Technology (ICT), Media and Information Literacy (MIL), Mother Tongue-Based (MTB) teaching approaches, educational management and leadership skills, and inclusive education approaches;
• Facilitate a consultation meeting with the curriculum authors and teacher trainers, during which the curriculum authors will give a presentation, discuss, and reach a consensus on the syllabi of Modules 1, 2, 3 and 4 with the teacher trainers;
• Refine the existing four teacher training modules and other resources in line with the curriculum framework and module syllabi;
• Develop four student textbooks/workbooks in line with the revised teacher training modules;
• Ensure to adapt and contextualize UNESCO’s pre-service teacher education curriculum when writing/revising the student textbooks/workbooks/modules;
• Ensure that all contents developed are inclusive and equitable in nature, by taking into consideration of the sociocultural diversity and political sensitivity of Myanmar context;
• Propose art works, such as illustrations, infographics and photographs, and provide teaching and learning resources including lists of recommended reading (not only online resources but also publications) needed for trainer guides, resources, student textbooks/workbooks;
• Facilitate a few sessions of consultation meetings with UNESCO, partner and relevant stakeholders, whennecessary;
• Compile and address a list of comments from UNESCO and partner using the template provided by UNESCO;
• Communicate with UNESCO regularly to provide updates on the redevelopment process and to make clarifications on the commentsreceived on the draft trainer guides/resources and student textbooks/workbooks; and 
• Revise and finalize the trainer guides/resources and student textbooks/workbooks incorporating comments provided by partner and UNESCO.
• Organize and format all materials to make sure that they comply to the UNESCO Graphical Standards and Logo Toolkit (provided by UNESCO), ED Sector Visual Identity Guidelines (provided by UNESCO) and such as terminology, abbreviations, acronyms and format of footnotes, etc.;
• Streamline UNESCO’s gender strategy, ensure the is applied throughout the course contents;
• When referring to the region, ensure to avoid using ‘in the Asia-Pacific’ and ‘in Asia Pacific’. Instead, use one of the following terms interchangeably: in the Asia-Pacific region, in Asia and the Pacific, and in Asia-Pacific;
• Use the proper names and place names that correspond to UNESCO official usage and comply the official names of these following countries (where applicable): Taiwan = Taiwan province of China, Hong Kong = Hong Kong SAR, China, South Korea = Republic of Korea, Vietnam = Viet Nam, Iran = Iran (Islamic Republic of), Laos = Lao PDR. UNESCO member states to be double checked at ;
• Compile a list of tables, figures (including diagram, chart, illustration), photos (including images, cartoons, icons), videos, audios and other graphic elements from the third party-materials by  and secure the intellectual property rights by using the “” (provided by UNESCO);
• Ensure that no plagiarized or self-plagiarized material is published without appropriate acknowledgement of the source;
• Provide a proper credit or citation to the original work of the third-party materials. For any materials created by author, the “Source: author” should be placed underneath aforementioned materials;
• Avoid including maps (global, regional, country) that could be politically sensitive or that could affect the legal status of any country, territory, city, area, or its authorities, or the delimitation of its frontiers or boundaries. 

All deliverables need to be submitted in English and in editable format (such as MS-Word, MS-PowerPoint and MS-Excel format, etc.). The assigned tasks must be submitted by the following deadlines.

1. Submit a consultation meeting report with PowerPoint slides and the participant list to the UNESCO for reviewing on or before 28 January 2025;
2. Submit draft initial portions (25%) of Modules 1, 2, 3 and 4 trainer guides/student textbooks/resources to the UNESCO for reviewing on or before 18 February 2025;
3. Submit draft initial portions (50%) of Modules 1, 2, 3 and 4 trainer guides/student textbooks/resources to the UNESCO for reviewing on or before 11 March 2025;
4. Submit compiled notes/comment sheets on draft initial portions (50%) of Modules 1, 2, 3 and 4 gathered from the consultation meeting to the UNESCO for reviewing on or before 2 April 2025;
5. Submit final version of initial portions (50%) of Modules 1, 2, 3 and 4 trainer guides/student textbooks/resources to the UNESCO for reviewing on or before 23 April 2025;
6. Submit full draft (100%) of Modules 1, 2, 3 and 4 trainer guides/student textbooks/resources to the UNESCO for reviewing on or before 14 May 2025; 
7. Submit compiled notes/comment sheets on full draft (100%) of Modules 1, 2, 3 and 4 gathered from the consultation meeting to the UNESCO for reviewing on or before 4 June 2025;
8. Submit full final version (100%) of Modules 1, 2, 3 and 4 trainer guides/student textbooks/resources to the UNESCO for reviewing on or before 25 June 2025.

In line with UNESCO’s overall gender mainstreaming strategy, the Contractor is expected to integrate a gender perspective in all activities and apply gender analysis and mainstreaming concepts wherever feasible.

The work shall be completed by 25 June 2025. 

The Organization/Institution:

Required Qualifications:

• Minimum 5 years of experience in implementing education projects in developing countries;
• Minimum of one project successfully implemented in the field of teacher education, which demonstrates experience in developing teacher training curriculum and delivering modules;
• Minimum three professionals with expertise in pre-service teacher education curriculum and training development and in-depth contextual understanding of Myanmar; and
• Ability to develop high quality content on tight deadlines.

Desirable Qualifications:

• Previous experience working with international organizations, UNESCO and/or the UN system including World Bank Group is preferred; and
• Previous experience working with ethnic service providers of Myanmar on their teacher education projects. 

Lead Project Manager

Required Qualifications:

• An advanced university degree in education; 
• Minimum 10 years of relevant experience in project management/coordination of education project;
• At least 5 years of experience in education development, preferably in the area of teacher education;
• Excellent project management, planning and organizational skills, including the ability to meet the deadline and manage resources effectively; and 
• Excellent communication skills and a concern for transparency and diligence.

Desirable Qualifications:

• Previous experience working with international organizations, UNESCO and/or the UN System including World Bank Group is preferred; and
• Previous experience leading pre-service teacher education projects will be an advantage.