National Consultant – Integration of Climate Change into Curriculum, Sindh
at UNESCO, Islamabad, Pakistan
Listed on EduAtlas: live education jobs from employers’ own careers pages and public job services. Apply on careers.unesco.org. 3 similar posts in Pakistan.
- Salary
- Not given in the advert
- Closing date
- 9 December 2026
- Start
- Not given in the advert
- Type of post
- Administration and business
A support post, not a teaching post. - Contract
- Level 2 - Middle
- First seen
- 29 October 2026, on UNESCO
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The advert
JOB DETAILS Type of contract : Consultant Contract Level : Level 2 - Middle Hiring Unit : Education Sector (ED) Duty Station : Islamabad Work location : On site Duration of contract : 6 months Hiring open to : External candidates Application deadline (Midnight UTC+5 Time) : 09/11/2026 UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, ProfessionalismOVERVIEW OVERVIEW OF THE FUNCTIONS OF THE POST The National Consultant will provide specialized technical expertise to support the School Education and Literacy Department (SE&LD), Government of Sindh, in systematically integrating climate change, environmental sustainability and disaster risk reduction (DRR) into the provincial curriculum. The consultant will review subject-level curricula and a sample of non-formal education programmes at selected grades; identify gaps, opportunities, priority topics and learning outcomes with reference to UNESCO’s Greening Curriculum Guidance; facilitate participatory multi-stakeholder consultations to ensure that the proposed content reflects Sindh’s environmental and disaster-risk context; and provide hands-on technical support to embed the agreed priorities into the curriculum through the ongoing curriculum review process. Attention will be given to age appropriateness, progression across grades, local relevance, gender equality and inclusion, and priority risks affecting Sindh, including drought, coastal erosion, urban flooding and heat waves. While working closely with SE&LD and other relevant provincial stakeholders, the consultant will be contracted, supervised and managed by UNESCO and will report directly to UNESCO.Long Description B. BACKGROUND Funded by the Global Partnership for Education (GPE), CSESI seeks to enhance countries’ capacities to mainstream climate change adaptation and environmental sustainability into education sector plans, budgets and strategies as well as to enhance education ministry capacity for cross-sectoral coordination on climate and environment-related policy and programming. The CSESI initiative in Pakistan will be structured around 7 component areas outlined further in this work program which has been developed by CSESI partners (Save the Children, UNESCO-ESD and UNESCO-IIEP) based on consultations with the School Education Departments and partners held in Islamabad in July 2025. The UNESCO Section of Education for Sustainable Development (ESD) supports ministries of education specifically with integrating learning of climate change and environmental sustainability into formal and non-formal education. This entails reviewing and, where required, adjusting and revising national curricula and syllabi for pre-primary, primary and secondary schools as well as teaching and learning materials (TLMs) based on each country’s needs and opportunities. UNESCO uses a holistic learning approach of ESD to address climate change from economic, social and environmental perspectives, and supports the acquisition of knowledge, values and attitudes to underpin practical actions by learners to contribute to climate mitigation, adaptation, resilience and sustainable development. In addition to the resources available in the countries, UNESCO will use a set of global reference documents including the Greening Curriculum Guidance (UNESCO, 2024) and ESD for Sustainable Development Goals: Learning Objectives (UNESCO, 2017) as well as other guidance on curriculum alignment produced by UNESCO International Bureau of Education (IBE). In Sindh, the School Education and Literacy Department has prioritized the integration of climate and environmental education into the curriculum. Curriculum integration is foundational because teacher professional development, classroom practice, learning resources and assessment are guided by the approved curriculum framework. Strengthening the curriculum first will therefore support systemic alignment, sustainability and province-wide consistency, while providing a cl