National Consultant – Integration of Climate Change into Learning Assessments, Balochistan & KPK
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 The National Consultant will provide technical leadership and expertise to support the School Education Department (SED) of Balochistan and Elementary and Secondary Education Department (E&SED), Khyber Pakhtunkhwa (KP) in strengthening the integration of climate change, environmental sustainability and disaster risk reduction (DRR) into provincial learning assessment frameworks. The consultant will undertake technical reviews and mapping, identify priority competencies and learning outcomes, develop evidence-based recommendations and assessment approaches, and facilitate stakeholder consultation, co-creation, capacity development and validation processes. The assignment will be undertaken in close coordination with UNESCO, the respective Education Departments, relevant provincial institutions and the international expert team supporting CSESI. While working closely with the provincial Education Departments for the assignment, the consultant will be contracted, supervised, and managed by UNESCO and will report directly to UNESCO.Long Description B. BACKGROUNDFunded 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). Led by UNESCO in close collaboration with SED, Government of Balochistan and E&SED, Khyber Pakhtunkhwa, one of the objectives of CSESI in Pakistan is to support the integration of Sustainable Development themes into education, with an emphasis on climate change. It will involve reviewing the current learning assessment framework to identify gaps and opportunities for integration of climate/ environment/ DRR-related content. The review will inform the identification of priority topics and learning outcomes, drawing on the Greening Curriculum Guidance and applying a gender-sensitive lens. Based on this review, a set of recommendations will be developed for the integration of these priority topics