Call for Expressions of Interest: International Experts in Support of Curriculum Renewal

          The UNESCO International Bureau of Education (UNESCO-IBE), based in Geneva, is UNESCO’s specialized institute for curriculum-related matters. In addition to its global knowledge, research and dialogue function, the IBE also provides Member States with technical assistance and capacity strengthening in curriculum renewal processes which aim to improve the quality and relevance of learning outcomes. The IBE promotes a systemic approach in order to ensure coherence and alignment between the various components of national curriculum systems, in particular between official curriculum frameworks, teacher education, pedagogy, classroom practice, and learning assessment.  Such a systemic approach also ensures the integrated renewal of learning content in response to changing societal needs in various contexts.

In response to increasing demand from Member States for technical support in curriculum renewal processes, the IBE is establishing a roster of international experts to contribute to ongoing and upcoming work across regions, with a particular focus on countries in the Middle East.

• • Reviewing and revising national curriculum frameworks;
  • Strengthening national capacities in adopting particular approaches, such as competency-based or standard-based approaches, in the design and implementation of curricula;
  • Enhancing subject-specific curricula, in particular in the humanities;
  • Aligning teacher education programs with national curriculum frameworks;
  • Aligning learning assessment frameworks with national curriculum;
  • Developing curriculum evaluation frameworks and practices;
  • Strengthening the capacity of core national curriculum teams.

          The purpose of this call is to identify and recruit highly qualified international experts who can be mobilized on a short- to medium-term basis in 2026-2027 and beyond, in order to support IBE technical cooperation projects at country level.

Under the overall responsibility of the IBE Director, and the direct supervision of the Program Specialist in charge of specific country projects, selected experts will contribute to one or more of the following areas, depending on their expertise and project needs:

  1. Curriculum framework review and revision

• • Support the revision/development of national curriculum frameworks, and other relevant official curricula-related documentation, based on countries’ chosen curriculum approaches;
  • Conduct international comparative analyses to inform country choices;
  • Prepare analytical reports with recommendations for improvement, in particular as concerns coherence across curriculum components (learning outcomes, learning content, pedagogical approaches and methods, sequencing, learning assessment, teacher education).

  2. Subject curriculum  review and enhancement

• • Review and analyze selected subject area curricula from an international comparative perspective;
  • Prepare analytical reports with recommendations for improvement;
  • Support the review of specific learning areas that relate to: (1) identity and socialization through such subjects as language instruction, social studies, citizenship  education, religious studies; (2) STEM, AI competencies, critical media education; (3) environmental education, sustainable development education, climate change education, and/or greening, ensuring alignment between  national priorities and relevant international perspectives;
  • Contribute to improving scope and sequence, learning progression, and coherence across levels of education;
  • Develop relevant training resources and conduct hands-on capacity development activities (in-person or online).

  3. Teacher education program alignment

• • Review and analyze selected pre-service and in-service teacher education programs;
  • Provide recommendations for aligning teacher education programs with curriculum expectations and particular approaches to curriculum design and pedagogy (in particular competency-based or standard-based approaches);
  • Strengthen teacher competencies for curriculum co-development, implementation, and classroom-level learning assessment, in particular in the context of the digital transformation of education;
  • Develop relevant training resources and conduct hands-on capacity development activities (in-person or online).

  4. Learning assessment

• • Review and analyze national learning assessment frameworks, selected tools and practices;
  • Provide recommendations for aligning learning assessment with curriculum expectations;
  • Support the integration of countries’ chosen curriculum approaches (in particular competency-based or standard-based approaches);
  • Strengthen capacity to analyze and use learning data derived from national and/or cross-national learning assessments;
  • Contribute to the revision of learning assessment strategies, frameworks, and tools;
  • Develop relevant training resources and conduct hands-on capacity development activities (in-person or online).

    5. Curriculum evaluation developmeng

• • Review and analyze existing curriculum evaluation mechanisms and practices;
  • Provide recommendations for developing or strengthening curriculum evaluation frameworks, including purpose, scope, and methodologies;
  • Support the development or refinement of curriculum evaluation frameworks;
  • Ensure alignment between curriculum evaluation, learning assessment, and broader education system monitoring mechanisms;
  • Contribute to strengthening the use of qualitative and quantitative data for curriculum evaluation and continuous improvement;
  • Support the integration of countries’ chosen curriculum approaches (in particular competency-based or standards-based approaches) into evaluation frameworks;
  • Develop relevant training resources and conduct hands-on capacity development activities (in-person and/or online).

   6. Capacity development and mentoring

• • Design and deliver capacity development and training activities (in-person and online) for national teams in charge of the above areas, with a strong emphasis on hands-on production and application to specific national curriculum components;
  • Provide ongoing mentoring and technical support through iterative feedback and quality assurance;
  • Develop and consolidate training resources and modules to support sustained capacity development.

Activities are expected to take place in 2026. Expert engagements will be short to medium-term, with flexible durations depending on project needs. Assignments may combine in-person missions, remote work and online mentoring.

Work fees will be determined based on the nature and scope of each assignment, in accordance with UNESCO standards and prevailing rates. Payment schedules will be linked to the delivery of agreed outputs. Travel and mission costs will be covered in accordance with UNESCO rules and procedures.

(Indicative)

Under the technical supervision of IBE and depending on the assignment, experts may be expected to deliver:

• • Desk review reports with comparative analyses and recommendations;
  • Examples of curriculum documents and components from countries with high-performing education systems;
  • Technical inputs for national curriculum frameworks, subject curricula, learning assessment frameworks and tools, as well as curriculum evaluation frameworks;
  • Training resources (presentations, production and application guidelines, templates, checklists, examples, case studies, etc.);
  • Consolidated training modules to support sustained capacity development;
  • Facilitation of training workshops and technical working sessions;
  • Mentoring materials and structured feedback on national outputs;
  • Final synthesis reports including key findings, recommendations, and proposed next steps.

• • 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 [link removed].

EDUCATION 

• • Advanced university degree (PhD or Master’s) in Education, Curriculum Studies, Learning Assessment, Teacher Education or a related field.

WORK EXPERIENCE

Minimum 10 years of relevant professional experience in one or more of the following:

• • Curriculum development, implementation, or evaluation;
  • Designing and/or implementing competency-based or standards-based curriculum approaches;
  • Teacher education program design (pre-service and/or in-service);
  • Design and review of learning assessment systems and analysis/use of learning assessment data.

Demonstrated hands-on experience in:

• • Producing concrete curriculum-related outputs (e.g. frameworks, syllabi, standards, tools, training programs);
  • Undertaking international comparative analyses and benchmarking of education systems to inform curriculum development and decision-making;
  • Training and mentoring national education teams;
  • Working with ministries of education departments or national institutions responsible for curriculum, teacher education programs, or learning assessment.

Strong familiarity with high-performing education systems and international assessment contexts is required, as well as experience in the Global South.
Experience working with international organizations is an asset.

SKILLS AND COMPETENCIES

• • Strong analytical and writing skills;
  • Ability to work in multicultural and interdisciplinary teams;
  • Proven experience in facilitating workshops and capacity development;
  • Ability to translate international good practices into national contexts;
  • Strong focus on practical implementation and results.

LANGUAGES

• • Fluency in English is required; knowledge of Arabic is an asset. 

Both individual experts and teams may submit expressions of interest, including

• An up-to-date CV
• A technical note outlining relevant expertise and approach (optional but encouraged);
• Examples of previous work (reports, frameworks, tools, written contributions, training resources);
• Contact details of referees.

The complete application shall be submitted on or before 15 May 2026; midnight, Geneva time.

Due to the large number of applications we receive, we are able to inform only the successful candidate(s) about the outcome or status of the selection process.

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 [link removed]. 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.