I. Background:
UNESCO is actively involved in the Global Partnership for Education- Education Sector Program
Implementation Grant (GPE-ESPIG) program. The primary objective of the GPE-ESPIG program is to ensure
that the most marginalized children, including those who are out-of-school or at risk of dropping out, gain
access to quality learning opportunities. These opportunities are crucial for them to acquire relevant skills,
build resilience, continue their education, and enhance their overall well-being. The GPE-ESPIG program
consists of three key components:
• Access: The program focuses on facilitating safe and equitable access to learning for children and
youth in Myanmar.
• Quality: The program aims to ensure quality teaching and learning experiences for children and
youth in Myanmar. This involves strengthening the capacities of education personnel and
fostering context-responsive, equity-focused learning resources and modalities that adapt to the
evolving situation.
• System Strengthening: The program places emphasis on strengthening systems, management,
coordination, and monitoring related to education in Myanmar.
Through the ESPIG program, UNESCO aims to address the needs of both pre-service 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, equityfocused
learning resources and modalities adapted to the evolving situation. To achieve this, UNESCO
launched Myanmar Teacher Platform (MTP), which offers continuous learning opportunities by providing
access to quality teaching materials, videos, and other resources in a safe and secure environment. This
platform has been widely utilized by teachers and educators from various affiliations. Using MTP and a
blended learning approach, UNESCO is committed to supporting professional development by creating
online courses for all education personnel.
In line with this effort, under ESPIG Outcome Area 2 (in-service teacher), UNESCO plans to develop
professional development courses specifically designed teachers working in diverse educational settings,
including ethnic, faith-based, and community schools. Therefore, UNESCO is seeking an institution,
organization, or firm to develop teacher professional development courses that equip teachers with
essential skills in teaching foundation skills, multi-grade, multi-age classrooms in diverse language
contexts and facilitation skills for community engagement.
II. Work Assignment:
Under the overall authority of the Director of UNESCO Regional Office in Bangkok (hereinafter called
UNESCO Bangkok), the direct supervision of the Head of UNESCO Antenna Office in Yangon and in close
collaboration with Responsible Officer. The objective of this assignment is to develop twelve courses on
teacher professional development and video scripts in English language. The Contractor shall perform the
following tasks:
a. Discuss with UNESCO education team the context, objectives and target participants for the
following courses:
No. Proposed course titles Level
1 Bridging Learning Gaps: Identifying and Addressing Student Needs Beginner
2 Teaching at the Right Level: Tailoring Instruction for Diverse Learners Beginner
3 Supporting Overaged Learners: Designing Engaging and Effective
Learning Activities
Beginner
4 Multilingual Instruction Strategies: Teaching in Diverse Language
Contexts
Beginner
5 Peer Learning Strategies for Multi-Grade and Multi-Age Classrooms Beginner
6 Storytelling for Literacy Development: Culturally Responsive
Strategies for Reading and Writing
Beginner
7 Numeracy Through Real-World Applications: Inquiry-Based and
Project-Based Learning Approaches
Beginner
8 Effective Use of Local Resources in Teaching Beginner
9 Integrating Life Skills and Social-Emotional Learning in Trauma-
Informed Classrooms
Beginner
10 Effective Classroom Management in Challenging Settings: Practical
Techniques for Mixed-Ability Classrooms
Beginner
11 Positive Discipline in Action: Reinforcing Appropriate Behavior in the
Classroom
Beginner
12 Strengthening Parent-Teacher Partnerships for Inclusive Learning Beginner
b. Review existing courses on Myanmar Teacher Platform (MTP) to map out the course materials
and ensure the development of well-aligned courses;
c. Conduct further research to ensure the proposed course titles, in terms of overarching, concepts,
content, learning activities, teaching and learning strategies and assessment, approaches are
contextualized and provide the relevant approaches on developing course contents;
d. Develop twelve courses (beginner level) in Standard English language. The course should include
lectures, presentations, quizzes, and assessments;
e. Revise and finalize the courses in English incorporating comments provided by UNESCO;
f. Draft and finalize video scripts based on the summary of each course and each script should not
be more than 5 minutes to create online course;
g. Secure the intellectual property rights by using the “permission consent form” (provided by
UNESCO) to obtain a written authorization from the original source of work when include the thirdparty
materials (see item e) and inform them regarding UNESCO Open Access Policy;
h. Ensure that no plagiarized or self-plagiarized material is published without appropriate
acknowledgement of the source;
i. Provide a proper credit or citation to the original work of the third-party materials. For any
materials (see item e) created by author, the “Source: author” should be placed underneath
aforementioned materials;
j. In line with UNESCO’s overall gender mainstreaming strategy, ensure the Guidelines on Gender-
Neutral Language is applied throughout the work
(https://unesdoc.unesco.org/ark:/48223/pf0000377299);😉 and
k. Communicate with UNESCO on a regular basis to update on the progress of the assignment.
III. Deliverables and Timeline:
All deliverables are submitted in English with original, editable files to UNESCO (such as MS-Word, etc.)
and the assigned tasks must be submitted by the following deadlines:
a. Draft work plan with course outlines by 21 April 2025.
b. Final version of the work plan with course outlines by 30 April 2025.
c. The draft course contents (narrative session) of at least three courses (#first batch) by 31 May
2025.
d. Final course contents (narrative session) and video scripts of six courses (#first batch) by 1
August 2025.
e. The draft course contents (narrative session) of three courses (#second batch) by 31 August
2025.
f. Final version of course contents (narrative session) and video scripts for six courses (#second
batch) by 31 October 2025.
g. Draft presentation files of both batches by 20 November 2025.
h. Final version of presentation files of both batches by 19 December 2025.
The contractor is required to complete the assignment with quality that meets the satisfaction of UNESCO.
The deliverables will be reviewed by UNESCO. The contractor may be requested to re-submit the
documents if they are not of satisfactory quality within an agreed timeframe upon receipt of the requests.
IV. Location and Travel:
The work of this assignment will be home-based and no travel is anticipated.
V. Qualifications and Experience:
Institutions/organizations/ firms
Required Qualifications (mandatory):
• Must be an international or national organization with a proven track record of successfully
producing content development for teachers;
• At least 3 years of experience in course design, curriculum planning and content development;
• Ability to produce high quality content on tight deadlines;
• Ability to work with flexibility and collaboration is essential; and
Desirable Qualifications:
• Experience working with the UN agencies and/or international organizations.
• Good knowledge of Myanmar or similar country context.
Team Lead:
Required Qualifications (mandatory):
• He/she must have at least a master’s degree in education, social sciences, or a related field.
• He/she must have a minimum of three years of experience in curriculum design and content
development, preferably in teacher education.
• Ability to work with flexibility and collaboration is essential.
• Excellent project management, planning and organizational skills.
Desirable Qualifications:
• Experience in developing customized content based on the identified needs.
• Familiarity with digital course design tools and e-learning platforms (e.g. Myanmar Teacher
Platform)
How to apply
VI. How to apply
Interested institutions/organizations/firms are invited to submit in writing to the UNESCO Antenna Office
in Yangon:
a) Technical Proposal clearly referencing “Call for proposal_course development on teacher
professional development” indicating 1) qualifications and experiences that make suitable for the
assignment, 2) the methodology/ approaches and workplan to be adopted to carry out the
assignment, 3) detailed CVs of the team for the assignment, 4) profile of the organization, 5)
sample courses from the previous work; and
b) Financial Proposal indicating all project expenses related to the implementation period.
UNESCO places great emphasis on ensuring that the objectives of the work assignment, as described in
the Terms of Reference, are met. Accordingly, in evaluating the proposals for the assignment, attention
will focus first and foremost on the technical elements. From those
proposals deemed suitable in terms of the criteria in the Terms of Reference, UNESCO shall select the
proposal that offers the Organization the best value for money.
Your application should reach [email protected] by email no later than 17:00 Hours (Yangon time)
on 6th April 2025.
Only short-listed institutions/organizations/ firms will be contacted.
