International Consultant – Technical Support for Cambodia’s ICT Competency Framework for Teachers (Phnom Penh, Cambodia) contract

Parent Sector : Education Unit, UNESCO Phnom Penh Office

Duty Station: Phnom Penh, Cambodia

Type of contract : Non-staff

Duration of contract : 6 months, tentatively February 2025 to July 2025

Recruitment open to : External Candidates

Application Deadline (Midnight Paris Time) : 19 December 2024

UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

I.    Background
The Ministry of Education, Youth and Sport (MoEYS) in Cambodia, together with its partners, is committed to providing inclusive, quality education and lifelong learning for all, in line with Sustainable Development Goal 4 (SDG4). This, in turn, supports the Royal Government of Cambodia (RGC)’s development agenda, the Pentagonal Strategy – Phase I, which was launched in August 2023 as the country’s long-term socioeconomic strategy, to be implemented in phases over the next 25 years. 
Building on the success of the implementation of the Strengthening Teacher Education Programmes in Cambodia (STEPCam), UNESCO and the MoEYS are implementing the second phase of STEPCam (STEPCam II) from 2024 to 2026, financed by the $12.62 million System Transformation Grant (STG) from the Global Partnership for Education (GPE).

As a critical cross-cutting component of the programme, STEPCam promotes a uniform approach to digital transformation in Cambodia’s education system and the effective use of digital tools for quality teaching, learning, and education management. According to UNESCO ICT Competency Framework for Teachers (ICT CFT) Version 3, the effective integration of ICT in schools and classrooms can transform pedagogy and empower students. Therefore, it is essential that teachers have the competencies to integrate ICT into their professional practice to ensure the equity and quality of learning and to guide learners in developing 21st-century skills such as critical and innovative thinking, complex problem solving, the ability to collaborate, and socio-emotional skills. The MoEYS, with support from STEPCam, aims to develop Cambodia’s National ICT Competency Framework for Teachers. The conceptualisation and development of this framework under STEPCam Phase II will be timely to support a systematic approach to enable the effective adoption of digital technologies in the education system. The Framework will inform the review of the PRESET curriculum and development of targeted CPD courses focusing on the concepts of artificial intelligence and promoting its ethical use, as well as developing ICT skills among teachers and teacher educators.

To foster research and thought leadership to drive the digital transformation of the education system in Cambodia, STEPCam will provide support to establish an Educational Technology (EdTech) Innovation Hub at one of the teacher education institutions (TEIs) mandated to promote research and innovation in ICT in education, artificial intelligence and digital transformation, develop ICT in education competencies in Cambodia’s teaching force and provide advisory services to education stakeholders, ensuring a uniform approach to the use of digital technology in the education system, with the ultimate objective of enhancing the quality of education through strengthened education management, teaching quality and learning experiences.

II.    Objectives
Under the overall authority of the UNESCO Representative to Cambodia, the supervision of the Chief of the Education Unit, and direct supervision of the STEPCam Programme Manager, the Consultant will provide technical support to Component 4 of STEPCam Phase II: Digital Transformation in Education – Preparing for the effective adoption of digital strategies for education delivery. The Consultant will be responsible for the establishment of effective monitoring and evaluation mechanisms and the development of sound monitoring methodology and tools, coordinating closely with MoEYS technical departments and the UNESCO programme management team.
The main objectives of the consultancy are:

1.    Lead the development of Cambodia’s ICT Competency Framework for Teachers, as guided by and contextualised based on UNESCO’s global ICT Competency Framework for Teachers (2018), AI Competency Framework for Teachers (2024), and AI Competency Framework for Students (2024)
2.    Provide technical support to the MoEYS to conduct a mapping of current and planned programmes/courses focusing on teachers’ capacities in ICT in education in Cambodia and develop a comprehensive roadmap to guide and promote the development of competency-based teacher ICT training/CPD programmes where teachers’ development is systematically guided, monitored, assessed, and tracked at policy and institutional levels

III.    Specific tasks
The Consultant will work closely with UNESCO, the MoEYS technical departments, including Directorate General of Teacher Education and Development, Department of Digital Transformation, Department of Policy, as well as the selected TEI to complete the following tasks. The Consultant will be expected to work closely with the other international and national TAs under STEPCam, as well as coordinate with other line ministries and development partners as necessary to ensure harmonisation and coherence in the strategies and initiatives to advance digital transformation in education.
1.    Development of Cambodia’s ICT Competency Framework for Teachers, as guided by and contextualised based on UNESCO’s global ICT Competency Framework for Teachers (2018), AI Competency Framework for Teachers (2024), and AI Competency Framework for Students (2024)

i.    Lead and support the Department of Policy (DoPO), Directorate General of Teacher Education and Development (DGTED), and Department of Digital Transformation in a study design, methodology and tools and conduct a rapid assessment of teachers’ ICT competencies in Cambodia, which will inform and guide the development of a national ICT Competency Framework for teachers.

The rapid assessment report is expected to contain the following sections:
•    List of Abbreviations and Glossary of key terms 
•    Executive Summary 
•    Introduction
•    Methodology
•    Analysis of the rapid assessment and desk research (context overview, desk review analysis, baseline and readiness analysis and good practices)
•    Gap and needs analysis
•    Policy recommendations
•    Conclusion
•    Appendices (e.g., survey questionnaires, case studies and best practices of national examples and internal comparisons) and Annexes (e.g., consultation findings)
 

ii.    Develop Cambodia’s ICT Competency Framework for Teachers, as guided by UNESCO’s ICT Competency Framework for Teachers (ICT CFT Version 3 2018). The Cambodia’s ICT Competency Framework for Teachers shall include elements of the AI Competency Framework for Teachers (2024) where relevant. The Framework shall guide the national standards for teachers’ ICT in education competencies and inform strategies for teacher training to develop teacher’s competencies across domains. The Framework should include but not limited to:
•    Competency Domains (e.g. ICT literacy, pedagogical integration, assessment and evaluation etc.), broad areas that define the essential knowledge and skills required.
•    Competency standards under each domain (e.g. ICT Literacy and Skills: Teachers demonstrate proficiency in using common software applications), specific standards within each domain that outline what teachers should know and be able to do. 
•    Skills description associated with each standard and proficiency levels category (e.g. Level 1-5 with clear definition that describes the progression of skill acquisition and competency mastery)
•    Guidelines for self-assessed readiness checklist and personal development plan template for teachers as separate appendices based on the Competency Framework
•    Considerations for inclusion, equity and gender equality (in particular, digital infrastructure and landscape, rural-urban disparities, access to technology)
2.    Mapping of current and planned programmes/courses focusing on teachers’ capacities in ICT in education in Cambodia and development of a comprehensive roadmap for competency-based ICT teacher training/CPD programmes

i.    Conduct a mapping of current and planned programmes/courses in Cambodia focusing on developing teachers’ capacities in ICT in education in Cambodia, as guided by Cambodia’s ICT Competency Framework for Teachers

ii.    Develop a comprehensive roadmap, based on the outcome of the mapping and as guided by the standards for teachers’ ICT competencies in the ICT Competency Framework for Teachers, to guide and promote the development of competency-based ICT teacher training/CPD programmes where teachers’ development is systematically guided, monitored, assessed, and tracked at policy and institutional levels

IV.    Deliverables 
1.    Deliverable 1: By 17 February 2025
1.1.    Complete draft outline and structure for Cambodia’s ICT Competency Framework for Teachers, as guided by UNESCO’s global ICT Competency Framework for Teachers and integrating relevant elements from the AI Competency Framework for Teachers
1.2.    Agenda, concept note and all relevant documents developed in preparation of the first consultation workshop for the ICT Competency Framework for Teachers

2.    Deliverable 2: By 17 March 2025
2.1.    Complete proposal for the rapid assessment (up to a maximum of 15 pages, excluding annexes) including the study design, workplan, methodology and tools to analyse ICT competencies of teachers in Cambodia

3.    Deliverable 3: By 17 April 2025
3.1.    First complete draft of Cambodia’s ICT Competency Framework for Teachers
3.2.    Inception report, including the proposed workplan and methodology, for the mapping of ICT in education programmes/courses for teachers and the development of the roadmap for competency-based teacher ICT teacher training/CPD programmes

4.    Deliverable 4: By 17 May 2025
4.1.    Final complete rapid assessment report on the ICT competencies of teachers in Cambodia
4.2.    Agenda, concept note and all relevant documents developed in preparation of the second consultation workshop for the ICT Competency Framework for Teachers
4.3.    Complete report on the mapping of current and planned training programmes/courses focusing on teachers’ capacities in ICT in education in Cambodia

5.    Deliverable 5: By 17 June 2025
5.1.    Pre-final complete draft of Cambodia’s ICT Competency Framework for Teachers
5.2.    First draft of the roadmap for competency-based ICT teacher training/CPD programmes

6.    Deliverable 6: By 17 June 2025
6.1.    Final complete version of the ICT Competency Framework for Teachers
6.2.    Final complete version of the roadmap for competency-based ICT teacher training/CPD programmes
6.3.    Final completion report summarising achievements and way forward for the consultancy for III.1 to III.2
Final approval of deliverables will be under the authority of the STEPCam Programme Manager, after receiving pre-approval from relevant MoEYS departments when necessary.
V.    Contract duration, location, and other conditions
The duration of the contract will be a period of 6 months, from February 2025 to July 2025, during which the Consultant is expected to provide 60 working days of technical support. 
The Consultant is expected to undertake at least two missions to Cambodia for at least five days on each mission trip during the consultancy. The missions will be organised in close consultation with MoEYS line departments and UNESCO. The UNESCO Phnom Penh Office will provide support for the arrangements of missions as required. The Individual Consultant will be responsible for their necessary tools, equipment (laptop etc.) and software to complete the assignment.
 

VI.    Required qualifications and experience
EDUCATION
•    At least a Master’s degree in the field of education, educational technology, information technology or other relevant fields
PROFESSIONAL EXPERIENCE
•    At least 7 years of demonstrated international experience working on education policy and strategy development, research, educational technology, digital transformation, teacher development and other relevant thematic areas
•    Demonstrated professional experience in working with governments on education policy and strategy development and policy research (minimum of 3 examples)
•    Demonstrated professional experience in providing technical support on advancing educational technology and teacher development (minimum of 3 examples)
•    Demonstrated professional experience in teacher development, educational technology programmes/projects with the UN and/or international NGOs would be desirable
•    Demonstrated professional experience in educational technology and digital transformation in a low-resource country context in terms of ICT infrastructure would be desirable
SKILLS AND COMPETENCIES
•    Excellent conceptual and analytical skills
•    Excellent interpersonal, coordination and communication skills
•    Excellent training and presentation skills
•    Ability to take initiative, establish priorities and capacity to work efficiently under pressure
•    Ability to work in a multicultural team to achieve shared objectives
•    Excellent understanding of education, educational technology and teacher development
LANGUAGE SKILLS
•    Excellent in written and spoken English
 

HOW TO APPLY
Interested candidates are kindly requested to click on “Apply Now”, then download and complete the Employment History Form (Word file). Employment History Form / My Documents’. Before uploading the document, at the end of the word document, the candidate must insert the extra pages with the following required information in English:
1.    Curriculum Vitae or Resume 
2.    Technical proposal (3 pages maximum), including a description of your proposed approach and methodology for undertaking the assignment
3.    Financial proposal, indicating a monthly rate (in US$) to undertake the terms of reference above, including travel and other related costs. Applications submitted without a monthly rate will not be considered.
4.    The contact details of three referees
Please submit your application through SuccessFactors. If you are unable to attach requirements in the system, please inform us at phnompenh@unesco.org.
SELECTION AND RECRUITMENT PROCESS 
Please note that all candidates must complete an on-line application and provide complete and accurate information. To apply, please visit the UNESCO careers website. No modifications can be made to the application submitted.
The evaluation of candidates is based on the criteria in the vacancy notice, and may include tests and/or assessments, as well as a competency-based interview. 
UNESCO uses communication technologies such as video or teleconference, e-mail correspondence, etc. for the assessment and evaluation of candidates.
Please note that only selected candidates will be further contacted and candidates in the final selection step will be subject to reference checks based on the information provided.