Job Detail
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Experience 8 Years +
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Gender Both
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Vacancy Number N/A
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Education Level Bachelors Degree
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No of Vacancies N/A
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Grade Level/Post Level N/A
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Contract Duration From 7 to 11 months
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Required Language English
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Hiring For UNESCO
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Age Requirement 18+
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Recruitment Type N/A
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Required Field of Study Social Sciences, Humanities
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Post Number N/A
Job Description
OVERVIEW
Parent Sector : Field Office
Duty Station: Lima
Job Family: Education
Type of contract : Non Staff
Duration of contract : From 7 to 11 months
Recruitment open to : External candidates
Application Deadline (Midnight Paris Time) : 17 DIC 2025
UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism
BACKGROUND
Education is a fundamental human right and a global public good with the potential to transform the lives of individuals, communities, and the planet. UNESCO’s Education Sector provides global and regional leadership to ensure that everyone has access to quality education throughout life.
Within the framework of the Education Program in Peru, the UNESCO Office and the Anglo American Quellaveco Association signed an agreement in 2024 to implement the UNESCO-Quellaveco-Reimagina 2024-2027 Project. This project, being carried out in the Moquegua region, aims to improve the learning outcomes of 12,000 students, consolidating the region’s position among the best in the country. It promotes innovative active learning methodologies that enrich students’ academic experience, life plans, and socio-emotional and digital skills, contributing to the development of their communities.
In this context, the UNESCO Office in Peru requires the services of a Pedagogical Specialist for the UNESCO-Quellaveco-REIMAGINA Project, hereinafter “the Project”.
GOALS
To provide technical assistance to the directors of targeted educational institutions in the Moquegua region, with the aim of strengthening their capacities in governance and school management. This will include leadership training, support in school management, and assistance with institutional organization. Furthermore, the specialist will work with the directors to identify and leverage available interventions and opportunities within each school’s territory, thereby promoting the transformation of educational institutions.
Within the framework of the implementation of the 2026 activities and projects of the Education Sector of the UNESCO Office in Peru, as well as the Project, and under the authority of the Head of the Office and the direct supervision of the Education Coordinator, as well as the Project Coordinator, the individual consultant, in their capacity as advisor for change, shall perform the following functions:
3.1. Programmatic planning and coordination
- Conduct a diagnostic visit to the assigned educational institutions (IIEE), considering the components of the Project, learning levels, student well-being, technological appropriation, and partnership management.
- Develop a technical assistance plan focused on achieving the Project’s objectives in school governance and management. This plan must include: a) The implementation methodology and strategy; b) A schedule of activities and planned visits to the educational institutions (the advisor must ensure at least one visit per month to each institution); c) Matrices for monitoring progress toward the objectives.
- To raise awareness and inform the educational community of the targeted schools about the intervention approach in governance and school management, through a presentation that contains: Summary of the Proposed Strategy, Schedule of Activities, Monitoring and Follow-up Instruments.
- Coordinate with the advisor for responsible change in each educational institution to optimize the intervention, in accordance with the actions of governance and school management.
- Ensure that school leaders and teachers have ongoing opportunities for training and professional development in school governance, leadership, and management. To achieve this, the following steps should be taken: a) Participate in organizing training sessions in collaboration with the Project team; b) Design strategies to ensure the sustainability of training processes beyond the direct implementation period; c) Establish links with local institutions and resources that can guarantee follow-up.
- To support management teams in strengthening leadership and the articulation of driving groups and teaching teams of the educational institution based on the implementation of the challenges identified by the institution.
- To support the management and teaching teams of the educational institutions under their charge in establishing alliances with other organizations or institutions to enrich and expand the scope/impact of the educational projects developed within the framework of the Project.
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3.2. Assistance in school management
- Identify strengths, weaknesses, opportunities and threats (SWOT) in school management, leadership and participation of key actors in educational institutions and in the Network of single-teacher and multi-grade schools, using contextual analysis tools adapted to the characteristics of the region and the needs of the Project.
- Propose adjustments based on the diagnosis carried out, ensuring that the strategies respond to the specific needs of each institution and its territorial context and incorporate innovative approaches that enhance the effectiveness of the transformation plan.
- To systematize successful and innovative experiences in school governance and management at the local, national, and international levels. To facilitate the transfer of these practices among the educational institutions in the network.
- Develop the in-service training program aimed at managers, teachers and educational actors, focused on transformational and distributed leadership, ensuring the alignment of these actions with the strategic goals of the Project.
- Design strategies that encourage the participation of students, parents, the community, and other stakeholders in school decision-making, creating spaces for dialogue and collaboration that strengthen community cohesion.
- To guide the updating of the Institutional Educational Project (PEI), the Annual Work Plan (PAT), and the Internal Regulations (RI), ensuring that they incorporate the strategic lines of the Project.
To promote spaces for leadership, collaboration, and active student participation in school management, supporting the design of programs that strengthen student organizational and representation skills. - Promote the integration of technological tools that facilitate educational management in the PEI, in coordination with the advisor for change in ICT, as well as other strategic planning documents.
- Organize sessions with socio-educational actors to incorporate the strategic lines of the Project into the management instruments, in accordance with current regulations.
- To assist school administrators in jointly designing management tools that respond to territorial challenges.
- Advise on the formalization of strategic alliances to strengthen school management, ensuring that links are established with local institutions, NGOs and government entities to combine resources and capabilities in the implementation of educational transformation.
3.3. Monitoring, technical support and reporting
- Design tools for monitoring and evaluating school governance and management in accordance with the indicators proposed in the program.
- Conduct periodic evaluations of the implementation of strategies in educational institutions. To do this, you must: a) Plan and carry out regular visits to educational institutions to gather information on the progress of school governance actions; b) Implement participatory evaluation processes that include administrators, teachers, and students to ensure a comprehensive view of the impact.
- Provide personalized feedback to school leaders and teaching staff to guide improvements in school management and leadership. Organize collaborative work sessions to review progress and propose collaborative solutions to identified challenges.
- Participate in meetings with educational authorities and key stakeholders to promote school governance and interactive learning.
- Assisting school leaders in incorporating school-family partnership initiatives into their management tools for educational institutions.
- Assist managers in incorporating a contextualized institutional proposal for the development of socio-emotional skills and life projects (vocational, work, relational, self-care, ESI) into their management tools.
- Assist managers in incorporating mechanisms, strategies for understanding and connecting with the student environment into their management tools.
- Assist managers in incorporating instances for interactive alternation with community organizations (businesses, public bodies, community leaders, academia, cultural associations, etc.) into their management tools.
- Complete the visit form for each educational institution visited, maintaining a systematic and up-to-date record of the visits made.
- Generate periodic reports with concrete and actionable recommendations to adjust and strengthen the implementation of strategies, ensuring alignment with territorial challenges and characteristics.
- Prepare reports and means of verification on the technical support activities in governance and school management carried out in the IIEE.
- Prepare the final activity report, aligned with the program components and indicators, including the systematization of the process in the assigned educational institutions.
- Maintain systematic control of school visits and summary reports of visits, through registration in the Project monitoring system.
Long Description
3.4. Teamwork
- Promote a positive team spirit, a collaborative atmosphere and work environment that contributes to the overall performance of the Project and its success.
- Participate and contribute regularly to the Project team meetings, under the direction of the coordination, as well as – when appropriate – participate in the Education team meetings of the UNESCO Peru Office, under the direction of the Education Coordinator.
- Maintain regular exchange and feedback sessions with the Project coordination, in addition to contributing to the overall performance of the Lima Office.
- Promote the articulation and interaction of the projects of their educational institutions with projects of other educational institutions, generating synergies and enhancing their impact.
3.5 Other functions
- Actively support the organization of the Reimagina 2026 Festival, for the presentation of projects and in any necessary coordination aspects.
- To actively support the organization of the Pedagogical Congress 2026, as well as any academic activity, in the coordination and management aspects that may be necessary.
COMPETENCIES (Core / Managerial)
PRODUCTS
Product 1
Certificate of courses: BSAFE, PSEA and Ethics and Integrity.
Adjustments to the in-service training proposal for teachers and managers of the Reimagina Educational Institutions.
General work plan for the execution of the service.
Design of the route for the diagnosis of the assigned IIEE regarding interactive alternation.
Proposed rubric for identifying good management practices.
Design of the training workshop for managers and teachers in the first block of management weeks.
30 days after the contract is signed
Product 2
Presentation of the visit plan for the first school term of the assigned educational institutions, coordinated with the pedagogical advisors.
Report on the results of the training workshop for managers and teachers in the first block of management weeks.
Evidence of registration in the Project monitoring system.
60 days after the contract was signed
Product 03
Report of the results of the diagnosis of the IIEE, considering the components of the Project and level of interactive alternation, including the status of the transformation plan and driving group.
Design of the strategy for interactive alternation by IIEE according to the diagnosis of each IIEE, which includes the plan to address needs in management and governance, the instruments for monitoring the intervention and adjustments to the schedule (if relevant).
Report on the progress in interactive alternation in the IIEE focused by the program.
Methodological route for strengthening the capacities of teachers, managers, in governance and school management and interactive alternation.
Evidence of the registration of visits in the Project monitoring system.
90 days after the contract was signed
Short Description
Product 4
Presentation of the visit plan for the second school term of the IIEE, coordinated with the pedagogical advisors.
Report of the meeting to kick off the year of activities with the driving group of the IIEE.
Report on progress or results of the transformation plan of each IIEE.
Report on the actions carried out in the IIEE in relation to interactive alternation and school management.
Evidence of the registration of visits in the Project monitoring system.
120 days after the contract was signed
Product 5
Report of activities carried out in this quarter, containing:
Report of activities carried out within the framework of the principle of interactive alternation in the targeted educational institutions.
Report on the progress status of the transformation plan, driving group and the adjustment of management instruments (PEI, PAT, RI).
Report on the results of the training workshop for managers and teachers in the second block of management weeks.
Evidence of the registration of visits in the Project monitoring system.
150 days after the contract was signed
Product 6
Report on the actions taken in the IIEE in relation to the interactive alternation.
Number of alliances established with other organizations or institutions to enrich and expand the scope/impact of educational projects (through signed agreements)
Number of educational institutions in which their management instruments have incorporated the strategic lines of the Program
Report on progress or results of the transformation plan and driving group of each IIEE.
Report on good teaching and management practices identified in educational institutions regarding leadership and institutional management.
Evidence of the registration of visits in the Project monitoring system.
180 days after the contract was signed
..
Product 7
Presentation of the visit plan for the third school term of the assigned educational institutions, coordinated with the pedagogical advisors.
Report on the actions taken in the IIEE in relation to the interactive alternation.
Report on progress or results of the transformation plan and driving group of each IIEE.
Report on the results of the training workshop for managers and teachers in the third block of management weeks.
Evidence of the registration of visits in the Project monitoring system.
210 days after the contract was signed
Product 8
Report of activities carried out in this quarter, containing:
Report of activities carried out within the framework of the principle of interactive alternation in the targeted educational institutions.
Report on the progress status of the transformation plan, driving group and the adjustment of management instruments (PEI, PAT, RI).
Presentation of proposal for the Reimagina II Festival.
Evidence of the registration of visits in the Project monitoring system.
240 days after the contract was signed
Long Description
Product 9
Presentation of the visit plan for the fourth school term of the assigned educational institutions, coordinated with the pedagogical advisors.
Report on the actions taken in the IIEE in relation to the interactive alternation.
Report on progress or results of the transformation plan and driving group of each IIEE.
Evidence of the registration of visits in the Project monitoring system.
270 days after the contract was signed
Product 10
Report on the actions taken in the IIEE in relation to the interactive alternation.
Report on progress or results of the transformation plan and driving group of each IIEE.
Report on good teaching and management practices identified in educational institutions regarding leadership and institutional management.
Implementation report of the Reimagina II Festival and International Pedagogical Congress.
Evidence of the registration of visits in the Project monitoring system.
300 days after the contract was signed
Product 11
Final report containing the systematization of results and lessons learned from:
The strategy for interactive alternation by IIEE according to the diagnosis of each IIEE.
Actions taken in educational institutions in relation to interactive alternation.
Number of alliances established with other organizations or institutions to enrich and expand the scope/impact of educational projects (through signed agreements)
Number of educational institutions in which their management instruments have incorporated the strategic lines of the Program
Contextualized institutional proposal for the sustainability of school governance and community participation in the year 2027.
Evidence of the registration of visits in the Project monitoring system.
330 days after the contract was signed
(*) As part of Product 1, the consultant must submit certificates for the United Nations Security – BSAFE ( https://training.dss.un.org/) , Protection Against Sexual Exploitation and Abuse – PSEA ( https://agora.unicef.org/) , and Ethics and Integrity ( https://inspira.un.org/)
courses . Any partial or complete products to be published and/or disseminated as official UNESCO material must be validated/approved by the Organization. These products must include a table of contents, as well as drafts and/or the final draft. UNESCO validation and approval will be carried out by the Program Specialist with prior authorization from the Office Director.
Payments are made upon presentation and approval of the products. The management specialist is obligated to report within the established deadlines and attach all required annexes and forms.
REQUIREMENTS
Education
- Bachelor’s degree in Education (desirable), or professional in Social Sciences, Humanities or related areas.
- Specialization or postgraduate studies in School Management (desirable).
Work Experience
- General experience of 8 years in the public or private sector in the educational sector related to Educational Management in educational institutions and UGEL.
- Experience of at least 4 years as a director and/or specialist in educational management bodies.
- Two or more experiences leading school management practice initiatives, demonstrated with proof or certificate.
- Minimum experience of 4 projects or consultancies, which mobilize management practices, linked to community education or management (desirable in rural areas).
- Experience in 5 or more projects as an advisor, consultant or specialist in school governance and management.
Languages
- Spanish (native language level)
CONSULTANCY DEVELOPMENT LOCATION
The consultancy will be developed in the Moquegua region and requires that the selected professional have a domicile or residence in the city of Moquegua, or the willingness to move to said city.
TRIPS
The professional must be available to travel within and outside the country, according to the needs of the Project. Travel costs will be covered by the Project, in accordance with UNESCO’s internal regulations.
DURATION
The contract will have a duration of eleven (11) months, subject to budget availability and performance evaluation. The contract does not include any expectation of renewal or conversion to another type of contract, nor does it include coverage for medical services.
APPLICATION TO THE CALL FOR PROPOSALS
Professionals interested in participating should apply to the call for applications and attach the following in a single PDF document:
a) CV personal.
b) Employment History Form.
c) References (name, position, email address and cell phone number) from the last three (3) experiences.
d) Technical Proposal / Economic Proposal.
Download the application form here . Check your downloads folder.
Only those who pass the first evaluation phase will be contacted.
RECRUITMENT AND SELECTION
Please note that all candidates must complete an online application providing full and accurate information by visiting the website: https://careers.unesco.org/
The selection of candidates is based on the requirements of the job posting and may include tests and/or assessments, as well as a competency assessment interview.
UNESCO uses communication technologies such as video or teleconferences, email messages, among others.
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UNESCO is committed to achieving and maintaining gender equality among all its staff members at all levels and in all positions. The organization is also committed to achieving diversity among its staff in terms of gender, nationality, and culture.
Therefore, applications are encouraged from individuals belonging to minority groups, indigenous groups, persons with disabilities, and nationals of Member States that are underrepresented ( last updated here ). All applications will be treated with the utmost confidentiality. Global mobility is required for staff members appointed to international posts.
UNESCO does not charge fees at any stage of the contracting process
