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Purpose of Activity/Assignment
To develop materials and train University teachers on Introductory Modules on Climate Resilience, Green Transition, and DRR
Scope of Work:
1. Background
Universities are increasingly expected to integrate cross-cutting topics such as climate resilience, green transition, and disaster risk reduction (DRR) across disciplines. There is a particular need to equip non-specialist students, including those studying social work and teacher education, with foundational knowledge and practical understanding of these themes.
This assignment aims to build the capacity of university lecturers to deliver introductory-level content that is accessible, relevant, and applicable to students without prior background in environmental or climate sciences.
2. Objective of the Assignment
The overall objective is to:
Develop and deliver a short training programme for university lecturers, practice placement teachers and students that equips them to introduce basic concepts of climate resilience, green transition, and DRR into their teaching practice.
3. Scope of Work
The consultant/trainer will:
A.
Design Training Materials
Develop a set of introductory training modules suitable for non-specialist lecturers, practice placement teachers, and students. The materials should:
- Present concepts in a simple, practical, and accessible manner
- Be tailored to social sciences and education contexts
- Reflect the local and regional context
Indicative Topics (minimum requirements)
1. Introduction to Climate Change and Climate Resilience
- Key concepts: climate change, carbon footprint (including consumerism, food consumption, and digital activities), climate risks, vulnerability, resilience, and greening practices
- Practical actions: energy and water saving, waste management, recycling
- Everyday implications for individuals and communities
2. Green Transition
- Sustainable practices in daily life and institutional settings
- Roles and responsibilities of individuals, schools, and communities
3. Disaster Risk Reduction (DRR)
- Basic concepts: hazards, risks, vulnerability, and preparedness
- Roles of teachers and social workers in emergency contexts
4. Application in Professional Contexts
- Integration into teaching practice (for future teachers), including learning-through-play approaches
- Community engagement approaches (for social workers)
B. Develop Training Package
The trainer will prepare:
- Slide presentations (PowerPoint or equivalent)
- Facilitator guide
- Handouts and reading materials
C. Deliver Training
Conduct a 5-session training programme, structured as follows:
- Duration: Approximately 5 half-day sessions
- Timeline: Delivered over one month
- Format: Interactive and participatory
Training approach should:
- Use adult learning principles
- Encourage discussion and practical application
- Include examples relevant to education and social services
- Support lecturers and practice placement teachers in adapting content for their own classes and practice learning.
D. Provide Guidance for Integration
Support participants in:
- Identifying entry points in existing curricula
- Adapting materials for different student groups
- Delivering short introductory sessions independently
4. Deliverables
The consultant will provide:
1. Training Curriculum/Outline
2. Complete Training Materials Package
o Slides
o Facilitator guide
o Participant materials
3. Delivery of 5 Training Sessions
4. Brief Final Report, including:
o Summary of activities
o Participant feedback (if available)
o Recommendations for future implementation
5. Duration and Timeline
- Total duration: Approximately 2.5 months (part-time)
- Training delivery: 5 half-day sessions over one month
- Preparatory work and material development included in overall timeline
6. Reporting and Coordination
The consultant will:
- Work closely with the designated focal point (the UNICEF focal point and university project coordinator)
- Submit deliverables for review and feedback
- Adjust materials and approach based on inputs
Work Assignment Overview
Deliverable 1: Design Training/Curriculum Materials
Develop a set of introductory training modules suitable for non-specialist lecturers, practice placement teachers, and students. The materials should:
- Present concepts in a simple, practical, and accessible manner.
- Be tailored to social sciences and education contexts.
- Reflect the local and regional context.
Indicative Topics (minimum requirements):
1. Introduction to Climate Change and Climate Resilience
- Key concepts: climate change, carbon footprint (including consumerism, food consumption, and digital activities), climate risks, vulnerability, resilience, and greening practices.
- Practical actions: energy and water saving, waste management, recycling.
- Everyday implications for individuals and communities.
2. Green Transition
- Sustainable practices in daily life and institutional settings.
- Roles and responsibilities of individuals, schools, and communities.
3. Disaster Risk Reduction (DRR)
- Basic concepts: hazards, risks, vulnerability, and preparedness.
- Roles of teachers and social workers in emergency contexts.
4. Application in Professional Contexts
- Integration into teaching practice (for future teachers), including learning-through-play approaches.
- Community engagement approaches (for social workers).
Deliverable/Output: Training Curriculum/Outline
Delivery Deadline: 1 September 2026
Input Days: 18
Deliverable 2: Complete Training Materials Package
The trainer will prepare a training package including:
- Slide presentations (PowerPoint or equivalent).
- Facilitator guide.
- Handouts and reading materials.
Deliverable/Output: Complete Training Materials Package
Delivery Deadline: 25 September 2026
Input Days: 10
Deliverable 3: Delivery of Training
Conduct a five-session training programme, structured as follows:
- Duration: Approximately five half-day sessions.
- Timeline: Delivered over one month.
- Format: Interactive and participatory.
The training approach should:
- Use adult learning principles.
- Encourage discussion and practical application.
- Include examples relevant to education and social services.
- Support lecturers and practice placement teachers in adapting content for their own classes and practice learning.
Deliverable/Output: Delivery of 5 Training Sessions
Delivery Deadline: 9 October 2026
Input Days: 5
Deliverable 4: Final Report
Submit a final report describing project goals, implementation milestones, and achieved results, including all deliverable materials as attachments.
Deliverable/Output: Brief Final Report
Delivery Deadline: 16 October 2026
Input Days: 2
Duration: 25 July – 16 October 2026
Duty Station: Home-based
To qualify as an advocate for every child you will have…
Minimum requirements:
Education:
At least a Bachelor's degree in Climate Science, Environmental Studies, Ecology, Disaster Risk Management, or a related field.
Work Experience:
Proven experience in climate change, DRR, or sustainability
Good understanding of vulnerabilities to climate change coupled with knowledge of the local context.
Language Requirements:
Georgian, English
Knowledge/Expertise/Skills:
Ability to simplify technical concepts for non-special audiences
Experience in training or capacity building, preferably in higher education
Strong facilitation and communication skills
Desirables:
Experience working with teachers, social workers, or similar professions (an asset)
For every Child, you demonstrate...
UNICEF’s Core Values of Care, Respect, Integrity, Trust and Accountability and Sustainability (CRITAS) underpin everything we do and how we do it. Get acquainted with Our Values Charter: UNICEF Values
The UNICEF competencies required for this post are…
(1) Builds and maintains partnerships
(2) Demonstrates self-awareness and ethical awareness
(3) Drive to achieve results for impact
(4) Innovates and embraces change
(5) Manages ambiguity and complexity
(6) Thinks and acts strategically
(7) Works collaboratively with others
[add the 8th competency (Nurtures, leads and manages people) for a supervisory role].
Familiarize yourself with our competency framework and its different levels.
UNICEF promotes and advocates for the protection of the rights of every child, everywhere, in everything it does and is mandated to support the realization of the rights of every child, including those most disadvantaged, and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, minority, or any other status.
UNICEF encourages applications from all qualified candidates, regardless of gender, nationality, religious or ethnic backgrounds, and from people with disabilities, including neurodivergence. We offer a wide range of benefits to our staff, including paid parental leave, breastfeeding breaks and reasonable accommodation for persons with disabilities. UNICEF provides reasonable accommodation throughout the recruitment process. If you require any accommodation, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF. Should you be shortlisted, please get in touch with the recruiter directly to share further details, enabling us to make the necessary arrangements in advance.
UNICEF does not hire candidates who are married to children (persons under 18). UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.
UNICEF appointments are subject to medical clearance. Issuance of a visa by the host country of the duty station is required for IP positions and will be facilitated by UNICEF.
Appointments may also be subject to inoculation (vaccination) requirements, in line with applicable organizational measures. Candidates selected for appointment are required to formally confirm their willingness to comply with any current or future vaccination requirements mandated by UNICEF, including against SARS-CoV-2 (Covid). Failure to comply with such requirements, where applicable and without a duly approved medical exemption from the relevant UN authority, may result in the cancellation of the selection or other administrative measures including separation from service
Remarks:
As per Article 101, paragraph 3, of the Charter of the United Nations, the paramount consideration in the employment of the staff is the necessity of securing the highest standards of efficiency, competence, and integrity.
UNICEF is committed to fostering an inclusive, representative, and welcoming workforce.
Government employees who are considered for employment with UNICEF are normally required to resign from their government positions before taking up an assignment with UNICEF. UNICEF reserves the right to withdraw an offer of appointment, without compensation, if a visa or medical clearance is not obtained, or necessary inoculation requirements are not met, within a reasonable period for any reason.
UNICEF does not charge a processing fee at any stage of its recruitment, selection, and hiring processes (i.e., application stage, interview stage, validation stage, or appointment and training). UNICEF will not ask for applicants’ bank account information.
Humanitarian action is a cross-cutting priority within UNICEF’s Strategic Plan. UNICEF is committed to stay and deliver in humanitarian contexts. Therefore, all staff, at all levels across all functional areas, can be called upon to be deployed to support humanitarian response, contributing to both strengthening resilience of communities and capacity of national authorities.
All UNICEF positions are advertised, and only shortlisted candidates will be contacted and advance to the next stage of the selection process. An internal candidate performing at the level of the post in the relevant functional area, or an internal/external candidate in the corresponding Talent Group, may be selected, if suitable for the post, without assessment of other candidates.
