Call for Consultancy: Thematic brief on teachers' perceptions on, and roles in addressing SRGBV

Call for Consultancy: Thematic brief on teachers' perceptions on, and roles in addressing SRGBV


Application date
27 Oct 2021 - 08 Nov 2021

Duty Station: Bangkok
Job Family: Education
Type of contract : Non Staff
Duration of contract : From 1 to 6 months
Recruitment open to : Internal and external candidates
Application Deadline (Midnight Paris Time) : 8 November 2021



To write an original thematic analysis, with policy recommendations for the education sector, that highlights teachers’ perceptions on, and roles in addressing school-related gender-based violence (SRGBV). The contractor will review and synthesize the findings and key messages of a limited number of source documents that examine: how teachers view violence – including GBV - in schools; what they do to address it; their perceptions on prevention programmes in which they have been engaged and how these have impacted their attitude to school violence and SRGBV and their teaching practice; and, what are the additional capacity-building and other support needed to help them prevent and respond to school violence in general, and SRGBV in particular. The thematic brief is intended to highlight the experiences and voices of teachers in the Asia-Pacific region in SRGBV programme implementation and to stimulate action by policy makers and training institutions to further invest in teachers’ professional development in this area, including as part of medium and longer-term education sector recovery efforts from the COVID-19 pandemic.

All children and adolescents have the right to access good quality education in safe and inclusive school environments that enable them to learn and thrive.  All forms of violence in, and on the way to and from schools can compromise that right and have negative impacts on learners’ education, health and wellbeing. School violence and bullying occur throughout the world and affect significant proportion of children and adolescents. Evidence shows that bullying, including cyberbullying, affects 1 in 3 young people [1].  School-related gender-based violence (SRGBV) is another pervasive form of school violence that affects students and which is perpetrated as a result of negative gender norms and stereotypes.

The priority to address school violence and bullying, including SRGBV, has been reflected in many international conventions and commitments, including the UN Convention on the Right of the Child, the Convention on the Elimination of All Forms of Discrimination Against Women, and the goals of the 2030 Sustainable Development Agenda. Preventing and responding to gender-based violence, including in and through education, is reflected in Goal 4 on Education (particularly Targets 4.7 and 4.a), Goal 5 on promoting gender equality and Goal 16 on promoting peaceful and inclusive societies.

The lessons of evidence and good practice promote whole-school and whole-education approaches to building resilient, safe and gender sensitive learning environments [2] [3].  Teachers play important roles, not only in delivering gender-responsive curricula through transformative teaching approaches but also in providing information and support to learners to safely speak up and seek support for themselves and others in need.

However, studies show that the limited capacity and resources of education systems and inadequate training of teachers and school staff are among the key challenges in achieving successful and sustained programmes. As such, additional capacity-building and complementary supports are needed by teachers for effectively promoting respectful and safe learning environments [4]. The engagement of teachers to share their first-hand experiences and perceptions are also valuable inputs in the further development of training and curriculum delivery.

New demands on the education system as a result of COVID-19-related school closures have highlighted even more starkly the value and need for both learners’ and teachers’ socio-emotional competencies that support their resilience and wellbeing. Rapid expansion of remote and hybrid learning modalities to enable learning continuity has brought with it heightened risks of online abuse, including grooming, sextortion and cyberbullying – all manifestations of violence that have gendered dimensions in terms of the perpetrator, victim and impacts of the violence. As education sectors in the Asia-Pacific region plan and innovate learning recovery and education systems that are ‘built back better’ after the pandemic, teachers’ retooling and upskilling for successfully navigating teaching and learning in digital and remote ways must also mainstream competencies for violence prevention education in both policy and practice. 


[1] UNESCO. 2019. Behind the numbers: ending school violence and bullying. Paris, UNESCO. 

 [2]UNESCO, UNICEF and UNGEI.2019. Ending School – Related Gender- Based Violence: a series of thematic briefs. New York, UNGEI.

[3] UNESCO and the French Ministry of Education, Youth, and Sports.2020. International Conference on School Bullying: recommendations by the Scientific Committee on preventing and addressing school bullying and cyberbullying. Paris, UNESCO.

[4] UNESCO, UNICEF and UNGEI.2019. Ending School – Related Gender- Based Violence: a series of thematic briefs. New York, UNGEI

Under the overall authority of the Director of UNESCO Bangkok, Asia and Pacific Bureau for Education, the overall supervision of the Chief of Unit for Inclusive Quality Education, and the direct supervision of the Regional Advisor on Education for Health and Wellbeing, the consultant is expected to perform the following tasks:

(a) Take part in an inception meeting with UNESCO Bangkok to reconfirm the number and selection of source material for the synthesis to be provided by UNESCO for producing the brief and, as needed, any supplementary material recommended by the consultant based on his/her/their expertise as part of wider desk review to inform the brief’s policy recommendations;

(b) Review the source material noting key findings and messages relevant to the objectives of the assignment (page 1 of these TORs). 

The primary source material for review, identification and synthesis of key evidence findings and messages will be advanced-stage manuscripts of publications in development/in press by UNESCO and partners such as UN Women and UNICEF, specifically:

- a global study Safe to Learn study on the role of teachers in ensuring safe and non-violent learning environments (43 pages); 

-transcripts of focus group discussions with primary and secondary teachers in Thailand as part of the Safe to Learn study (38 pages)

-transcript excerpts of focus group discussions with primary and secondary teachers in Nepal as part of the Safe to Learn study (5 pages)

- China case-study from online survey data collected from teachers as part of the Safe to Lean study (7 pages); 

- a cross-country study on analysis of experience and outcomes of the Connect with Respect violence prevention programme in countries in eastern and southern Africa and Asia-Pacific regions (90 pages), with 3 detailed Asia-Pacific country case-studies (average 25 pages each); 

-and, Nepal Country Case Study from a multi-country desk review in South Asia on SRGBV policies, occurrence, impact and response programmes, ‘Understanding School-Related Gender-Based Violence in South Asia:  A Desk Review’ (40 pages).

The primary source material for review, identification and synthesis of policy recommendations may include the following published materials:

-the World Bank Investment Case on ending violence in and through schools (World bank 2021)

- Relevant resources developed by Safe to Learn partner organisations and others for use during the COVID-19 pandemic 

When schools shut: gendered impacts of COVID-19 school closures (UNESCO 2021)

Global Guidance on Addressing School-Related Gender Based Violence (UNESCO and UN Women 2016)

- International Conference on School Bullying: recommendations by the Scientific Committee on preventing and addressing school bullying and cyberbullying (UNESCO and the French Ministry of Education, Youth, and Sports.2020.

(c) On the basis of the review in (b) above, synthesize and draft original/adapted text for the thematic brief, with recommendations for education policy makers, teacher training institutions and teachers/teacher communities of practice for further responding to further capacity building and support needs of teachers on this theme, including with a forward-looking orientation of COVID-19 recovery.  

(d) Extract and summarize the key findings, messages and policy recommendations into a PPT presentation (maximum 12 slides), and deliver these in a Asia-Pacific public webinar event (of ninety minutes duration), organized by UNESCO and partners during the 16 Days of Activism to End Gender Based Violence, commemorated during 25 November to 10 December annually. The consultant will be expected to work closely with the concerned UNESCO staff to ensure the validity of key messages and analysis based on desk review findings throughout the brief & PPT presentation.  

(e) Submit to UNESCO for review and feedback the annotated outline of the brief, followed by a first full draft narrative thematic brief (at least 2 rounds of review and revision), that include all appropriate citations and references to source materials, including to adaptations of reproductions of any figures and graphs, as appropriate.

(f) Suggest supportive infographic illustrations/visuals that will be created by a designer and used in the publication. 

(g) Proofread the document to ensure that the UNESCO Style Manual is followed, and in particular that:
•    Data included in the report are consistent;
•    Infographic illustrations are easy to read and understand (the consultant shall provide suggestions for the use/improvement of the infographic illustrations although the design of these illustrations is not included in the tasks of this consultancy);
•    Any quotations, if any, are checked for accuracy and rights questions;
•    Proper names and place names are correct and correspond to UNESCO usage;
•    Bibliographical references are correct, complete, in the right order, and the appropriate language.
The work shall follow the UNESCO Style Manual for English:

(h) Submit to UNESCO the final, edited thematic brief that responds to all technical feedback received and in the required format. 

In line with UNESCO’s overall gender mainstreaming strategy, the Contractor is expected to integrate a gender perspective in all activities and apply gender analysis and mainstreaming concepts wherever feasible.

Work Schedule and Expected Deliverables
(i)    Draft annotated outline of the thematic brief (maximum 16, A4 pages, including references) and first draft PPT summary for UNESCO’s feedback (2 December 2021).
(ii)    First full narrative draft of the thematic brief (31 December 2021)
(iii)    Final, edited version of the thematic brief (maximum 16, A4 pages, including references) (31 January 2022).

Duration of contract:
The consultant will be required to work for an estimated period of 10 weeks between November 2021 and January 2022. 

Location and Travel:
The consultant will be home based in any location. It is expected that the consultant will be available to meet with the UNESCO team (online) during office hours of Bangkok, Thailand. No duty travel or physical presence at the UNESCO Bangkok office is expected.

COMPETENCIES (Core / Managerial)

Accountability (C)

Communication (C)

Innovation (C)

Knowledge sharing and continuous improvement (C)

Planning and organizing (C)

Results focus (C)

Teamwork (C)

Professionalism (C)


  • Advanced university degree or higher in social science, public policy, education, teacher education, gender, communications, journalism (including scientific journalism), or other relevant field.
  • At least 7 years’ experience conducting and publishing research on public health, gender-based violence or school violence prevention, education, or teacher professional learning.


  • Previous experience working in Asia and the Pacific.
  • Previous experience working with the UN/ multilateral/ bilateral institutions.


Functional Competencies: 

  • Strong experience in both quantitative and qualitative research, including analytical review and synthesis of research materials;
  • Excellent oral and writing skills in English, including writing reports and presenting content on technical issues in English, for both specialized and general audiences;  
  • Excellent organisational skills;
  • Good computer skills; 
  • Experience in producing corporate products;
  • Knowledge in the subject matter (education, school violence and bullying, gender-based violence, pedagogy, teacher development and training);
  • Some knowledge of UNESCO terms, language, and style;
  • Demonstrated ability to meet deadlines and work under pressure;
  • Creativity in designing communication materials is an asset.

Behavioural Competencies:

  • Ability to be flexible and respond to changes to text/layout as part of the review and feedback process;
  • Strong interpersonal skills, able to communicate and work with diverse people;
  • Participate effectively in the team-based, information-sharing environment, collaborating and cooperating with others;
  • Ability to work independently on delegated tasks; 
  • Focus on impact and results for the client.

For detailed information, please consult the UNESCO Competency Framework.


Interested individuals are invited to submit to UNESCO Bangkok office the specific requirements through its Success Factors portal at

Interested candidates should click on “Apply Now” and download and complete the Employment History form (Word document) in ‘Employment History Form / My Documents’. Before uploading the document, at the end of the word document, please insert the extra pages with the following required information:

  • Brief proposal on approach to carrying out the assignment (maximum 2, A4 pages);
  • Budget breakdown with rate per unit (cost per person/day);
  • Up-to-date CV with contact details of references including email address and telephone numbers.

The complete application shall be submitted on or before 8 November 2021, 17h30 Bangkok 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 submit your application through SuccessFactors. Only if you are unable to attach requirements in system, please inform us at


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 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.