CFPs: Teaching & Facilitating Project-Based Learning to adopt Green Practices in Four Thai Secondary Schools

This initiative focuses on integrating sustainable practices into the educational framework of four Thai secondary schools through the ‘Green Schools’ component of the project.

The project aims to empower these schools by training teachers to facilitate Project-Based Learning (PBL) focused on sustainability. Teachers will guide their students in addressing critical sustainability challenges, enhancing their understanding and commitment to environmental stewardship.

UNESCO seeks organizations or legal entities (e.g. organizations, companies, or institutions) to mentor these schools in critically analyzing their needs, aid the development of PBL ideas, and help them develop and implement PBL projects that support the four pillars of the Green Academies: 1) water security, 2) clean energy, 3) biomass production, and 4) waste management, and sustainably address their needs and tackle climate change.

Objectives

• The primary objectives of this initiative are:
  • Conceptualize and design a PBL framework that promotes sustainability within educational settings or green education.
  • Train teachers to facilitate PBL projects within their schools and communities effectively.
  • Provide teachers with continuous guidance and technical support throughout the selected schools’ PBL implementation process.
  • Collaborate with teachers and students to finalize and showcase their PBL projects.

Scope of Work/Work Assignment

• Under the authority of the Regional Director of the UNESCO Regional Office in Bangkok and the direct supervision of the Chief of the Education Section, the selected Contractor will be responsible for the following assignments:
  • Conceptualize and Design of PBL Framework:
    • Develop a comprehensive PBL framework tailored to promote sustainability in education.
    • Create detailed lesson plans, project guidelines, and assessment criteria on green education themes.
    • Design resource materials and toolkits to support the implementation of PBL.
  • Teacher Training and Capacity Building:
    • Conduct initial training workshops for teachers in the selected secondary schools.
    • Provide hands-on training sessions, including simulations and role-playing activities, to demonstrate PBL facilitation techniques.
    • Develop a training manual and supplementary materials for ongoing teacher development.
  • Ongoing Guidance and Technical Support:
    • Offer regular consultation sessions (both in-person and virtual) to address challenges and provide feedback.
    • Develop a support system for continuous teacher assistance, including online forums or helpdesks.
    • Conduct site visits to monitor progress and provide on-the-ground support.
  • Collaboration on Final PBL Projects:
    • Work closely with teachers and students to refine and finalize their PBL projects.
    • Assist in organizing presentations or exhibitions to showcase the completed projects.
    • Evaluate the outcomes and impact of the PBL projects on students’ understanding of sustainability.
  • Manuals, guidelines and intellectual property rights
    • Ensure the training manual and supplementary materials adhere to all guidelines in the ‘UNESCO Style Manual’ such as terminology, abbreviations, acronyms and format of footnotes, etc.;
    • Streamline UNESCO’s gender strategy, ensure the Guidelines on Gender-Neutral Language is applied throughout the training manual and supplementary materials;
    • Compile a list of tables, figures (including diagram, chart, illustration), photos (including images, cartoons, icons) and other graphic elements from the third party-materials by using a template provided by UNESCO and secure the intellectual property rights by using the “permission consent form” (provided by UNESCO);
    • Ensure that no plagiarized or self-plagiarized material is published without appropriate acknowledgement of the source;
    • Provide a proper credit or citation to the original work of the third-party materials. For any materials created by author, the “Source: author” should be placed underneath aforementioned materials;
    • Avoid including maps (global, regional, country) that could be politically sensitive or that could affect the legal status of any country, territory, city, area, or its authorities, or the delimitation of its frontiers or boundaries.
    • Ensure that works are in full compliance with international copyright policy to prevent any legal infringements;
    • Submit a draft training manual and supplementary materials in MS Word file including those permission form (if any) to UNESCO;
    • Improve and incorporate suggested changes (if required) and finalize the training manual and supplementary materials until they are considered as satisfactory;
    • Strictly meet the committed deadline.

Duration

• The project is scheduled to be completed within 12 months of its start date. The timeline includes phases for design, training, ongoing support, and final PBL project completion.

Qualifications

• The successful Contractor will possess the following qualifications:
  • Experience:
    • A minimum of five years of experience in designing, developing, and implementing PBL frameworks in educational settings, with a proven track record of success.
    • Demonstrated experience in integrating sustainability practices within educational frameworks, particularly in secondary schools.
    • Extensive experience in conducting teacher training programs, particularly in the context of PBL and sustainability education.
    • Prior experience working in the Thai education system or similar educational contexts in Southeast Asia is highly desirable.
  • Skills:
    • Strong project management skills, including managing timelines, coordinating with multiple stakeholders, and ensuring timely delivery of high-quality outputs.
    • Expertise in developing educational curricula, lesson plans, and resource materials tailored to sustainability and PBL.
    • Proficiency in designing and delivering engaging and practical training workshops, with the ability to adapt training methods to diverse learning needs.
    • Competence in setting up monitoring and evaluation (M&E) frameworks to assess the effectiveness of educational interventions, including data collection, analysis, and reporting.
    • Proficiency in using digital platforms and tools to support PBL, facilitate online collaboration, and deliver virtual training sessions.
  • Expertise:
    • Deep understanding of sustainability practices, particularly in water security, clean energy, biomass production, and waste management.
    • Expertise in applying innovative educational strategies, particularly PBL, to foster critical thinking and problem-solving skills among students.
    • Ability to effectively engage with various stakeholders, including educational authorities, school leaders, teachers, and students, to ensure buy-in and successful implementation.
  • Language Requirements:
    • Interested candidates must be highly proficient in written and spoken English to ensure clear communication and the production of high-quality reports and materials.
    • Proficiency in Thai or the ability to provide translation services for training materials and workshops is highly desirable to facilitate effective communication with local stakeholders.
  • Project Lead/Manager Qualifications:
    • Education:
      • Advanced university degree (Master’s or equivalent) in Education, Environmental Science, Sustainable Development, or a related field.
    • Experience:
      • At least five years of experience designing and implementing PBL in educational settings.
      • Strong background in sustainability education and green education concepts.
      • Demonstrated ability to train and support teachers effectively.
      • Experience working in the Thai education system or similar contexts is an advantage.
    • Skills and Competencies:
      • Excellent communication and collaboration skills.
      • Strong project management skills, with the ability to coordinate multi-stakeholder projects.
      • Proficiency in digital tools and platforms that support PBL and facilitate online training and collaboration.
    • Languages:
      • Excellent knowledge (written and spoken) of English. Knowledge of Thai or another regional language is an advantage.

For more information, visit UNESCO.