PURPOSE OF THE CONTRACT
UNESCO is seeking a professional with specialized quantitative and qualitative research expertise to play a pivotal role in the implementation of the project to support the Strategic Workforce Planning for Teachers in Ireland. More specifically, the consultant will perform the following duties, working closely with the UNESCO Section for Teacher Development.

II.

DUTIES AND REQUIREMENTS

• Conduct stakeholders’ mapping in the Irish education system and prepare an analysis based on desk research, interviews, and online consultations.

• Conduct the review of factors impacting teacher supply in Ireland. This output will gather and assess existing information (including the data from the Department of Education) on the factors determining and influencing teacher supply and demand in Ireland. The analysis shall look at demographic trends as well as other possible intervening factors that may impact teacher supply like those related to education or governance reforms.

It will also look at the impact of international teacher mobility and migration on teacher supply in Ireland.

Detailed areas of analysis will be further specified in the inception report. However, the following themes may be considered based on the UNESCO/ Teacher Task Force Teacher Policy Development Guide (TPDG): number of graduates per profiles, teacher working conditions (including contract types and remuneration), diversity and allocation of the teaching force, urban/rural mobility trends, teacher recruitment, attraction/retention trends, projections for future teacher demand per profiles and geographical area, initial and continuous teacher education, teacher career pathways, teacher job satisfaction, social dialogue/collective agreements mechanisms, among others.

• Develop a draft note (between 20-30 pages) on 4-5 relevant international practices in the field of teacher workforce planning that highlight examples relevant to the Irish system.

The selection of good practices will be based on the review of policies, policy instruments, initiatives, programmes, strategies, financial incentives and other tools that tackle the teacher workforce planning. Finally, the analysis will highlight the elements that could potentially be replicated in the Irish system and, based on that, will provide a series of recommendations. The note will rely on the desk-research. Where relevant, it may be needed to request input and/or confirmation from relevant international authorities, and/or other relevant stakeholders, via email or by organizing virtual interviews.

III.

TIMELINES AND DELIVERABLES

• The first draft of the stakeholders’ mapping and analysis based on desk research, interviews, and online consultations (7-15 pages, 320 words/page) by October 16, 2024;
• The final draft of the stakeholders’ mapping and analysis (7-15 pages, 320 words/page) by November 15, 2024;
• A list of literature and quantitative data analysis files to inform the themes selected for the diagnostic report by December 9, 2024;
• Analyzed interview transcripts (preferably with a qualitative analysis software) and the detailed annotated outline of the diagnostic report that reviews factors impacting teacher supply in Ireland (30-40 pages; 320 words/page) by January 20, 2025;
• The first draft of the diagnostic report that reviews factors impacting teacher supply in Ireland (30-40 pages; 320 words/page) by February 10, 2025;
• The second draft of the diagnostic report that reviews factors impacting teacher supply in Ireland (30-40 pages; 320 words/page) by March 17, 2025;
• The final draft of the diagnostic report based on feedback from the WG and the AG (30-40 pages; 320 words/page) by April 30, 2025;
• The first draft of an initial note on European and international 4-5 good practices (approved by UNESCO beforehand) in the field of teacher workforce planning that highlights examples relevant to the Irish system (20-30 page; 320 words/page) by May 15, 2025;
• Final draft an initial note on European and international 5-6 good practices in the field of teacher workforce planning that highlights examples relevant to the Irish system (20-30 page; 320 words/page) and a draft agenda for an online peer-learning workshop with at least 3-4 countries representing relevant good practices for Ireland, and an introductory presentation to launch the event based on the note on good practices by June 20, 2025.

COMPETENCIES (Core / Managerial)

REQUIRED QUALIFICATIONS

Education of expert(s)

• At least a master’s degree in social sciences, international development, education, data science, statistics, or any other related field.

Work experience

• A minimum of five years of progressively responsible professional work experience at national or international levels in the design and implementation of rigorous research, with country-level experience preferred.

• Prior experience in data processing and/or data analytics in education. Experience in teacher number projections would be desirable.
• Demonstrated ability to analyze and synthesize technical content, receive feedback from, and engage in dialogue with multiple partners.
• Previous experience in quantitative and qualitative or mixed-methods research and methods, including data collection and analysis.

Required skills/Competencies

• Strong knowledge of the quantitative (e.g., STATA, SPSS, RStudio) and qualitative (e.g., NVivo) data analysis software.
• Ability to summarize and provide concise and comprehensible reports using multiple and complex data sources.
• Proficient English writing skills.
• Proficient in using office productivity tools, such as Microsoft Office.

Languages

• Proficiency in written and oral English, with excellent writing skills and effective presentation skills are essential.

It would be desirable for the consultant to be based in Ireland.

If not, travel to Dublin will be required throughout the assignment period.

DESIRABLE QUALIFICATIONS

Desirable skills/Competencies

• Experience with international organizations.