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UNESCO

Consultant

JOB DETAILS Type of contract : Consultant Contract Level : Level 3- Senior Hiring Unit : Education Sector (ED) Duty Station : Windhoek Work location : Remote Duration of contract : 6 months Hiring open to : External candidates Application deadline (Midnight UTC+2 Time) : 04/03/20

Clôture: 2026-03-04

Mis à jour: 2026-03-03

Pays: Namibie

Catégorie: UN

Pays: Namibie

Lieu d'affectation: Windhoek, Namibie

Type de contrat: Consultant Contract

Grade: Level 3- Senior

Publié: 2026-02-12

Mis à jour: 2026-03-03

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Consultant Contract

Aperçu du poste

JOB DETAILS Type of contract : Consultant Contract Level : Level 3- Senior Hiring Unit : Education Sector (ED) Duty Station : Windhoek Work location : Remote Duration of contract : 6 months Hiring open to : External candidates Application deadline (Midnight UTC+2 Time) : 04/03/20

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JOB DETAILS

Type of contract : Consultant Contract

Level : Level 3- Senior

Hiring Unit : Education Sector (ED)

Duty Station : Windhoek

Work location : Remote

Duration of contract : 6 months

Hiring open to : External candidates

Application deadline (Midnight UTC+2 Time) : 04/03/2026

UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

OVERVIEW

Call for Expression of Interest
UNESCO Windhoek is seeking the services of a qualified consultant/consultancy firm to support the adaptation of global resources designed to promote positive and healthy masculinities, reduce gender-related barriers to education, and strengthen boys’ engagement in education. The assignment involves adapting and contextualising four global guides to ensure their full cultural, linguistic, policy, and classroom relevance within the Namibian context, while maintaining the gender-transformative integrity of the original materials and human rights standards.

1. Background
Achieving SDG 4 on quality education and SDG 5 on gender equality requires targeted action to ensure that both girls and boys remain engaged, supported, and able to learn successfully. In Namibia, a growing body of evidence shows that boys are increasingly disengaging from school and underperforming academically. This trend is strongly shaped by restrictive gender norms and expectations, which influence boys’ motivation, willingness to seek help, and emotional expression. These harmful concepts of masculinity contribute to higher levels of absenteeism, repetition, and school dropout, and in some cases expose boys to risky behaviours, crime, and violence. Addressing these challenges is therefore essential not only for boys’ wellbeing and learning outcomes, but also for creating safer, more equitable classroom environments for all learners.

UNESCO Windhoek, in partnership with the Ministry of

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