Gender Transformative Education Policy Consultant, Global Education Practice, 6 Months, CoE Bangkok, Thailand (Remote)

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Purpose of Activity/Assignment: Across Southeast Asia, progress towards gender parity in school enrolment and participation has not translated into equitable learning experiences or outcomes for all children. Deeply entrenched harmful gender norms continue to shape education systems, reinforcing unequal expectations in classrooms, learning outcomes and peer interactions. These norms are often reflected in teaching practices, curricula, and textbooks. Evidence shows that gender norms influence subject choice, participation, and self-confidence during critical developmental years, limiting girls’ and other marginalized learners’ full engagement in education and future opportunities. A key manifestation of these harmful norms is school‑related gender‑based violence (SRGBV), which remains widespread across the region. Patterns of violence are strongly gendered: boys tend to experience higher levels of physical violence, while girls are disproportionately affected by sexual harassment, psychological violence and social exclusion, including technology‑facilitated abuse (UNESCO, 2014; UNGEI, 2023). This is a violation of the Convention on the Rights of the Child and has long term consequences for children’s learning, mental health and well-being. Learners who experience violence are more likely to have lower attendance, reduced concentration, diminished learning outcomes and increased risks of grade repetition or drop out (Coalition for Good Schools, 2025). Persistent exposure to bullying and harassment is strongly associated with anxiety, depression and low self‑esteem, further undermining academic performance and participation (UN Women & UNESCO, 2016).

UNICEF recognizes the pivotal role that education systems have to give every child an equal chance to thrive, reach their potential and live free of violence and discrimination. Outside the home, the school is at the heart of socialization and a space in which children and adolescents are exposed to role models (UNICEF, 2018). To unlock this potential, we need education systems to move beyond gender‑neutral approaches and become explicitly ‘gender transformative’. Gender‑transformative education is about inclusive, equitable, quality education and nurturing an environment of gender justice for children and young people in all their diversity (UNICEF, 2025).

In line with this approach, the Australian Department of Foreign Affairs and Trade (DFAT) is supporting a programme on preventing school related gender-based violence in the Region, Empowered and Equal Futures for Girls through Education in Southeast Asia (EEE). Implemented in coordination with the Southeast Asia Ministers of Education Organization1 (SEAMEO), the programme aims to improve learning and skills, promote positive gender norms and equality for girls through strengthened gender-transformative approaches in education. It has both a Regional and Country-level focus, the latter focusing on Cambodia and Viet Nam.

This assignment will build on two documents developed under the EEE programme: a landscape analysis undertaken by SEAMEO and UNICEF in 2024-2025 and a policy diagnostic tool on gender transformative education (GTE toolkit) that has been used by a number of SEAMEO countries in 2025. The aim of the assessment is to:

• Assess progress made in the implementation of the Policy Diagnostic Tool (Gender Transformative Toolkit), enablers and bottlenecks (physiological, sociological and environmental2).

• Provide an in-depth political economy analysis and case studies on the promotion of gender-responsive education in Cambodia and Vietnam.

• Develop a set of recommendations (based on the 3 categories of barriers: physiological, sociological and environmental barriers) for designing and implementing gender-responsive education sector plans, policies and strategies in the Southeast Asia region.

The mapping analysis will address the institutional challenges faced by national education systems in achieving gender equality, such as the availability of financial resources, the quality of the teaching workforce and gendered social norms affecting power and voice within the education sector. The study should emphasize an intersectional approach based on disability, geography, and ethnicity. The assessment will document how National Ministries of Education can ensure that they do not only design gender-responsive education systems3 and services but also ensure they are rolled-out with adequate quality assurance and support.

If you would like to know more about this position, please review the Terms of Reference here: ToR Gender Transformative Education Policy ConsultantTMS.pdf

To qualify as an advocate for every child you will have:

Minimum requirements:

• Education: Masters Degree in Education sector planning, gender transformative education, gender integration in education, SRGBV and related disciplines.
• Work Experience:
• At least 10 years experience in education sector planning, policy development and gender transformative programmes.
• Extensive experience in conducting research and analysis at the interlinkages of gender and education, especially in Southeast Asian countries.
• Experience in research around attitudes to gender and gender stereotyping, especially as it affects education for girls and marginalized children.
• Work experience with countries in Asia-Pacific,especially through UNICEF, is an asset
• Language Requirements: Fluency in English is required.

For every Child, you demonstrate Care

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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 reasonable accommodation for persons with disabilities. 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.

Qualified candidates are invited to submit the following mandatory documents via the online recruitment portal (Talent Management System):

• An up-to-date TMS profile and curriculum vitae (CV)
• Cover letter
• A separate financial proposal using this template Financial Proposal Gender Transformative Education Policy Consultant.docx

Remarks: If the TOR or financial proposal documents are not visible on certain recruitment platforms, please visit our official page Vacancies | UNICEF Careers

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