National consultant for peace education landscape mapping and strategic gap analysis in Bosnia and Herzegovina

The Position:

National consultant for peace education landscape mapping and strategic gap analysis in Bosnia
and Herzegovina

You will report to UNFPA Project Manager and will maintain daily communication with the M&E Analyst of the PBF Secretariat in BiH.

Background
The United Nations (UN), its Member States, and other partners are increasingly looking to prevention as a critical strategy for sustaining peace, strengthening trust, and promoting sustainable development. The United Nations Peacebuilding Fund (PBF) was established by the UN Secretary-General in October 2006, following requests from the General Assembly and the Security Council. With the primary goal of preventing relapse into violent conflict, the PBF provides fast, flexible, and catalytic funding to UN entities, governments, regional organisations, multilateral banks, national multi-donor trust funds, and civil society organisations. To date, the PBF has allocated USD 1.67 billion across 65 recipient countries.
Following a request by the Chair of the Council of Ministers in 2022 and subsequent high-level exchanges regarding enhanced sustaining peace support from the United Nations, the UN Secretary-General declared Bosnia and Herzegovina (BiH) eligible for the PBF in November 2022. The peacebuilding efforts of the UN in BiH reflect the social cohesion priority of the UN Sustainable Development Cooperation Framework (UNSDCF) 2021–2025 and complement the EU accession priorities, particularly Key Priority 5 on reconciliation, as reflected in the UN–BiH framework.
The major areas of focus for BiH, as identified in the PBF Strategic Results Framework 2022–2027, include:
• Improving trust within and between communities to advance the wellbeing and prosperity of all people and contribute to long-term stability.
• Strengthening inter-community and inter-entity engagement for more responsive, inclusive, gender-sensitive, and transparent delivery of services, notably in the areas of education, culture, and environment, with the aim of bridging divisions.
• Supporting Dealing with the Past processes through truth-seeking, justice, reparation, and guarantees of non-recurrence, with a focus on the dignity and rights of survivors of wartime violations.
Over the past decades, a range of peace education initiatives have been implemented across formal and non-formal settings by government institutions, civil society organisations, United Nations agencies, and other international partners. Social divisions, competing historical narratives, and political polarisation continue to affect interethnic relations in BiH. Education systems and youth engagement play a critical role in shaping attitudes, promoting dialogue, and strengthening resilience to divisive narratives.
However, there is currently no consolidated overview of the peace education landscape in Bosnia and Herzegovina, including the range of initiatives, actors, approaches, policy frameworks, geographic coverage and institutional arrangements. This limits opportunities to identify complementarities, gaps and strategic entry points for future programming.

Aligned with the PBF Strategic Framework, as well as the UNSDCF 2021–2025 and 2026–2030, the Sustainable Development Goals (particularly SDG 16: Peace, Justice and Strong Institutions and SDG 4: Quality Education), and the Women, Peace and Security (WPS) and Youth, Peace and Security (YPS) agendas, this mapping exercise will provide a structured overview of peace education and complementary initiatives in Bosnia and Herzegovina, across the full range of actors, settings and approaches.

How you can make a difference:

UNFPA is the lead United Nations agency for delivering a world where every pregnancy is intended, every childbirth is safe, and every young person's potential is fulfilled. The UNFPA Strategic Plan for 2026-2029 articulates the organization’s response to a complex global environment, providing a roadmap for resilience and renewal. It is designed to accelerate the implementation of the Programme of Action of the International Conference on Population and Development (ICPD) and the achievement of the Sustainable Development Goals by 2030. This mandate is pursued through a focus on four interconnected outcomes: ending the unmet need for family planning; ending preventable maternal deaths; ending gender-based violence and harmful practices; and adapting to demographic change through evidence and rights-based policies.

In a world where fundamental human rights are at risk, we need principled and ethical staff who embody these international norms and standards and will defend them courageously and with full conviction.

UNFPA is seeking candidates who transform, inspire, and deliver high-impact sustained results, ensuring effective external relations, communications, partnership-building and resource mobilization in a rapidly changing development and funding landscape. We need staff who are transparent, exceptional in how they manage the resources entrusted to them, and who commit to delivering excellence in programme results

Job Purpose:

The purpose of this consultancy is to conduct a comprehensive mapping and gap analysis of peace education initiatives implemented in Bosnia and Herzegovina from 2014 to the present. The mapping will apply the United Nations definition of peace education1, while also identifying complementary initiatives related to dealing with the past, transitional justice, and other relevant peacebuilding approaches. These complementary initiatives will be included to better understand the broader ecosystem within which peace education is implemented, identify complementarities and overlaps, and highlight strategic opportunities. Their inclusion does not imply that they constitute peace education.
This assignment forms the first phase of a two-stage analytical process. The present consultancy will provide a structured overview of the peace education landscape across the full range of actors, settings and approaches, including initiatives implemented by government institutions, civil society organisations, United Nations agencies, development partners, academic and cultural institutions, community organisations and other relevant actors. A
second, separate consultancy will build on the findings of this mapping to undertake a strategic review of PBF support to peace education in Bosnia and Herzegovina.
The mapping is intended to document the breadth and evolution of peace education initiatives, identify key actors, approaches, thematic and geographic coverage, policy and institutional frameworks, gaps, overlaps and opportunities. It is not intended to assess impact or determine the effectiveness of individual initiatives. Rather, it will establish the analytical foundation for the subsequent strategic review and support evidence-informed
decision-making on future PBF engagement in peace education.

You would be responsible for:

• The consultant will undertake a comprehensive Peace Education Landscape Mapping and Gap Analysis covering peace education initiatives implemented in Bosnia and Herzegovina between 2014 and the present. The assignment will apply the United Nations definition of peace education while also identifying complementary initiatives related to dealing with the past, transitional justice, human rights education, intercultural dialogue and other relevant peacebuilding approaches to better understand the broader ecosystem within which peace education is implemented. The consultancy will comprise the following components: Component 1. Landscape mapping • Map ongoing and recently completed peace education initiatives implemented between 2014 and the present, including both PBF-supported and non-PBF initiatives. • Identify complementary initiatives related to dealing with the past, transitional justice, human rights education, intercultural dialogue and other relevant peacebuilding approaches, while maintaining a clear conceptual distinction from peace education. • Develop a structured inventory of initiatives, including objectives, implementation modalities, target groups, geographic coverage, duration and implementing partners. Component 2. Stakeholder mapping • Identify the principal actors engaged in peace education, including government institutions, education authorities, UN agencies, civil society organisations, academic institutions, development partners and other relevant stakeholders. • Analyse existing partnerships, coordination mechanisms and opportunities for strengthened collaboration. Component 3. Policy and institutional analysis • Review relevant policy, legal and institutional frameworks governing peace education in Bosnia and Herzegovina.
• Analyse the extent to which peace education approaches are reflected within education policies, curricula, teacher education, institutional mandates and broader peacebuilding strategies. Component 4. Programme analysis • Analyse the thematic focus, implementation approaches and methodologies employed across mapped initiatives. • Examine trends in target groups, education levels, geographic coverage and implementation modalities. • Identify areas of complementarity and overlap between peace education and related peacebuilding approaches. Component 5. Gap analysis • Identify thematic, geographic and institutional gaps within the current peace education landscape. • Highlight opportunities for improved coordination, institutionalisation and future programming. • Identify strategic entry points to strengthen future Peacebuilding Fund engagement in peace education.
• Scope of analysis
  The consultancy will examine peace education initiatives implemented in Bosnia and Herzegovina between 2014 and the present, spanning both formal and non-formal education and implemented by government institutions, United Nations agencies, civil society organisations, academic institutions, development partners and other relevant stakeholders.
  The analysis will apply the United Nations definition of peace education while also mapping complementary initiatives related to dealing with the past, transitional justice, human rights education, intercultural dialogue and other relevant peacebuilding approaches. These complementary initiatives will be analysed only to understand the broader ecosystem within which peace education operates and to identify complementarities, overlaps and strategic opportunities.
  The review should explicitly examine how peace education initiatives interact with structural features of the education system in Bosnia and Herzegovina, including contested narratives, segregation within education, politicisation of curricula and education governance, and assess how programme approaches navigate these challenges in a conflict-sensitive manner while avoiding unintended reinforcement of existing divisions.
  The mapping will cover the following dimensions:
  • Formal education. Peace education initiatives implemented within pre-school, primary, secondary and tertiary education, including curricula, teaching and learning materials, teacher education and training, extracurricular activities, and school-based programmes.
  • Non-formal education. Community-based programmes, youth initiatives, dialogue platforms, workshops, camps, volunteer initiatives, cultural and artistic programmes, civic education and other learning processes implemented outside formal education systems.
  • Policy and institutional frameworks. Relevant legislation, education policies, curricula, institutional arrangements, teacher training systems and other mechanisms supporting the integration and sustainability of peace education within the education sector.
  • Stakeholders and partnerships. Government institutions, education authorities, United Nations agencies, civil society organisations, academic institutions, development partners, media organisations and other stakeholders engaged in peace education, including existing coordination mechanisms and partnerships.
  • Thematic approaches. Thematic areas addressed through peace education initiatives, including dialogue, diversity and inclusion, human rights, democratic citizenship, social cohesion, conflict resolution, critical thinking, media and information literacy, gender equality and other relevant themes.
  • Complementary peacebuilding approaches. Complementary initiatives related to dealing with the past, transitional justice, human rights education, intercultural dialogue and other relevant peacebuilding approaches that intersect with peace education. These initiatives will be mapped to identify complementarities, overlaps and opportunities for education.
  • Geographic and population coverage. Distribution of initiatives across Bosnia and Herzegovina, including geographic coverage, target populations and education levels, with particular attention to underserved communities and groups. Geographic coverage and data collection
  Primary data collection through focus group discussions will be conducted in three locations
  across Bosnia and Herzegovina, selected to ensure geographic and community diversity:
  • Sarajevo.
  • Banja Luka.
  • Mostar. Key review questions
  1. Peace education landscape
  • What peace education initiatives have been implemented in Bosnia and Herzegovina
  between 2014 and the present?
  • Which actors have designed and implemented these initiatives, and through which
  partnerships?
  • Across which formal and non-formal education settings have peace education initiatives
  been implemented?
  2. Conceptual and programmatic approaches
  • Which peace education approaches, methodologies and thematic priorities have been
  applied across different initiatives?
  • To what extent do these initiatives align with the United Nations definition of peace
  education?
  • Which complementary approaches, including dealing with the past, transitional justice,
  human rights education, intercultural dialogue and other peacebuilding initiatives,
  intersect with peace education, and how are they positioned within the broader
  ecosystem?
  • To what extent do peace education initiatives engage with structural and contextual
  challenges affecting education in Bosnia and Herzegovina, including contested historical
  narratives, segregation within education systems, politicisation of curricula and education
  governance? How have initiatives addressed these challenges through conflict-sensitive
  design and implementation, and what evidence exists regarding risks of unintentionally
  reinforcing existing social divisions?
  3. Policy and institutional framework
  • How is peace education reflected within relevant education policies, curricula, teacher
  education systems and institutional frameworks, and how do these frameworks enable or
  constrain efforts to address contested historical narratives, segregation within education
  systems, and the politicisation of education?
  • What institutional mechanisms currently support, or constrain, the implementation,
  sustainability and institutionalisation of peace education?
  • To what extent are peace education approaches integrated into existing quality
  assurance, accreditation and teacher professional development mechanisms, where
  relevant?
  4. Stakeholders and coverage
  • Which institutions and organisations are the principal actors in the peace education
  landscape?
  • What is the geographic, thematic and population coverage of existing initiatives?
  • Which target groups and geographic areas appear to be well served, and which remain
  underserved?
  5. Gaps and opportunities
  • Where are the principal thematic, geographic, institutional and contextual gaps within the
  current peace education landscape, including gaps related to addressing contested
  narratives, educational segregation, politicisation of curricula and education governance,
  conflict sensitivity, and risks of reinforcing existing social divisions?
  • What opportunities exist to strengthen coordination, complementarity and
  institutionalisation of peace education?
  • What strategic entry points emerge for future Peacebuilding Fund engagement in peace
  education?
  Methodology
  The consultancy will employ a mixed-methods approach, combining desk-based research with qualitative data collection to develop a comprehensive understanding of the peace education landscape in Bosnia and Herzegovina. The analysis will draw on multiple sources of evidence to identify trends, implementation approaches, policy and institutional developments, complementarities, gaps and strategic opportunities. The consultancy is not intended to assess programme performance or establish causal attribution between
  interventions and peacebuilding outcomes.
  The methodology will include the following components:
  • Comprehensive desk review of relevant literature and documentation, including policies, legislation, curricula, project documentation, evaluations, research studies, academic publications, guidance materials, knowledge products and other publicly available resources relevant to peace education and complementary peacebuilding approaches.
  • Document review of mapped initiatives, including available project documents, reports, evaluations and communication materials, to analyse objectives, implementation approaches, target groups, geographic coverage, partnerships and key outputs.
  • Key informant interviews with representatives of government institutions, education authorities, United Nations agencies, civil society organisations, development partners, academic institutions, education practitioners, youth and women's organisations, and other relevant stakeholders.
  • Focus group discussions in three locations across Bosnia and Herzegovina (Sarajevo, Banja Luka, Mostar) to gather perspectives on the implementation, relevance and evolution of peace education initiatives across different contexts.
  • Stakeholder and policy mapping to identify institutional roles, coordination mechanisms, existing partnerships and opportunities for strengthened collaboration and institutionalisation.
  • Systematic synthesis of evidence through landscape mapping and strategic gap analysis, synthesising findings to identify thematic, geographic and institutional trends, complementarities, overlaps, gaps and opportunities to strengthen future peace education programming.
  The consultant is expected to apply a participatory, conflict-sensitive and gender-responsive approach throughout the assignment, ensuring that diverse stakeholder perspectives are reflected in the analysis and that the mapping adequately captures the experiences of women, youth and other relevant groups.
  The detailed methodology, analytical framework and data collection tools will be further refined during the inception phase and submitted for approval by the PBF Secretariat before fieldwork commences.
  Integration with the strategic review.
  The findings of this consultancy will serve as the analytical foundation for the subsequent Strategic Review of PBF Support to Peace Education in Bosnia and Herzegovina. Upon completion of the mapping exercise, the final Peace Education Landscape Mapping and Gap Analysis Report will be shared with the consultant undertaking the Strategic Review to inform the analysis of PBF-supported interventions within the broader peace education ecosystem.
  The consultant will coordinate with the consultant undertaking the Strategic Review to ensure
  methodological coherence, facilitate the transfer of findings and avoid duplication of effort. The findings of both consultancies will subsequently be presented and validated through a structured stakeholder consultation process coordinated under the Strategic Review. This process will include three validation workshops in Sarajevo, Banja Luka and Mostar, followed by the incorporation of stakeholder feedback into the final Strategic Review Report.
  Limitations and approach
  This consultancy is designed as a landscape mapping and gap analysis, rather than an evaluation or impact assessment. The analysis will rely primarily on document review, stakeholder consultations and qualitative data collection to develop a comprehensive understanding of the peace education landscape in Bosnia and Herzegovina. Given the breadth of the assignment and the diversity of actors involved, the consultancy will
  focus on identifying the principal initiatives, implementation approaches, stakeholders, policy and institutional frameworks, thematic and geographic coverage, as well as emerging gaps and opportunities. The exercise is intended to establish a robust evidence base for the subsequent Strategic Review rather than assess programme performance or establish causal attribution between individual initiatives and broader peacebuilding outcomes.
  Findings should therefore be interpreted as an evidence-informed overview of the peace
  education landscape to support strategic learning and inform future Peacebuilding Fund
  engagement.
  Final report
  The final Peace Education Landscape Mapping and Gap Analysis Report will:
  • Provide a comprehensive mapping of peace education initiatives implemented in Bosnia
  and Herzegovina between 2014 and the present.
  • Map key actors, implementation approaches, thematic priorities and geographic coverage
  across the peace education landscape.
  • Analyse relevant policy, legal and institutional frameworks supporting peace education.
  • Identify complementary initiatives related to dealing with the past, transitional justice,
  human rights education, intercultural dialogue and other relevant peacebuilding
  approaches, while maintaining a clear conceptual distinction from peace education.
  • Identify thematic, geographic and institutional gaps, areas of complementarity and
  opportunities for strengthened coordination and institutionalisation.
  • Provide strategic entry points to inform the subsequent Strategic Review of PBF Support
  to Peace Education in Bosnia and Herzegovina. Duration and working schedule
• The consultancy will be conducted over a period of 20 working days between 10 August and 25 September 2026. The consultancy will include the preparation of an inception report, desk review, stakeholder consultations, document analysis, landscape mapping, gap analysis and preparation of the final Peace Education Landscape Mapping and Gap Analysis Report.

Delivery dates:

All deliverables will be prepared in English and submitted electronically, in editable format, within the period 10 August – 25 September 2026. The consultant will produce the following deliverables:
1. Inception report, outlining the proposed methodology, analytical framework, workplan, data collection tools (including desk review protocol, key informant interview guides and focus group discussion guides), stakeholder mapping approach, and timeline for implementation. Due date: 15 August 2026.
2. Draft Peace Education Landscape Mapping and Gap Analysis Report, including:
(a) a Landscape Mapping Database documenting peace education initiatives implemented between 2014 and the present, including implementing organisations, objectives, target groups, thematic focus, geographic coverage, implementation modalities and partnerships;
(b) a Draft Mapping Report presenting the peace education landscape, stakeholder analysis, policy and institutional review, thematic and geographic coverage, complementary initiatives, and preliminary identification of gaps, overlaps and opportunities;
(c) a Consultation Summary summarising key findings from stakeholder consultations and focus group discussions.
The draft report should contain:
- Inventory/database
- Stakeholder matrix
- Policy mapping
- List of key informants

- Bibliography

Due date: 10 September 2026.
3. Final Peace Education Landscape Mapping and Gap Analysis Report, revised following comments from the PBF Secretariat and incorporating agreed revisions. The final report will include the final mapping database, stakeholder analysis, policy and institutional analysis, gap analysis and strategic entry points to inform the subsequent Strategic Review of PBF Support to Peace Education in Bosnia and Herzegovina. A
PowerPoint presentation summarising the key findings shall also be submitted.
Due date: 25 September 2026.

Qualifications and Experience:

• A minimum of five (5) years of progressively responsible professional experience in peacebuilding, social cohesion, education, governance, development cooperation or related fields.

Education:

Advanced university degree (master's degree or equivalent) in peace and conflict studies, education, international relations, political science, development studies, public policy, sociology or another closely related field relevant to peacebuilding and/or education.

Knowledge and Experience:

Demonstrated knowledge of and professional experience with conducting analytical studies, landscape mappings, sector analyses, thematic reviews or comparable analytical assignments, preferably related to peacebuilding, education, social cohesion or conflict prevention.
• Demonstrated knowledge of and professional experience in qualitative research, including document review, stakeholder consultations, key informant interviews, focus group discussions and synthesis of qualitative findings.
• Experience engaging with a broad range of stakeholders, including government institutions, education authorities, civil society organisations, academic institutions, United Nations agencies and/or development partners.
• Demonstrated understanding of the peacebuilding and/or education landscape in Bosnia and Herzegovina or the Western Balkans.
• Previous experience working with the United Nations system or other international organisations is considered an asset.

Languages:

• Fluency in written and spoken official languages of the peoples of Bosnia and Herzegovina (Bosnian, Croatian, and Serbian). • Fluency in the English language.

Required Competencies:

Values:

• Exemplifying integrity,
• Demonstrating commitment to UNFPA and the UN system,
• Embracing cultural diversity,
• Embracing change

Core Competencies:

• Achieving results,
• Being accountable,
• Developing and applying professional expertise/business acumen,
• Thinking analytically and strategically,
• Working in teams/managing ourselves and our relationships,

Functional Competencies:

• Strong interpersonal skills, communication and diplomatic skills, ability to work in a team.
• Openness to change and ability to receive/integrate feedback.
• Ability to work under pressure and stressful situations.
• Strong analytical, research and writing abilities.
• Ability to synthesise complex information and present findings clearly.
• Excellent public speaking and presentation skills.
• Strong report writing and presentation skills.
• Excellent interpersonal and stakeholder engagement skills.
• Ability to work independently and deliver results within tight timelines.

Managerial Competencies (if applicable):

• N/A

Compensation and Benefits:

This position offers an attractive remuneration package including a competitive net salary plus health insurance and other benefits as applicable.

UNFPA Work Environment:

UNFPA provides a work environment that reflects the values of gender equality, diversity, integrity and healthy work-life balance. We are committed to ensuring gender parity in the organization and therefore encourage women to apply. Individuals from the LGBTQIA+ community, minority ethnic groups, indigenous populations, persons with disabilities, and other underrepresented groups are highly encouraged to apply. Reasonable accommodation may be provided to applicants with disabilities upon request, to support their participation in the recruitment process. UNFPA promotes equal opportunities in terms of appointment, training, compensation and selection for all regardless of personal characteristics and dimensions of diversity. Diversity, Equity and Inclusion is at the heart of UNFPA's workforce - click here to learn more.

Disclaimer:

Selection and appointment may be subject to background and reference checks, medical clearance, visa issuance and other administrative requirements.

UNFPA does not charge any application, processing, training, interviewing, testing or other fee in connection with the application or recruitment process and does not concern itself with information on applicants' bank accounts.

Applicants for positions in the international Professional and higher categories, who hold permanent resident status in a country other than their country of nationality, may be required to renounce such status upon their appointment.