OVERVIEW OF THE FUNCTIONS OF THE POST

I. Background
The Ministry of Education, Youth and Sport (MoEYS) in Cambodia, together with its partners, is committed to providing inclusive, quality education and lifelong learning for all, in line with Sustainable Development Goal 4 (SDG4). This, in turn, supports the Royal Government of Cambodia (RGC)’s development agenda, the Pentagonal Strategy – Phase I, which was launched in August 2023 as the country’s long-term socioeconomic strategy, to be implemented in phases over the next 25 years.
Building on the success of the implementation of the Strengthening Teacher Education Programmes in Cambodia (STEPCam), UNESCO and the MoEYS are implementing the second phase of STEPCam (STEPCam II) from 2024 to 2026, financed by the $12.62 million System Transformation Grant (STG) from the Global Partnership for Education (GPE).

As a critical cross-cutting component of the programme, STEPCam promotes a uniform approach to digital transformation in Cambodia’s education system and the effective use of digital tools for quality teaching, learning, and education management. According to UNESCO ICT Competency Framework for Teachers (ICT CFT) Version 3, the effective integration of ICT in schools and classrooms can transform pedagogy and empower students. Therefore, it is essential that teachers have the competencies to integrate ICT into their professional practice to ensure the equity and quality of learning and to guide learners in developing 21st-century skills such as critical and innovative thinking, complex problem solving, the ability to collaborate, and socio-emotional skills. The MoEYS, with support from STEPCam, aims to develop Cambodia’s National ICT Competency Framework for Teachers. The conceptualisation and development of this framework under STEPCam Phase II will be timely to support a systematic approach to enable the effective adoption of digital technologies in the education system. The Framework will inform the review of the PRESET curriculum and development of targeted CPD courses focusing on the concepts of artificial intelligence and promoting its ethical use, as well as developing ICT skills among teachers and teacher educators.

To foster research and thought leadership to drive the digital transformation of the education system in Cambodia, STEPCam will provide support to establish an Educational Technology (EdTech) Innovation Hub at one of the teacher education institutions (TEIs) mandated to promote research and innovation in ICT in education, artificial intelligence and digital transformation, develop ICT in education competencies in Cambodia’s teaching force and provide advisory services to education stakeholders, ensuring a uniform approach to the use of digital technology in the education system, with the ultimate objective of enhancing the quality of education through strengthened education management, teaching quality and learning experiences.

II. Objectives
Under the overall authority of the UNESCO Representative to Cambodia, the supervision of the Chief of the Education Unit, and direct supervision of the STEPCam Programme Manager, the Consultant will provide technical support to Component 4 of STEPCam Phase II: Digital Transformation in Education – Preparing for the effective adoption of digital strategies for education delivery. The Consultant will be responsible for the establishment of effective monitoring and evaluation mechanisms and the development of sound monitoring methodology and tools, coordinating closely with MoEYS technical departments and the UNESCO programme management team.
The main objectives of the consultancy are:
1. Provide expert advice for the conceptualisation, planning and establishment of a specialised institute on educational technology and digital transformation within a TEI

2. Lead the capacity building on institutional management and administration, and research, thought leadership, content development for CPD courses on EdTech and digital transformation at the specialised institute
3. Provide technical support and advice to STEPCam on EdTech and digital transformation in education

III. Specific tasks
The Consultant will work closely with UNESCO, the MoEYS technical departments, including Directorate General of Teacher Education and Development, Department of Digital Transformation, Department of Policy, as well as the selected TEI to complete the following tasks. The Consultant will also be expected to coordinate with other line ministries and development partners as necessary to ensure harmonisation and coherence in the strategies and initiatives to advance digital transformation in education.
1. Conceptualisation, planning and establishment of a specialised institute on educational technology and digital transformation

• Provide technical oversight and support to the MoEYS and select a TEI to oversee the process to establish the specialised institute, from its conceptualisation, planning to establishment
• Undertake a desk review, including a literature scan and consultations with key stakeholders, to present an analysis of EdTech in Cambodia’s education sector, including a gap and opportunity identification, and actionable recommendations for the scope and establishment of a specialised institute for EdTech at a selected TEI
• Provide support to the MoEYS for coordination and lead high-level and technical discussions with MoEYS leadership, technical departments, relevant line ministries and development partners to inform the planning and establishment of the institute
• Lead the development of technical documents for the establishment and operationalisation of the specialised institute, including a detailed concept note, roadmap and work plan, budget, organigram and terms of reference for departments at the institute, guidelines for the mechanisms and strategies for generating research and thought leadership on EdTech and digital transformation, and a partnership and development plan including funding mechanisms for the long-term sustainability of the institute
• Provide expert advice on necessary digital and/or physical infrastructure and equipment for the operationalisation of the specialised institute
• Provide technical support to the MoEYS and the specialised institute on partnership building, for example, with regional or global universities, EdTech centres or other relevant institutions to promote information sharing of approaches and best practices and capacity building on research and thought leadership
• Provide technical advice to support the recruitment and establishment of the staffing structure and departments at the institute
2. Capacity building at the specialised institute

• Develop plans for capacity building focusing on the key functions at the specialised institute: (a) management and administration, (b) research and innovation, and (3) pedagogy and course development to fulfill its role as the leading institute for research on ICT in education and the development of quality CPD courses aimed at building the ICT in education competencies of educators in Cambodia

• Develop training programmes and materials and lead training workshops/sessions in line with the specialised institute’s mandate and terms of reference
• Provide technical support to the specialised institute for the development of quality CPD courses for teachers on ICT in education, as guided by the comprehensive roadmap for competency-based ICT teacher training/CPD programmes, to be offered through the national CPD system

3. Technical support to STEPCam on EdTech and digital transformation

• Provide technical support to upcoming new tasks in the field of EdTech and digital transformation that might arise in the lifespan of the consultancy
• Provide technical advice to STEPCam in its efforts to support the MoEYS in advancing EdTech and digital transformation in the education system

IV. Deliverables
1. Deliverable 1: By 28 February 2025
1.1. Desk review report with a situational analysis of EdTech in Cambodia’s education sector, particularly for teacher education and development
1.2. First complete draft of concept note, workplan and budget for the establishment of the specialised institute on EdTech at a TEI
1.3. Agenda, concept note and all relevant documents developed in preparation of the first consultation workshop for the specialised institute on EdTech

2. Deliverable 2: By 31 March 2025
2.1. Final complete version of concept note, workplan and budget for the specialised institute on EdTech at a TEI, integrating inputs received from technical consultations and meetings

3. Deliverable 3: By 30 April 2025
3.1. First draft of the organigram, terms of reference and capacity building plans for the departments at the specialised institute on EdTech
3.2. Report on the conceptualisation, planning and establishment of specialised institute on educational technology and digital transformation, including:
i. Assessment and recommendations for the necessary digital and/or physical infrastructure and equipment for the operationalisation of the specialised institute on EdTech
ii. Brief partnership mapping and recommendations to support the MoEYS and the specialised institute to seek partnerships with regional or global universities, EdTech centres or other relevant institutions to promote information sharing of approaches and best practices and capacity building on research and thought leadership

4. Deliverable 4: By 30 June 2025
4.1. Concept note and workplan for the development of five blended teacher CPD offerings focusing on ICT in education
4.2. Draft outline of the training programmes for the capacity building of the departments and personnel at the specialised institute in line with its mandate and terms of reference

5. Deliverable 5: By 31 July 2025
5.1. Final version of the organigram, terms of reference, capacity building plans for the departments at the specialised institute, strategies for generating research and thought leadership on EdTech and digital transformation, and a plan including funding mechanisms for the long-term sustainability of the institute
5.2. Complete draft of the training programme and materials for the capacity building of the departments and personnel at the specialised institute in line with its mandate and terms of reference

6. Deliverable 6: By 31 August2025

6.1. Final version of the training programme and materials for the capacity building of the departments and personnel at the specialised institute in line with its mandate and terms of reference’
6.2. Draft package of materials for the five blended CPD courses on ICT in education competencies for teachers

7. Deliverable 7: By 30 September2025
7.1. Progress report on the technical support provided for building capacity at the specialised institute on EdTech, including:
i. Tasks completed and achievements in terms of leading the capacity building efforts and training workshops/sessions in line with the specialised institute’s mandate and terms of reference
ii. Technical support to the specialised institute for the development of five blended CPD courses on ICT in education competencies for teachers in line with the CPD accreditation system

8. Deliverable 8: By 31 October 2025
8.1. Final package of materials for three of the five blended CPD courses on ICT in education competencies for teachers

9. Deliverable 9: By 31 December 2025
9.1. Final completion report summarising achievements and way forward for the consultancy for III.1 to III.3
9.2. Final complete package of materials for two of the five blended CPD courses on ICT on education competencies for teachers
Final approval of deliverables will be under the authority of the STEPCam Programme Manager, after receiving pre-approval from relevant MoEYS departments when necessary.
V. Contract duration, location, and other conditions
The duration of the contract will be for a period of 11 months, from January 2025 to December 2025, during which the Consultant is expected to provide 100 days of technical support.
The Consultant may be required to undertake at least two missions to Cambodia, which will be organised in close consultation with MoEYS Line Departments and UNESCO. The UNESCO Phnom Penh Office will provide support for the arrangements of missions as required. The Individual Consultant will be responsible for their necessary tools, equipment (laptop etc.) and software to complete the assignment.
VI. Required qualifications and experience

EDUCATION
• At least a Master’s degree in the field of education, educational technology, information technology or other relevant fields
PROFESSIONAL EXPERIENCE
• At least 10 years of demonstrated international experience working on education policy and strategy development, research, educational technology, digital transformation, teacher development and other relevant thematic areas
• Demonstrated professional experience in working with governments on education policy and strategy development and policy research (minimum of 3 examples)
• Demonstrated professional experience in providing technical support on advancing educational technology and teacher development (minimum of 3 examples)
• Demonstrated professional experience in teacher development, educational technology programmes/projects with the UN and/or international NGOs would be desirable
• Demonstrated professional experience in educational technology and digital transformation in a low-resource country context in terms of ICT infrastructure would be desirable

SKILLS AND COMPETENCIES
• Excellent conceptual and analytical skills
• Excellent interpersonal, coordination and communication skills
• Excellent training and presentation skills
• Ability to take initiative, establish priorities and capacity to work efficiently under pressure
• Ability to work in a multicultural team to achieve shared objectives
• Excellent understanding of education, educational technology and teacher development
LANGUAGE SKILLS
• Excellent in written and spoken English