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Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.

And we never give up.

For every child, Education

The COVID-19, which resulted in closure of schools for long periods, posed a significant challenge for the education system in Kosovo, where a considerate number of children from the most marginalized communities were left out of school with no access to e-learning. Therefore, to ensure the continuity of learning during and beyond the pandemic, UNICEF Kosovo supported MESTI in developing and deploying a national online learning platform, the Shkollat.org/Learning Passport, localized to the Kosovo context as a one-stop shop/digital platform providing access to vetted educational content and access to the Office 365 desktop suite, communication tools and a range of other education apps through Teams for Education. Currently, the platform hosts more than 12,000 video lessons for all subjects from Grades 1-9 and 21st-century skills-based programmes for Grades 10-12 and four instructional video tutorials for teachers and learners.

In the post-COVID-19 school environment, MESTI used the momentum of digital learning initiatives that emerged during the pandemic, and on the widespread internet connectivity in Kosovo, to enhance the best use of digital learning in education. This ambition is reflected in the new Kosovo Education Strategy 2022-2026 where digitalization of education is included as one of five core strategic objectives and aims to guide the reform process in that area for pre-university education and to ensure that the potential of blended learning and digital tools is fully harnessed to provide inclusive and quality education and skills development. More specifically, the Kosovo Education Strategy 2022 – 2026 foresees several measures around the development of a comprehensive and centralized digital education platform, the development of learning materials, the equipment of schools with ICT equipment and internet connection, and the development of digital competence among teachers and students.

While Kosovo is gradually advancing in digital transformation, challenges persist. Issues such as low digital literacy, coordination gaps, low cross-sectoral collaboration, and fragmented systems across key sectors, including education, hinder further progress. Similarly, although digital technology and digital learning have to some extent been integrated in several policies and education curricula, little is known about the digital competence of teachers and students.

Therefore, given the above, UNICEF in Kosovo is planning to support MESTI to conduct a comprehensive analysis of how digital skills are currently integrated into the competency-based curricula for pre-university education in Kosovo, which entails analyzing Kosovo’s legal and policy framework to education, EU digital competence frameworks and other available resources on students’ and teachers’ digital competence. Based on the findings, a two-track strategic roadmap should be developed to guide the integration and implementation of digital skills in pre-university education ensuring alignment with Kosovo’s digital transformation goals and addressing gaps in digital literacy, infrastructure, and support systems. Additionally, the analysis and roadmap will serve as a foundational document for UNICEF Kosovo, enabling it to tailor its advocacy, forge strategic partnerships, and pinpoint programmatic interventions that address the emerging need to improve the education quality and skills of students.

To ensure ownership of the process, a reference group consisting of experts and representatives from the MESTI will be established to provide technical support, review the design and methodology of the analysis, and assess the final documents.

How can you make a difference?

Main objectives: The main objective of this consultancy is to conduct a comprehensive analysis of digital skills integration within Kosovo’s competency-based curricula for pre-university education and develop a roadmap to guide the implementation and enhancement of digital skills across the education system in Kosovo.

Specific Objectives: The consultant is expected to carry out the analysis and develop an action plan. Key specific objectives of the consultancy are:

1. Develop an inception report.
2. Conduct a context analysis.
3. Review and analyze the current competency-based curricula for pre-university education to identify how digital skills are integrated at different education levels.
4. Analyse instruments for assessing the digital competence of students and teachers.
5. Analyse the key competencies of the curriculum and compare them against the European Digital Competence Frameworks for Citizens.
6. Map the European Digital Competence Framework for Educators against the teacher profession standards in Kosovo.
7. Conduct consultations with key education stakeholders, including school management and teachers as well as digital education experts to gain insights on the current challenges and best practices/potential strategies for digital skills integration.
8. Based on findings from the analysis, develop a clear, actionable roadmap to support the integration and enhancement of digital skills across the pre-university education system in Kosovo.

Scope of Work:

The international consultant will work closely with a national consultant and with relevant partners from Kosovo institutions, civil society organizations, the private sector, and others as relevant. Under the formal supervision of the Education Specialist and Education Officer within UNICEF Kosovo, the consultant is expected to conduct a two-track analysis and roadmap for the integration of digital skills in the pre-university education system (both for teachers and students) in Kosovo. Key expected deliverables for the consultancy include the following:

1) Inception Report

• • Develop an inception report that clearly outlines a brief desk review, a detailed methodology, data collection tools, a proposed list of suggested stakeholders to be consulted, and a list of documents to be reviewed along with a detailed work plan, which includes a detailed timeline. Consultation with key stakeholders—including schools, teachers, municipalities, and education experts—should be conducted to gather insights on current challenges, lessons learned in digital education in Kosovo, the implementation of the competency-based curriculum, and to identify best practices for integrating digital skills effectively. In this line, the international consultant should coordinate with the local consultant to conduct interviews (online) with stakeholders (not children/young people). Engagement of all relevant partners throughout the process is critical to ensure ownership which should be informed by a stakeholder mapping conducted as part of the desk review. S/he will oversee the plan of data collection and analysis that UNICEF will facilitate through the national consultant.

2) Context Analysis and Review

• Conduct a desk review of existing documents, including Kosovo’s current legal and policy framework, EU digital competence frameworks, relevant national and international policies on digital skills, and other available assessments on students’ and teachers’ digital competence/readiness.
• Identify and map best practices/approaches from various countries with a similar context to Kosovo.
• Map current digital skills initiatives in Kosovo’s education sector, analyzing gaps and needs to establish a baseline for digital skills integration.
• Assess the existing digital infrastructure, resources, and support mechanisms within Kosovo’s education sector, identifying limitations and areas for development.

3) Review of the competency-based curriculum for pre-university education in Kosovo

• Review the current competency-based curriculum to identify how digital skills are integrated at different education levels and identify challenges in regard to its implementation.
• Analyse key competencies within the curriculum and compare them against the European Digital Competence Framework for Citizens to identify alignment and gaps.
• Analyse instruments currently used to assess digital competence among students, identifying areas where assessment methods could be enhanced.
• Identify strengths and areas requiring support or improvement regarding the digital competence of students and educators.

4) Mapping of digital competence and teacher standards:

• Analyse teacher professional standards in Kosovo and how the current pre and in-service teacher training reflects digital skills.
• Map the European Digital Competence Framework for Educators against the existing teacher professional standards in Kosovo to evaluate alignment and suggest adjustments to foster digital competence among educators.
  
  5) Develop the Roadmap
• Based on the findings from the analysis, develop a detailed and actionable two-track roadmap to support digital skills integration across the pre-university education system for both students and teachers.
• Ensure the roadmap includes specific goals and actions, aligned with Kosovo’s context, digital transformation objectives and EU digital education standards.
• Provide recommendations to enhance digital literacy among students and educators, improve digital infrastructure, and strengthen cross-sector collaboration to support sustainable digital skills development.
• Provide examples of best practices from other countries with similar educational and socio-economic context to Kosovo.

  6) Final Report and Presentation of Findings
  
  

• Prepare a comprehensive report summarizing findings, key insights (recommendations, best practices, and successful models/approaches, and the proposed roadmap.
• Present the findings and roadmap to UNICEF, MESTI, and other stakeholders, incorporating feedback and offering actionable steps for effective implementation. Moreover, during the field visit, the consultant will conduct meetings with high-level officials to present the recommendations for UNICEF’s advocacy efforts. Ethical considerations The analysis will be conducted in full accordance with the following international and regional guidelines for research ethics and methods, as well as personal data protection issues: UNICEF Procedures for Ethical Standards in Research, Evaluation, Data Collection and Analysis; UNICEF Strategic Guidance Note on Institutionalizing Ethical Practice for UNICEF Research; General Data Protection Regulation (GDPR), a regional law of the European Union (EU) requiring institutions to protect personal data and the privacy of EU citizens inside and outside of the EU. The study design must take into consideration how ethical concerns shall be addressed to avoid stigma, discrimination, any form of harm to children and their parents, protection of confidentiality, protection of rights, ensuring the dignity and welfare of all respondents.

Ethical considerations

The analysis will be conducted in full accordance with the following international and regional guidelines for research ethics and methods, as well as personal data protection issues: UNICEF Procedures for Ethical Standards in Research, Evaluation, Data Collection and Analysis; UNICEF Strategic Guidance Note on Institutionalizing Ethical Practice for UNICEF Research; General Data Protection Regulation (GDPR), a regional law of the European Union (EU) requiring institutions to protect personal data and the privacy of EU citizens inside and outside of the EU. The study design must take into consideration how ethical concerns shall be addressed to avoid stigma, discrimination, any form of harm to children and their parents, protection of confidentiality, protection of rights, ensuring the dignity and welfare of all respondents.

Work Assignments Overview

Tasks/Milestone:
Develop the Inception Report
Deliverables/Outputs:
The inception report outlining the following elements is developed and approved by UNICEF. The report should consist of the following:

• Brief desk review – Work plan detailing the methodology, including data collection instruments.
• Work plan outlining anticipated timelines.
• Outline the measures and mechanisms that will be in place to ensure the quality, and reliability of the data collected and analyzed.
• Develop ethical guidelines and procedures, ensuring the protection and consent of participants. The inception report should reflect the key asks as defined in the scope of work above.

Timeline/Delivery deadline:
January 2025
Estimated working days:
10 Working days  

Tasks/Milestone:
Conduct a comprehensive analysis of the integration of digital skills in pre-university competence-based curriculum framework in Kosovo
Deliverables/Outputs:
A comprehensive analysis of the integration of digital skills in the education system in Kosovo is developed and approved.

The analysis should among others include all the elements specified above under the scope of work, including:

• Context analysis and review
• Review of competence-based curriculum and integration of digital skills
• Analysis of instruments for assessing digital competence for students and teachers.
• Analysis of the key competencies of the curriculum and their alignment with the European Digital Competence Frameworks for Citizens.
• Analysis of existing teacher standards and their alignment with the European Digital Competence Framework for Educators.
• Analysis of the teacher professional development system and how the pre-service and in-service teacher training reflect digital skills.

Timeline/Delivery deadline:
February 2025
Estimated working days:
20 Working Days

Tasks/Milestone:
Develop the Roadmap to support the integration of digital skills in pre-university education system in Kosovo
Deliverables/Outputs:
Based on the findings from the analysis, a detailed and actionable two-track roadmap to support digital skills integration across the pre-university education system for both students and teachers is developed.
Timeline/Delivery deadline:
March 2025
Estimated working days:
9 Working days

Tasks/Milestone:
Prepare and deliver the Presentation on key findings and proposed steps
Deliverables/Outputs:
Prepare and deliver a presentation with key findings
Timeline/Delivery deadline:
March – April 2025

Estimated working days:
2 Working Days

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

Knowledge/Expertise/Skills required

• A relevant Master’s degree in education, digital education, public policy, or other relevant degree.
• A minimum of five years of experience in digital education, curriculum development, and/or educational policy.
• Strong knowledge of digital literacy frameworks, particularly EU digital competence standards.
• Proven track record of conducting similar analysis and roadmap (e.g., needs assessment/situation analysis, curriculum development/evaluations, education research), demonstrating the ability to develop strategic recommendations based on comprehensive data analysis.
• Fluency in English with strong written and oral skills.
• Experiences in working for UNICEF or UN agencies is an asset.
• Understanding of Kosovo context, particularly in the areas of educational needs, infrastructure, and policy environment, will be considered a strong asset. *Listed requirements will be used for technical evaluation in the competitive process.

For every Child, you demonstrate…

UNICEF’s values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS).

To view our competency framework, please visit  here.

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious or ethnic background, and persons with disabilities, to apply to become a part of the organization. To create a more inclusive workplace, UNICEF offers paid parental leave, breastfeeding breaks, and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements. Click here to learn more about flexible work arrangements, well-being, and benefits.

According to the UN Convention on the Rights of Persons with Disabilities (UNCRPD), persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others. In its Disability Inclusion Policy and Strategy 2022-2030, UNICEF has committed to increase the number of employees with disabilities by 2030. At UNICEF, we provide reasonable accommodation for work-related support requirements of candidates and employees with disabilities. Also, UNICEF has launched a Global Accessibility Helpdesk to strengthen physical and digital accessibility. If you are an applicant with a disability who needs digital accessibility support in completing the online application, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF.

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.

Remarks: 

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws.

The selected candidate is solely responsible to ensure that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract. Selected candidates are subject to confirmation of fully-vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.

Level of Education: Bachelor Degree

Work Hours: 8

Experience in Months: No requirements