This consultant will be paid on a P4 Level according to the following schedule of Deliverables and Timelines:  Month 1: Inception Report A foundational document submitted within the first four weeks of the consultancy. It should outline the consultant’s understanding of the assignment, a detailed methodology for data collection and analysis, a stakeholder engagement plan, and a proposed timeline. The report should also articulate the rationale and structure for developing a strategic framework for UNRWA’s TVET Programme, considering the Agency’s operational context and regional dynamics. Month 2: Comprehensive Diagnostic Report A detailed diagnostic or assessment report on current TVET and education sciences programming across UNRWA fields, including institutional capacity, programme results or impact, governance arrangements, business models, staffing, infrastructure, and alignment with labour market needs. Detailed analysis of UNRWA TVET and education sciences programmes end users, including students and beneficiaries. This report should also benchmark UNRWA’s models against national systems, regional and international best practices. Month 3: Stakeholder Consultation Summary A synthesis of findings from structured consultations with internal and external stakeholders (e.g., students, instructors, employers, private sector, host country ministries, and donors), capturing perceptions of programme need and ideas for options for new models. The analysis should include a clear description of other existing TVET and education sciences programmes in the region, and similar context and value add of the options. Month 4 & 5: Initial model / alternatives document A technical paper and presentation on the current status and business models of UNRWA’s TVET and education sciences programmes, comparing these with other relevant institutions, benchmarks and/or business models within the country, regionally and/or internationally (as appropriate), ensuring analysis of cost-effectiveness and sustainability UNRWA TVET and education sciences programming. A complete analysis of the current TVET and education sciences/pre-service training model with identified potential areas to improve and a presentation of a detailed list of interventions to improve its overall efficiency and outcomes agency wide. These interventions and using an evidence-based analysis could include the introduction of other viable models with pros and cons (a SWOT analysis), cost implications, implementation feasibility, and in alignment with UNRWA’s mandate and labor market needs. The scenarios need to consider UNRWA mandate and legal status of UNRWA students, as well as their socio-economic status. Month 6: Presentation & Final report with options and suggested implementation plan Presentation and discussion of next to final draft with the Independent Review Committee, and an internal meeting of Directors, Deputy Directors, Chiefs of Education, and VTC/faculty principals, gathering final feedback and enhancing the final report. A consolidated options document integrating all findings, recommendations, and suggested implementation activities. This should include a results framework, risk mitigation measures, and a proposed timeline for roll-out in coordination with field offices.

HQ “A” and/or Remote

6 Months

Situated under livelihoods programming in the UNRWA Strategic Plan 2023-2028, UNRWA’s support of higher education – through the vocational training centres and education science faculties — aims to provide youth with skills and qualifications needed to allow them to enter the labour market and thrive. TVET is part of the UNRWA education programme. UNRWA TVET aims to empower Palestine refugee youth to achieve their full potential by providing them with the skills and knowledge to enter the labour market, eventually becoming independent adults contributing to the economic growth of the Palestine refugee communities and host countries. UNRWA TVET is working to increase access to TVET for Palestine refugee youths (in line with UN SDG 4), equip youth with occupational relevant skills to secure better job opportunities (SDG 8) and mitigate poverty (SDG 1). The UNRWA TVET Strategy ensures commitment to these goals through continuous strengthening of TVET linkages with labour markets, building partnerships with relevant stakeholders, upgrading training equipment, redesigning or updating TVET programmes and curricula to reflect changing market demands, building the capacity of TVET staff to cope with the changes in TVET and labour market, and providing effective career counselling and job placement services. The two pre-service training institutions managed by UNRWA, ESF in the West Bank and FESA in Jordan, provide pre-service teacher education, with a large number of female students enrolled, allowing UNRWA to contribute to the chronic teacher shortage by training the next generation. Assignment background and Objectives Operating across five fields, the programme currently serves approximately 7,500 trainees annually through its Vocational Training Centres (VTCs). The programme offers a diverse mix of trade, semi-professional, and short-term courses tailored to high-demand sectors. In 2022, nearly 79% of VTC graduates were employed within a year of graduation. UNRWA TVET students consistently outperform national averages in technical assessments. Despite its strong outcomes and reputation among employers, the TVET Programme faces mounting challenges. Chronic Agency underfunding has led to increased reliance on external project-based financing for the upgrading of existing courses and the development of new training streams to address changing market needs, limiting the programme’s ability to innovate and/or become more independent of the current donor financing model. The destruction of facilities in Gaza, coupled with instability in the West Bank, Syria and Lebanon, has further constrained operations since 2023 in four of our fields of operation. UNRWA’s enduring financial crisis reached an all time high in 2024 and in 2025 the UN writ large began to face a deep global financial crisis, giving rise to questions around programme sustainability and transition. In this context, UNRWA is seeking expert support to explore, identify, and recommend viable more sustainable models of TVET and education science studies that ensure affordable (or free for the most vulnerable) access to training for Palestine refugee youth and which align with the labour market realities in each field. Objectives The consultant will support UNRWA in conducting a strategic review of its Technical and Vocational Education and Training (TVET) and education sciences programmes, governance arrangements and business models in each of UNRWA’s five field of operations, with the aim of identifying viable and strategic options and sustainable business models of TVET that would improve the overall programme efficiency , effectiveness, inclusivity, sustainability, independence and accessibility while aligning with the Agency’s mandate, respecting the current context of instability throughout the region, and aligning with the evolving needs of Palestine refugee youth. The scope of work will include the following components: Programme Strategy, Business Model, Mapping and Institutional Profiling Review the governance policies, current business model, structure, systems, tools and management arrangements, strategies and programmatic documentation, and results of the TVET and education sciences programmes. Profile the demographic, socio-economic, and educational background of trainees/potential trainees to better understand the target population and their needs. Labour Market and Systems Analysis Conduct a review of national TVET and pre-service teacher training systems in host countries, including accessibility for Palestine Refugee youth, relevance, and alignment with labour market demands. Identify gaps in the linkages between UNRWA TVET programme and the local labour markets and suggest applicable ways to fill these gaps. Identify growth sectors, skills gaps, and employment trends that should inform future programme design, ensuring there is no overlap between UNRWA offerings and national or private TVET offerings available to Palestine Refugee youth in each field of operation.  Stakeholder Engagement Facilitate consultations with key stakeholders, including students, instructors, employers, field education chiefs, and host country authorities, to gather insights into programme strengths, gaps, challenges, and opportunities  Strategic Positioning and Value Proposition Assess UNRWA’s comparative advantage in delivering TVET services in the five fields and identify areas where the Agency can complement or integrate with national systems, including private TVET providers, taking into consideration the local political/legal barriers and constraints in each field office. Explore strategic options to improve TVET programme within UNRWA, including hybrid or project-based delivery models, public-private partnerships, and digital learning modalities Identify options for transitioning and/or making UNRWA TVET programme sustainable and less dependent on donor or agency funding.  Impact Assessment and Visibility Propose strategies to enhance the visibility, perception, and positioning of the programme as a key enabler of youth empowerment and regional stability  Sustainability Explore financing options, including independent financing, appropriate business, cost-sharing and income-generating models and identify timelines and pathways for implementation on a per field basis.  Suggested interventions Present the results, including at least three options of TVET models that are more effective, efficient, and sustainable than UNRWA’s current model, and/or suggest actionable interventions for the overall modernisation of the TVET Programme in the five field offices, aligned with UNRWA’s mandate and the evolving needs of Palestine refugee youth. A methodological approach to the assignment should include: Governance: UNRWA will establish a review group or committee, including international TVET experts and a representative sample of relevant stakeholders and regional institutions external to UNRWA – to ensure objectivity and independence, and most importantly, to mitigate the risk of internal bias and conflicts of interest. Desk Review: including reviewing the UNRWA TVET strategy, UNRWA TVET strategic framework, monitoring and reporting framework, UNRWA TVET programmatic documents and indicators, progress and yearly reports, previous evaluations, audits, studies and research. Key informant interviews (KIIs): with UNRWA education and TVET senior management, TVET advisors, TVET Centre principals and deputy principals, members of UNRWA Program Advisory Committees (private sector advisory committees), UNRWA Executive Office, and Field Office teams, select employers who hired UNRWA TVET graduates within the last five years; other TVET bodies, regulators (relevant Ministry officials) and providers in the host countries, and selected donors. Focus Group Discussions (FGDs): with TVET instructors and senior instructors, career & job placement assistants, UNRWA TVET students and graduates, employers, and the independent review group. Field visits to selected TVET Centres and education science faculties in UNRWA fields of operation based on the security situations in these fields during the assignment timeframe. Stakeholder Mapping and Analysis: Identification of key actors, roles, and influence on the programme. Expected outcomes Review of TVET Foundations and existing programmes Key documents—including the programme design, theory of change, M&E frameworks, strategic plans, and past evaluations—are reviewed and synthesized to inform the strategic direction. National programmes are identified, and a comparative analysis is included in the report to identify opportunities and areas for development. Review of Labour-market studies conducted or commissioned under UNRWA TVET programming, and linkages with employment outcomes of TVET graduates. Graduate and Employer Feedback Perceptions of graduates and employers are analyzed, including satisfaction levels, job relevance, and alignment between training and labour market needs. Stakeholder and Partnership Mapping All stakeholders involved in TVET delivery are mapped, with an assessment of coordination mechanisms and recommendations to strengthen partnerships and collaboration. Models for the TVET programme, identifying opportunities, appropriate case studies, benchmarks and business models for strengthening and potential adjustments in the programme to address Palestine Refugee needs based on UNRWA’s Mandate.

Advanced degree in education, vocational educations, skills development, economics, social studies, or related field. Minimum 10 years of experience in TVET, skills development, and labour market assessments, including at an international level of which a minimum of 2 continuous years of relevant international experience outside UNRWA, and outside the country(s) of which the candidate is a national or holds citizenship, a passport, or a national identity number is desirable. Experience in Middle East region and/or conflict affected areas is desirable. Proven experience in programme design stakeholder analysis, sustainability planning, and socio-economic research. Excellent research, analysis, writing and facilitation skills. Previous experience working with the UN and/or international agencies.

Fluency in English is essential; knowledge of Arabic is an asset.

Not available.

THE UNITED NATIONS DOES NOT CHARGE A FEE AT ANY STAGE OF THE RECRUITMENT PROCESS (APPLICATION, INTERVIEW MEETING, PROCESSING, OR TRAINING). THE UNITED NATIONS DOES NOT CONCERN ITSELF WITH INFORMATION ON APPLICANTS’ BANK ACCOUNTS.