Thematic Section: Digitalization and ALE - GRALE 6 - Consultancy

OVERVIEW

Parent Sector: Education Sector (ED)

Duty Station: remote

Classification of duty station:

Standard Duration of Assignment:

Job Family: Education

Type of contract: Affiliated personnel

Duration of contract: From 7 to 11 months

Recruitment open to: External candidates

Application Deadline (Midnight Paris Time): 01-MAR-2026

UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

OVERVIEW OF THE FUNCTIONS OF THE POST

Background Published every three to four years, UNESCO’s Global Reports on Adult Learning and Education (GRALEs) take stock of adult learning and education (ALE) progress at national, regional and global levels, identify challenges and provide actionable recommendations for policymakers, practitioners and researchers and other relevant ALE stakeholders. The reports are expected to present evidence to inform policies, to advocate for a stronger policy focus and increased funding for ALE, to promote quality provision and inclusive participation, and to share examples of best practice.

The Sixth Global Report on Adult Learning and Education (GRALE 6), to be published in 2027, is structured around two sections: a monitoring section and a thematic section. Focusing on the overarching theme of “ALE in times of rapid change”, the report will explore how adult learning and education can both respond to and shape global transformations. By examining key drivers of change – digitalization, economic shifts, climate change, and conflicts – GRALE 6 aims to showcase how ALE serves as a catalyst for empowerment, adaptability, resilience, and positive social transformation.

LONG DESCRIPTION

Thematic Chapter A: Digitalization and ALE

The thematic section of GRALE 6 addresses four interconnected global themes (1), one of which is the relationship between digitalization and adult learning and education. The 2015 UNESCO Recommendation on Adult Learning and Education (RALE) acknowledges that we live in rapidly changing environments and calls for ongoing review of the impact of technological trends on ALE systems. In line with the United Nations’ commitment to “leave no one behind”, it is essential to ensure that digital transformation in ALE does not create new or exacerbate existing inequalities, and that ALE equips individuals with the skills to engage critically and responsibly in an increasingly digital world.

Digitalization is transforming the ways ALE is delivered, the tools used for learning, and the skills required by adult learners. While digital technologies offer opportunities for more flexible, accessible, and inclusive learning, they also risk exacerbating existing inequalities, such as gaps in access, gender disparities, and barriers faced by people with disabilities and learners with low literacy or numeracy skills. Strengthening ALE in this context requires attention to both technological opportunities and the social, educational, and policy conditions that enable meaningful participation and provision.

(1) Further details on GRALE 6 and its themes are outlined in the concept note available at the following link

ASSIGNMENT AND THE SCOPE OF WORK

The UNESCO Institute for Lifelong Learning (UIL) is seeking an expert consultant to produce a thematic chapter that provides an evidence-informed, policy-relevant analysis of the implications of digitalization for ALE. The Consultant may work alone or as part of a team. However, the consultancy fee will be paid to a single individual, who is responsible for arranging appropriate compensation for any co-contributors. The Consultant, and up to two co-contributors, will be explicitly acknowledged in the Report as author(s) of the chapter.

Under the leadership of the UIL Director, Team Leader of the Quality Learning Ecosystems programme, and the GRALE 6 Cluster Lead, the Consultant will:

• develop a comprehensive analysis of digitalization and ALE based on international datasets, regional policy literature, scholarly literature, and diverse case studies, and draft the thematic chapter on digitalization and ALE;
• apply a gender-sensitive lens throughout, specifically analysing inequalities in access, participation, and outcomes;
• incorporate, where possible, relevant data from the GRALE 6 survey to enrich the narrative;
• refine the text through multiple rounds of substantive and editorial review in consultation with UIL.

ANALYTICAL SCOPE

The chapter should adopt a system-wide perspective, examining how digitalization impacts ALE and how ALE systems should respond to rapid technological changes, and the opportunities, challenges, and trade-offs involved. Key areas of analysis should include:

• How fostering critical skills such as media literacy, responsible use of digital tools, and understanding of emerging technologies, including artificial intelligence, affect ALE.
• How access to digital tools, digital skills, and basic literacy and numeracy skills intersect with participation, learning and equity issues.
• Who benefits from digitalization and who risks being marginalized based on factors such as gender, geography, disability, language, citizenship status, and age.
• Focus on the broader cross-cutting GRALE 6 themes of resilience and empowerment, as well as progress toward Sustainable Development Goal 4.

DELIVERABLES AND TIMELINE

The Consultant will produce a manuscript of 5,000–7,000 words. The content must align with the GRALE 6 outline and the analytical framework agreed upon during the inception phase.

The Consultant’s fee will be paid in instalments linked to the submission and formal approval of the following deliverables:

Deliverable

Description

Due

Payment

1. Inception report

Initial chapter outline, analytical framework and annotated literature list

30 March 2026

5%

2. First full draft

Comprehensive draft (5,000–7,000 words) incorporating initial research and data analysis

19 May 2026

25%

3. Revised draft

Second iteration integrating feedback from UIL and external peer reviewers

11 September 2026

40%

4. Finalized draft

Publication-ready version following the UIL Editorial guidelines

5 December 2026

30%

LOCATION AND COORDINATION

The assignment will be carried out remotely. The Consultant may also visit the UIL offices in Hamburg at their own expense. The Consultant should be available to meet with the UIL team (online) during office hours in Hamburg, Germany. If any face-to-face meeting is planned by UIL, the Consultant will be invited to attend, and UIL will make the travel arrangements and bear associated costs.

NATURE OF PENALTY CLAUSE IN CONTRACT

If the documents are not submitted or confirmed by UIL staff according to the deliverables and timeframe stated in this TOR, payments may be withheld. UNESCO reserves the right to withhold all or a portion of payment if performance is unsatisfactory, if work output is incomplete or not delivered, or if deadlines are not met.

ADDITIONAL REGULATIONS

UIL’s guidelines on style and referencing should be followed, with especially careful attention paid to grammar, spelling, punctuation, abbreviations, and country names. The final drafts and reports should be submitted at a publishable standard.

The writer(s) should prioritise clarity of expression and a style of writing accessible to a broad readership (policymakers, researchers, practitioners, and other stakeholders in the field of ALE). Abbreviations may be used, but these should be spelled out when used for the first time and be accompanied by a table of abbreviations. Footnotes should be avoided.

Particular attention is drawn to the following:

• Consistency of style, terminology, editing and presentation;
• Document structure and hierarchy (headings, sub-headings, numbers);
• Consistency of bibliography with references in the text; and
• List of abbreviations
• Though the Consultant’s authorship will be acknowledged in the Report, their work will remain the intellectual property of UNESCO and may not be shared prior to publication without authorization from UNESCO. UNESCO will be free to adapt and modify, reproduce, or otherwise use the materials produced by the Consultant in any form or language in the future.

REQUIREMENTS

• PhD in related subject
• Minimum of 5 years of experience in relevant field

COMPETENCIES (Core / Managerial)

Accountability (C) Communication (C) Innovation (C) Planning and organizing (C) Teamwork (C) Professionalism (C) – For detailed information, please consult the UNESCO Competency Framework

APPLICATION PROCESS

Application instructions

Interested candidates should submit one consolidated PDF file which includes the following information (please upload this PDF file in the field of / and instead of the UNESCO employment history form):

• A short CV (max. 3 pages), highlighting relevant publications or comparable analytical writing;
• A one-page note outlining: (i) proposed analytical framing and 2–3 guiding questions; (ii) evidence strategy (types of sources and examples, not a bibliography); (iii) approach across learner, educator, organizational and policy levels; and (iv) how cross-cutting dimensions such as equity and gender will be addressed;
• One writing sample (2–5 pages) demonstrating policy-relevant analytical writing (e.g., excerpt from report, policy brief, or another policy-oriented document);
• A financial proposal stating either a lump-sum fee with a brief breakdown by deliverable, or a daily rate with an estimated number of days.

The proposal should not exceed 8 - 10 pages. Proposals missing any of the above will not be considered.

For any questions, please contact

Instead of uploading the employment history form, applicants should upload the combined PDF.

The complete application shall be submitted on or before 23:59 CET, 1 March 2026. Please note that only pre-selected candidates will be contacted.

SELECTION AND RECRUITMENT PROCESS

Please note that all candidates must complete an online application and provide complete and accurate information. To apply, please visit the UNESCO careers website. No modifications can be made to the application submitted.

The evaluation of candidates is based on the criteria in the vacancy notice, and may include tests and/or assessments, as well as a competency-based interview.

UNESCO uses communication technologies such as video or teleconference, e‑mail correspondence, etc., for the assessment and evaluation of candidates.

Please note that only selected candidates will be further contacted, and candidates in the final selection step will be subject to reference checks based on the information provided.

FOOTER

UNESCO recalls that paramount consideration in the appointment of staff members shall be the necessity of securing the highest standards of efficiency, technical competence and integrity. UNESCO applies a zero‑tolerance policy against all forms of harassment. UNESCO is committed to achieving and sustaining equitable and diverse geographical distribution, as well as gender parity among its staff members in all categories and at all grades. Furthermore, UNESCO is committed to achieving workforce diversity in terms of gender, nationality and culture. Candidates from non‑and under‑represented Member States (last update here) are particularly welcome and strongly encouraged to apply. Individuals from minority groups and indigenous groups, and persons with disabilities, are equally encouraged to apply. All applications will be treated with the highest level of confidentiality. Worldwide mobility is required for staff members appointed to international posts.

UNESCO does not charge a fee at any stage of the recruitment process.

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