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Thematic Section: ALE in Contexts of Conflict - GRALE 6 - Consultancy
Unesco
Hamburg, Germany
Posted on Feb 17, 2026
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 in 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 D: ALE in Contexts of Conflict, Post-conflict and Political Fragility
The thematic section of GRALE 6 addresses four interconnected global themes[1], one of which is the role of ALE in conflict and post-conflict reconstruction and in advancing peace and social justice.
Currently, the world is experiencing a proliferation of violent conflicts, protracted crises, and fragile political contexts that have not only disrupted social cohesion and displaced millions but also placed further strain on already unequal and unjust development and governance of adult education. The global rise of radical nationalism and increased political polarization within and between countries are also disrupting social norms, weakening multilateral cooperation and international law, and narrowing the civic spaces essential for inclusive and peaceful societies. The erosion of institutions, livelihoods, and social trust creates profound and long-lasting challenges, while recovery processes demand not only physical reconstruction but also the rebuilding of human capabilities and relationships.
The relationship between ALE and conflict is twofold. On the one hand, conflict, post-conflict, and fragile contexts and situations reshape ALE as provision shifts from state-led systems to humanitarian and non-state actors, programmes become oriented towards survival skills, and providers and practitioners have to navigate political fragility, security risks, and resource scarcity. This often demands that ALE provision and modalities become more flexible, more deeply embedded in communities, and seek to maximize responsiveness and immediate relevance.
On the other hand, ALE has a crucial role to play in preventing the recurrence of violence, supporting long-term recovery, and building sustainable peace rooted in social justice and the rule of law. ALE can provide programmes to reintegrate ex-combatants, refugees, and internally displaced persons, recover literacy, and offer civic education, trauma-informed learning and livelihood skill development. Moreover, by fostering critical thinking, greater social participation, and inclusion, ALE can also help address some of the root causes of conflict and political fragility, such as inequality, marginalization, and misinformation. It can empower communities to participate in reconstruction processes, strengthen local governance, and cultivate capacities for peaceful conflict resolution and to help build more just societies.
[1] Further details on GRALE 6 and its themes are outlined in the concept note available at the following link https://unesdoc.unesco.org/ark:/48223/pf0000391600https://unesdoc.unesco.org/ark:/48223/pf0000391600/PDF/391600eng.pdf.multi.
Long Description
Assignment and the scope of work
The UNESCO Institute for Lifelong Learning (UIL) is seeking an expert consultant to research and write a thematic chapter that provides an evidence-informed, policy-relevant analysis on the relationship between adult learning and education in conflict, post-conflict, and peacebuilding contexts. 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 the role of ALE in responding to, mitigating, and preventing conflict based on international datasets, regional policy literature, scholarly literature, and diverse case studies, and draft the thematic chapter on adult learning and education in the context of conflict, post-conflict and peace building;
- 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 the impacts of conflict and associated pressures on adult learning and education (ALE), and analysing how ALE systems have responded and can respond to conflict, post-conflict, and fragile political contexts at learner, educator, organisational, and policy levels.
Key areas of analysis should include:
- How different conflicts, post-conflict and fragile political contexts are reshaping ALE policies, provision, purposes, programme curricula, and modalities, and the major trends and developments.
- How structural inequalities – such as gender, geography, social class, ethnicity, residence, disability, literacy, educational level, citizenship status, and age – influence access to and participation in ALE in conflict, post-conflict, and fragile political contexts.
- What policies, programmes, and initiatives of ALE contribute to more inclusive, just and equitable societies, and economic and community reconstruction and rebuilding efforts.
- Focus on the broader cross-cutting GRALE 6 themes of resilience and empowerment, as well as progress toward Sustainable Development Goal 4.
The Consultant is encouraged to draw on their expertise and relevant evidence from research studies, international datasets, and policy literature. The above analytical scope should serve as a guiding structure rather than a rigid template, allowing authors to highlight emerging trends and perspectives not yet fully captured in the existing literature.
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% |
Because the chapter should be accessible to policymakers, practitioners, and researchers, the Consultant must ensure that the arguments are precise, evidence-based, and logically structured, yet written in clear, non-technical language.
Long Description
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 grale@unesco.org
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.
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