UNICEF works in over 190 countries and territories to save children’s lives, defend their rights, and help them fulfill their potential, from early childhood through adolescence.
At UNICEF, we are committed, passionate, and proud of what we do for as long as we are needed. Promoting the rights of every child is not just a job – it is a calling.
UNICEF is a place where careers are built. We offer our staff diverse opportunities for professional and personal development that will help them reinforce a sense of purpose while serving children and communities across the world. We welcome everyone who wants to belong and grow in a diverse and passionate culture., coupled with an attractive compensation and benefits package.
Visit our website to learn more about what we do at UNICEF.
For every child, the right to Education
Starting from 2019, UNICEF has been implementing a program to establish the foundations for comprehensive climate change and environmental education within the education system. The program aimed to ensure that guiding education documents and policies incorporate contemporary and scientifically proven approaches to education about environmental impact and climate change.
In collaboration with the Bureau of Development of Education (BDE), UNICEF supported the development of the National Learning Standards for Primary Education covering grades 1 through 9, as well as the development of curricula, learning materials and teacher capacities on environment and climate change. While these efforts addressed aspects from pre-primary to secondary education, the primary focus, particularly in terms of policy documents, curricula, and standards, was on the primary education system, which was undergoing systemic reforms that allowed for enabled more substantial interventions. As a result, pre-primary and secondary education remain areas where a more systematic approach is needed to integrate these topics into curricula and teacher professional development.
High-quality early childhood education and care (ECEC) serves as a powerful catalyst for positive change, delivering far-reaching benefits for children, families, economies, and societies. Quality ECEC can also play a vital role in fostering environmental stewardship and building climate resilience from the earliest years of life. By nurturing children's curiosity and connection to the natural world, early childhood and education (ECE) can lay the foundation for lifelong attitudes and behaviors that support environmental protection. Through play-based and experiential learning, young children can begin to understand basic ecological concepts, develop empathy for living things, and adopt sustainable habits. Moreover, integrating climate and environmental education into ECEC helps build adaptive capacity and resilience in communities by equipping the next generation with the knowledge, values, and skills needed to respond to environmental challenges and contribute to a more sustainable future.
Despite steady progress in expanding access over the past two decades, ECEC enrollment rates in North Macedonia remain low. Currently, only 46% of children aged 3 to 5 are enrolled, significantly below the EU target of 96% enrollment by 2030. The ECEC system continues to face persistent challenges, including inequitable access to services, limited professional development opportunities, inadequate infrastructure, and a shortage of quality learning materials. These issues disproportionately affect children from disadvantaged backgrounds, particularly Roma children and children with disabilities, further deepening educational inequalities.
The 2024 Measuring Early Learning Quality and Outcomes (MELQO) report revealed that over 60% of children aged 5–6 do not demonstrate school readiness, particularly in early literacy and numeracy. The report also emphasized the urgent need to support teachers in implementing play-based learning, promoting child autonomy, and encouraging free play.
To address these issues, the Ministry of Social Policy, Demographics and Youth (MoSPDY) and BDE, with support from UNICEF, are launching a revision of the ECE Curriculum and the Early Learning and Development Standards (ELDS). This process aims to align the curriculum and standards with the latest research and international best practices, while systematically integrating existing ECE resources developed with support from UNICEF, the World Bank, and the EU. The revised curriculum will emphasize learning through play and will mainstream inclusion, gender equality, social and emotional development, healthy nutrition habits, environmental awareness and climate change, along with stronger parent and community engagement.
To support the effective implementation of the revised curriculum, UNICEF will also provide comprehensive support to preschool professionals through training, mentorship, and peer learning via professional learning communities and communities of practice.
In the context of secondary education, Vocational Education and Training (VET) can also be a key driver for equipping young people with the practical skills and competencies needed to support environmental protection and climate resilience. By integrating green skills into VET curricula, such as sustainable resource management, energy efficiency, and eco-friendly technologies, students are empowered to contribute to climate mitigation efforts and the transition to a green economy. VET programs also promote innovation and problem-solving in real-world contexts, preparing graduates to become agents of change in industries and within their communities. Given that approximately 70% of secondary students in North Macedonia were enrolled in VET schools in the last academic year, greening VET education is essential for building a workforce capable of addressing environmental challenges and advancing sustainable development.
To that end, UNICEF has been supporting the VET Centre in greening vocational curricula and strengthening teacher professional development. To ensure that students receive relevant practical training, UNICEF has also initiated efforts to strengthen the system for practical instruction/work-based learning for VET students. This includes building partnerships with public and scientific institutions/organizations that contribute to climate change resilience and environmental sustainability. In partnership with the VET Centre, 14 new green VET curricula and learning materials have been developed and are now offered as elective subjects (one per sector) across VET schools nationwide. In addition, preparations to support the revision of curricula for mandatory VET subjects, with 16 mandatory curricula expected to be greened by 2027 are underway.
How can you make a difference?
UNICEF is seeking a national consultant to support the revision and implementation of ECEC and green VET curricula. The consultant will provide technical guidance, facilitate workshops, and ensure the integration of environment, climate change, gender equality, and inclusion principles throughout the curricula. The consultant will also assist the international expert by offering insights into the local context, oversee the piloting and rollout of training programs, and help establish systems for data collection and reporting. The role also includes supporting the development and promotion of learning materials and conducting field visits to monitor program implementation. Additionally, the consultant will facilitate knowledge exchange among stakeholders and submit regular progress reports to UNICEF, highlighting achievements, challenges, and recommendations.
The consultant will be responsible for conducting the following tasks:
1. ECEC and VET Curricula with an Emphasis on Environment and Climate Change
• Revise ECEC and VET Curricula with a focus on Environment and Climate Change.
• Conduct desk research to identify and compile relevant ECEC documents for North Macedonia, including policy papers, legal frameworks, standards, assessment tools, and other guiding materials.
• Provide technical support to the international expert (engaged by UNICEF) by facilitating her/his understanding of the local ECEC context, including relevant policies, legal frameworks, institutional arrangements, and key stakeholders.
• Provide technical guidance to the working group established by BDE for the revision of the ECEC curriculum, ensuring that environment and climate change are meaningfully integrated throughout the curriculum content and approach.
• Provide input to the working group that will revise ELDS, ensuring the integration of environment and climate change education, as well as play-based learning approaches.
• Facilitate a validation workshop with relevant stakeholders for the revised ECE curriculum, including preparation of the agenda, invitations, and presentation materials; collection of participant feedback; and collaboration with the international consultant to incorporate feedback into the final version of the curriculum.
• Support BDE and MoSPDY in compiling feedback from the public debate on the revised ECE curriculum and assist the international consultant in integrating relevant feedback into the final version of the ECE curriculum.
• Provide input to the technical working group that will develop 16 green VET curricula to ensure they are gender-sensitive and uphold the principles of equity and inclusion.
2. Professional Development of teachers and communities of practice
• Provide technical guidance to the team developing a training program for strengthening the capacities of the pre-school staff regarding the revised ECE curriculum, with a focus on environment and climate change.
• Oversee the piloting of the training modules for pre-school professionals and provide feedback to the international expert.
• Support the BDE team in incorporating feedback from the international experts and finalizing the ECEC training programme for national rollout.
• Establish a system for collecting data on participation, delivery, and key outcomes during the national rollout of ECEC trainings and ensure that ECEC training teams consistently include data in their training activities.
• Prepare periodically consolidated reports summarizing the inputs from the ECEC training.
• Assess the work of communities of practice in the dissemination of the ECEC training modules.
• Oversee the delivery of 16 green VET training programs and support the compilation of data on participation, implementation, and key outcomes, including the preparation of periodic consolidated reports.
Learning materials designed to support teachers in implementing the curricula
• Provide technical support to the team developing ECEC learning materials aligned with the ECE curriculum, such as educator guides and home-based learning resources, ensuring the integration of environment and climate change topics.
• Map and analyse effective play-based learning approaches implemented in pre-school institutions, in collaboration with teacher training faculties.
• Coordinate with the VET Center the development of learning materials for 16 curricula.
• Develop a visibility plan for promotion of the ECEC and VET learning materials in coordination with UNICEF Communication sector.
• Facilitate at least three visibility events in coordination with the VET Center, developing a scenario and communication materials.
Monitoring and Quality Assurance of ECEC and VET Programmes Implementation
• Conduct onsite field visits to kindergartens to evaluate the implementation of the programme and develop list of recommendations for improvement (at least 15 visits).
• Facilitate knowledge exchange between pre-school teachers and patronage nurses, including Roma Mediators.
• Conduct field visits to monitor the implementation of the practical instruction for VET students in public institutions and organizations and develop a list of recommendations for improvement (at least 5 visits).
• Prepare and submit periodical reports outlining activities undertaken, key achievements, challenges faced, and recommendations for improvement related to consultant’s areas of responsibility
•Prepare and submit periodical reports outlining activities undertaken, key achievements, challenges faced, and recommendations for improvement related to consultant’s areas of responsibility
The detailed work assignment and delivery dates can be accessed in the linked table: 
Work Assignments Overview1.pdf
To qualify as an advocate for every child you will have…
Minimum requirements:
- Advanced university degree (Master’s or equivalent) in education, early childhood development, social sciences, environmental studies, or a related field.
- At least 10 years of experience in early childhood education, curriculum development, teacher training, or education program implementation.
- Experience in supporting or leading the development and/or revision of curricula or training programs, preferably with a focus on environment and climate change, inclusion, or gender equality.
- Advanced understanding of ECEC systems, policies, and standards in North Macedonia and the region
- Proven experience collaborating with government ministries, particularly the Ministry of Education and Science and the Ministry of Social Policy, Demography and Youth, as well as national education institutions such as the VET Center and the Bureau for Development of Education, and with kindergartens and VET schools.
- Strong understanding of environment and climate change education, as well as the integration of green skills into educational materials and training modules
- Strong organizational skills and ability to deliver quality outputs under tight timelines.
- Ability to travel within the country for field visits.
- Fluency in Macedonian and high proficiency in English writing and speaking. Knowledge of Albanian language will be considered an asset.
- Previous experience working with UN agencies will be considered an asset
Evaluation Criteria (This will be used for the Selection Report (for clarification see Guidance)
- A) Technical Evaluation (e.g. maximum 80 Points)
- B) Financial Proposal (e.g. maximum of 20 Points)
In order to apply please submit the following documents:
- Cover Letter specifying relevant experience
- CV highlighting qualifications and past work experience
- Financial proposal should include a) Daily consultancy fee Gross amount in Macedonian denars b) Travel costs in for in-country field visits in Macedonian Denars. The travel costs will be paid on actuals upon completing the field visits
The consultant will be responsible for arranging the in-country field visits.
Note: The consultant will need to deliver some office-based work (minimum once a week) and throughout the whole consultancy period undertake up to 30 days in-country field visits.
For every Child, you demonstrate...
UNICEF’s Core Values of Care, Respect, Integrity, Trust and Accountability and Sustainability (CRITAS) underpin everything we do and how we do it. Get acquainted with Our Values Charter: UNICEF Values
The UNICEF competencies required for this post are…
(1) Builds and maintains partnerships
(2) Demonstrates self-awareness and ethical awareness
(3) Drive to achieve results for impact
(4) Innovates and embraces change
(5) Manages ambiguity and complexity
(6) Thinks and acts strategically
(7) Works collaboratively with others
[add the 8th competency (Nurtures, leads and manages people) for a supervisory role].
Familiarize yourself with our competency framework and its different levels.
[Remove the following paragraph if not a child safeguarding elevated risk role] This position has been assessed as an elevated risk role for Child Safeguarding purposes as it is either a role with direct contact with children, a role that works directly with identifiable children’s data, a safeguarding response role, or an assessed risk role. Additional vetting and assessment for elevated risk roles in child safeguarding (potentially including additional criminal background checks) apply.
UNICEF promotes and advocates for the protection of the rights of every child, everywhere, in everything it does and is mandated to support the realization of the rights of every child, including those most disadvantaged, and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, minority, or any other status.
UNICEF encourages applications from all qualified candidates, regardless of gender, nationality, religious or ethnic backgrounds, and from people with disabilities, including neurodivergence. We offer a wide range of benefits to our staff, including paid parental leave, breastfeeding breaks and reasonable accommodation for persons with disabilities. UNICEF provides reasonable accommodation throughout the recruitment process. If you require any accommodation, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF. Should you be shortlisted, please get in touch with the recruiter directly to share further details, enabling us to make the necessary arrangements in advance.
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.
UNICEF appointments are subject to medical clearance. Issuance of a visa by the host country of the duty station is required for IP positions and will be facilitated by UNICEF. Appointments may also be subject to inoculation (vaccination) requirements, including against SARS-CoV-2 (Covid). Should you be selected for a position with UNICEF, you either must be inoculated as required or receive a medical exemption from the relevant department of the UN. Otherwise, the selection will be canceled.
Remarks:
As per Article 101, paragraph 3, of the Charter of the United Nations, the paramount consideration in the employment of the staff is the necessity of securing the highest standards of efficiency, competence, and integrity.
UNICEF is committed to fostering an inclusive, representative, and welcoming workforce. For this position, eligible and suitable [Insert candidates from targeted underrepresented groups] are encouraged to apply.
Government employees who are considered for employment with UNICEF are normally required to resign from their government positions before taking up an assignment with UNICEF. UNICEF reserves the right to withdraw an offer of appointment, without compensation, if a visa or medical clearance is not obtained, or necessary inoculation requirements are not met, within a reasonable period for any reason.
UNICEF does not charge a processing fee at any stage of its recruitment, selection, and hiring processes (i.e., application stage, interview stage, validation stage, or appointment and training). UNICEF will not ask for applicants’ bank account information.
[Applicable to HQEI positions, remove the below text if not applicable]
In this role, you will collaborate with colleagues across multiple locations. For effective collaboration, we encourage flexible working hours that accommodate different time zones while prioritizing staff wellbeing.
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Mobility is a condition of international professional employment with UNICEF and an underlying premise of the international civil service.
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Humanitarian action is a cross-cutting priority within UNICEF’s Strategic Plan. UNICEF is committed to stay and deliver in humanitarian contexts. Therefore, all staff, at all levels across all functional areas, can be called upon to be deployed to support humanitarian response, contributing to both strengthening resilience of communities and capacity of national authorities.
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[CO/ HQ specific: visa residence requirements: i.e.: UNICEF shall not facilitate the issuance of a visa and working authorization for candidates under consideration for positions at the national officer and general service category.]
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All UNICEF positions are advertised, and only shortlisted candidates will be contacted and advance to the next stage of the selection process. An internal candidate performing at the level of the post in the relevant functional area, or an internal/external candidate in the corresponding Talent Group, may be selected, if suitable for the post, without assessment of other candidates.
Additional information about working for UNICEF can be found here.
