Digital Literacy and ICT Skills Training for Teachers

I. Background:
UNESCO works to ensure that the most marginalized children, including those who are out-of-school or at risk of dropping out, gain access to quality learning opportunities. These opportunities are crucial for them to acquire relevant skills, build resilience, continue their education, and enhance their overall well-being. Through the Global Partnership for Education- Education Sector Programme Implementation Grant (GPE-ESPIG) programme, it addresses three key components:
• Access: The program focuses on facilitating safe and equitable access to learning for children and youth in Myanmar.
• Quality: The program aims to ensure quality teaching and learning experiences for children and youth in Myanmar. This involves strengthening the capacities of education personnel and fostering context-responsive, equity-focused learning resources and modalities that adapt to the evolving situation.
• System Strengthening: The program places emphasis on strengthening systems, management, coordination, and monitoring related to education in Myanmar.
To support professional development for educators, UNESCO has launched Myanmar Teacher Platform (MTP; www.mmteacherplatform.net) that offers access to quality learning materials, instructional videos, and thematic online courses in a safe and secure environment. In order to effectively access and utilise these online resources, digital literacy is a foundational skill for teachers. It enables them to understand how digital environments work, navigate them safely and efficiently, and critically assess digital content to develop engaging teaching and learning materials. Building on this foundation, equipping ICT skills will help teachers to apply digital tools appropriately in their teaching practice, create digital content, design lesson plans, and develop assessments that foster interactive learning and improve student engagement.
As such, UNESCO is looking for an institution or organization that will be responsible for delivering digital literacy and ICT skills training to teachers through online modalities. The aim is to empower teachers to use technology wisely and creatively in their classrooms and to engage more meaningfully with digital resources for their ongoing professional growth.
II. Work Assignment:
Under the overall authority of the Regional Director of UNESCO Regional Office in Bangkok (hereinafter called UNESCO), the direct supervision of the Head of UNESCO Antenna Office in Yangon and in close collaboration with Responsible Officer, the Contractor shall specifically perform the following:
1. Organize, deliver and facilitate the trainings include but not be limited to digital literacy and ICT courses for targeted community/volunteer teachers using the resources from Myanmar Teacher Platform through online:
a. Discuss with UNESCO Myanmar team to understand the scope of the work and target audience to develop the concept note and training materials;
b. Establish selection criteria based on age, background, and their skill needs;
c. Devise a comprehensive plan for training and recruit participants through various channels;
d. Organize and facilitate consultation meetings with a minimum of 100 teachers to conduct a rapid need assessment to deliver relevant trainings to them;
e. Conduct further research to prepare concept note including a training program, proposed topics, scope, coverage, training evaluation plan, and methodologies per session;
f. Prepare training materials such as learning activities, handout, PPT slides, Google slides or Canva slides, assessment test, etc. that should include but not be limited to digital literacy and ICT courses;
g. Submit revised training materials with PowerPoint Presentations incorporating UNESCO’s comments, suggestions and ideas as necessary;
h. Engage a selected group of 100 participants in each training batch, and deliver the training for 12 batches in total;
i. Prepare and deliver virtual training for 1,200 various types of teachers in different states and regions;
j. Prepare training progress report (minimum A4 5 pages) in standard English. The training report shall contain:
– Summary
– Activities progress (detailed activities and outputs)
– Challenges and solutions
– Next steps (Findings from need assessment, training, and dissemination plan, lists of community/volunteer teachers as well as feedback from the training participants)
j. Prepare Final Report (minimum A4 5 pages) in standard English. The Final Report shall contain:
– Training overview
– Case Studies (at least 5)
– Stakeholder engagement (feedback and collaboration)
– Achievement and Challenges
– Conclusion
– Recommendation and (updated list of teachers and stakeholders)
III. Deliverables and Timelines:
The institution/organization shall submit the following deliverables to UNESCO with original and editable files for its approval:
1. Submit the training work plan and inception report by 14th October 2025.
2. Submit the training concept note, including the training agenda, PowerPoint presentation, and training materials (such as learning activities, handouts, PPT slides, Google Slides, or Canva slides) and assessment tests, by 30th October 2025.
3. Submit training progress report, including 400 participant lists for training batches (1) to (4), by 31st December 2025.
4. Submit training progress report, including 400 participant lists for training batches (5) to (8), by 28th February 2026.
5. Submit training progress report, including 400 participant lists for training batches (9) to (12), by 30th April 2026.
6. Submit the final report, including training evaluation findings, case studies, challenges, and recommendations, by 15th May 2026.
IV. Qualifications for Specialized Knowledge/Experience:
The selected contractor must demonstrate a strong understanding of the unique challenges faced by teachers working in challenging environments.
Organization
Required Qualifications:
• Must be international/national organizations with operations already established in Myanmar.
• Proven track record of implementing online professional development programmes in education or related sectors.
• Must have demonstrated the ability to deliver ICT/digital literacy training, supported by at least two references/ supporting examples from similar projects previously implemented.
Desirable Qualifications:
• Experience working with UN agencies and/or international organizations.
• Experience working with community-based organizations and teacher network.
Team members
Required Qualifications:
• All team members should have at least bachelor’s degree in education, Computer Studies or related field. (CVs of all proposed personnel should be attached).
• Proposed team must have sufficient numbers of trainers or facilitators who have expertise in digital literacy and ICT.
• Proposed trainers or facilitators must have experience in developing or adapting digital learning materials and tools for online skilled/community development.
• Proposed trainers or facilitators should have at least two years of experience in the delivery of online training.
Desirable Qualifications:
• Familiarity with LMS integration and/or the use of e-learning platforms.
In line with UNESCO’s overall gender mainstreaming strategy, the incumbent is expected to integrate a gender perspective in all activities and apply gender analysis and mainstreaming concepts whenever feasible.