Background of the project  

Failure to guarantee and tend to teacher well-being has significant adverse effects on students and learning and well-being outcomes. Teacher well-being is key to providing quality, equitable education for all. It correlates with creating healthy relationships with students, managing the classroom effectively, implementing social-emotional learning programs well, and improving the classroom climate for all students so children/youths are better able to learn. This is especially true in situations of armed conflict, forced displacement, protracted crisis and natural disaster, and particularly now during the ongoing COVID-19 pandemic. 

Through the work of its Collaboratives, INEE has made significant contributions to teacher support in crises, including INEE’s Teachers in Crisis Contexts (TiCC) packs (2016 and 2018), and the Landscape Review: Teacher Well-being in Low Resource, Crisis and Conflict-affected Settings (2019). In 2020 INEE began working with Education Cannot Wait to build on this work by identifying existing resources and current gaps, and creating new practical guidance and tools that focus on teacher well-being through a social-ecological lens in consultation with teachers themselves. 

Addressing this critical gap will better enable education in emergencies (EiE) actors around the globe to uphold INEE’s Minimum Standards for Education: Preparedness, Response and Recovery, and support ECW’s commitment to transform the quality of education responses in the world’s most acute and protracted emergencies. Through its efforts, INEE seeks to expand the capacity of EiE actors to meet the specific needs of teachers in their local contexts, while also engaging policymakers to more effectively and systemically support teacher well-being. INEE will also expand its advocacy for an increased focus on teacher well-being, both immediately and throughout this project. 

While INEE develops guidance at a global level, our objective throughout this project is to ensure that the content presented through these global goods is relevant for all teachers, regardless of context, so they can be supported  locally and appropriately. Overwhelming evidence from the field shows us that achieving this goal requires careful contextualization  guided by local social and cultural norms.

Consultancy overview 

In April 2021, INEE completed phase 1 of this work; developing a comprehensive, collated collection of existing multimedia tools, frameworks, measurement tools, and other resources related to teacher well-being in crisis contexts, a resource and evidence map (mapped to the Teacher well-being Conceptual Framework and the INEE Minimum Standards), and a resource gap analysis of the resource and evidence map, highlighting key gaps.

In November 2021, INEE completed phase 2 of this work; developing a Guidance Note on Teacher well-being that captures global promising practices, and leverages the rich experience and perspectives of the Teacher Well-being Reference Group, the TiCC Collaborative, the PSS-SEL Collaborative, and the broader INEE membership.

For phase 3, tool development, INEE seeks to address gaps highlighted in the mapping phase and respond directly to recommendations put forward in the report. In particular, recommendation 4: ‘Invest in adaptation guides to support the contextualization of the materials available.’ 

While making this recommendation, we also seek to understand what “adaptation guides to support the contextualization of the materials” means or looks like in practice – indeed what investment is needed to support contextualization of materials in terms of both funding and human resource, as well as the types of questions, approaches, adaptations and considerations required to make materials accessible, meaningful and relevant to teachers in different contexts and cultures. This next phase seeks to explore this recommendation in practice by piloting and documenting the process to act as an illustrative model for other actors to learn from, and where possible, replicate.

Scope of work 

INEE is seeking proposals from up to four consultants (teams or individual applicants) to pilot and contextualize particular INEE Minimum Standards domain aligned component of the newly developed Teacher Well-being Guidance Note for a select group of EiE stakeholders in their respective context. The consultant(s) will document the contextualization process used in their specific context to model possible successful approaches for use in other similar settings. This will also be an opportunity to explore the challenges and limitations of contextualisation, and provide better understanding of the variety of processes that can be undertaken to ensure that a tool (in this case the Teacher Well-being Guidance Note) is “fit for purpose”.

INEE therefore seeks proposals representing Africa, the Middle East, South Asia, and Latin America, so as to capture a full diversity of EiE contexts. We aim to select one consultant / team of consultants for each of the above contexts for this phase of the project.

The consultant(s) are invited to document the contextualization process in whichever language they prefer. INEE will then translate the documented process into the INEE languages to accompany the Guidance Note as part of the Teacher Well-being Toolkit.

The contextualization processes should be:

  1. Specific to an education in emergencies / fragile context;
  2. Developed for a specific type of actor/s in that setting e.g. for MoE officials, for INGO workers, for teachers, or for school managers etc.;
  3. Locally-led and developed in any language of the consultants’ choosing;
  4. Be supportive of and sensitive to issues of gender-equity, anti-racism, inclusive education; conflict-sensitive education.


Consultants are asked to contextualize one of the five domains within the Guidance Note. We ask that you expand upon this choice in your proposal (see How to Apply below). Some proposed deliverables are listed below, however the end product might differ, depending on the approach taken by consultants (for example, it may take the form of a re-drafted section of the Guidance Note, a step-by-step contextualization process, or a case study):

  • Scoping and contextualization plan and approach
  • A context and sector specific process for contextualization that includes:
    • Principles for successful contextualization specific to context;
    • Reflections on time / cost involved in contextualization
  • Principles for successful contextualization specific to context
  • Evidence, including participant voices and analysis of the process’s strengths and opportunities
  • Evidence of outcomes, participant voice and challenges and limitations
  • Participation in a ‘Lessons Learned’ workshop, to be held virtually

Payment Rate and Schedule

  •  Please quote your daily rate in your cover letter.


  • Experience piloting/implementing education programs in emergency context(s) and working with local stakeholders
  • An understanding of the educational landscape of the respective country / setting
  • A strong network of stakeholders at the relevant level of the education system in which the contextualization will take place
  • Familiarity with the INEE Minimum Standards and Teacher Wellbeing
  • Experience of contextualizing elements of education programs (e.g. training resources, technical resources, measurement tools) is desirable
  • INEE is striving to be an inclusive network and particularly encourages applications from under-represented groups such as people with lived experiences of forced migration ( (e.g., as a refugee, asylum seeker, IDP, stateless person, former refugee, or another category); parents or carers who are re-entering work after a career break; people who are LGBT+; from Black, Indigenous, Asian, and Minority Ethnic backgrounds; with a disability, impairment, learning difference or long-term condition; with caring responsibilities; from different nations and regions; and from less advantaged socioeconomic background

Application Process

Application Process

How to apply:

Step 1: Please email your CV and a brief cover letter to You will then be sent the DRAFT Guidance Note in order to prepare your proposal.

Step 2: Draft your proposal. The proposal should specify which sections of the Guidance Note you will focus on contextualizing, as well as your proposed methodology, which context (be as specific as possible), and which actors you will engage with.

The deadline for submission of proposals (Step 2) is Monday 24th January 2022.

To apply for this job email your details to

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