National Consultant: Capacity Building for University Teachers on Climate Resilience, Green Transition, and Disaster Risk Reduction (DRR), Tbilisi, Georgia.

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Purpose of Activity/Assignment

To develop materials and train University teachers on Introductory Modules on Climate Resilience, Green Transition, and DRR

Scope of Work:
1. Background
Universities are increasingly expected to integrate cross-cutting topics such as climate resilience, green transition, and disaster risk reduction (DRR) across disciplines. There is a particular need to equip non-specialist students, including those studying social work and teacher education, with foundational knowledge and practical understanding of these themes.
This assignment aims to build the capacity of university lecturers to deliver introductory-level content that is accessible, relevant, and applicable to students without prior background in environmental or climate sciences.

2. Objective of the Assignment
The overall objective is to:
Develop and deliver a short training programme for university lecturers, practice placement teachers and students that equips them to introduce basic concepts of climate resilience, green transition, and DRR into their teaching practice.

3. Scope of Work
The consultant/trainer will:
A.
Design Training Materials
Develop a set of introductory training modules suitable for non-specialist lecturers, practice placement teachers, and students. The materials should:
•            Present concepts in a simple, practical, and accessible manner
•            Be tailored to social sciences and education contexts
•            Reflect the local and regional context
Indicative Topics (minimum requirements)
1. Introduction to Climate Change and Climate Resilience
•            Key concepts: climate change, carbon footprint (including consumerism, food consumption, and digital activities), climate risks, vulnerability, resilience, and greening practices
•            Practical actions: energy and water saving, waste management, recycling
•            Everyday implications for individuals and communities
2. Green Transition
•            Sustainable practices in daily life and institutional settings
•            Roles and responsibilities of individuals, schools, and communities
3. Disaster Risk Reduction (DRR)
•            Basic concepts: hazards, risks, vulnerability, and preparedness
•            Roles of teachers and social workers in emergency contexts
4. Application in Professional Contexts
•            Integration into teaching practice (for future teachers), including learning-through-play approaches
•            Community engagement approaches (for social workers)

B. Develop Training Package
The trainer will prepare:
•            Slide presentations (PowerPoint or equivalent)
•            Facilitator guide
•            Handouts and reading materials

C. Deliver Training
Conduct a 5-session training programme, structured as follows:
•            Duration: Approximately 5 half-day sessions
•            Timeline: Delivered over one month
•            Format: Interactive and participatory
Training approach should:
•            Use adult learning principles
•            Encourage discussion and practical application
•            Include examples relevant to education and social services
•            Support lecturers and practice placement teachers in adapting content for their own classes and practice learning.

D. Provide Guidance for Integration
Support participants in:
•            Identifying entry points in existing curricula
•            Adapting materials for different student groups
•            Delivering short introductory sessions independently

4. Deliverables
The consultant will provide:
1.           Training Curriculum/Outline
2.           Complete Trainin