Ei-iE

Background

Education International (EI) is the Global Union Federation that brings together organisations of teachers and other education employees from across the world. Through our 383 member organisations, we represent more than 32 million teachers and education support personnel in 178 countries and territories.

Despite significant progress in the fight against leprosy, stigma and discrimination remain major barriers to social inclusion and access to education for persons affected by this disease as well as for others affected by diverse physical and psychological impairments.

In January 2026, Education International reaffirmed its global commitment to combating stigma and discrimination by co‑hosting and signing the 2026 Global Appeal to End Stigma and Discrimination against Persons Affected by Leprosy, together with the Sasakawa Leprosy Initiative and the Damien Foundation. The Appeal highlights the transformative power of education in dispelling myths, promoting dignity and inclusion, and ensuring that no learner is left behind.

Education plays a transformative role in dismantling misconceptions about disability or other health-related challenges including leprosy and fostering inclusive, rights‑respecting societies. The right to quality education is a precondition for equity, inclusion, and social justice; through education we can promote critical thinking, challenge prejudices, and eliminate discrimination.

Schools also serve as vital community hubs for health promotion, disease prevention and inclusive education. By raising awareness and encouraging screening, school communities can help identify early signs of leprosy and other diseases, support timely referral and treatment, and reduce the risk of disability and stigma. By promoting inclusion and social emotional skills, schools foster diversity, better interpersonal relationships and well-being in the education community.

Educators and unionists play a critical role in shaping attitudes, preventing stigma and discrimination, and promoting inclusive practices, and advocating for systemic change both in countries where leprosy is endemic and in countries that provide policy or financial assistance to affected regions. Through training, campaigns, and collaboration with health and education authorities, unions can help empower educators to become champions of inclusion and health.

This toolkit aims to equip educators and union representatives with practical resources to prevent and address stigma and discrimination, foster inclusive, quality and equitable education, and to advocate for policies and financing that uphold the rights and dignity of persons affected by Leprosy.

Objectives

To develop a practical, adaptable toolkit that provides:

• An evidence‑based overview of the role of education, and educators (including teachers, school leaders and education support personnel) in reducing stigma and discrimination related to disability, leprosy and other health‑related challenges.
• An overview of the current state of leprosy worldwide and education related challenges.
• Lesson plans, classroom activities, educative materials for students and educators that can support teachers and education support personnel in promoting inclusive learning environments and strengthen students’ social‑emotional competencies (e.g., empathy, respect, cooperation) in collaboration with organizations such as the Damian Foundation,
• Materials for union representatives and advocates to engage effectively with their members and key policy makers and influence policy and financing decisions that support inclusive education and equitable societies, including the development of practical advocacy tools (e.g. fact sheets, dispelling myths, testimonies).

We encourage the use and reference to existing evidence-based resources and materials that already exist. While we want to give leprosy a particular focus, we view this work as part of broader advocacy for inclusive education. We encourage exploring how this issue can gain visibility within existing policy and implementation efforts, addressing stigma and discrimination, and promoting inclusive education.

Target audience

• Educators
• Unionists
• The content of the toolkit should be relevant for both

• Countries that are affected by Leprosy (direct impact)
• Countries where Leprosy is no longer endemic (indirect impact through solidarity and global citizenship education)

Proposed structure of the toolkit (maximum 50 pages excluding references)

Introduction

• Understanding leprosy: medical facts, myths, and realities.
• The impact of stigma and discrimination on education and why social inclusion matters to everyone.
• Global and local perspectives: why this matters everywhere.

Teacher guidance

• How to recognize when to intervene when confronted with a situation of discrimination and exclusion inside and outside the classroom.
• How to address leprosy, disability and different impairments in the classroom (i.e, verbal and nonverbal communication)
• Creating safe spaces for discussion.

Advocacy resources for unions to fight against stigma and discrimination and promote inclusive education

• What can be influenced (focused on inclusive education provision)?

• Health policy
• Education policy (accessible and inclusive infrastructure, curriculum, assistance (Education Support Personnel needed)?
• Teachers and unions

• Messaging Framework:

• Key facts and talking points for advocacy (A fact sheet that can be printed and used as a tool).
• How to communicate effectively with stakeholders.

• Action Templates:

• Sample letters to authorities.
• Social media campaign ideas.
• Guidelines for organizing awareness events.

Timeline

• February: Draft concept and outline.
• March-July: Develop and finalize content.
• October: Launch of the toolkit.

Terms of the contract

The planned research period is a total of 5 months, during which the consultant will liaise with an EI contact person on the progress of the research on a mutually agreed upon schedule. The research will remain confidential to EI and the contractor until its publication.

Schedule of payments

• 50% on exchange of a signed contract
• 50% on receipt of the final toolkit

Application

Applications should include:

• The consultant(s) updated curriculum vitae(s) and list of publications;
• A brief concept note (2 -3 pages) stating the research methodology, the scope and scale of the research, and a proposed timeline for the 5 months to be shared with [email protected] by 27 February 2026.

Researcher expertise & experience

• Advanced academic degree in a relevant field (e.g., Education, Public Health / Global Health, Psychology, Anthropology/ Medical Anthropology)
• Additional training or coursework in: Inclusive education, disability studies, health communication, human rights / social justice education.
• 7–10+ years of professional experience in one or more of the following: Education research, public health education or health promotion, disability inclusion and anti‑stigma initiatives, labour or union-related advocacy, development of toolkits, curricula, or training materials
• The consultant should have demonstrated ability to conduct qualitative and quantitative research, including interviews, document analysis, and stakeholder consultation and produce clear and accessible toolkits, policy briefs and advocacy-oriented materials.
• Capacity to work independently, with ability to share information, receive feedback and engage in dialogue with partners;
• Excellent command of the English language and excellent writing skills.

Budget and payment

The total amount allocated for this consultancy is €10,000. This amount covers all consultancy fees and deliverables described in this Terms of Reference. It excludes layout/graphic design and translation of the toolkit into EI languages, which will be arranged and funded separately by Education International.