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UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential. 

Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone. 

And we never give up. 

For every child, Education

The fundamental mission of UNICEF is to promote the rights of every child, everywhere, in everything the organization does — in programs, in advocacy and in operations. The equity strategy, emphasizing the most disadvantaged and excluded children and families, translates this commitment to children’s rights into action. For UNICEF, equity means that all children have an opportunity to survive, develop and reach their full potential, without discrimination, bias or favoritism. To the degree that any child has an unequal chance in life — in its social, political, economic, civic and cultural dimensions — her or his rights are violated. There is growing evidence that investing in the health, education and protection of a society’s most disadvantaged citizens — addressing inequity — not only will give all children the opportunity to fulfill their potential but also will lead to sustained growth and stability of countries. This is why the focus on equity is so vital. It accelerates progress towards realizing the human rights of all children, which is the universal mandate of UNICEF, as outlined by the Convention on the Rights of the Child, while also supporting the equitable development of nations.

Under IsDB/GPE funded Phase II project, UNICEF will expand its support to the MoES and respective affiliated institutions to align teacher preparation programs to the CBE reform in the country. Building on the models developed within Phase I of the ISDB/GPE project, under the leadership of RTMC and in collaboration with RITTI, it is intended to conduct the functional review of the existing teacher preparation programs for Tajik language and Math disciplines evaluate the programs against the quality criteria originating from the existing and upcoming CBE frameworks, and also pave the way for developing a model for program revision. The proposed model will be used as an alternative program for preparing teachers of Math and the Tajik language, thus ensuring the operational change and creating the need for having a Teacher Preparation Framework for the initiatives of other partners at pre-service level.

The effectiveness of teacher preparation is a critical factor in improving education quality. In light of evolving educational standards, curriculum reforms, and pedagogical demands, it is essential to conduct a functional review of the existing Teacher Preparation Program (TPP) to assess its relevance, efficiency, and alignment with national education goals and international best practices, which are expected to be aligned to CBE pedagogy.

The primary purpose of the functional review is to evaluate the structure, implementation, and outcomes of the Teacher
Preparation Program with a view to:

1. Identify strengths and areas for improvement.
2. Ensure alignment with national teacher competency standards and CBE pedagogy.
3. Recommend actionable strategies to enhance the quality and effectiveness of the program, i.e. creating a unified Teacher Preparation Framework to standardize curriculum reform and pedagogical outcomes.

The specific objectives of the review are to:

1. Assess the curriculum content at teacher preparation level for Tajik language and Math disciplines and its alignment with national education priorities and standards as well as CBE pedagogy.

2. Evaluate the pedagogical approaches and teaching methodologies used in the program.

3. Review the qualifications and capacity of faculty and trainers.

4. Examine the program's practicum and field experience components. 

5. Analyze student teacher outcomes, including readiness to teach CBE pedagogy and classroom effectiveness.

6. Identify systemic, institutional, and operational challenges.

7. Recommend reforms to strengthen the program's relevance, equity and quality, which will be part of the Teacher Preparation Framework and sample programme for teachers of Tajik language and Math disciplines. 

It is expected that this functional review will employ a mixed-methods approach, including:

• Document review (curricula, syllabi, policy papers)
• Key Informant Interviews (KIIs) with stakeholders
• Focus Group Discussions (FGDs) with student teachers and graduates
• Surveys to collect quantitative data from program participants
• Field visits to selected training institutions and practicum schools.
• Benchmarking with international models of teacher preparation, aligned to CBE.

Further to the results of the functional review, this intervention intends to support the key MoES affiliated institutions, including RITTI and RTMC, to develop a structured and coherent Teacher Preparation Framework, that outlines the key components, standards, and processes for preparing competent, ethical, and reflective teachers who can improve student learning and respond to diverse classroom contexts. Availability of the Teacher Preparation Framework will ensure a highquality, consistent, and contextually relevant approach to preparing future teachers, their practicum and their transition to in-service teaching. The Teacher Preparation Framework will address key principles to promote equity and inclusion, CBE, lifelong professional growth and child centered pedagogy.

In addition, there will be developed a coherent, standardized, and context-relevant model for teacher preparation that provides a strategic and operational framework for preparing teachers of Tajik language and Math disciplines, aligned with CBE pedagogy. It is expected that the model will address inclusion, digital skills, ethics, gender sensitivity, and professional development with key components, including content, pedagogy, practicum, assessment, and quality assurance mechanisms.

Finally, under this assignment it is expected to develop a comprehensive, practice-informed Sample Teacher Preparation Program of Tajik language and Math disciplines to a that aligns with national teacher competency frameworks, education sector priorities, and aligned to CBE pedagogy.

Developing the above-mentioned document will enable education planners, university faculty, or policymakers in
designing or refining teacher training programs.

How can you make a difference? 

Duration: 200 working days (June 2025 - April 2026) 

Supervisor: Education Specialist, UNICEF Tajikistan

TOR with detailed deliverables and concrete timeframes is at the following link  TOR National consultant Teacher Preparation Framework Tajik Math.docx

UNICEF Education Section in Tajikistan is looking for a qualified individual national consultant to support the Ministry of Education and Science to conduct a functional review of teacher preparation program and facilitate development of Teacher Preparation Framework, model for teacher preparation and sample program for teacher preparation of Tajik language and Math disciplines.

Under direct supervision by Education Specialist and the team of national experts of the RTMC and RITTI the national consultant is expected to support revision of the current teacher preparation program and inform the decision of the MoES to introduce necessary revisions to the teacher preparation program. The consultant will engage with multiple national education stakeholders to conduct consultations with pre-service teacher training (colleges and universities) faculty members and education authorities at MoES and affiliated institutions to gather feedback to inform necessary revision to the teacher preparation program, which particular focus on Tajik language and Math disciplines. In joint collaboration with teams of national experts from RTMC the consultant is expected to support the team of 10 national experts at RTMC to develop methodology and tools to conduct a functional review of the existing teacher preparation programs for Tajik language and Math disciplines aiming to evaluate the programs against the quality criteria originating from the existing and upcoming CBE frameworks, and also pave the way for developing a model for program revision.

The consultant is expected to provide technical expertise to develop a structured and coherent Teacher Preparation Framework, that outlines the key components, standards, and processes for preparing competent, ethical, and reflective teachers who can improve student learning and respond to diverse classroom contexts.

Furthermore, the consultant will support the development of a coherent, standardized, and context-relevant model for teacher preparation that provides a strategic and operational framework for preparing teachers of Tajik language and Math disciplines, aligned with CBE pedagogy.

Finally, the consultant is expected to support the MoES to develop a comprehensive, practice-informed Sample Teacher Preparation Program of Tajik language and Math disciplines to a that aligns with national teacher competency frameworks, education sector priorities, and aligned to CBE pedagogy.

To qualify as an advocate for every child you will have… 

• Education: University degree in the fields of education, pedagogy, system reform with focus on teacher preparation and professional development, use of technology, blended-learning approaches and Inclusive education or another relevant field.
• Working experience: At least 8 years of relevant professional experience in the field of education, system reform with focus on CBE teacher preparation and professional development. Previous Experience in current education reform is highly desirable.
• Expertise: Strong knowledge and skills in education policy reform with a focus on teacher education or pedagogy design on Competency-Based Education principles. Familiarity with local and international best practices in teacher preparation programs, that promote critical thinking, problem-solving, and inclusiveness to meet diverse learning needs. Experience working with higher
  education institutions or teacher training programs.
• Skills: Strong coordination skills, analytical and conceptual thinking. Ability to work with large teams and guide policy discussions. Excellent writing, communication, and presentation skills with stakeholders. Ability to work under pressure and commitment to work to tight timeframe.
• Language: Proficiency in Tajik and Russian, knowledge of English is an asset.

Qualified candidates are requested to submit:

• CV 
• Technical proposal describing approach/methodology to achieve the tasks of the ToR, workplan with concrete timeframes.
• At least 2 papers / concept notes previously developed by the candidate or when candidate provided substantial inputs to the documents.
• Financial proposal specifying consultancy fee, per day of work. Please use Annex 3  Annex 3.docx
• Applications without technical and financial proposals will not be considered. 

Applications must be received in the system by 3 June 2025 on UNICEF website.

For every Child, you demonstrate… 

UNICEF's values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS). 

To view our competency framework, please visit  here. 

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious or ethnic background, and persons with disabilities, to apply to become a part of the organization. To create a more inclusive workplace, UNICEF offers paid parental leave, breastfeeding breaks, and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements. Click here to learn more about flexible work arrangements, well-being, and benefits.

According to the UN Convention on the Rights of Persons with Disabilities (UNCRPD), persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others. In its Disability Inclusion Policy and Strategy 2022-2030, UNICEF has committed to increase the number of employees with disabilities by 2030. At UNICEF, we provide reasonable accommodation for work-related support requirements of candidates and employees with disabilities. Also, UNICEF has launched a Global Accessibility Helpdesk to strengthen physical and digital accessibility. If you are an applicant with a disability who needs digital accessibility support in completing the online application, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF.

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.

Remarks:  

Only shortlisted candidates will be contacted and advance to the next stage of the selection process. 

Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws. 

The selected candidate is solely responsible to ensure that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract. Selected candidates are subject to confirmation of fully-vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.