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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, advocacy, and 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 Phase II project intervention, it is intended to support the RITTI to develop modular programs in blended format for teachers of Math and the Tajik language disciplines, covering the courses of the culture of assessment and inclusive education. RITTI will also be supported in planning and implementing capacity building of mentors at various levels involved in the program implementation.
The model for a modular blended program is developed in the framework of the IsDB/GPE Phase I project and is being considered by the national partners (e.g. RITTI and RTMC) as a key framework for transition from teacher training to teacher learning, also referred to as Continuous Professional Learning, using blended format. This intervention is expected to support the RITTI in revising their current courses and coming up with a template for a modular program for subject teachers (Tajik language and Math). This template is expected to be used by RITTI, thus ensuring consistency between the courses developed with the support of various interventions by the education stakeholders.

Gender mainstreaming will be ensured through embedding gender-responsive pedagogy in the developed courses and programs. Trainers of the RITTI will be sensitized to deliver gender-sensitive training, and Tajik and Math teacher programs, which will include specific references to gender-responsive pedagogy building teachers' competencies in promoting gender equality through instruction, use gender-responsive materials and ensure both girls and boys have equal opportunities to learn and participate.

These modular programs are intended to build the pedagogical, digital, and content-specific competencies of teachers through a combination of online and face-to-face learning modalities.

Specific objectives of this consultancy assignment are:

• To design competency-based modular programs for teachers of Math and Tajik language disciplines.
• To develop high-quality, engaging content suitable for both online and face-to-face delivery, including two courses of the culture of assessment and inclusive education.
• To align the training modules with national/institutional standards for teacher professional development.
• To ensure the content is inclusive, accessible, and adaptable to different contexts.

How can you make a difference? 

DESCRIPTION OF THE ASSIGNMENT:

Duration: 280 working days between June 2025 - April 2026
Supervisor: Education Specialist, UNICEF Tajikistan

UNICEF Education Section in Tajikistan is looking for a qualified individual national consultant to support the Ministry of Education and Science to develop modular programs in blended format for teachers of Math and the Tajik language disciplines, covering the courses of the culture of assessment and inclusive education.

This task is aligned to Output 2.2.4. Resources to implement CPL are developed.

TOR with detailed deliverables and concrete timeframes is at the following link  TOR National consultant development of modular program resources.docx

Under direct supervision by Education Specialist and the team of national experts of the RITTI the national consultant is expected to facilitate revision of RITTI course plan and develop modular program in blended format to support Continuous Professional Learning. The consultant is expected to support finalization of the modular programme based on feedback collected from education stakeholders and facilitate the pilot in project target schools.

The consultant will:

1. Conduct a needs assessment to identify teacher training gaps.
2. Design the overall structure of the modular program (number of modules, duration, sequencing).
3. Develop detailed content for each module, including:
   o Learning objectives
   o Lesson plans
   o Activities (both online and in-person)
   o Assessments and feedback tools
4. Incorporate multimedia and interactive elements (e.g., videos, quizzes, forums) in the digital components.
5. Develop mentors' guides (mentors are not just traditional lecturers or instructors their role is more interactive, supportive, and learner-centered and teachers manuals).
6. Conduct a stakeholder consultation and pilot test of selected modules and revise accordingly.
7. Provide training/orientation for facilitators.
8. Support the integration of the modules into an LMS or equivalent platform.
   
   

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 curriculum design, particularly in blended or e learning formats. Familiarity with digital education tools and platforms (e.g., Moodle). Experience in developing materials for diverse, inclusive learning environments.
• 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 teaching methods, 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
• Financial proposal in TJS-all inclusive, indicting fee per day. Please use Annex 3 at the link  Annex 3.docx 
• At least 2 papers / concept notes previously developed by the candidate or when candidate provided substantial inputs to the documents.
• 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.