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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 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. During IsDB/GPE Phase I project implementation there was introduced an alternative model for the pedagogical practicum, which was piloted at teacher training universities aims to serve the purpose of a structured framework designed to guide the practical training and professional development of future teachers during their teacher training programs. The pedagogical practicum is a vital part of teacher education programs. It serves as the capstone experience where pre-service teachers (student teachers) apply what they’ve learned in coursework to real classroom settings under the guidance of experienced educators. The pedagogical practicum is essential because it transforms student teachers from learners of teaching theory into competent, reflective, and professional educators.

During IsDB/GPE Phase I project UNICEF supported the MoES to develop recommendations to introduce an alternative pedagogical practicum model, which promotes CBE pedagogical approach addressing changes mainly in the following areas:

1. Methodological materials for organizing competency-based practicum experiences
2. Diagnostic tools for analyzing and assessing competency-based practicum experiences
3. Composition and structure of the student's Pedagogical Practicum Portfolio
4. Roles and responsibilities of university staff and schoolteachers involved in organizing and supporting the pedagogical practicum
5. Documents regulating the organization, implementation, and assessment of the pedagogical practicum

To implement the competency-based approach in pedagogical practicum, it was proposed to intervene with five levels of its implementation:

1. The overall level of the educational process
2. The level of the educational process within a single discipline
3. The level of a block of competency-based lessons covering the content of a specific topic in the curriculum

How can you make a difference? 

DESCRIPTION OF THE ASSIGNMENT:

Duration: 160 working days between June 2025 - April 2026
Supervisor: Education Specialist, UNICEF Tajikistan

TOR with detailed deliverables and concrete timeframes is at the following link  4. TOR Nat Cons for new pedagogical practicum model.docx 

UNICEF Education Section in Tajikistan is looking for a qualified individual national consultant to support the Ministry of Education and Science in advancing a new pedagogical practicum model for teacher preparation system, which aims to transform student teachers (future teachers) from learners of teaching theory into competent, reflective, and professional educators. This task is aligned to output 2.2.3. Implementation of the new model of pedagogical practicum.

Under direct supervision by Education Specialist and the team of national experts of the RTMC the national consultant is expected to evaluate effectiveness of the proposed model of pedagogical practicum and develop recommendation to intervene with revision of regulatory framework to implement the model across the national teacher preparation system. The consultant will engage with multiple national education stakeholders to conduct consultations with pre-service teacher training (colleges and universities) to understand application of the model in country context setting and jointly with RTMC expert teams is expected to develop a training module to train the university teachers and schools teachers on using the new model.

Under evaluation of effectiveness of the model it is expected to assess the implementation, impact, and overall effectiveness of the pedagogical practicum model in enhancing the competencies of pre-service teachers and improving student learning outcomes, with the goal of identifying strengths, gaps, and opportunities for improvement.
Revision of the regulatory framework to implement proposed pedagogical practicum intends to review and revise the existing regulatory framework to align with the principles of competency-based education and support the effective implementation of a structured pedagogical practicum model for pre-service teacher training.
In order to promote awareness, understanding, and institutional adoption of a structured, competency-based pedagogical practicum model across teacher education institutions, schools, and relevant education authorities, the consultant is expected to conduct stakeholder engagement and advocacy with key education stakeholders and facilitate capacity building event, including national and regional workshops and roundtables.

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

• Education: University degree in the fields of education, pedagogy, system reform with a focus on curriculum and instruction, educational leadership, or teacher development.
• Working experience: At least 8 years of relevant professional teaching experience, ideally at both school and higher education levels. Experience in designing, implementing, or supervising teacher practicum programs. Background in mentoring pre-service teachers and working with schools.
• Expertise: Strong knowledge and skills in education policy reform with a focus on teacher education or pedagogy design on Competency-Based Education principles. Experience working with higher education institutions or teacher training programs. Deep understanding of competency-based education and its application in practicum settings. Knowledge of curriculum design, instructional strategies, assessment methods, and reflective practice.
• Skills: Ability to analyze educational systems, identify gaps in practicum implementation, and suggest evidence-based improvements. Experience with action research or educational program evaluation is an advantage.
• 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
• Contact of three references.
• 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.