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. Building on the models developed within the Phase I of the ISDB/GPE project, under the leadership of RTMC and in collaboration with pre-service institutions and colleges, it is intended to provide technical assistance to revise teaching methodology of current courses of Tajik language and Math disciplines and further embed CBE practices within the pre-service teacher training to prepare the new teachers for entry into schools CBE pedagogy and remove the burden from teacher professional development system to retrain new teachers in CBE approaches as they go into pedagogy practice. While new methodology courses will be examples of product level changes, they can also be used as models for revising methodology courses in other disciplines.

The methodology courses are at the heart of the teacher preparation curriculum. Their content and ways of delivery to a large extent shape future teachers’ conceptual understanding of their disciplines. If these courses remain divorced from the changes introduced by the CBE reform, it will be very difficult to ensure that future teachers understand the new requirements brought about by the competency-based pedagogy.

During the revision of the methodology courses due attention will be given to the integration of principles of inclusive education based on Universal Design Methodology and gender-responsive pedagogy. The content of methodology courses will include references to gender-responsive pedagogy raising the awareness of the new teachers about gender dynamics in the classroom and building their competencies in selecting gender-responsive content and teaching methods to ensure a gender fair classroom.

Revising a teaching methodology course is essential to ensure that it remains relevant, effective, and aligned with current educational needs and standards based on CBE transformative reform aimed at supporting:
- diverse expectations and needs of teachers.
- advance technology into pedagogy.
- apply evidence-based practices;
- promote inclusive teaching practices;
- inform necessary curriculum and policy change and,
- equip teachers to teach students soft skills to for global citizenship.

Revision a teaching methodology course will provide the national pre-service teacher training syste a range of significant benefits that improve the quality of teacher education and ultimately enhance student learning outcomes.

How can you make a difference? 

DESCRIPTION OF THE ASSIGNMENT:

Duration: 145 working days between June 2025 - April 2025
Supervisor: Education Specialist, UNICEF Tajikistan

TOR with detailed deliverables and concrete timeframes is at the following link  1. ToR National consultant revision pre-service Taj and Math.docx

UNICEF Education Section in Tajikistan is looking for a qualified individual national consultant to support the Ministry of Education and Science in revision of the teaching methodology course at pre-service teacher training level (colleges and universities) of Tajik language and Math disciplines to incorporate CBE pedagogy and integrate digital and inclusive strategies ensuring relevance to the country context and teacher's needs.

This consultancy supports the implementation of Output 2.2.2. Pre-service methodology courses revised (responsible affiliated agencies is RTMC) under IsDB/GPE Project Appraisal Document.

Under direct supervision by Education Specialist and the team of national experts of the RTMC the national consultant is expected to evaluate the current course syllabus of Tajik language and Math disciplines in order to identify strengths and gaps for embedment of CBE pedagogy. 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 current teaching methodology. In joint collaboration with teams of national experts from RTMC the consultant is expected to facilitate design and revision of the teaching methodology course with clear recommendations to update course objectives, topics and assessment methods by incorporating active learning and inclusive pedagogy. The process of design and development of revision of the teaching methodology course should support revision of the syllabi, lesson plans, teaching guides and multimedia resources. In the process of teaching methodology revision, the consultant will provide capacity building activities to train university faculty personnel at pilot universities on new teaching approaches and course delivery technics. This consultancy assignment also intends to review the M&E Framework to suggest tools for ongoing evaluation of the course effectiveness. The revised course is expected to be available in digital format.

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 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.