Contract Duration- 11 months

Working arrangement: Dushanbe, Tajikistan & Home based

UNICEF works in over 190 countries and territories to save children’s lives, defend their rights, and help them fulfill their potential, from early childhood through adolescence.

At UNICEF, we are committed, passionate, and proud of what we do for as long as we are needed. Promoting the rights of every child is not just a job – it is a calling.

UNICEF is a place where careers are built. We offer our staff diverse opportunities for professional and personal development that will help them reinforce a sense of purpose while serving children and communities across the world. We welcome everyone who wants to belong and grow in a diverse and passionate culture, coupled with an attractive compensation and benefits package.

Visit our website to learn more about what we do at UNICEF.

TERMS OF REFERENCE

The purpose of this assignment is to provide ongoing technical support to the MoES and its affiliated institutions for the development, finalization, and institutionalization of Competency-Based Education (CBE) Teaching and Learning Materials (TLMs) under Component 2 of the IsDB/GPE/OFID Project (Phase II) during Year 2 (30 July 2026 – 30 June 2027). Building on the CBE TLM framework (Concept), sample units, and author capacity established in Year 1, the consultant will help convert these foundations into a finalized, validated, and field tested set of CBE-aligned TLM lessons, together with the normative and quality-assurance mechanisms required to sustain their development, production and distribution at scale.

The specific objectives of the assignment are to:

• Finalize the CBE Teaching and Learning Materials (TLM) Framework/Concept, aligned with the National Curriculum Framework (revised State Standard), to guide the design, content, and quality assurance of CBE-aligned TLMs across subjects and grades.

• Finalize and prepare for piloting a validated set of CBE-aligned TLMs — including student workbooks, textbooks, teacher guides, curricula, and classroom assessment resources — for selected subjects and grades, fully translated into Tajik.

• Strengthen the national capacity of TLM authors and specialists through a structured, institutionally endorsed capacity-building programme and the establishment of a sustainable School of CBE TLM Authors.

• Revise the normative documents governing TLM development, evaluation/expertise, printing, and distribution to integrate CBE principles, ensuring a sustainable basis for the production and distribution of CBE TLMs.

• Secure MoES endorsement and institutionalization of the CBE TLM Framework (Concept) and revised normative documents through the LEG and the MoES review board, supported by timely evidence packages and accurate progress reporting.

If you would like to know more about this consultancy, please review the complete Terms of Reference here: External ToR TMC0004043.pdf

Minimum requirements:

Education: Bachelor’s degree in education, social sciences, development studies, technology, or another relevant field.

Work Experience:

At least 5 years of relevant professional experience in the area of education, teacher training, and/or lifelong learning at the policy, management and operational levels with the MoES and affiliated institutions.
Previous experience in current education reform is an asset.

Language Requirements:

Proficiency in Tajik and Russian is required; knowledge of English (written and spoken) is considered an asset.

Knowledge/Expertise/Skills:

Strong knowledge and skills in curriculum and Teaching and Learning Materials (TLM) development and revision, specifically in Central Asia, based on Competency-Based Education principles.
The ability to develop and guide the authoring of student-centred materials that promote critical thinking, problem-solving, and inclusivity to meet diverse learning needs.
Strong technical writing and content-development skills; analytical and conceptual thinking; ability to mentor and build the capacity of TLM authors and to guide subject-matter working groups; demonstrated ability to support and work closely with national counterparts;
Excellent writing, communication, editorial, and presentation skills;
Ability to deliver under tight timeframes and to the highest quality standards.
Experience or familiarity with teacher training, curriculum development, or competency-based approaches, including the use of technology, blended learning, or inclusive education.

Desirables:

Experience in Phase I and/or Phase II of the IsDB/GPE project to support programmatic and policy reform is highly desirable.
Experience with the national context of education development, including curriculum requirements, approval processes, and quality assurance mechanisms, and strong understanding of the broader education ecosystem, including institutional roles, stakeholder dynamics, and reform priorities is a strong asset.

For every Child, you demonstrate...

UNICEF’s Core Values of Care, Respect, Integrity, Trust and Accountability and Sustainability (CRITAS) underpin everything we do and how we do it. Get acquainted with Our Values Charter: UNICEF Values

UNICEF promotes and advocates for the protection of the rights of every child, everywhere, in everything it does and is mandated to support the realization of the rights of every child, including those most disadvantaged, and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, minority, or any other status.

UNICEF encourages applications from all qualified candidates, regardless of gender, nationality, religious or ethnic backgrounds, and from people with disabilities, including neurodivergence. We offer reasonable accommodation for persons with disabilities. throughout the recruitment process. If you require any accommodation, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF. Should you be shortlisted, please get in touch with the recruiter directly to share further details, enabling us to make the necessary arrangements in advance.

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.

Qualified candidates are invited to submit the following documents via the online recruitment portal, TMS (Talent Management System):

An up-to-date TMS profile and curriculum vitae (CV)
Cover letter
A separate financial proposal (only acceptable in the format of the linked template) financial proposal TMC0004043.xlsx
A detailed technical proposal:

Applicants are required to submit a technical proposal outlining:

a) understanding of supporting the development of TLMs based on CBE,
b) methodology for ensuring quality and curriculum alignment,
c) approach to contributing to student books, textbooks and teachers’ guides,
d) collaboration with stakeholders,
e) relevant experience, learning assessment measures, work plan, and availability.

Remarks:

UNICEF does not charge a processing fee at any stage of its recruitment, selection, and hiring processes (i.e., application stage, interview stage, validation stage, or appointment and training). UNICEF will not ask for applicants’ bank account information.

All UNICEF positions are advertised, and only shortlisted candidates will be contacted and advance to the next stage of the selection process.

Additional information about working for UNICEF can be found here.

National Consultant for School of TLM Authors, Phase II – IsDB/GPE/OFID Project ,Education Section, 11 months, Dushanbe, Tajikistan, Home based