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For every child, the right to education.

This assignment engages a National Evaluation Consultant to provide in-country research and logistical support to the International Lead Evaluation Consultant conducting a formative evaluation of the Joint Islamic Development Bank (IsDB) and Global Partnership for Education (GPE) Project in Tajikistan — Component 2, implemented by UNICEF — covering the full six-year trajectory of Phase I and Phase II.

The National Consultant works under the direct technical direction of the International Lead Evaluator and under the administrative supervision of the UNICEF Chief of PME. The National Consultant is not an independent evaluator: analytical conclusions, findings, and recommendations remain the sole responsibility of the International Lead Evaluator. The National Consultant's role is to ensure that the evaluation has access to the full evidence base available in Tajikistan, that data collection is conducted to the methodological standard set by the International Consultant, and that language and contextual knowledge are effectively integrated throughout the process.

The evaluation assesses the three core CBE reform models developed and piloted across both phases:
• the Teaching and Learning Materials (TLM) model for Mathematics and Tajik language;
• the Continuous Professional Learning (CPL) model for in-service teacher development; and
• the Pedagogical Practicum model for pre-service teacher education.

How can you make a difference?

Scope of Work:
A. BACKGROUND
The MoES has been pursuing competency-based education (CBE) reform as part of broader efforts to improve the quality and relevance of education under the National Education Development Strategy 2030 (NSED 2030). However, reform efforts have historically faced significant systemic challenges related to fragmentation and weak institutional coherence. Different components of the education system — including curriculum frameworks, subject programmes, teaching and learning materials, teacher education, classroom pedagogy, and student assessment — were often developed or revised in isolation, without sufficient alignment across institutions or reform processes.

As a result, reforms introduced in one part of the system did not consistently translate into classroom practice or system-wide change. For example, support was provided in some cases for revising subject programmes, while foundational elements such as curriculum frameworks, textbooks, teacher training systems, and assessment mechanisms remained unchanged or insufficiently aligned. Institutional responsibilities for curriculum development, teacher education, textbook production, professional development, and assessment were also spread across multiple organizations, often without clear coordination mechanisms or shared accountability. This fragmentation limited the education system's capacity to implement curriculum reform as a coherent and integrated process.

Against this backdrop, the Joint IsDB/GPE Project Phase I-II has supported implementation of Tajikistan's National Education Development Strategy since 2022 through two consecutive phases, with Component 2 implemented by UNICEF focusing on improving the quality and efficiency of education services through competency-based education reform.

Building on Phase I, Phase II of the project (2025–2028) jointly financed by the IsDB, GPE, the OPEC Fund for International Development (OFID), and the Government of Tajikistan aims to scale and institutionalise CBE reform across general secondary education through four inter-related sub-components:
• Sub-component 2.1 — Curriculum Reform and TLM Development: development and piloting of CBE-aligned National Curriculum Framework (NCF), State Standard, and Grade 7 TLMs for mathematics and Tajik language; establishment of a financial model for sustainable TLM production.
• Sub-component 2.2 — Teacher Professional Development and Continuous Professional Learning (CPL): reform of in-service teacher training through a modular CPL system delivered through RITTI; institutionalization of a school-based CPL template and pedagogical practicum model in collaboration with higher education institutions (HEIs).
• Sub-component 2.3 — Learning Assessment and Achievement Monitoring: functional reform of school-based and national summative assessment aligned to CBE; development of the National Summative Assessment Guide; and strengthening the National Testing Center (NTC) and assessment capacity of teachers.
• Sub-component 2.4 — Supervision, Monitoring and Evaluation: programme supervision and M&E by UNICEF Tajikistan as implementing agency, in close coordination with MoES and affiliated institutions (RITTI, AoE, RTMC, NTC).

Over both phases, the project has developed and piloted three core models: a new approach to Teaching and Learning Materials (TLM) for Mathematics and Tajik language; a Continuous Professional Learning (CPL) model for in-service teacher development; and a new Practicum model for pre-service teacher education, developed in collaboration with pedagogical universities. These models are closely interlinked and are intended to operate as a coherent system — aligning curriculum, teacher development, and school-level practice.

The project's Theory of Change holds that sustainable CBE reform requires institutional rather than project-based change: national institutions must own and drive the reform, replacing old structures and practices with new ones, rather than creating parallel systems dependent on development partners. This principle is central to how the evaluation will assess progress across both phases.

This evaluation is commissioned in accordance with Activity 2.3.4 of the Phase II Project Appraisal Document, which mandates an independent formative evaluation at the end of Year 2. Following consultation with the donor (IsDB/GPE), the scope has been expanded to cover the full six-year project trajectory — Phase I and Phase II to date — in order to assess the overall direction of the project and generate evidence for future design decisions.

B. SCOPE OF ASSIGNMENT
The National Consultant will support the evaluation across all phases, with responsibilities in four main areas:

1. Document Collection and Desk Review Support
The National Consultant will:
• collect and compile all relevant project documents, policy documents, normative frameworks, ministerial orders, and institutional records in Tajik and Russian, as requested by the International Consultant;
• prepare an annotated document inventory in English, summarising content and relevance for each document to the evaluation questions;
• identify, retrieve, and organise Phase I and Phase II datasets (baseline/midline/endline study files, training records, pilot reports) and confirm their completeness and accessibility;
• translate or provide accurate summaries in English of key documents that are not available in English, as directed by the International Consultant; and
• flag any gaps, inconsistencies, or quality concerns in the available evidence base to the International Consultant.

2. Stakeholder Mapping and Data Collection Coordination
The National Consultant will:
• prepare a stakeholder map identifying key informants for KIIs across MoES departments, AoE, RITTI, RTMC, NTC, and relevant HEIs, including names, roles, and contact details;
• coordinate scheduling and logistics for all KIIs and FGDs, ensuring access is confirmed in advance and stakeholders are appropriately briefed on the evaluation's purpose and confidentiality arrangements;
• serve as interpreter/note-taker during KIIs and FGDs conducted in Tajik or Russian, producing verbatim or near-verbatim notes in Russian or English as agreed with the International Consultant;
• support the International Consultant during any in-country mission, including arranging transport, venue, interpretation, and stakeholder liaison; and
• maintain a fieldwork log documenting all data collection activities, including date, participant profile, and any protocol deviations.

3. Translation and Language Support
The National Consultant will:
• translate all KII and FGD guides from English into Tajik and Russian, and back-translate a sample for quality verification if requested by the International Consultant;
• translate all FGD and KII notes or summaries from Tajik/Russian into English for the International Consultant's analysis if requested by the International Consultant;
• review all Russian-language project documents cited in the evaluation and verify that summaries and citations in the evaluation report are accurate; and
• support the translation of the Executive Summary of the Final Evaluation Report into Tajik, as directed by UNICEF.

4. Contextual Validation and Reporting Support
The National Consultant will:
• review draft sections of the Inception Report and Final Evaluation Report for contextual accuracy — verifying facts about institutional structures, policy timelines, and system arrangements specific to Tajikistan — and flag any inaccuracies to the International Consultant;
• provide written contextual notes on the education system, institutional roles, and reform history as requested by the International Consultant to inform the background section and analytical framework;
• support the findings validation step by coordinating stakeholder access for any factual accuracy checks or virtual workshop; and assist with preparation of the findings presentation materials in Tajik where required.

The National Consultant will work under the administrative supervision of the UNICEF Chief of PME and under the direct technical direction of the International Lead Evaluator. Day-to-day coordination will be through the UNICEF National M&E Officer.

The National Consultant is not independent of the evaluation team — they support the International Lead Evaluator and must follow all methodological and quality standards set by the International Consultant. The National Consultant will not communicate evaluation findings or preliminary conclusions to any external stakeholder without prior authorisation from UNICEF and the International Consultant.

Communication Requirements
• Participation in the kick-off meeting with UNICEF and the International Consultant within the first week of the contract.
• Weekly written progress updates to the UNICEF National M&E Officer during active phases.
• Immediate written notification of any access, scheduling, or document availability issues that could affect the evaluation timeline.
Formal written submission of all deliverables to UNICEF, with written acceptance requested within 10 working days per deliverable.

If you would like to know more about this position, please review the complete Terms of Reference: TOR IsDB Nat Evl Cnslt for advert.pdf

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

Minimum requirements:

Education: University degree (Bachelor's or equivalent) in education, social sciences, linguistics, international development, or a closely related field.
Work Experience: Minimum 5 years of experience in conducting similar assignments, including but not limited to education research, programme evaluation, monitoring and evaluation, or a related field in Tajikistan.

Skills:

•Demonstrated experience conducting qualitative data collection (KIIs and FGDs) in education or social development contexts in Tajikistan.

•Strong document research and synthesis skills — ability to identify, organise, and summarise large volumes of policy, project, and research documents.

•Excellent interpretation and note-taking skills in Tajik and/or Russian during interviews and group discussions.

•Proven ability to produce accurate written summaries and translations between Tajik/Russian and English (or Russian and English at minimum).

•Demonstrated understanding of Tajikistan's education system, including key national institutions (MoES, AoE, RITTI, RTMC, NTC) and reform processes.

•Ability to work flexibly and responsively under the direction of a remote international consultant, meeting tight deadlines.

Language Requirements:
Fluency in Tajik and Russian
Professional working proficiency in English, demonstrated through written sample

Desirables:

Prior experience supporting international evaluations or research studies in Tajikistan as a national researcher, interpreter, or research coordinator.
Familiarity with competency-based education reform, teacher professional development, or curriculum development in the Tajik context. Experience working with UNICEF, multilateral development partners, or international NGOs in Tajikistan

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

An up-to-date CV
Cover letter
At least two samples of previous reports completed by the applicant.
Two professional references — ideally from evaluation, research, or education programme work in Tajikistan
A separate financial proposal (only acceptable in the format of the linked template): Financial proposal Nat Evl consultant.xlsx
A detailed technical proposal:

Applicants are required to submit a technical proposal demonstrating their understanding of the assignment:

The technical proposal should not exceed 2 pages and should include the following:

Understanding of the Assignment
Proposed Methodology and Approach
Consultant's Relevant Experience

Applications must be received in the system by 4 Aug. 2026 on UNICEF website.

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

The UNICEF competencies required for this post are…

Familiarize yourself with our competency framework and its different levels.

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 a wide range of benefits to our staff, including paid parental leave, breastfeeding breaks and reasonable accommodation for persons with disabilities. UNICEF provides reasonable accommodation 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.

UNICEF appointments are subject to medical clearance. Issuance of a visa by the host country of the duty station is required for IP positions and will be facilitated by UNICEF. Appointments are conditional on the selected candidates’ willingness to comply with current or future vaccination requirements, should UNICEF mandate it for personnel.
Failure to comply with such requirements, where applicable and without a duly approved medical exemption from the relevant UN authority, will result in the cancellation of the selection or may lead to other administrative measures, including separation from service

Remarks:

As per Article 101, paragraph 3, of the Charter of the United Nations, the paramount consideration in the employment of the staff is the necessity of securing the highest standards of efficiency, competence, and integrity.

UNICEF is committed to fostering an inclusive, representative, and welcoming workforce. For this position, eligible and suitable erves the right to withdraw an offer of appointment, without compensation, if a visa or medical clearance is not obtained, or necessary inoculation requirements are not met, within a reasonable period for any reason.

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. An internal candidate performing at the level of the post in the relevant functional area, or an internal/external candidate in the corresponding Talent Group, may be selected, if suitable for the post, without assessment of other candidates.

Additional information about working for UNICEF can be found here.

National Evaluation Consultant, Dushanbe, Tajikistan, (for Tajik nationals only), 60 days