Contract Duration: 13 months

Working arrangement: Remote work

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TERMS OF REFERENCE

Purpose of Activity/Assignment:

The purpose of this assignment is to provide ongoing subject-specific technical support to the MoES for the development, piloting, finalization, and institutionalization of CBE-aligned Tajik Language TLMs for Grades 7 and 8, building on results achieved under Phase I and ensuring coherence, sequencing, and quality across the curriculum, CPL, and assessment workstreams of Component 2.

The specific objectives of the assignment are to:

• Provide technical leadership, alongside the international Tajik Language consultant, to the national Tajik Language Working Group on the development of Grades 7 and 8 Tajik Language TLMs (student workbook, textbook, teacher’s guide, classroom assessment, end-of-grade examination).

• Ensure that all Tajik Language TLMs are aligned with the revised CBE curriculum and national standards, are age-appropriate, gender- and disability-responsive, and produced in Tajik to publication-ready quality.

• Coordinate Tajik Language inputs and outputs with the CPL Working Group (in-service blended course; mentor and teacher training on Moodle) and the Assessment Working Group (formative, summative, and end-of-grade items) so that the three workstreams advance as a coherent package.

• Strengthen national capacity by training Tajik Language TLM authors, reviewers, and pilot-school teachers, working through MoES affiliated institutions (Academy of Education, Institute for Education Development, Republican Centre for Educational Methodology / REMC, National Testing Centre) and pedagogical universities.

• Lead the piloting of Tajik Language TLMs in 30 selected schools, evaluate the pilot results, and prepare the final Tajik Language package for MoES endorsement and national rollout.

• Work in close, day-to-day collaboration with national MoES coordinators and counterparts, proactively supporting them and responding to implementation challenges as they arise to safeguard timelines, quality, and institutional ownership.

If you would like to know more about this consultancy, please review the complete Terms of Reference here: Download File TMC0002961 External ToR 3.pdf

Minimum requirements:

Education:

Bachelors degree in education, Tajik language and literature, applied linguistics, language pedagogy, or a related field, with a focus on Tajik Language teacher preparation and professional development, competency-based education, use of technology, blended-learning approaches, and inclusive education.

Work Experience:
At least 5 years of relevant professional experience in Tajik Language education at policy, management, and operational levels, with documented experience working with the MoES and its affiliated institutions on CBE-aligned curriculum, TLMs, learning assessment, or teacher development. Previous experience in the current education reform — specifically the revision of Tajik Language TLMs with the MoES — is required.

Knowledge/Expertise/Skills:
Strong knowledge and skills in Tajik Language curriculum and TLM development based on Competency-Based Education principles, including approaches to literacy, reading, writing, and oral communication; ability to develop student-centred materials that promote critical thinking, literacy and communication skills, comprehension, and inclusion. Familiarity with the Tajikistan education system and NSED 2030 priorities is essential.

Strong coordination skills; analytical and conceptual thinking; ability to work with multi-disciplinary teams (TLM, CPL, Assessment) and guide policy discussions; demonstrated ability to work closely with national coordinators and proactively support national counterparts; excellent writing, communication, editorial, and presentation skills; ability to deliver under tight timeframes and to the highest quality standards.

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

Desirable:
A specialist who has previously worked under Phase I of the IsDB/GPE project and is currently engaged in Phase II to support the development of TLMs for the Tajik language. The specialist is well acquainted with the national context of TLM development, including curriculum requirements, approval processes, and quality assurance mechanisms, and has a strong understanding of the broader education ecosystem, including institutional roles, stakeholder dynamics, and reform priorities

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 TMC0002961 Financial Proposal.docx
Technical proposal requirement:
Yes Applicants are required to submit a technical proposal outlining:
a) understanding of supporting the development of Tajik-language TLMs for Grades 8,
b) methodology for ensuring linguistic accuracy and curriculum alignment,
c) approach to contributing to student books, textbooks and teachers’ guides,
d) collaboration with stakeholders,
e) relevant experience, quality assurance 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 to support MoES with Tajik Language TLM development (Component 2, IsDB/GPE/OFID Education Reform Project, Phase II — Year 2), Tajikistan, Dushanbe, Education Section, Remote