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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.
How can you make a difference?
Duration: 330 working days between May 2025 - Apri 2027
Supervisor: Education Specialist, UNICEF Tajikistan
In Tajikistan, curriculum delivery relies heavily on textbooks, which are often the only learning materials available to teachers. However, textbook development and revision remain disconnected from curriculum standards and programs, limiting their alignment with CBE reforms. Development partners avoid textbook revision due to its high cost, and there is no structure for quality monitoring. The ongoing IsDB/GPE project addresses this by embedding curriculum changes into TLMs, building the capacity of textbook authors, and ensuring materials undergo piloting and review for usability and effectiveness. Building on this foundation, the project will establish a framework for CBE learning materials, develop sample units for selected subjects and grades, and design a financial model to support a sustainable approach to CBE learning materials.
Curriculum and TLM development in Tajikistan follow an agile project management approach, emphasizing cross-functional collaboration, continuous improvement, and phased implementation. Working groups progress through cycles of capacity building, planning, implementation, and evaluation, with ongoing quality control and piloting to ensure quality assurance. Each development cycle evaluates the effectiveness of materials based on feedback from students, teachers, and principals, as well as student learning outcomes, behaviour, and knowledge transfer.
Under direct supervision by Education Specialist and the national Working Group at the MoES the National consultant is expected to perform and accomplish the following tasks:
To achieve the objectives of this assignment, the following key interventions are required:
The national consultant will be helping the MoES and its affiliated institutions to develop a framework for CBE learning materials, develop sample units for selected subjects and grades, and design a financial model to support a sustainable approach to CBE learning materials.
1. To develop a comprehensive framework for CBE learning materials, the project will begin with a thorough review of existing curriculum standards and programs to identify gaps and areas for improvement. This framework will outline the structure, content, and objectives of CBE learning materials, ensuring they align with national education goals. Key stakeholders, including educators, curriculum developers, and policymakers, will be involved in the development process to ensure the framework meets the needs of the education sector.
2. The project will help the MoES on developing sample units for selected subjects and grades to serve as models for CBE learning materials. Subject matter experts will collaborate to create content that incorporates CBE principles, and these sample units will be shared with teachers and educational experts for feedback. Revisions will be made based on this feedback to ensure the materials are accurate and effective, ultimately improving teaching and learning experiences for the selected subjects and grades.
3. Building the capacity of textbook authors is another critical intervention. The project will organize workshops and training sessions to enhance the skills and knowledge of authors in CBE principles and curriculum standards. Ongoing mentorship and support will be provided, along with resources and guidelines to assist authors in aligning their work with the CBE framework. This will ensure that textbooks are consistently high-quality and aligned with curriculum standards.
4. To ensure the practicality and effectiveness of CBE learning materials, the project will implement a piloting and review process. Developed materials will be tested in a select number of schools, and feedback will be collected from students, teachers, and principals on their impact on learning outcomes, behavior, and knowledge transfer. This data will be analyzed to identify strengths and areas for improvement, and necessary adjustments will be made to the materials based on the evaluation results.
5. A sustainable financial model also is essential for the ongoing development and distribution of CBE learning materials. The project will conduct a detailed cost analysis and identify potential funding sources and strategies to ensure long-term sustainability. A financial plan will be created, outlining budget requirements, funding sources, and cost-saving measures, reducing financial barriers to updating and revising textbooks.
6. Finally, the project will utilize agile project management principles to ensure effective and efficient development of curriculum and TLMs. Cross-functional collaboration will be emphasized, with working groups including educators, curriculum developers, policymakers, and other stakeholders. Regular training sessions will build the capacity of working group members, and the development process will be implemented in phases, allowing for continuous improvement and adaptation. Ongoing quality control measures, including piloting and feedback loops, will ensure high standards are maintained.
The national consultant will play a pivotal role in supporting the above-mentioned interventions.
• The national consultant will be instrumental in the provision of technical and professional support of authors of TLMs in revision, piloting, and upgrading of different curriculum, learning assessment practices, and TLMs for different subjects and grades based on the MoES needs. He/she should provide recommendations for contextualizing Tajik Language and Mathematics textbooks to ensure alignment with revised CBE curriculum age appropriate and have clear measurable competency-based outcomes, and sensitivity to gender and disability issues.
• Additionally, the national consultant will support the capacity-building process for MoES-affiliated agencies, curriculum developers, and textbook writers. This will be achieved through a series of workshops, regular consultative meetings, and remote support, including practical assignments and reviews. Together with an international consultant, the national consultant will provide guidance and day-to-day coordination to national experts identified by UNICEF and the Ministry of Education and Science to ensure the completion of deliverables.
• The national consultant will also review feedback from teachers and mentors on new TLMs, potentially developing new tools to assess learners' proficiency in different subjects or providing concrete suggestions for mainstreaming competency assessment across other areas, such as textbook use and in-classroom support systems. They will guide the development, testing, and finalization of a set of materials for different grades and subjects in close collaboration with authors.
The detailed TOR with concrete deliverables and timeline is at the link 
ToR_National consultant for authors of TLMs.docx
To qualify as an advocate for every child you will have…
- Education: University degree in the fields of education, with focus on teacher preparation and professional development related to Tajik language and Mathematics subject, competency-based education, use of technology, blended-learning approaches or another relevant field.
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Working 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 - specifically revision of Tajik language and Mathematics TLMs with the MoES required.
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Expertise: Strong knowledge and skills in education reform, specifically in Central Asia, with a focus on curriculum and TLM reform based on Competency- Based Education principles. The ability to develop student-centered curricula that promote critical thinking, problem-solving, and inclusivity to meet diverse learning needs.
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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.
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Language: Proficiency in English, Tajik and Russian.
Qualified candidates are requested to submit:
- CV and cover letter.
- Technical proposal describing approach/methodology to achieve the tasks of the TOR, workplan with concrete timeframes
- Financial proposal in TJS, indicting fee per day (Annex 3 to be completed). Annex 3 at the link
- 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 6 May 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.
