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.
The primary objective of this consultancy assignment is to strengthen the institutional capacity of the Ministry of Education and Science (MoES) of the Republic of Tajikistan and its affiliated institutions—particularly the Republican In-Service Teacher Training Institute (RITTI)—in the sustainable deployment, management, and utilization of digital education platforms and capacity building on digital literacy. Under the IsDB/GPE-funded Phase II project, UNICEF aims to support the deployment and institutionalization of digital solutions, which seeks to transform teacher professional development through the integration of technology and innovative learning modalities.
The consultancy will contribute to the institutionalization of digital solutions that support a blended approach to teacher training combining face-to-face and online modalities—to increase accessibility, flexibility, and effectiveness of continuous professional learning (CPL).
In parallel, the assignment will focus on strengthening digital literacy among educators, administrators, and institutional stakeholders, ensuring they are equipped to effectively navigate and apply digital tools in support of teaching and learning.
This capacity-building effort will not only improve teachers’ pedagogical skills but also foster a culture of innovation and continuous learning across the education system.
By embedding these digital competencies and blended learning strategies within the core functions of MoES and RITTI, the consultancy supports the broader goal of system-wide reform. It enables the creation of an agile, technology-enabled education ecosystem that can respond to evolving educational needs, enhance learning outcomes, and support the full implementation of CBE in Tajikistan’s schools.
The assignment focuses on the comprehensive deployment, administration, and enhancement of digital learning platforms and portals under the Ministry of Education and Science (MoES) and its affiliated institutions, including the Republican
Institute for Teacher Training and Innovation (RITTI).
How can you make a difference?
DESCRIPTION OF THE ASSIGNMENT:
Duration: 210 working days between July 2025 - April 2027
Supervisor: Education Officer, UNICEF Tajikistan
TOR with the detailed deliverables and concrete timeframes is at the following link 
ToR National ICT consultant MoES.docx
UNICEF is seeking a qualified national ICT Consultant to support the national teacher professional development system in Tajikistan by delivering high-quality, accessible, and secure digital education services. This role demands strong technical expertise, a human centered approach, and the capacity to train and support diverse stakeholders effectively.
Overview of the Consultant’s Role
The consultant will be responsible for the deployment, customization, and ongoing maintenance of digital learning platforms such as Moodle LMS, TIPDIS, and Maktab-Mobile. These platforms are crucial for enabling continuous professional development (CPD) and scaling up teacher training initiatives nationally. They must be secure, scalable, user-friendly, and seamlessly synchronized across mobile and web applications. The infrastructure will support up to 70,000 teachers annually.
Core Responsibilities and Deliverables
1. Assessment Report on Existing LMS Platforms for Teacher Preparation
- Conduct a comprehensive technical and functional audit of LMS platforms currently in use.
- Evaluate platform features including content creation (text, media, interactivity), course structuring, communication tools, accessibility, usability, and scalability.
Deliverable: Assessment report with actionable recommendations on enhancement, replacement, or integration, aligned with national teacher preparation priorities.
2. Technical Assistance for Vendor Selection and Platform Development
- Support UNICEF and MoES in identifying and evaluating vendors for the development of the Teacher PD Database and
Certification System and Learning Assessment Tools Database.
- Review technical proposals for alignment with national standards.
Deliverable:
- Vendor selection support documents, technical evaluation reports, and platform development guidance.
3. ICT Support Framework and System Enhancements
Key Activities:
- Develop a tiered ICT support model (Levels 1–3).
- Establish a centralized knowledge base.
- Evaluate and upgrade infrastructure.
- Ensure platform integration with national systems.
Deliverable:
- ICT support framework document, infrastructure enhancement report, and integration verification reports.
3. Platform Setup, Content Deployment, and Institutional Support Planning
- Install and configure platforms for national access.
- Upload and structure e-courses with metadata.
- Conduct site diagnostics and ensure institutional support.
- Deliverable: Operational platforms, diagnostics reports, and institutional support plans
5. Capacity-Building Program for ICT Specialists on Digital Platforms and LMS
- Develop and deliver training on LMS administration, server optimization, cybersecurity, and troubleshooting.
- Implement a train-the-trainer model with certification.
Deliverable: Training materials, certification records, and capacity-building reports.
6. Provision of Technical Support to Expert Groups from MoES-Affiliated Institutions and Universities
- Offer technical support for content creation and platform use.
- Host virtual office hours for instructional staff.
- Document common issues and resolutions.
Deliverable: Troubleshooting logs and updated knowledge base.
7. Technical Support and Coordination for Ongoing Digital Education Initiatives
- Provide technical support for initiatives including GPE Tech4Ed, UNICEF-ITU Giga, Maktab Mobile, and Moodle LMS.
- Monitor implementation and address challenges.
Deliverable: Progress and implementation reports with technical insights and coordination summaries.
8. Documentation and Final Reporting
- Compile technical documentation, training materials, and guides.
- Prepare final report on outcomes, challenges, and recommendations.
Deliverable: Centralized documentation repository and final project report.
In summary, the national ICT Consultant will play a pivotal role in the deployment, management, and sustainability of digital teacher professional development platforms in Tajikistan. By combining technical expertise with capacity building and user centered design, the consultant will contribute to the successful national scale-up of competency-based education reforms and ensure that teachers have reliable access to continuous professional learning opportunities.
To qualify as an advocate for every child you will have…
- Education: University degree in Information Technology, Computer Science, Educational Technology, or a related field.
- Working experience: Minimum 7 years of proven experience in ICT system implementation, digital education platforms, or e-learning technologies, preferably within the education sector. Experience working with government education institutions or international development projects is highly desirable.
- Expertise: Strong expertise in installation, configuration, and administration of digital learning management systems (e.g., Moodle LMS) and other education technology platforms.
- Proficiency in managing server infrastructure, network optimization, cybersecurity protocols, and integration of ICT systems.
- Hands-on experience with content management and uploading e-learning materials ensuring accessibility and quality.
- Knowledge of user interface (UI) and user experience (UX) best practices to improve platform usability.
- Skills: Strong communication and interpersonal skills with a human-centered approach to technology adoption. Ability to work collaboratively with multiple stakeholders and adapt to diverse user needs.
- Language: Fluency in Tajik and Russian is required; proficiency in English is an advantage.
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-all inclusive, indicting fee per day (Annex 3 to be completed) 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 21 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.
