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.

UNICEF Tajikistan CO conducted a school readiness assessment as a part of the measurement framework of quality PPE in Tajikistan. To measure school readiness, UNICEF CO used an adapted version of the internationally recognized International Development and Early Learning Assessment (IDELA) measurement tools, which should not have limited applicability to children with disabilities. The measurement of school readiness occurred across five domains of child development based on the national Early Learning Development Standards, including

1) Physical health and motor development.
2) Social and emotional development.
3) Approaches to learning:
4) Language development.
5) Cognitive development and general knowledge.

This data should demonstrate developmental domains children are benefiting least and most from. This information shall inform evidence-based decision making, address critical needs and adaptations and changes in the curriculum, teaching practices and parental engagement, and trigger policy dialogue about advancing and reforming the primary education curriculum.

The assignment is aligned to the National Education Development Strategy 2030, which aims to accelerate enrolment of children in quality pre-primary education (PPE). The assignment is also aligned with UNICEF Country Programme 2023-2026 (E/ICEF/2022/P/L.29). It addresses the urgent need for strengthening national systems at central and local level to deliver quality, inclusive and affordable PPE services for all children. It also addresses the need to strengthen access to pre-primary resources and awareness of the availability of these resources that support young children’s school readiness skills in Tajikistan. Therefore, young children’s school readiness skills will be one primary unit of measurement, looking across five domains of early childhood development (ECD) mentioned above.

UNICEF and Save the Children USA entered into partnership for the use of the IDELA Toolkit, whose adapted version was selected to collect data for the school readiness assessment /pre-primary learning outcomes. IDELA toolkits have been adapted and translated into Tajik language within the scope of this study in coordination with the locally recruited research firm, implementing the fieldwork.

Additionally, training of Master Trainers took place for 9 master trainers, coming from various regions of the country attended the full training and practiced on the instruments. Following the enumerators training conducted in early January 2025, data collection conducted and with significant data available to do the analysis/finalize the report. The study’s results will allow identifying key inequities preventing children in Tajikistan from attaining school readiness, inform evidence-based interventions, address critical needs and potential adaptations/changes in the curriculum, teaching practices and parental engagement, and trigger policy dialogue about advancing and reforming the primary education curriculum.

How can you make a difference? 

DESCRIPTION OF THE ASSIGNMENT:

Duration: 15 working days between June 2025 - July 2025
Supervisor: Education Officer, UNICEF Tajikistan

Within this context, UNICEF is seeking a qualified international individual consultant to support to analyse the baseline data collected by the local research company through the four IDELA tools/datasets – CFM: IDELA Child Functioning Module - HE: IDELA Home Environment/Caregiver - CA: IDELA Child Assessment - CE: IDEL-A Classroom Environment and produce a final report on the baseline study results on the Tajikistan School Readiness Assessment.

Time frame and planning:
The recommended time frame for the execution of this consultancy is approximately 6-8 weeks during June and July 2025, taking into account the time needed for data analysis and the review and feedback stages by UNICEF:
A. Data analysis: 4 weeks
Planning: The consultant will share an Excel file with all key results and charts for UNICEF review and feedback; upon receiving feedback, the consultant will address UNICEF comments and finalize the results tables and charts for the report. It will take 2 weeks to produce draft deliverables, plus 1 week for UNICEF review and 1 week to address any comments.

B. Report production: 4 weeks
Planning: The consultant will share the draft report with UNICEF for review and feedback; upon receiving feedback, the consultant will address the comments and produce the final report document. There will be two weeks for draft report production, one week for UNICEF review, and one week for report finalization.
The assignment is expected to start by June and needs to be complete by end of July 2025. All tasks and deliverables need to be completed within this time frame.

TOR with the detailed deliverables and concrete timeline is at the following link  ToR Int Cons PPE School Readiness Assessment.docx

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

• Education: Advanced degree in education, psychology, social welfare, social research or related field.
   
• Working experience: 5-8 years of professional experience in the area of education, ECD and research analyses. Leading/conducting assignments of similar scale and level of complex.
• Sound record and professional expertise in conducting analysis in the area of PPE and Early Childhood Education and Care and understanding of the school readiness of young children.
• Previous work with UN and or INGOs is an asset.
• Expertise: Experience with and strong skills in quantitative and qualitative analyses and approaches.
• Skills/Language knowledge: Excellent analytical, report writing and communication skills in English. Strong interpersonal communications skills.

Qualified candidates are requested to submit:

• CV and cover letter.
• Expression of interest - Annex 2 to be completed  Annex 2 and Annex 3.docx  
• Technical proposal describing approach/methodology to achieve the tasks of the TOR, workplan with concrete timeframes
• Financial proposal in USD-all-inclusive indicting fee per day. Annex 3 to be completed.
• Applications without technical and financial proposals will not be considered.

Applications must be received in the system by 18 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.