National Consultant for Teacher Preparation Framework

Job Posting Organization:
UNICEF, established in 1946, is a United Nations agency that works in over 190 countries and territories. Its mission is to promote the rights of every child, ensuring their survival, development, and protection. UNICEF focuses on the most disadvantaged children and families, advocating for equity and inclusion in all its programs and operations. The organization employs thousands of staff members worldwide, collaborating with various partners to improve the lives of children and families in need.

Job Overview:
The National Consultant for Teacher Preparation Framework will play a crucial role in supporting the Ministry of Education and Science (MoES) in Tajikistan to conduct a functional review of the existing teacher preparation programs, specifically for Tajik language and Math disciplines. This position is part of a larger initiative funded by IsDB/GPE, aimed at aligning teacher preparation programs with the Competency-Based Education (CBE) reform in the country. The consultant will be responsible for evaluating the current programs against quality criteria, identifying strengths and areas for improvement, and recommending actionable strategies to enhance the quality and effectiveness of teacher preparation. The consultant will engage with various stakeholders, including faculty members and education authorities, to gather feedback and inform necessary revisions to the teacher preparation program. The ultimate goal is to develop a structured Teacher Preparation Framework that ensures a high-quality, consistent, and contextually relevant approach to preparing future teachers.

Duties and Responsibilities:

• Conduct a comprehensive functional review of the existing Teacher Preparation Program (TPP) for Tajik language and Math disciplines, assessing its relevance, efficiency, and alignment with national education goals and international best practices.
• Evaluate the curriculum content, pedagogical approaches, and teaching methodologies used in the program.
• Review the qualifications and capacity of faculty and trainers involved in the TPP.
• Examine the practicum and field experience components of the program.
• Analyze student teacher outcomes, including their readiness to teach CBE pedagogy and classroom effectiveness.
• Identify systemic, institutional, and operational challenges within the current TPP.
• Recommend reforms to strengthen the program's relevance, equity, and quality, contributing to the development of a Teacher Preparation Framework.
• Employ a mixed-methods approach, including document reviews, key informant interviews, focus group discussions, surveys, and field visits to training institutions and practicum schools.
• Benchmark the findings with international models of teacher preparation aligned to CBE. 1
• Collaborate with national experts to develop a coherent, standardized, and context-relevant model for teacher preparation that addresses inclusion, digital skills, ethics, gender sensitivity, and professional development.

Required Qualifications:

• A university degree in education, pedagogy, system reform with a focus on teacher preparation and professional development, or a related field.
• At least 8 years of relevant professional experience in education, particularly in system reform focused on CBE teacher preparation and professional development.
• Strong knowledge and skills in education policy reform, particularly in teacher education or pedagogy design based on Competency-Based Education principles.
• Familiarity with local and international best practices in teacher preparation programs that promote critical thinking, problem-solving, and inclusiveness.
• Experience working with higher education institutions or teacher training programs is highly desirable.
• Strong coordination skills, analytical and conceptual thinking abilities, and excellent writing, communication, and presentation skills.

Educational Background:
A university degree in fields related to education, pedagogy, system reform with a focus on teacher preparation and professional development, or another relevant field is required. This educational background should ideally include knowledge of technology use in education, blended-learning approaches, and inclusive education practices.

Experience:
The position requires a minimum of 8 years of relevant professional experience in the field of education, particularly in system reform with a focus on Competency-Based Education (CBE) teacher preparation and professional development. Previous experience in current education reform initiatives is highly desirable, as is familiarity with local and international best practices in teacher preparation.

Languages:
Proficiency in Tajik and Russian is mandatory for this position, as these are the primary languages of instruction and communication in the educational context of Tajikistan. Knowledge of English is considered an asset, as it may facilitate access to international resources and best practices in education.

Additional Notes:
The consultancy is expected to last for 200 working days, from June 2025 to April 202

• The consultant will work under the direct supervision of the Education Specialist at UNICEF Tajikistan and will collaborate with a team of national experts from RTMC and RITTI. The position is not classified as a staff member under the UN regulations, and consultants are responsible for their tax liabilities. Selected candidates will undergo rigorous reference and background checks, and must confirm their fully-vaccinated status against COVID-19 prior to the assignment. Applications must include a CV, a technical proposal, and a financial proposal, and must be submitted by the deadline of 3 June 2025.