[Hiring] National Consultancy to coordinate Pre-Service Teacher Education and Continuous Professional Learning Implementation @AGORA

Role Description

The purpose of this assignment is to provide dedicated, day-to-day coordination support for the implementation and restructuring of the Continuous Professional Learning (CPL) system between the Republican In-Service Teacher Training Institute (RITTI) and the Republican Teacher Methodological Centre (RTMC), and for related pre-service teacher education activities under Subcomponent 2.2 of Component 2 of the IsDB/GPE/OFID Project (Phase II), during Year 2 (August 2026 – July 2027). The assignment builds on the results achieved under Phase I and Year 1 of Phase II, including:

• Modular blended CPL programme
• New pedagogical practicum model
• Draft pre-service methodology course modules

The assignment also includes coordination support to the national working group of Tajik language TLM developers, ensuring that the development of the new teaching and learning materials (TLMs) for the Tajik language is aligned with the competency-based curriculum and consistent with the agreed terminology for pre-service and CPL materials.

Qualifications

• Master's degree in the fields of education, pedagogy, or system reform, with focus on teacher preparation and continuous professional development related to competency-based education, use of technology, blended-learning approaches and inclusive education, or another relevant field.
• At least 5 years of relevant professional experience in the area of education, teacher training, teacher professional development and/or lifelong learning at the policy, management and operational levels with the MoES and affiliated institutions (RITTI, RTMC) and/or pedagogical universities.
• Demonstrated experience in both the pre-service and in-service (CPL) components of teacher development.
• Experience in the current education reform and in the development of teaching and learning materials is an asset.
• Proficiency in Tajik and Russian is required; knowledge of English (written and spoken) is considered an asset.

Requirements

• Strong knowledge and skills in education policy reform, specifically in Central Asia, with a focus on pre-service teacher education and Continuous Professional Learning (CPL) based on Competency-Based Education principles.
• Strong knowledge of the IsDB/GPE project, Phase I and Phase II, including its teacher development interventions.
• Familiarity with blended learning approaches, with TLM development processes, and with the piloting and monitoring of new programmes in higher education institutions.
• Strong coordination skills; analytical and conceptual thinking.
• Ability to work with multi-disciplinary teams (RITTI, RTMC, pilot universities, the Tajik TLM working group, and the international TA Group) and guide policy discussions.
• Demonstrated ability to coordinate multiple stakeholders and proactively support national counterparts.
• Excellent writing, communication, editorial, and presentation skills; ability to deliver under tight timeframes and to the highest quality standards.

Benefits

• Diverse opportunities for professional and personal development.
• Attractive compensation and benefits package.

Company Description

UNICEF works in over 190 countries and territories to save children’s lives, defend their rights, and help them fulfill their potential, from early childhood through adolescence. At UNICEF, we are committed, passionate, and proud of what we do for as long as we are needed. Promoting the rights of every child is not just a job – it is a calling.

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.