[Hiring] National Consultant for School of TLM Authors, Phase II @AGORA

Role Description

The purpose of this assignment is to provide ongoing technical support to the MoES and its affiliated institutions for the development, finalization, and institutionalization of Competency-Based Education (CBE) Teaching and Learning Materials (TLMs) under Component 2 of the IsDB/GPE/OFID Project (Phase II) during Year 2 (30 July 2026 – 30 June 2027). Building on the CBE TLM framework (Concept), sample units, and author capacity established in Year 1, the consultant will help convert these foundations into a finalized, validated, and field-tested set of CBE-aligned TLM lessons, together with the normative and quality-assurance mechanisms required to sustain their development, production, and distribution at scale.

The specific objectives of the assignment are to:

• Finalize the CBE Teaching and Learning Materials (TLM) Framework/Concept, aligned with the National Curriculum Framework (revised State Standard), to guide the design, content, and quality assurance of CBE-aligned TLMs across subjects and grades.
• Finalize and prepare for piloting a validated set of CBE-aligned TLMs — including student workbooks, textbooks, teacher guides, curricula, and classroom assessment resources — for selected subjects and grades, fully translated into Tajik.
• Strengthen the national capacity of TLM authors and specialists through a structured, institutionally endorsed capacity-building programme and the establishment of a sustainable School of CBE TLM Authors.
• Revise the normative documents governing TLM development, evaluation/expertise, printing, and distribution to integrate CBE principles, ensuring a sustainable basis for the production and distribution of CBE TLMs.
• Secure MoES endorsement and institutionalization of the CBE TLM Framework (Concept) and revised normative documents through the LEG and the MoES review board, supported by timely evidence packages and accurate progress reporting.

Qualifications

• Bachelor’s degree in education, social sciences, development studies, technology, or another relevant field.

Requirements

• 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 is an asset.
• Proficiency in Tajik and Russian is required; knowledge of English (written and spoken) is considered an asset.
• Strong knowledge and skills in curriculum and Teaching and Learning Materials (TLM) development and revision, specifically in Central Asia, based on Competency-Based Education principles.
• The ability to develop and guide the authoring of student-centred materials that promote critical thinking, problem-solving, and inclusivity to meet diverse learning needs.
• Strong technical writing and content-development skills; analytical and conceptual thinking; ability to mentor and build the capacity of TLM authors and to guide subject-matter working groups; demonstrated ability to support and work closely with national counterparts.
• Excellent writing, communication, editorial, and presentation skills.
• Ability to deliver under tight timeframes and to the highest quality standards.
• Experience or familiarity with teacher training, curriculum development, or competency-based approaches, including the use of technology, blended learning, or inclusive education.

Desirables

• Experience in Phase I and/or Phase II of the IsDB/GPE project to support programmatic and policy reform is highly desirable.
• Experience with the national context of education development, including curriculum requirements, approval processes, and quality assurance mechanisms, and strong understanding of the broader education ecosystem, including institutional roles, stakeholder dynamics, and reform priorities is a strong asset.

Benefits

• UNICEF’s Core Values of Care, Respect, Integrity, Trust and Accountability and Sustainability (CRITAS) underpin everything we do and how we do it.
• UNICEF promotes and advocates for the protection of the rights of every child, everywhere, in everything it does.
• UNICEF encourages applications from all qualified candidates, regardless of gender, nationality, religious or ethnic backgrounds, and from people with disabilities, including neurodivergence.
• UNICEF offers reasonable accommodation for persons with disabilities throughout the recruitment process.

Application Process

Qualified candidates are invited to submit the following documents via the online recruitment portal, TMS (Talent Management System):

• An up-to-date TMS profile and curriculum vitae (CV)
• Cover letter
• A separate financial proposal (only acceptable in the format of the linked template)
• A detailed technical proposal outlining:
• a) understanding of supporting the development of TLMs based on CBE,
• b) methodology for ensuring quality and curriculum alignment,
• c) approach to contributing to student books, textbooks and teachers’ guides,
• d) collaboration with stakeholders,
• e) relevant experience, learning assessment measures, work plan, and availability.

Remarks

• UNICEF does not charge a processing fee at any stage of its recruitment, selection, and hiring processes.
• All UNICEF positions are advertised, and only shortlisted candidates will be contacted and advance to the next stage of the selection process.