[Hiring] National Consultant to Support the Methodology of Teaching Mathematics Course @AGORA

Role Description

The assignment builds on the Mathematics methodology course jointly developed and validated by UNICEF, MoES, RTMC, six partner pedagogical universities and international experts in 2026; the Moodle-based blended-learning component created during Year 1; field seminars and working relationships established with faculty in all six universities; and the first cycle of analysis, translation, adaptation, syllabus development, video production and piloting of course and teaching-and-learning materials.

Qualifications

• University degree (Bachelor’s or higher) in Mathematics Education, Mathematics, Pedagogy, Education Technology, or a closely related field.
• Additional training in competency-based education, teacher preparation, curriculum development, Moodle/blended learning or facilitation is an asset.

Requirements

• At least 8 years of relevant professional experience in mathematics education, university teaching/teacher preparation, curriculum or methodology development, including practical experience with competency-based education reform.
• Demonstrated experience working directly with higher education institutions and university faculty is required.
• Experience supporting implementation across multiple institutions through field visits, on-site seminars, coaching and sustained follow-up is highly desirable.
• Previous experience in development of mathematics methodology courses and/or equivalent experience developing and piloting a blended pre-service methodology course is highly desirable.
• Strong knowledge of competency-based education, active and game-based learning in mathematics, facilitation of practice-oriented training, and use of teaching and learning materials in mathematics instruction.
• Ability to demonstrate methods through microteaching or supervised model lessons is a strong asset.
• Previous experience with the IsDB/GPE project, Phase I and/or Phase II, including its teacher development interventions, is an asset.
• Demonstrated hands-on experience using Moodle or a comparable LMS to build, revise or support a blended course.
• Strong coordination, facilitation and training skills; analytical and conceptual thinking.
• Ability to work with multiple stakeholders, including universities, RTMC and MoES.
• Demonstrated ability to support faculty and proactively engage national counterparts.
• Excellent analytical, writing and communication skills in Tajik, with the ability to prepare technical reports for UNICEF and government counterparts.
• Ability to produce or present verifiable samples of relevant work, such as a methodology-course unit, syllabus/programme, Moodle activity or course description, training scenario, analytical report, textbook/task sample, translation/adaptation, or educational video script/production brief.
• Proficiency in Tajik and Russian is required; knowledge of English (written and spoken) is an asset.

Desirables

• In-depth knowledge of and experience in Phase I and/or Phase II of the IsDB/GPE project to support programmatic and policy reform is highly desirable.
• Experience developing classroom observation or M&E tools and authoring/contributing to mathematics methodology courses, programmes, syllabi, new textbook tasks, workbooks or teacher guides is a strong asset.
• Experience translating/adapting methodological materials into Tajik, preparing educational video scripts and coordinating subject-matter aspects of filming is highly desirable.

Application Process

• 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 technical proposal of a maximum of 3-5 pages that includes:
  • A detailed activity plan aligned with the project deliverables.
  • A realistic timeline, preferably presented as a Gantt chart.
  • The milestones and key outputs to be produced.
  • The proposed approach and methodology for piloting, monitoring and revising the Mathematics methodology course in the six pilot universities, and for capacity-building of course faculty, including key risks and mitigation measures.
  • A list of 3–5 directly relevant products or assignments, stating for each the candidate’s exact role, date, institution/client and a link or reference contact where available.

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.