National Consultancy to coordinate Pre-Service Teacher Education and Continuous Professional Learning (CPL) Implementation , Education Section, 12 months, Education Section (Nationals only) Home based

Organizational Context

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.

Job Purpose

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 the modular blended CPL programme, the new pedagogical practicum model, and the draft pre-service methodology course modules, and ensures coherence, sequencing, and quality across pre-service and in-service teacher development reforms. 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.

Responsibilities

Provide dedicated, day-to-day coordination support for the implementation and restructuring of the Continuous Professional Learning (CPL) system between RITTI and RTMC. Support related pre-service teacher education activities under Subcomponent 2.2 of Component 2 of the IsDB/GPE/OFID Project (Phase II). Ensure coherence, sequencing, and quality across pre-service and in-service teacher development reforms, building on Phase I and Year 1 of Phase II results. Coordinate the national working group of Tajik language TLM developers. Ensure the development of new teaching and learning materials (TLMs) for the Tajik language aligns with the competency-based curriculum and agreed terminology. Work with multi-disciplinary teams including RITTI, RTMC, pilot universities, the Tajik TLM working group, and the international TA Group. Guide policy discussions and coordinate multiple stakeholders. Proactively support national counterparts. Deliver under tight timeframes and to the highest quality standards.

Work Experience

At least 5 years of relevant professional experience in education, teacher training, teacher professional development, and/or lifelong learning at policy, management, and operational levels. Demonstrated experience in both pre-service and in-service (CPL) components of teacher development.

Skills

Education policy reform, Central Asia education context, Pre-service teacher education, Continuous Professional Learning (CPL), Competency-Based Education principles, IsDB/GPE project knowledge, Blended learning approaches, TLM development processes, Coordination skills, Analytical and conceptual thinking, Teamwork, Communication and presentation skills

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