National Consultant to support MoES with Math and Geometry TLM Development (Component 2, IsDB/GPE/OFID Education Reform Project, Phase II), Dushanbe, Tajikistan, 13 months, Remote (for Nationals)
UNICEFPosted 4 days ago
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Contract Duration – 13 months Working arrangement: Remote 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. UNICEF is a place where careers are built. We offer our staff diverse opportunities for professional and personal development that will help them reinforce a sense of purpose while serving children and communities across the world. We welcome everyone who wants to belong and grow in a diverse and passionate culture, coupled with an attractive compensation and benefits package. Visit our website to learn more about what we do at UNICEF. TERMS OF REFERENCE The purpose of this assignment is to provide ongoing subject-specific technical support to the MoES for the development, piloting, finalization, and institutionalization of CBE-aligned Math and Geometry TLMs for Grades 7 and 8, building on results achieved under Phase I and ensuring coherence, sequencing, and quality across the curriculum, CPL, and assessment workstreams of Component 2. If you would like to know more about this consultancy, please review the complete Terms of Reference here: TMC0002962 External ToR Template.pdf Minimum requirements: Education: University degree in education, Math and Geometry, applied math, pedagogy, or a related field, with a focus on Math and Geometry teacher preparation and professional development, competency-based education, use of technology, blended-learning Work Experience: At least 5 years of relevant professional experience in Math and Geometry education at policy, management, and operational levels, with documented experience working with the MoES and its affiliated institutions on CBE-aligned curriculum, TLMs, learning assessment, or teacher development. Previous experience in the current education reform — specifically the revision of Math and Geometry TLMs with the MoES — is required. Knowledge/Expertise/Skills: Strong knowledge and skills in Math and Geometry curriculum and TLM development based on Competency-Based Education principles, including approaches to literacy, reading, writing, and oral communication Ability to develop student-centered materials that promote critical thinking, literacy and communication skills, comprehension, and inclusion Familiarity with the Tajikistan education system and NSED 2030 priorities is essential. Strong coordination skills Analytical and conceptual thinking Ability to work with multi-disciplinary teams (TLM, CPL, Assessment) and guide policy discussions Demonstrated ability to work closely with national coordinators and proactively support national counterparts Excellent writing, communication, editorial, and presentation skills Ability to deliver under tight timeframes and to the highest quality standards Language Requirements: Proficiency in Tajik and Russian is required Knowledge of English (written and spoken) is considered an asset Desirables: A specialist who has previously worked under Phase I of the IsDB/GPE project and is currently engaged in Phase II to support the development of TLMs for the Math and Geometry. The specialist is well acquainted with the national context of TLM development, including curriculum requirements, approval processes, and quality assurance mechanisms, and has a strong understanding of the broader education ecosystem, including institutional roles, stakeholder dynamics, and reform priorities. For every Child, you demonstrate... UNICEF’s Core Values of Care, Respect, Integrity, Trust and Accountability and Sustainability (CRITAS) underpin everything we do and how we do it. Get acquainted with Our Values Charter: UNICEF Values UNICEF promotes and advocates for the protection of the rights of every child, everywhere, in everything it does and is mandated to support the realization of the rights of every child, including those most disadvantaged, and our global workforce must reflect the diversity of those children. 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. UNICEF encourages applications from all qualified candidates, regardless of gender, nationality, religious or ethnic backgrounds, and from people with disabilities, including neurodivergence. We offer reasonable accommodation for persons with disabilities. throughout the recruitment process. If you require any accommodation, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF . Should you be shortlisted, please get in touch with the recruiter directly to share further details, enabling us to make the necessary arrangements in advance. UNICEF does not hire candidates who are married to children (persons under 18). UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially. 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) TMC0002962 Financial proposal template.docx Technical proposal to be submitted with the application: Applicants must submit a short technical proposal (maximum 2 pages) comprising the following: (i) a statement demonstrating the candidate’s understanding of the assignment and a proposed methodology and indicative work plan for developing the Grade 7–8 Math and Geometry TLMs and coordinating with the CPL and Assessment workstreams; (ii) a brief account of relevant experience, with specific reference to prior work on Math and Geometry curriculum, TLM development, or learning assessment with the MoES and its affiliated institutions, and to the IsDB/GPE/OFID reform (Phase I and/or II); (iii) at least one sample of relevant authored or coauthored work (e.g. a TLM, teacher’s guide, assessment item set, or training package), or links thereto; and (iv) confirmation of Tajik and Russian language proficiency (English is an asset). Remarks: UNICEF does not charge a processing fee at any stage of its recruitment, selection, and hiring processes (i.e., application stage, interview stage, validation stage, or appointment and training). UNICEF will not ask for applicants’ bank account information. All UNICEF positions are advertised, and only shortlisted candidates will be contacted and advance to the next stage of the selection process. Additional information about working for UNICEF can be found here .