National consultant for development of restructuring plan of in-service teacher training system (Continuous Professional Learning), 225 w/ds, Dushanbe, Tajikistan

UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.

Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.

And we never give up.

For every child, Education

The fundamental mission of UNICEF is to promote the rights of every child, everywhere, in everything the organization does — in programs, advocacy, and operations. The equity strategy, emphasizing the most disadvantaged and excluded children and families, translates this commitment to children’s rights into action. For UNICEF, equity means that all children have an opportunity to survive, develop and reach their full potential, without discrimination, bias or favoritism. To the degree that any child has an unequal chance in life — in its social, political, economic, civic and cultural dimensions — her or his rights are violated. There is growing evidence that investing in the health, education and protection of a society’s most disadvantaged citizens — addressing inequity — not only will give all children the opportunity to fulfill their potential but also will lead to sustained growth and stability of countries. This is why the focus on equity is so vital. It accelerates progress towards realizing the human rights of all children, which is the universal mandate of UNICEF, as outlined by the Convention on the Rights of the Child, while also supporting the equitable development of nations.

Under IsDB/GPE funded Phase II project, UNICEF will expand its support to the MoES and respective affiliated institutions responsible for teacher professional development and growth (RITTI and RTMC) to implement system level reform aiming at moving to Continuous Professional Learning based on teachers’ needs.

Based on the proposed reform of CPL it is expected to link the two systems of teacher professional development and growth (RITTI and RTMC) on policy level and in practice and make teacher professional learning ongoing and based on teachers’ needs. The new proposed CPL model proposes to connect school methodological units, district education departments, methodological center and institutes for professional development together around building teachers’ CBE competencies. This model will make use of the established community based methodological centers and school-based methodological units, which will require institutionalziation of the CPL model in the education system.

The path towards continuous professional learning (CPL) reform has already been chosen by MoES and affiliated agencies. In order to continue moving in this direction, this consultancy assignment will support the MoES to develop a restructuring plan for all the agencies currently involved in teacher learning. Furthermore, the consultancy will support to cost the CPL model and developing necessary normative and regulatory framework and policy documents to support institutionalization of the model. The consultancy is also expected to support development of a database that will document teacher learning and inform further development and revision of courses. This consultancy aims to support an institutional level change, creating the context for joint activities of all the partners supporting teacher professional development.

Under IsDB/GPE Phase I, UNICEF supported the MoES to develop the CPL methodology, guiding to reform the teacher professional development system, which aims to systematizes the methodological support for teachers with the goal of ensuring their professional growth. The methodology of continuous professional learning helps teachers learn and develop while being at school. This consultancy assignment will refer to the proposed CPL methodology to define next steps to intervene with the current teacher support systems and decide on the restructuring plan to implement system level change.

The goal of this consultancy is to establish a robust, sustainable framework that supports the ongoing professional development and growth of teachers throughout their careers.

Key expected outcomes

• Enhance Teacher Competence: Continuously improve the teaching competencies of educators by providing them with accessible, diverse, and relevant professional development opportunities.
• Promote Lifelong Learning: Foster a culture of lifelong learning among teachers, encouraging self-reflection, professional curiosity, and growth.
• Align with Educational Standards: Ensure that CPL initiatives align with national and international educational standards and pedagogical innovations/CBE.
• Empower Teachers: Enable teachers to take responsibility for their own professional development, preparing them to become leaders in education.

By institutionalizing Continuous Professional Learning, it is intended to create a culture of continuous improvement, ensuring that teachers are equipped with the knowledge, skills, and support they need to provide high-quality education to students.

How can you make a difference?

DESCRIPTION OF THE ASSIGNMENT:

Duration: 225 working days between June 2025 – April 2026

Supervisor: Education Specialist, UNICEF Tajikistan

TOR with detailed deliverables and concrete timeframes is at the following link 5_ToR_National consultant RTMC and RITTI to institutionalize CPL.docx

In order to improve the quality of education and professional development for teachers, the need for a well-structured and systematic approach to Continuous Professional Learning (CPL) is paramount.

UNICEF Education Section in Tajikistan is looking for a qualified individual national consultant to support the Ministry of Education and Science to develop, implement, and institutionalize a framework for Continuous Professional Learning (CPL) that ensures teachers receive ongoing professional support, enhancing their knowledge, skills, and teaching practices for the improvement of education quality.

Many countries and institutions face challenges in institutionalizing CPL due to fragmented systems, lack of coordination, and absence of clear policy frameworks. To address this, a comprehensive plan is needed to restructure the agencies responsible for teacher learning and methodological support, develop a sustainable cost structure, create a teacher learning database, and revise the regulatory frameworks and policies that guide CPL practices. This consultancy is aligned to Output 2.2.5: CPL Model is institutionalized

Under direct supervision by Education Specialist and the team of national experts of the RTMC and RITTI the national consultant is expected to support the following tasks:

• Restructure relevant agencies responsible for teacher learning and methodological support to ensure coordination, effectiveness, and long-term sustainability.
• Create a costing plan for the institutionalization of CPL to ensure financial sustainability.
• Develop a comprehensive database of teacher learning and development activities that can inform course revisions and continuous improvement in teacher education.
• Revise the regulatory framework and policy documents related to CPL to ensure that the professional learning system is institutionalized and legally embedded within the educational framework.

The scope of this assignment involves a series of interconnected tasks. Each task will require close collaboration with various stakeholders, including but not limited to, education ministries, teacher unions, training institutions, and regulatory bodies. The work will be divided into the following key components:

a) Restructuring Plan for CPL Agencies

• Review the current structure of all agencies involved in teacher professional learning and methodological support (e.g., Teacher Training and Retraining Institutes, Ministry of Education and Science, Teacher Unions, RTMC etc.).
• Identify gaps and opportunities for enhanced coordination, alignment of resources, and the establishment of clear roles and responsibilities.
• Develop a comprehensive restructuring plan that outlines how the roles of these agencies should be redefined to ensure effective delivery of CPL.
• Design a governance structure that fosters accountability, responsiveness, and long-term institutional sustainability.

b) Costing of CPL Institutionalization

• Conduct an analysis of the current spending on teacher professional development and identify areas where resources can be reallocated or optimized.
• Develop a detailed cost estimate for the institutionalization of CPL, considering factors like infrastructure, human resources, training materials, ongoing monitoring and evaluation, and technology.
• Propose financial models for sustaining CPL programs, considering funding sources, cost-sharing models, and potential partnerships with international organizations, NGOs, or private sector actors.

c) Development of Teacher Learning Database

• Design and implement a comprehensive database system to track teachers’ participation in professional development activities, achievements, and needs.
• Develop mechanisms to regularly update this database with relevant information, ensuring that data is accurate, accessible, and useful for decision-making.
• Capacitate the staff of RITTI and RTMC on methods to utilize the data to inform the development and revision of training programs and materials, ensuring that these offerings are aligned with teachers’ needs and the evolving educational context.

d) Development and Revision of Regulatory Frameworks and Policies

• Review existing policies, regulations, and frameworks that govern CPL and identify gaps and areas for improvement.
• Collaborate with relevant stakeholders to revise these policies, ensuring that they include provisions for institutionalizing CPL, making it mandatory, sustainable, and aligned with national education goals.
• Draft new policy documents that integrate the restructured roles of agencies, the financial models for CPL sustainability, and the data-driven approach to teacher professional learning.
• Ensure that the revised frameworks and policies are legally binding and incorporate clear mechanisms for monitoring and accountability.

To qualify as an advocate for every child you will have…

• Education: University degree in the fields of education, pedagogy, system reform with focus on teacher preparation and professional development, use of technology, blended-learning approaches and Inclusive education or another relevant field.
• Working experience: At least 8 years of relevant professional experience in the field of education, system reform with focus on CBE teacher preparation and professional development. Proven experience in restructuring educational agencies and institutions.
• Expertise: Strong knowledge and skills in education policy reform with a focus on teacher professional development, policy analysis, and educational reform. Strong background in educational finance, budgeting, and costing. Experience with data systems and education technology, including the development of databases or learning management systems. Experience with data systems and education technology, including the development of databases or learning management systems.
• Skills: Ability to collaborate with diverse stakeholders, including government agencies, educational institutions, and non-governmental organizations. Excellent writing, communication, and presentation skills with stakeholders. Ability to work under pressure and commitment to work to tight timeframe.
• Language: Proficiency in Tajik and Russian, knowledge of English is an asset.

Qualified candidates are requested to submit:

• CV.
• Technical proposal describing approach/methodology to achieve the tasks of the TOR, workplan with concrete timeframes
• Financial proposal in TJS-all inclusive, indicting fee per day. Please use Annex 2 at the link Annex 3.docx
• At least 2 papers / concept notes previously developed by the candidate or when candidate provided substantial inputs to the documents.
• Applications without technical and financial proposals will not be considered.

Applications must be received in the system by 3 June 2025 on UNICEF website.

For every Child, you demonstrate…

UNICEF’s values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS).

To view our competency framework, please visit here.

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious or ethnic background, and persons with disabilities, to apply to become a part of the organization. To create a more inclusive workplace, UNICEF offers paid parental leave, breastfeeding breaks, and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements. Click here to learn more about flexible work arrangements, well-being, and benefits.

According to the UN Convention on the Rights of Persons with Disabilities (UNCRPD), persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others. In its Disability Inclusion Policy and Strategy 2022-2030, UNICEF has committed to increase the number of employees with disabilities by 2030. At UNICEF, we provide reasonable accommodation for work-related support requirements of candidates and employees with disabilities. Also, UNICEF has launched a Global Accessibility Helpdesk to strengthen physical and digital accessibility. If you are an applicant with a disability who needs digital accessibility support in completing the online application, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility jobs-near-me.org UNICEF.

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.

Remarks:

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws.

The selected candidate is solely responsible to ensure that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract. Selected candidates are subject to confirmation of fully-vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.

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