National Consultant to Support the Methodology of Teaching Tajik Language Course – Pre-service Component, Phase II (Year 2), remote work for 12 months, Tajikistan CO

How can you make a difference?

Under the direct supervision of the UNICEF Education Specialist and in close collaboration with the Republican Teacher Methodological Centre (RTMC), the Republican In-Service Teacher Training Institute (RITTI), the MoES department responsible for higher and pedagogical education, focal points from each pilot university, the international TA Group, and UNICEF technical staff, the National Consultant will provide dedicated technical support for the piloting, monitoring, refinement and institutionalization of the competency-based Tajik Language methodology course for pre-service teacher training. Unlike the coordination-focused role supporting overall CPL and pre-service implementation, this Consultant works directly on Tajik Language subject-matter content: reviewing pilot evidence, providing technical guidance to faculty, and revising the Tajik Language methodology course modules in collaboration with RTMC national expert teams.

Education

Bachelors degree in:

• Tajik Language and Literature, Philology, Pedagogy, or a closely related field.
• Additional training in competency-based education, school education, teacher preparation, curriculum development, Moodle/blended learning, translation or facilitation is an asset.

Work experience

• At least 8 years of relevant professional experience in Tajik language education, including practical school-level teaching or school-based methodological support and experience in teacher preparation, curriculum or methodology development under competency-based education reform.
• Demonstrated experience working directly with higher education institutions and university faculty is required. Experience serving in a national-level consultant or expert role within a pre-service/university reform team and supporting implementation across multiple institutions through field visits, on-site seminars, coaching and sustained follow-up is highly desirable.
• Previous experience in developing a Tajik Language methodology course and/or equivalent recent experience developing, translating, localizing and piloting a blended pre-service methodology course is highly desirable, as the assignment requires immediate continuity with the existing course materials, Tajik terminology, Moodle environment, video resources, evidence base and six-university network.

Knowledge/Expertise/Skills

• Strong knowledge of competency-based education, active and game-based learning in Tajik Language education and literacy development, and use of teaching and learning materials; demonstrated ability to prepare teachers or university faculty to conduct such activities through practice-oriented training, microteaching and facilitation.
• Strong knowledge of the IsDB/GPE project, Phase I and Phase II, including its teacher development interventions, is an asset.
• Demonstrated hands-on experience using Moodle or a comparable LMS to translate, localize, revise or support a blended course, including work with course materials, participant support and basic implementation evidence.
• 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 provide or present verifiable samples of relevant work, such as a methodology-course unit, programme/syllabus, translated or localized Moodle material, training scenario, analytical report, textbook-task sample, educational translation, or video script/production brief.

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 Tajik Language methodology courses, programmes, syllabi, new textbook tasks, textbooks or teacher guides is a strong asset. Experience translating and aligning educational terminology in Tajik, preparing educational video scripts and coordinating subject-matter aspects of filming is highly desirable.

For every Child, you demonstrate...

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.

Applicants must submit a technical proposal of a maximum of 3-5 pages that includes:

a) understanding of the assignment and a specific, feasible approach to piloting, monitoring and revising the Tajik Language methodology course in the six universities;

b) workplan and timeline aligned with the deliverables and the academic calendar;

c)key risks identified with practical mitigation measures.

d) the milestones and key outputs to be produced;

e) the proposed approach and methodology for piloting, monitoring and revising the Tajik Language methodology course in the six pilot universities, and for capacity-building of course faculty, including key risks and mitigation measures;

f) 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 (this list is used to score criteria 4–8).

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.