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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.

The Government of Tajikistan prioritized the enhancement of a competency-based approach in education by revising the curriculum, strengthening teacher professional development, and reforming the assessment system. In partnership with UNICEF, the Islamic Development Bank (IsDB), and the Global Partnership for Education (GPE), the project titled “Support to National Education Development Strategy for the period until 2030” aims to facilitate these reforms through various activities, including improving teacher training, revising curricula and teaching and learning materials (TLMs) for Mathematics and Language, and introducing new assessment strategies.
Within this context, the roles of baseline, midline, and endline studies were critical for ensuring the quality of interventions with schools and the Ministry of Education and Science. The baseline study established a reference point for evaluating the initial state of education practices and identifies specific areas for improvement. The midline study allowed for a brief assessment of progress and the effectiveness of interventions, providing opportunities for necessary adjustments to be made. Finally, the endline study evaluated the overall impact of the implemented strategies and processes, ensuring that the reforms lead to meaningful systemic refrom. Together, these studies create a comprehensive framework for monitoring and enhancing the quality of educational interventions, thereby supporting the Government’s goals for educational reform.
The endline study was envisaged as part of larger joint project funded by GPE and IsDB, which will contribute to informed decision making for the realization of the SDG-4 goals. This was to ensure provision of inclusive and equitable quality education and promote lifelong learning opportunities, as included in the National Development Strategy until 2030 and National Education Development Strategy until 2030. In particular, this was to respond to several challenges as follows: incompatibility of the current textbooks with the competency-based curriculum; insufficient attention to subject competencies and their possible integration with key competencies to ensure proper development of Curriculum Framework and teacher training programmes based on it; teachers’ uninformed and fragmented understanding of the proposed reform; lack of systemic support for the teacher in the process of the competency-based curriculum rollout; and lack of strong evidence for improved teacher competence and student learning outcomes as a result of interventions in the country.
The endline study looked into the results of ongoing and comprehensive interventions that have been happening at 30 experimental and 30 control schools since 2021 at the selected districts in Khatlon, DRS and Dushanbe. The results of the study include both the quality measure of the current practice and a problem map that serve as a basis for designing the system of teacher supervision. The collaborative work with the MoES and other stakeholders on the development of all the key elements of the future supervision methodology helped to have a greater result. This was done through regular monthly meetings of teachers and mentors and ongoing observation of classroom practices. Every month experience exchange workshops for teachers and mentors, as well as follow up training events for teachers and mentors are organised. Endline data collection form 30 pilots schools wad done during April and May 2024 employing the same methodology as the baseline monitoring and evaluation.

How can you make a difference?

Data collection for the endline studies has been completed, and all data and analytical reports have been finalized. The international consultant is needed to draft narrative reports based on the analytical findings using the international tools utilized for all the studies. Additionally, it is crucial for the international consultant to develop a PowerPoint presentation to present the finalized data on the project results to the Ministry of Education and Science (MOES) and other stakeholders as required.

Endline studies play a vital role in education interventions, enabling the MOES to evaluate the impact and effectiveness of the competency-based education (CBE) intervention by comparing final outcomes with baseline data. These studies help affiliated institutions and stakeholders in assessing project objectives, identifying successes, and pinpointing areas for improvement when implementing the second phase of the IsDB/GPE project. Importantly, endline studies support future decision-making and strategic planning within the education system by showcasing lessons learned and best practices related to CBE.

Duration: 82 working days between 20 December 2024 – 15 March 2025

Supervisor: Education Specialist, UNICEF Tajikistan. 

The data collection for the endline studies was successfully completed during April and May 2024. The project gathered data involving at least 120 teachers across 60 schools, which comprised 30 control schools and 30 experimental schools. These schools represented a total of 10 districts within the Khatlon region, as well as the city of Dushanbe. Within each participating school, data collection targeted both mathematics and language classrooms. The language subjects included Tajik alongside and math, to ensure a comprehensive educational study.

A significant aspect of the in-classroom support study involved the participation of 60 deputy heads who were responsible for overseeing the learning process, matching the number of schools involved in the project. Furthermore, over 120 school-based methodologists contributed to the data collection efforts, acknowledging that many schools designate different personnel for the Tajik and the additional language subjects. Additionally, at least 24 mentors, with two assigned to each study district, provided guidance and support throughout the process.

The endline study utilized assessment instruments that had been meticulously developed and had undergone reliable and valid checks. Recognizing the Government’s interest in engaging with a variety of international educational studies, the project has initiated an investigation into the use of selected OECD tools for classroom observation that may be applicable. Adapting these instruments to fit the unique context of Tajikistan will likely be necessary to ensure relevance and effectiveness.

The following objectives have been set for the endline study report writer:
The role of an international consultant in drafting narrative reports based on analytical reports from M-Vector can encompass several key responsibilities:

1. The consultant must thoroughly review and understand the analytical reports prepared by M-Vector. This includes understanding if the methodologies used, data collected, findings, and any statistical analyses well performed and linked to each other.
2. The consultant should place the findings in the broader context of educational reform and policies. This involves highlighting challenges, cultural factors, and policy frameworks.
3. The consultant will be responsible for writing narrative reports that synthesize data findings into coherent, accessible documents. These reports should highlight key insights, implications for education policy and practice, and recommendations based on the analysis.
4. The consultant might need to create visual representations of data (charts, graphs, and infographics) to ensure that the narrative reports are engaging and that findings are easily digestible for various audiences.
5. Adapting the language and content of the reports to suit different audiences, including policymakers, educational practitioners, and the general public, ensuring that technical jargon is minimized and interpreted where necessary.
6. Incorporating feedback from UNICEF and affiliated institutions to refine and enhance the narrative reports. This may involve multiple drafts and revisions based on input.
7. Providing clear, actionable recommendations based on the analysis of the data. The consultant should ensure that these recommendations are realistic and aligned with the goals of the second phase of the project.
8. Working closely with M-Vector’s team to ensure alignment between the analytical findings and the narrative reports, ensuring that the core messages are accurately conveyed.

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

• Education: Advanced degree in Education, Public Policy, Social Sciences or other relevant fields.
• Work experience: At least 8 years of experience in education sector development, with a focus on education reform preferably in Central Asia including experience in Tajikistan.
• In-depth understanding of competency-based education (CBE) reforms specifically within the context of Tajikistan. Familiarity with the objectives, methodologies, and outcomes of CBE initiatives in the region. Comprehensive knowledge of the educational landscape in Tajikistan, including historical, social, and political factors influencing education.
• Ability to identify and analyze key challenges, issues, and opportunities related to education reform. Competence in assessing data and synthesizing information to support findings and recommendations.
• Strong writing and communication skills, with proficiency in conveying complex ideas clearly and concisely. Experience in producing various types of reports, including research, analytical, and policy-oriented documents. Ability to organize data in the reports logically and in a structured format.
• Awareness and appreciation of cultural factors that may influence education in Tajikistan. Ability to write in a manner that is respectful and reflective of the local context.
• Excellent communication and facilitation skills, with the ability to convey complex technical information to diverse audiences.
• Languages: Fluency in Russian and English languages is required.

Qualified candidates are requested to submit:

1. Cover letter/application/CV.
2. A technical proposal outlining an approach to improve report writing, ensuring stakeholders understand the data and can effectively use it for decision-making at the system level.
3. Financial quote for the consultancy in USD per deliverable, stating also the timeframe for completion of deliverable and/or daily rate in TJS. (Annex 3 to be completed) – Annex 3 at the following link

4. Examples of previous, relevant work related to the deliverables.
5. Work plan for finalisation of 6 narrative reports

Applications without technical and financial proposals will not be considered. 

Applications must be received in the system by 16 December 2024 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 | 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.