National Consultant to Support the Methodology of Teaching Mathematics Course – Pre-service Component, Phase II (Year 2), Dushanbe, Tajikistan, 13 months, Remote with travel

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For every child, the right to a future

How can you make a difference?

The assignment builds on the Mathematics methodology course jointly developed and validated by UNICEF, MoES, RTMC, six partner pedagogical universities and international experts in 2026; the Moodle-based blended-learning component created during Year 1; field seminars and working relationships established with faculty in all six universities; and the first cycle of analysis, translation, adaptation, syllabus development, video production and piloting of course and teaching-and-learning materials.

If you would like to know more about this consultancy, please review the complete Terms of Reference here: TMC0007072 External ToR.pdf

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

Minimum requirements:

Education:

• University degree (Bachelor’s or higher) in Mathematics Education, Mathematics, Pedagogy, Education Technology, or a closely related field. Additional training in competency-based education, teacher preparation, curriculum development, Moodle/blended learning or facilitation is an asset

Work experience:

• At least 8 years of relevant professional experience in mathematics education, university teaching/teacher preparation, curriculum or methodology development, including practical experience with competency-based education reform
• Demonstrated experience working directly with higher education institutions and university faculty is required. Experience supporting implementation across multiple institutions through field visits, on-site seminars, coaching and sustained follow-up is highly desirable
• Previous experience in development of mathematics methodology courses and/or equivalent experience developing and piloting a blended pre-service methodology course is highly desirable as the assignment requires immediate continuity with the existing materials, Moodle environment, evidence base and six-university network

Knowledge/Expertise/Skills:

• Strong knowledge of competency-based education, active and game-based learning in mathematics, facilitation of practice-oriented training, and use of teaching and learning materials in mathematics instruction; ability to demonstrate methods through microteaching or supervised model lessons is a strong asset
• Previous experience with the IsDB/GPE project, Phase I and/or Phase II, including its teacher development interventions, is an asset
• Demonstrated hands-on experience using Moodle or a comparable LMS to build, revise or support a blended course, including course structure, activities, participant support and use of basic engagement/completion 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 produce or present verifiable samples of relevant work, such as a methodology-course unit, syllabus/programme, Moodle activity or course description, training scenario, analytical report, textbook/task sample, translation/adaptation, or educational video script/production brief

Language Requirements:

• Proficiency in Tajik and Russian is required; knowledge of English (written and spoken) is an asset

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 mathematics methodology courses, programmes, syllabi, new textbook tasks, workbooks or teacher guides is a strong asset. Experience translating/adapting methodological materials into Tajik, preparing educational video scripts and coordinating subject-matter aspects of filming is highly desirable

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) Financial proposal template TMC0007072.docx
• Applicants must submit a technical proposal of a maximum of 3-5 pages that includes:
• a detailed activity plan aligned with the project deliverables;
• a realistic timeline, preferably presented as a Gantt chart;
• the milestones and key outputs to be produced;
• the proposed approach and methodology for piloting, monitoring and revising the Mathematics methodology course in the six pilot universities, and for capacity-building of course faculty, including key risks and mitigation measures; and
• 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