International consultant to support Ministry of Education and Science of Tajikistan in development of pedagogical CBE resources related to ACF and Career counseling projects, Dushanbe, Tajikistan, 140 w/ds

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,

UNICEF in Tajikistan and European Union are supporting the Ministry of Education and Science of Tajikistan (MoES) in the development of innovative mechanisms to ensure the continuity of learning for every child and adolescent under “Improving skills and competencies of adolescent girls and boys for school to work transition in Tajikistan and national support to continuity of learning within the
framework of the National Education Preparedness and Response Plan for COVID-19”. This project started its implementation during COVID-19 pandemic and continues until the end of 2024. Initially, the project had focused on creating digital resources for grades 1 to 11 and beyond for home and self-learningendeavor. This endeavour aimed to enhance the educational content and learning experiences for students by integrating technology into the teaching and learning. Adolescent Competency Framework (ACF) is among these digital resources, which will be implemented in selected schools. This framework is designed to equip adolescents with the necessary skills and competencies for their personal and professional development. In parallel, a newly developed Career Counselling Programme will be launched in these schools. This Programme is intended to guide students in making informed decisions about their future careers by providing them with insights into various professions and the skills required for them. Through these efforts, the project seeks to holistically develop students competencies and prepare them for the challenges of the future. Building on this, to implement both programmes (ACF and Career Counselling Programme) in  mainstream schools, there is a critical need to support teachers in applying competency-based education (CBE) approach/methodology to their teaching. Both ACF and Career Counselling Programme focus on 21st century skills/competencies such as reflection, problem-solving, which obliges educators to adapt the way they teach to competency-based from subject-based. Thus, it is essential to develop a comprehensive CBE package that could support educators and to link CBE to both ACF and Career Counselling effectively. This package should encompass all aspects of pedagogy, including teaching methodologies, learning strategies, assessment techniques, and management practices. By providing a well-rounded set of resources and tools tailored to CBE, educators can more effectively adopt and integrate this approach into their teaching, ensuring a more engaging and effective learning experience for students. This package should serve as a guideline for educators to follow, enabling them to foster a learning environment that promotes critical thinking, problem-solving, and practical skills among students, in line with the principles of CBE.

How can you make a difference? 

The objective of this consultancy is to develop a comprehensive CBE package and pedagogical resources kit. This compressive toolkit should enhance the understanding and implementation of CBE among teachers and the MoEs specialists, thereby improving educational practices at both the institutional and school levels. To achieve this goal, the SBE resource pack should focus on several key areas:
1. Enhanced understanding of student-centered learning: CBE shifts the focus from teacher-led instruction to student-centered learning, where the pace of learning is tailored to meet the individual needs of each student. Teachers will gain insights into creating flexible learning environments that accommodate diverse learning styles and speeds.
2. Active and engaged learning: Teachers will get a deeper understanding of how to design curriculum and instruction based on specific competencies or skills that students need to master. This approach ensures that teaching is more targeted and relevant to the real-world
applications of knowledge.
3. Assessment for learning: The CBE package will introduce teachers to a variety of assessment methods that go beyond traditional tests and quizzes, including performance-based assessments, portfolios, and self-assessments. These methods provide a more comprehensive
view of student learning and progress.
4. Continuous professional learning: Through the pedagogical resources kit, teachers will have access to ongoing professional development opportunities that help them refine their teaching practices, stay updated with the latest educational strategies, and continuously improve their competency in delivering CBE.
Firstly, the international consultant will be tasked with providing support to the Republican Inservice Teacher Training Institute (RITTI) and UNICEF in the organizational and preparatory aspects of their work.

This includes:
a) supporting in the continued production of a digital CBE toolkit that explains the significance of CBE and connects it to the Adolescent Competency Framework (ACF) and Career Counselling Programme, making these resources accessible to teachers and learners;
b) enhancing the capacity of MOES specialists in the development of the CBE package;
c) supervising the technical aspects of incorporating inclusive resources into CBE package;
d) supporting the translation of top pedagogical strategies, best teaching practices, and learning resources, as well as their final processing/validation by the MoES. This activity aims to ensure comprehensive management of the second phase of educational resource production and utilization.
Consequently, the consultant will be required to collaborate with specific working groups that will be engaged through national institutional consultancy, as well as a number of methodologists who are assisting teachers in creating plans for each subject and theme. Additionally, the consultants will need to ensure the coherency of timelines for the production and finalization of CBE resources, ensuring a streamlined and efficient process.

DESCRIPTION/SCOPE of the ASSIGNMENT:
The individual consultant will play a pivotal role in providing comprehensive management and oversight of activities related to the development of CBE resources under the support of the Republican Inservice Teacher Training Institute (RITTI). The responsibilities include the management and production of a CBE package or toolkit by coordinating with specialists from the MOES. The resources should encompass topics across five domains and learning progression, addressing both the theoretical and practical aspects of active learning. These resources should be designed in a way to support the overarching goal of enhancing the quality of learning. They should serve as a vital tool for advancing the Competency-Based Education Reform in the Republic of Tajikistan. By offering models, reinforcing instruction, and providing further explanations of subjects and concepts, the toolkit aids teachers in delivering more effective and engaging education. It equips educators with the necessary tools to foster a deeper understanding and mastery of competencies among students, thereby elevating the overall educational experience.
Development of a functional CBE resource package for any context in particular Tajikistan should involve integrating theories, practices, assessments, inclusive education (IE), and pedagogies to facilitate effective learning in the classroom. This comprehensive approach should aim to support mentors and teachers in connecting their teaching methods with a wide range of strategies and approaches that lead to meaningful learning outcomes at the school level.

The initial key components of this package are:

CBE Theories
CBE theories should be selected purposefully. Focus should be on those that focus on active learning, learning outcomes that are clearly defined and measurable. They should emphasize the importance of students achieving specific competencies or skills. Theories such as Bloom’s Taxonomy can guide the development of these competencies by categorizing educational goals and objectives. Understanding these theories helps educators design curricula that are focused on achieving specific learning outcomes, rather than merely covering content.

“Best” Practices in CBE
Best practices involve the application of CBE theories in real classroom settings. This may include:
1. Personalized learning that focuses learning experiences that are tailored to meet the individual needs, skills, and interests of each student.
2. Flexible pacing allows students to progress through material at their own speed, ensuring mastery of each competency before moving on.
3. Real-world application of learning by incorporating practical, real-world problems and scenarios into learning to enhance relevance and engagement.
4. Continuous assessment for learning. This to support learners with self and group assessments to monitor learning progress and adjust instruction as needed. CBE requires robust assessment strategies that accurately measure student mastery of competencies. This includes formative assessments, which provide ongoing feedback during the learning process, and summative assessments, which evaluate student learning at the end of an instructional period.
Performance-based assessments, portfolios, and rubrics are effective tools in a CBE framework, as they allow for the demonstration of competencies in a practical context.
5. Inclusive Education (IE) Practices. IE practices ensure that all students, regardless of their backgrounds or abilities, have equal opportunities to learn and succeed. This involves adapting teaching methods, materials, and assessments to meet the diverse needs of learners.
Incorporating Universal Design for Learning (UDL) principles can help create flexible learning environments that accommodate the variability of learners.

Effective CBE pedagogies engage students in active, experiential learning. Project-based learning, problem-based learning, and inquiry-based learning are examples of pedagogical approaches that align well with CBE, as they encourage students to apply their knowledge and skills in meaningful ways.
These approaches foster critical thinking, collaboration, and self-directed learning. To develop a functional CBE resource package, it’s essential to integrate these components into a cohesive framework that guides mentors and teachers in their practice. By linking theories, practices, teaching strategies, and assessments within a CBE framework, educators can create learning environments that are student-centered, flexible, and focused on achieving specific competencies. This holistic approach not only supports the professional growth of mentors and teachers but also ensures that students are equipped with the skills and knowledge.

Overall set of tasks and deliverables:
1. Development of five items of content in two formats: text and video. Each item should be no less than 10 pages, and in video format, it should be no less than 7 minutes.
2. Preparing 16 texts and videos about 16 universal principles of CBE with capacity building in teachers and education specialists in mind to implement CBE at the district and school level.
3. Development of 10 items of content on teaching and learning strategies in two formats: text and video according to item 3 of the final product specifications.
4. Development of 10 items of content on Assessment (summative & formative) in two formats: text and video according to item 3 of the final product specifications.
5. Facilitating a 3-day workshop in Dushanbe on editing, rewriting, and/or paraphrasing learning materials.
6. Leading the video development team for the development of videos according to announced standards for the products.
7. Assessing the quality of the produced videos, providing the assigned team with feedback, and verifying the products for publishing.             Work assignment.docx

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

• Education: Advanced university degree in the fields of education, with focus on teacher preparation and professional development, competency-based education, use of technology, blended-learning approaches or in a relevant field. PhD level in relevant field is an asset.

• Work Experience: At least 8 years of relevant professional experience in the area of education, teacher training, and/or lifelong learning at the policy, management and operational levels;
  Technical Knowledge:

• Strong knowledge of inclusive education policies and practices, inclusive school structures and services.
• Expertise in development of policy documents, training materials and conducting training/workshops is required.
• Knowledge of the region and context is an asset.

• Strong coordination skills, analytical and conceptual thinking.
• Ability to work with large teams and guide policy discussions.
• Excellent writing, communication, and presentation skills with stakeholders.
• Ability to work under pressure and commitment to work to a tight timeframe.

Applications must be received in the system by 13 April 2024 on UNICEF website.

For every Child, you demonstrate… 

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

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 UNICEF is here to serve the world’s most disadvantaged children and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, age, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, or any other personal characteristic.

UNICEF offers reasonable accommodation for consultants/individual contractors with disabilities. This may include, for example, accessible software, travel assistance for missions or personal attendants. We encourage you to disclose your disability during your application in case you need reasonable accommodation during the selection process and afterwards in your assignment. 

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. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. 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. 

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.