National Consultancy to support stocktaking exercise of Competency Based Education reform

United Nations Children's Fund, Dushanbe, Tajikistan

Skill Required:, Policy/ Advocacy and CampaignStrategic Alliances
Preferred Experience: 
5 years
Closing Date for Applications: 
13th December, 2020

Job Description

About the Organization:

UNICEF works in Across 190 countries and territories to protect the rights of every child, everywhere, every day, to build a better world for everyone. UNICEF has spent 70 years working to improve the lives of children and their families. Defending children's rights throughout their lives requires a global presence, aiming to produce results and understand their effects. UNICEF believes all children have a right to survive, thrive and fulfil their potential - to the benefit of a better world.


Current National Education Strategy envisages step by step education reforms in the country and aims at “upgrading of general education content on the ground of transfer from knowledge-based to competency-based education model”. The Mid-Term Education Plan 2018-2020 puts forward the theory of change that should result in all subjects in all grades being taught based on the new competency-based curriculum. In addition to that, all teachers should possess the skills required for the transition to the competency-based curriculum and new textbooks supporting the implementation of the curriculum are to be developed and printed. However, practically no evidence exists on quality of the education reform in the country. Following ongoing implementation of CBE Reform, a review of overall approaches and tools, including various materials developed as part of the curriculum reform is needed.

This stocktaking exercise is part of larger joint project funded by GPE and IsDB, which will contribute to the realization of the SDG-4 goals to ensure 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, aiming 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 in the approved 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 stock-taking exercise will be combined with expert policy support towards the development of joint roadmap for CBE implementation reforms across various components of the "IsDB/GPE Project for Support to Implementation of the National Education Development Strategy of the Republic of Tajikistan", to be implemented by UNICEF jointly with MOES.

How can you make a difference?

In the framework of the preparatory process to the technical assistance of UNICEF in implementation of ISDB/GPE project implementation, the stocktaking exercise and policy advice will include provision of policy support to the roll-out of the competency-based curricula and ensure that major pedagogical and didactic inputs (teacher training, textbook development, and assessment) are in line with the new competency-based curriculum reform.

NOTE: Considering below tasks and requirements, the selected national consultant should carry out all of the activities in accordance with the plan in coordination with the international consultant. If in case one national consultant is not able to accomplishes the tasks, then all the activities will be divided between three national consultants. Thus, all the tasks will be divided into several phases. Interested applicants need to apply to dedicated phase of actives.


The purpose of this assignment is to support the development of stock -taking exercise by consolidating trends and practices on CBE which were developed in the past and those currently in the process of development by education institutions and partners. This includes some of the more evident trends subsumed under recent education reform envisioning the flexibility and adaptability required in the structure, content and operation of learning moment in the classroom space. Therefore the national consultant is expected to provide general professional support in the process of development of project specific workplans and roll- out of the IsDB/GPE project activities.


Phase 1 - Stocktaking exercise of CBE Reform including roadmap development with recommendations for general basic education (total of 35 days).

  • Together with international consultant conduct stakeholder's analysis in relation of CBE reform including conducting meetings with relevant stakeholders (MoES and Development Partners) to define challenges and opportunities of CBE reform as per identified priority areas;
  • Coordinate with international consultant facilitate collection of data related to CBE reform both at central and district levels;
  • Together with international consultant prepare a comprehensive report on the CBE stocktaking with review of implemented activities. As part of stock-taking exercise develop a set of recommendations ensuring a roadmap for cohesion all reform elements (curriculum, teachers, assessment) informing future interventions by the government and development partners.

Phase 2 - Technical support for developing project baselines and technical specifications for achieving project objectives related to in-classroom teacher support, textbook/syllabus revision standards (math and language), and assessment (115 days).

  • Providing technical support in coordination of meetings, roundtables, conferences and trainings related to baseline - midline - end line studies, programme design, supervision and mentoring, experience exchange workshops and implementation of all activities within the MOES and other institutions;
  • Coordination for effective use of already developed resources (strengthening coordination mechanism between partners for CBE reform around the MOES);
  • Synchronizing stock- taking exercise with CBE indicators presented within NSED for 2020-2030;
  • Provide technical and professional support in revision of the current math and language standards for the selected grades, and recommendations for their improvement;
  • Provide technical support in the review of up-to-date detailed operational plan of the project incorporating new developed requirements related to UNICEF support to digitally enabled learning as part of COVID-19 Education Response;
  • Together with international consultant conduct consultation exercises with Development Partners and MoES relevant staff to define available strong human and material resources, methodology and approaches in relation to different streams of project operationalization to be implemented by UNICEF - both in Dushanbe and Khatlon as pilot region;
  • Together with international consultant develop harmonized tools and methodology to be used for the baseline, mid-line, and end-line studies to be conducted by independent research bodies within the framework of the project: i.e. this includes harmonization of a.) baseline study on classroom practice; b.) baseline on textbooks quality in selected subjects; and c.) baseline in IE practices at classroom level;
  • Support in the drafting of quarterly progress report of project implementation leasing with MoES technical team and international consultants.

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

Education: Advanced University Degree on Social Science and/or Education.

Work Experience: At least 5 years of productive work experience in the area of competency-based education with demonstrated experience in policy advice in areas related to teacher professional development, curriculum reform and assessment.

Competencies: Excellent analytical thinking and strategic planning skills; Experience in provision of trainings and developing methodologies for quantitative and qualitative research in education.

Technical Knowledge: Proven ability to provide policy support and recommendations to education sector CBE reform, excellent writing skills, oral communication skills and facilitation skills and ability to work under commitment to work to tight timeframe.

Language: Fluency in Tajik and Russian. Knowledge of English is valued.


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