International consultant to support MoES to conduct mid-term review of COMPACT partnership implementation and finalization of Competency Based Education Roadmap, 60 working days (Dushanbe, Tajikistan)

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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 

The fundamental mission of UNICEF is to promote the rights of every child, everywhere, in everything the organization does — in programs, in advocacy and in 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. 

In 2022, the Ministry of Education and Science in Tajikistan developed Compact partnership document (under Global Partnership for Education 2025 Operating Model Framework), which defines the strong commitment and resolve of the Government of the Republic of Tajikistan for transforming the national education system by implementing competency-based education (CBE). This focus is intended to improve the quality of learning and ensure lifelong benefits for all children.
The Partnership Compact development process was underpinned by a participatory and sustained dialogue between the Ministry of Education and Science (MoES), the Local Education Group (LEG) and the Development Coordination Council (DCC) for establishing a common vision for system transformation of quality education for all children in Tajikistan.
CBE stocktaking exercise conducted in 2021 demonstrated that implementation of CBE in Tajikistan remains one the major reform challenges for education transformation facing Tajikistan. While the reform was initiated in 2012 and major achievements can be reported until now, the education stakeholders agreed that more time, resources, and coordinated efforts are needed to ensure that CBE is fully embedded within the system and triggers down to the level of school and children.
Building on the lessons learnt, Compact partnership document intends to support the MoES to adopt a more targeted approach, which has been reflected in the CBE National Roadmap. The document would serve as a reflection exercise on the achievements and gaps of the current implementation of the CBE and would allow all stakeholders to build a joint vision and establish strong coordination mechanisms for implementation and monitoring of the reform. Proposed interventions to achieve CBE transformation in education would be complemented by activities aimed at improving the four enabling factors: (1) data and evidence; (2) sector planning, policy, and monitoring; (3) sector coordination; and (4) volume, equity, and efficiency of domestic public expenditure on education. The CBE reform was also firmly based on the national policy documents, including the NSED-2030 and its operational framework, i.e. the Mid-Term Education Action Plan (MTEAP) for 2021-2023 and 2024-2026. Thus, the Compact partnership fully aligns with national development priorities and education programming.
The proposed Theory of Change is based on the assumption that reinforced and coordinated focus of partners on teacher professional development and training, national learning assessment system, and competency-based and enhanced learning content, complemented by improvements in the enabling factors and supportive learning environment, represents the key driver towards implementation of the student-centered CBE reform. Henceforth, the anticipated system transformation will be triggered by a prioritized focus on CBE, with embedded measures to advance gender equality, and underpinned by securing adequate resources, skills, capabilities, knowledge, expertise, and pooling of partner efforts.
Monitoring and reporting on the partnership Compact implementation would be results-oriented and evidence-based. The Compact’s proposed monitoring plan incorporated a mid-term review, which will be undertaken at a mid-point during its implementation (i.e. in the first half of 2024) and at programme completion (i.e. at the end of 2025). These reviews will be informed by Joint Sector Reviews, government’s data management systems, external studies, and stakeholder consultations.

How can you make a difference? 


Duration: 60working days between 1 July 2024 – 31 December 2024
Supervisor: Education Specialist, UNICEF Tajikistan

Based on the Compact partnership, the first mid-term review has been planned in the first half of 2024, which will be used to revise the partnership document in line with new evidence and/or emerging needs, in agreement with the LEG members. This embeds the LEG members’ commitment to flex their resources and effort to country context and sector-specific circumstances.
The approach will include a relatively modest subset of quantitative and qualitative indicators, which will measure CBE implementation progress. These indicators will be aligned with the NSED monitoring and evaluation framework, which will in turn be revised and updated and which will measure the success of the Compact partnership.
In order to ensure the efficient implementation of partnership Compact and its transformation reforms, UNICEF in Tajikistan is seeking an international individual consultant to provide technical support to the MoES to conduct the mid-term review of partnership Compact implementation and support to update/upgrade the draft National CBE RoadMap in line with new evidence and/or emerging needs. The assignment will be implemented jointly with the staff of a newly established Coordination and Analytical Unit at the MoES, which tasked to oversee annual Compact reporting, based upon communication with grant agents, and also lead the development of annual JSRs. MoES will also seek to engage broader stakeholder groups, particularly represented by civil society, women’s activist groups, parents, and others by establishing and conducting technical workshops with Thematic Working Groups across Curriculum, Teachers Training and Retraining, National Learning Assessment, Education Data, Education Governance and Education Financing. This exercise will enable MoES and partners to undertake rigorous analysis of CBE approach, also covering inclusive education aspect, touching upon issues of gender disparity, disability access, exclusion of vulnerable and minority groups from education, and other matters with adequate coverage and representation from relevant stakeholder groups.
The assignment will include procedures and protocols that are often critical to ensuring the efficient implementation of education policies and reforms, in particular CBE reform.
Under direct supervision of UNICEF Education Specialist and in close collaboration with the team of Coordination and Analytical Unit at the MoES the consultant will be expected to support the MoES in:
• Developing a robust and credible partnership Compact mid-term review, while incorporating a monitoring and evaluation framework with a set of appropriate process, output and outcome indicators, which are revised and proposed based on NSED Results Framework.
• Facilitating upgrading/updating of the draft CBE RoadMap document for implementation of CBE reform, proposing necessary
adjustments based on the outcomes of the partnership compact mid-term review and from lessons learnt.
During the mid-term review partnership Compact, the consultant will be expected to assess impact of the MoES and Development Partners’ advocacy, technical support and capacity building programmes on CBE reform implementation. This will help to outline processes, contributions and assign responsibilities among various state and non-state partners to implement CBE reform onward.
The assignment should result in developing partnership Compact M&E framework with defined metrics and key indicators for partnership Compact progress measurement and indicators should be aligned with the NSED Results Framework. During the partnership Compact mid-term review, the consultant and the team are encouraged to utilize evidence/data for evidence-based discussion and recommendations based on existing knowledge products (JSR report, Education Sector Analysis reports, studies, surveys, EMIS data etc.)
The Compact mid-term review will provide space to support the following objectives:
– Reflect on the overall progress and achievements of CBE reform implementation envisioned under partnership Compact and the National Education Development Strategy 2030 including four enabling factors: (1) data and evidence; (2) sector planning, policy, and monitoring; (3) sector coordination; and (4) volume, equity, and efficiency of domestic public expenditure on education.
– Present updated CBE vision as a part of a revised CBE Roadmap (Action Plan), including the institutional arrangements for management and coordination of ongoing and potential projects to support transformation to inclusive, digital and competency-based education.
– Develop partnership Compact M&E framework with subset of quantitative and qualitative process, output, outcome indicators for CBE progress measurement and indicators, which should be aligned with the NSED Results Framework.
The Local Education Group (LEG) will support the Compact mid-term review with strategic guidance for a coherent and coordinated implementation of the CBE reform. The mid-term Compact review will also combine joint school visits , where CBE initiatives were implemented. The review process will be concluded with a high-level meeting among state and non-state partners, where key findings and recommendations will be presented, and Aid Memoire/Meeting Resolution will be developed to reflect on concerted effort and coordination, as well as adequate resources and expertise in order to successfully shift from a system-centered to a student-centered approach.

Tasks/Milestone: (in line with the scope elaborated in section-III)


Anticipated Timeline

% of payment

Task 1. Through desk review and consultation meetings with state and non-state partners and LEG members (by established Thematic Working Groups), conduct in-depth analysis on the overall progress and achievements of CBE reform implementation envisioned under partnership Compact across its main focus areas, and enabling factors.

Participate in joint monitoring visits to selected schools and/or central government institutions, where CBE initiatives were implemented.

Del #1. Analysis of CBE implementation has been developed against formulated indicators, reflecting on CBE reform progress, achievements and roadblocks. Findings around immediate CBE reform priorities have been validated at LEG meeting.

July-August 2024 (1st in-country mission) (10 days)

25% of payment upon submission of Del #1.

Task 2. Develop partnership Compact M&E framework.

Del #2. Compact partnership mid-term review report, accompanied by M&E Framework (with quantitative and qualitative process, output and outcome indicators), and Technical Assistance Map for Compact operationalization/implementation.

August 2024 (25 days)

50% of payment upon submission of Del #2 and Del #3.

Task 3.

Carry out a mapping of CBE reform initiatives implemented by development partners in the country under Compact partnership and NSED – 2030, including the institutional arrangements for management of ongoing projects to support CBE reform, to reflect on resources and expertise currently dedicated to support transformation to inclusive, digital and competency-based education, as well as highlight potential areas of inefficiencies that require coordination.



Task 4. In close collaboration with national system leadership and technical experts, review and finalize the draft document of the CBE Roadmap by revising a time-bound action plan, to be used by the system as technical guidance on implementing CBE reform, and addressing inefficiencies and gaps identified at the analysis stage. The developed action plan is to be revised as a result of thematic meetings with state and non-state actors, dedicated to CBE implementation in the country.

Del. #3. National CBE Implementation Action Plan drafted and validated by LEG, as supplement to CBE Roadmap.

August – Sep 2024 (2nd in-country mission) (15 days)

Task 5. The review process will be concluded with a high-level endorsement meeting among state and non-state partners, where key findings and recommendations will be presented, and a statement of commitment by the national system leadership will be made, ensuring concerted effort and coordination, as well as adequate resources and expertise dedicated in order to successfully shift from a system-centered to a student-centered approach.

Del #4. Facilitation provided during high-level meeting with state and non-state partners on required concerted effort and coordination, as well as adequate resources and expertise to implement CBE.

September-October 2024 (3rd in-country mission) (10 days)

25% of payment upon submission of Del #5.



60 days


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

  • Education: Advanced university degree in the fields of in economics, sciences of education or related fields, with focus on education policy planning, administration, leadership and M&E. PhD level in relevant field is an asset.
  • Work Experience: At least 10 years of relevant professional experience in the area of education policy planning, administration, leadership, and M&E.
  • Technical Knowledge: Strong knowledge of education system. Expertise in development of policy documents and proven capacity to work as an expert in education policy development and provide constructive review of the needs and challenges in education sector. Knowledge of the region and context is an asset.
  • Skills: 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 tight timeframe.
  • Language: Fluency in English is required. Knowledge of Russian and Tajik is an asset.

Qualified candidates are requested to submit:

  • Cover letter/application/CV. 
  • A technical proposal with proposed approach to managing the consultancy deliverables, showing understanding of tasks. 
  • Financial proposal specifying consultancy fee, per day of work, requested for the tasks described in the Terms of Reference in USD as well as travel and subsistence costs: 1) 3 round-trip air ticket to Dushanbe 2) DSA 35 days and 3) One field visit to school – Please use Annex 2 and 3 at the following  link  
  • Applications without technical and financial proposals will not be considered. 

Applications must be received in the system by 20 June 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 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. 


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. 

Advertised: 07 Jun 2024 West Asia Standard Time
Deadline: 20 Jun 2024 West Asia Standard Time

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