National Consultancy to coordinate Pre-Service Teacher Education and Continuous Professional Learning (CPL) Implementation

The consultancy provides dedicated coordination support for the implementation and restructuring of the Continuous Professional Learning (CPL) system and related pre-service teacher education activities under the IsDB/GPE/OFID Project Phase II in Tajikistan. The role ensures coherence, sequencing, and quality across pre-service and in-service teacher development reforms and supports the national working group for Tajik language teaching and learning materials development.

Responsibilities

• Provide day-to-day coordination support for the implementation and restructuring of the Continuous Professional Learning (CPL) system between the Republican In-Service Teacher Training Institute (RITTI) and the Republican Teacher Methodological Centre (RTMC)
• Support related pre-service teacher education activities under Subcomponent 2.2 of Component 2 of the IsDB/GPE/OFID Project (Phase II) during Year 2 (August 2026 – July 2027)
• Ensure coherence, sequencing, and quality across pre-service and in-service teacher development reforms
• Coordinate the national working group of Tajik language teaching and learning materials (TLM) developers
• Ensure development of new TLMs for the Tajik language is aligned with the competency-based curriculum and consistent with agreed terminology for pre-service and CPL materials

Requirements

• Master's degree in the fields of education, pedagogy, or system reform, with focus on teacher preparation and continuous professional development related to competency-based education, use of technology, blended-learning approaches and inclusive education, or another relevant field
• At least 5 years of relevant professional experience in the area of education, teacher training, teacher professional development and/or lifelong learning at the policy, management and operational levels with the MoES and affiliated institutions (RITTI, RTMC) and/or pedagogical universities, with demonstrated experience in both the pre-service and in-service (CPL) components of teacher development
• Experience in the current education reform and in the development of teaching and learning materials is an asset
• Proficiency in Tajik and Russian is required; knowledge of English (written and spoken) is considered an asset
• Strong knowledge and skills in education policy reform, specifically in Central Asia, with a focus on pre-service teacher education and Continuous Professional Learning (CPL) based on Competency-Based Education principles
• Strong knowledge of the IsDB/GPE project, Phase I and Phase II, including its teacher development interventions
• Familiarity with blended learning approaches, with TLM development processes, and with the piloting and monitoring of new programmes in higher education institutions
• Strong coordination skills; analytical and conceptual thinking; ability to work with multi-disciplinary teams (RITTI, RTMC, pilot universities, the Tajik TLM working group, and the international TA Group) and guide policy discussions
• Demonstrated ability to coordinate multiple stakeholders and proactively support national counterparts
• Excellent writing, communication, editorial, and presentation skills; ability to deliver under tight timeframes and to the highest quality standards
• 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 with the national teacher education context, including pre-service programme requirements, the CPL system, approval processes, and quality assurance mechanisms, and a strong understanding of the broader education ecosystem, including institutional roles, stakeholder dynamics, and reform priorities, is a strong asset

Skills

• Teacher Education
• Continuous Professional Learning
• Competency-based Learning
• Educational policy reform
• Blended Learning Approaches
• Teaching Material Development
• Program Coordination
• Stakeholder Coordination
• Policy Analysis
• Education Reform Implementation
• Pre-Service Teacher Training
• In-service Training
• Quality Assurance in Education
• Education Programme Monitoring
• Project Management
• Editorial Skills
• Presentation Skills
• Multidisciplinary Team Collaboration
• Tajik Language Teaching
• Education System Knowledge

Languages

Tajik, Russian, English