National Coordinator – IsDB/GPE/OFID Education Reform Project, Phase II (Year 2), Component 2: Improving the Quality and Efficiency of Education Services

The National Coordinator will provide system-level coordination and technical support to the Ministry of Education and Science (MoES) for the implementation of Component 2 of the IsDB/GPE/OFID Project (Phase II) during Year 2. The role focuses on advancing competency-based education reforms in curriculum, teacher development, and learning assessment to improve education quality and efficiency in Tajikistan.

Responsibilities

• Coordinate and align activities, deliverables, and timelines across Subcomponents 2.1, 2.2 and 2.3 so that curriculum, teacher development, and assessment reforms advance as a single, coherent CBE system.
• Support the MoES and affiliated institutions in finalizing, endorsing, and institutionalizing the Year 2 deliverables under each subcomponent.
• Ensure that international consultants, national experts, MoES Expert Groups, and UNICEF technical staff operate through unified workplans, shared review processes, and consistent quality standards.
• Strengthen national ownership by working through existing MoES mandates and avoiding parallel structures, in line with the COMPACT Partnership and NSED 2030.
• Provide timely advocacy, evidence packages, and reporting to MoES leadership, the Local Education Group (LEG), the Project Steering Committee, and development partners (IsDB, GPE, OFID).

Requirements

• Masters degree in the fields of education, system reform with focus on CBE teacher preparation and 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, and/or lifelong learning at the policy, management and operational levels with the MoES and affiliated institutions.
• Previous Experience in current education reform is an asset.
• Strong knowledge and skills in education policy reform, specifically in Central Asia, with a focus on curriculum reform based on Competency-Based Education principles.
• Ability to develop student-centered curricula that promote critical thinking, problem-solving, and inclusivity to meet diverse learning needs.
• Strong coordination skills; analytical and conceptual thinking; ability to work with multi-disciplinary teams (TLM, CPL, Assessment) and guide policy discussions.
• Demonstrated ability to work closely with national coordinators and proactively support national counterparts.
• Excellent writing, communication, editorial, and presentation skills.
• Ability to deliver under tight timeframes and to the highest quality.
• Proficiency in Tajik and Russian is required; knowledge of English (written and spoken) is considered an asset.
• 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 context of education development, including curriculum requirements, approval processes, and quality assurance mechanisms, and strong understanding of the broader education ecosystem, including institutional roles, stakeholder dynamics, and reform priorities is a strong asset.

Skills

• Competency-based Learning
• Education Policy Reform
• Curriculum Design
• Teacher Training
• Lifelong Learning Knowledge
• Inclusive Education
• Blended Learning Implementation
• Education system reform
• Quality Assurance in Education
• Program Coordination
• Policy Analysis
• Stakeholder Engagement
• Technical Support
• Project Implementation
• Education Assessment
• Analytical Thinking
• Conceptual Thinking
• Report Writing
• Presentation Skills
• Tajik Language
• Russian Language

Languages

Tajik, Russian, English