National Consultant to Support the Methodology of Teaching Tajik Language Course – Pre-service Component, Phase II (Year 2)

The National Consultant will provide technical support for piloting, monitoring, refinement, and institutionalization of the competency-based Tajik Language methodology course for pre-service teacher training. The role involves reviewing pilot evidence, providing technical guidance to faculty, and revising course modules in collaboration with national expert teams.

Responsibilities

• Provide dedicated technical support for the piloting, monitoring, refinement and institutionalization of the competency-based Tajik Language methodology course for pre-service teacher training.
• Review pilot evidence and provide technical guidance to faculty.
• Revise the Tajik Language methodology course modules in collaboration with RTMC national expert teams.
• Work directly on Tajik Language subject-matter content.
• Support faculty and proactively engage national counterparts.
• Collaborate closely with the Republican Teacher Methodological Centre (RTMC), the Republican In-Service Teacher Training Institute (RITTI), the MoES department responsible for higher and pedagogical education, focal points from each pilot university, the international TA Group, and UNICEF technical staff.

Requirements

• Bachelors degree in Tajik Language and Literature, Philology, Pedagogy, or a closely related field.
• Additional training in competency-based education, school education, teacher preparation, curriculum development, Moodle/blended learning, translation or facilitation is an asset.
• At least 8 years of relevant professional experience in Tajik language education, including practical school-level teaching or school-based methodological support and experience in teacher preparation, curriculum or methodology development under competency-based education reform.
• Demonstrated experience working directly with higher education institutions and university faculty is required.
• Experience serving in a national-level consultant or expert role within a pre-service/university reform team and supporting implementation across multiple institutions through field visits, on-site seminars, coaching and sustained follow-up is highly desirable.
• Previous experience in developing a Tajik Language methodology course and/or equivalent recent experience developing, translating, localizing and piloting a blended pre-service methodology course is highly desirable.
• Strong knowledge of competency-based education, active and game-based learning in Tajik Language education and literacy development, and use of teaching and learning materials.
• Demonstrated ability to prepare teachers or university faculty to conduct such activities through practice-oriented training, microteaching and facilitation.
• Strong knowledge of the IsDB/GPE project, Phase I and Phase II, including its teacher development interventions, is an asset.
• Demonstrated hands-on experience using Moodle or a comparable LMS to translate, localize, revise or support a blended course, including work with course materials, participant support and basic implementation evidence.
• Strong coordination, facilitation and training skills; analytical and conceptual thinking.
• Ability to work with multiple stakeholders, including universities, RTMC and MoES.
• Demonstrated ability to support faculty and proactively engage national counterparts.
• Excellent analytical, writing and communication skills in Tajik, with the ability to prepare technical reports for UNICEF and government counterparts.
• Ability to provide or present verifiable samples of relevant work, such as a methodology-course unit, programme/syllabus, translated or localized Moodle material, training scenario, analytical report, textbook-task sample, educational translation, or video script/production brief.
• Proficiency in Tajik and Russian is required; knowledge of English (written and spoken) is an asset.
• 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 developing classroom observation or M&E tools and authoring/contributing to Tajik Language methodology courses, programmes, syllabi, new textbook tasks, textbooks or teacher guides is a strong asset.
• Experience translating and aligning educational terminology in Tajik, preparing educational video scripts and coordinating subject-matter aspects of filming is highly desirable.

Skills

• Tajik Language Education
• Curriculum Design
• Competency-based Learning
• Teacher Preparation
• Methodology Development
• Blended Learning Implementation
• Moodle
• Translation
• Facilitation
• Pre-Service Teacher Training
• Active Learning
• Game-based Learning
• Training Design
• Course Localization
• Educational Video Scriptwriting
• Classroom Observation Tools
• Monitoring and Evaluation
• Technical Report Preparation
• Stakeholder Coordination
• Programmatic Reform Support

Languages

Tajik, Russian, English