National Coordinator – IsDB/GPE/OFID Education Reform Project, Phase II (Year 2), Component 2: Improving the Quality and Efficiency of Education Services, Dushanbe, Tajikistan, 12.3 months, Remote,

Overview

Provide system-level coordination and technical support to the Ministry of Education and Science for the implementation of Component 2 of the IsDB/GPE/OFID Project (Phase II) during Year 2, ensuring coherence across curriculum, teacher development, and assessment reforms.

Key Responsibilities

• Coordinate and align activities, deliverables, and timelines across Subcomponents 2.1, 2.2 and 2.3.
• Support the MoES and affiliated institutions in finalizing, endorsing, and institutionalizing Year 2 deliverables.
• Ensure 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.
• 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).

Required Experience

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. 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.

Qualifications

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.

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