Tiered Approach

In line with the commitment to safeguard capacity and support personnel already in the Organization, a majority of UNDP UNCDF/UNV vacancies are advertised using a tiered application process whereby:

  • Tier 0: UNDP/UNCDF/UNV IP staff holding permanent (PA) and fixed-term (FTA) appointments, whose posts will be abolished, or contracts will be terminated or not renewed during 2026.
  • Tier 1: Other UNDP/UNCDF/UNV staff holding permanent (PA) and fixed-term (FTA) appointments
  • Tier 2: UNDP/UNCDF/UNV staff holding temporary appointments (TA), personnel on regular PSA contracts, and Expert and Specialist UN Volunteers
  • Tier 3 or no tier indicated: All other contract types from UNDP/UNCDF/UNV and other agencies, and other external candidates

Please make note of the Tier(s) indicated in the vacancy title, if any, and ensure that you satisfy the eligibility to apply.

Background

Uzbekistan is committed to building climate resilience and fostering sustainable, low-carbon lifestyles, especially among its youth in rural areas. The country faces severe environmental challenges, including rising temperatures, frequent droughts, and the ongoing desertification linked to the drying Aral Sea, which particularly impacts rural communities. This project aims to equip young people with critical skills and knowledge to adapt to and mitigate these climate impacts, empowering them to lead their communities toward a more sustainable future.

The project has three main components. First, it will mainstream climate change education across all upper secondary schools in Uzbekistan, providing a developed curriculum and teacher training to reach over 1.3 million students. Second, it will engage and empower over 800 youth through the Young Green Ambassadors program, enabling them to lead practical climate resilience and sustainability projects in their communities. Third, it will focus on upskilling 4,000 youth in rural areas with essential green skills, such as climate-smart agriculture and renewable energy, through vocational training programs and support for job placement.

The project emphasizes strong partnerships with national institutions, including the Ministry of Preschool and School Education and the Agency for Youth Affairs, to ensure climate education and green skills development are integrated into both school curricula and vocational training. By investing in climate-conscious youth, the project supports Uzbekistan’s broader climate goals and commitments, helping to shape a generation ready to lead climate action and foster sustainable growth across the country. The Project’s second and third components mainly will be implemented in Karakalpakstan, Bukhara, Navoi, Khorezm, Samarkand, Kashkadarya, Surkhandarya regions. 

The Project Analyst on School Education Policy with focus on Teacher Professional Development (TPD) will be responsible for supporting the formulation of Teacher Professional Development (TPD) policies and leading the project's monitoring and evaluation functions. This includes assisting in planning, tracking, and visualizing data across education, youth action, and green skills components to ensure evidence-based decision-making. The Project Analyst will coordinate with national and local stakeholders,  including the Ministry of Preschool and School Education (MoPSE), the Agency for Youth Affairs, the National Committee on Ecology and Climate Change,   and the Agency of Vocational Education under the Ministry of Higher Education, Science and Innovation, to ensure project objectives are met effectively, as well as the Donor (EAA-ROTA, Qatar)

Duties and Responsibilities

The Project Analyst on School Education Policy with focus on Teacher Professional Development (TPD) will work under the direct supervision and the overall guidance of the Project Specialist. S/he will be responsible for following duties, integrated across policy support and comprehensive Monitoring &Evaluation:

Teacher Professional Development (TPD) Policy Support 

  • Policy Analysis & System Strengthening: Conduct a diagnostic gap analysis of existing teacher training frameworks to inform the development of evidence-based policies. Support the Ministry of Preschool and School Education (MoPSE) in drafting and institutionalizing decrees that mandate Climate Change Education (CCE) within the national Continuous Professional Development (CPD) system.
  • Competency Framework & Training Delivery: Collaborate with the Ministry of Preschool and School Education, the Avloni National Research Institute to define and validate national competency requirements for climate education within the teacher professional development system. Coordinate the operational design and nationwide rollout of a cascade consisting of 2520 “Training of Trainers" (ToT) model, targeting the capacity building of 50,000 teachers.
  • Pedagogical Resource Adaptation: Manage the localization and contextualization of the "Climate Box" toolkit, ensuring its pedagogical alignment with the national curriculum for Grades 7-11 and its effective utilization as a core resource for teacher training modules.

Comprehensive Monitoring and Evaluation (for Project Outputs 1, 2, & 3) 

  • M&E System Architecture: Develop and maintain the project’s Results-Based Management (RBM) system. Design the M&E Plan, Performance Indicator Reference and Project Monitoring Plan Sheets (PIRS and PMP), and data collection tools in strict compliance with UNDP POPP and Education Above All (EAA) donor requirements.
  • Output 1 Monitoring (Education): Monitor the effectiveness of teacher training through pre- and post-training competency assessments. Conduct classroom observations to verify the application of Climate Change Education methodologies and track improvements in student climate literacy across 10,199 schools for 1.3 million students via 50 000 teachers’ performance.
  • Output 2 Monitoring (Youth Action): Establish a tracking mechanism for the 800 "Young Green Ambassadors." Monitor the implementation of 48 community-based climate projects (e.g., tree planting, waste management), verifying data on tons of waste removed, food produced, and trees planted against ProDoc targets.
  • Output 3 Monitoring (Green Skills): Track enrollment, retention, and certification rates of 4,000 youth in State Technicums and/or Colleges for renewable energy and sustainable agriculture courses. Design and implement tracer studies to monitor post-training employment and internship placements. 
  • Field Monitoring: Conduct regular monitoring missions to project sites, including remote areas in Karakalpakstan and the Aral Sea region, to validate reported results in close collaboration with respective Task managers. 

Data Management, Analysis, and Visualization

  • Data Visualization: Utilize advanced tools (Microsoft Power BI or Tableau) to create dynamic, interactive dashboards that visualize key project metrics (e.g., "Heat map of trained teachers by region," "Youth employment rates").
  • Data Analysis: Perform rigorous statistical analysis of project data to identify trends, correlations, and success factors. Translate complex datasets into actionable insights for the Project Board.
  • Database Management: Maintain a centralized, sex-disaggregated, residence-disaggregated, age-disaggregated database of all 1.3 million beneficiaries, ensuring data integrity and privacy.

Reporting and Documentation 

  • Reporting: Lead the drafting of high-quality Quarterly, Semi-Annual and Annual Progress Reports, donor-specific reports, and ad-hoc briefing notes, ensuring reports are evidence-based and narratively compelling.
  • Minutes of Meetings: Serve as the primary rapporteur for Project Board meetings, Technical Working Groups, and high-level government consultations. Draft accurate Minutes of Meetings (MoMs), capturing key decisions, action points, and government commitments.
  • Contribute to knowledge management by documenting lessons learned, best practices, and innovative approaches in teacher professional development in climate resilience.

Promote Stakeholder Engagement and Coordination

  • Engage with local CSOs, government agencies, youth organizations, and educational institutions to ensure coordinated implementation of project activities.
  • Facilitate regular communication with project stakeholders, especially those involved in climate education, youth leadership, and green skills training.
  • Engage in relevant meetings, workshops, and conferences assigned by the Project Specialist.

Ensure Gender mainstreaming in the project. 

  • Apply the knowledge of gender equality and women’s empowerment issues to strategic and/or practical situations, e.g. integrating into the project cycle, including design, planning, and implementation. 

The incumbent performs other duties within their functional profile as deemed necessary for the efficient functioning of the project.

Institutional Arrangement

Under overall supervision of the Project Specialist, the incumbent is expected to devote approximately 60% of work to Teacher Professional Development (TPD) policy and implementation support, and 40% to Monitoring and Evaluation (M&E), including data visualization and reporting. This time allocation is indicative and may be adjusted upon the request of the Project Specialist to meet evolving project priorities and implementation needs. Qualified female candidates are encouraged apply.

Competencies

Core Competencies

  • Achieve Results: LEVEL 1: Plans and monitors own work, pays attention to details, delivers quality work by deadline
  • Think Innovatively: LEVEL 1: Open to creative ideas/known risks, is pragmatic problem solver, makes improvements 
  • Learn Continuously: LEVEL 1: Open minded and curious, shares knowledge, learns from mistakes, asks for feedback
  • Adapt with Agility: LEVEL 1: Adapts to change, constructively handles ambiguity/uncertainty, is flexible 
  • Act with Determination:  LEVEL 1: Shows drive and motivation, able to deliver calmly in face of adversity, confident
  • Engage and Partner: LEVEL 1: Demonstrates compassion/understanding towards others, forms positive relationships
  • Enable Diversity and Inclusion: LEVEL 1: Appreciate/respect differences, aware of unconscious bias, confront discrimination 

Cross-Functional & Technical competencies 

Business direction & strategy 

  • Strategic thinking:
    • Develop effective strategies and prioritised plans in line with UNDP’s mission and objectives, based on the systemic analysis of challenges, opportunities and potential risks; link the general vision to reality on the ground to create tangible targeted solutions; learn from a variety of sources to anticipate and effectively respond to both current and future trends; demonstrate foresight.

Business Development         

  • Integration within the UN:
    • Ability to identity, and integrate capacity and assets of the UN system, and engage in joint work. 
    • Knowledge of the UN System and ability to apply this knowledge to strategic and/or practical situations

Business Management 

  • Project Management:
    • Ability to plan, organize, prioritize and control resources, procedures and protocols to achieve specific goals
  • Monitoring & Evaluation:
    • Ability to systematically monitor results of strategies, programmes, and activities with a view to make sure that they are being implemented effectively; 
    • Ability to provide managers and key stakeholders with regular feedback and reporting on the consistency or discrepancy between planned activities and programme management and results. 
    • Ability to make independent judgment of the management and results of strategies, programmes and activities based on set criteria and benchmark, keeping in mind the needs and concerns of client, current and upcoming. Knowledge and understanding of monitoring and evaluation frameworks, concepts, methodologies, systems, processes, and tools. 
    • Ability to make an independent judgement based on set criteria and benchmarks. Ability to anticipate client's upcoming needs and concerns.

Data 

  • Data Analysis:
    • Ability to extract, analyze, and visualize data to form meaningful insights and aid effective business decision making.

2030 Agenda;Planet 

  • Climate:
    • Climate change adaptation policy and planning: National Adaptation Plans 

Required Skills and Experience

Education:

  • Advanced university degree (Master’s degree or equivalent) in Education Policy, Public Policy, Statistics, Social Sciences, or related field is required, OR;
  • A first-level university degree (bachelor’s degree) in the areas mentioned above, in combination with an additional two years of qualifying experience will be given due consideration in lieu of the advanced university degree.

Experience:

  • Applicants with a master’s degree (or equivalent) in a relevant field of study are not required to have professional work experience.
  • Applicants with a bachelor’s degree (or equivalent) are required to have a minimum of two (2) years of relevant professional experience in educational project management, with a focus on monitoring and evaluation. 

Desired Skills:

  • Experience in the education system of Uzbekistan.
  • Demonstrated experience in organizing capacity building, training programs, monitoring and evaluation, data analysis and visualization tools including M&E related applications (Ms Excel, DHIS2, Airtable, SurveyCTO, Qualtrics Power BI, Tableau, SPSS). 
  • Prior experience working with national or local government agencies, educational institutions, or international organizations. 
  • Proven experience in working effectively with diverse stakeholders, including youth, educators, government officials, and community groups. 

Required Language(s):

  • Fluency in English and Uzbek is required. 
  • Good command of Russian is desirable.

Equal opportunity

As an equal opportunity employer, UNDP values diversity as an expression of the multiplicity of nations and cultures where we operate and, as such, we encourage qualified applicants from all backgrounds to apply for roles in the organization. Our employment decisions are based on merit and suitability for the role, without discrimination. 

UNDP is also committed to creating an inclusive workplace where all personnel are empowered to contribute to our mission, are valued, can thrive, and benefit from career opportunities that are open to all.

Sexual harassment, exploitation, and abuse of authority

UNDP does not tolerate harassment, sexual harassment, exploitation, discrimination and abuse of authority. All selected candidates, therefore, undergo relevant checks and are expected to adhere to the respective standards and principles. 

Right to select multiple candidates

UNDP reserves the right to select one or more candidates from this vacancy announcement.  We may also retain applications and consider candidates applying to this post for other similar positions with UNDP at the same grade level and with similar job description, experience and educational requirements.

Scam alert

UNDP does not charge a fee at any stage of its recruitment process. For further information, please see www.undp.org/scam-alert.

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