OVERVIEW

Parent Sector : Education Sector (E

Duty Station: Tashkent

Classification of duty station: [[filter12]]

Standard Duration of Assignement : [[filter13]]

Job Family: Education

Type of contract : Non Staff

Duration of contract : From 1 to 6 months

Recruitment open to : External candidates

Application Deadline (Midnight Paris Tim: 30/10/2024

UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

OVERVIEW OF THE FUNCTIONS OF THE POST

BACKGROUND

In today’s educational landscape, digital competencies are essential for preparing teachers to navigate the rapidly evolving technological world. In Uzbekistan, the need to integrate Information and Communication Technology (ICinto teaching practices is a critical priority. As the country seeks to modernize its education system, there is a strong emphasis on equipping teachers with the necessary digital skills to deliver highquality, innovative, and inclusive education. However, significant gaps remain in digital skills across the teaching workforce, particularly in leveraging technology for pedagogical innovation in Science, Technology, Engineering, and Mathematics (STEsubjects and beyond.

To address these challenges, UNESCO and UNICEF have launched the joint programme “Empowering Education in Uzbekistan: Leveraging ICT and Digital Learning for HighQuality and Inclusive Education Results,” which aims to equip teachers with digital competencies necessary to deliver highquality education aligned with Uzbekistan’s national priorities and UNESCO’s global education standards.

The focus of this project is to improve teacher competencies in digital skills, with a particular emphasis on developing and implementing UNESCO’s ICT Competency Framework for teachers. The framework will guide the professional development of educators, ensuring they have the knowledge and skills to integrate digital tools effectively into their teaching practices. The project also aims to contextualize training modules, train master trainers, and upgrade the digital infrastructure at teacher training centers, ensuring educators are wellprepared to lead digital transformation in the classroom.

This initiative is teacherfocused, providing the necessary resources and training to enhance digital literacy and capacity among educators, enabling them to foster an innovative and digitally enabled learning environment. To this end UNESCO is seeking a Digital Learning/ICT in Education Expert who will work closely with the national expert team on the development the ICT competency framework, teacher training and support the assessment of digital tools in teacher training centers.

SCOPE OF WORK

Under the authority of the Head of the UNESCO Tashkent Office and direct supervision of the Senior Program Officer, the consultant will undertake the following tasks

• Conduct a comprehensive assessment of digital competencies
  • Carry out a thorough evaluation of the current digital competency levels of teachers across primary and secondary education.
  • Identify gaps in digital literacy, familiarity with ICT tools, and pedagogical approaches that integrate technology.
• Assess the digital tools and infrastructure needs in teacher training centers
  • Conduct a detailed assessment of the existing digital tools and infrastructure in teacher training centers.
  • Based on this assessment, determine which additional digital tools and technologies are needed to support teacher professional development and align with the contextualized UNESCO ICT Competency Framework.
• Contextualize the UNESCO ICT Competency Framework for general education teachers
  • Collaborate with national experts, UNESCO, and UNICEF teams to adapt and contextualize the UNESCO ICT and AI Competency Framework for teachers in primary and secondary education.
  • Ensure the framework addresses the specific digital competencies required to enhance teaching and learning outcomes, particularly in STEM subjects.

• Contextualize and adapt training modules based on the ICT Competency Framework
  • Adapt existing digital competency training modules to align with the needs identified in the assessment and the contextualized UNESCO competency framework.
  • Provide recommendations for the creation of new modules where necessary to address gaps in digital skills and teaching practices.
• Capacity building and training of master trainers
  • Lead the training of master trainers, ensuring they are equipped to train other educators in the use of digital tools and methodologies in line with the contextualized UNESCO ICT Competency Framework.
  • Provide ongoing technical support to master trainers to ensure the sustainability and effectiveness of the training programs.
• Monitoring and Evaluation
  • Develop a detailed roadmap for the implementation of the contextualized UNESCO ICT Competency Framework, including timelines and key performance indicators (KPIfor monitoring progress.
  • Establish a mechanism to evaluate the impact of the competency framework and digital tools on teacher performance and student learning outcomes.

DELIVERABLES

1. Digital Competency Assessment Report: A comprehensive report assessing the current digital competency levels of teachers in primary and secondary education, identifying gaps and opportunities for improvement. This report will be based on consultations, interviews, and initial data collection.
2. Digital Tools and Infrastructure Needs Assessment: A detailed report assessing the digital tools and infrastructure available at teacher training centers, with recommendations for upgrades. This will include consultations with stakeholders and site visits to evaluate needs.
3. First Draft of Contextualized UNESCO ICT Competency Framework: The first draft of the contextualized UNESCO ICT Competency Framework, developed through a series of consultations with national experts, stakeholders, and international partners.
4. Stakeholder Workshop and Review of the ICT Competency Framework: Organize and conduct a stakeholder workshop to review the first draft of the competency framework. Collect feedback from teachers, experts, and policymakers to refine the framework.
5. Revised UNESCO ICT Competency Framework: Submit a revised version of the ICT Competency Framework, incorporating feedback from workshops and further consultations.
6. Contextualized Training Modules – First Draft: Develop and submit the first draft of the contextualized training modules, aligned with the revised ICT Competency Framework. This will be reviewed in subsequent workshops.
7. Workshops for Master Trainers and Feedback Integration: Conduct workshops for master trainers to test the training modules and gather feedback on their effectiveness.
8. Finalized UNESCO ICT Competency Framework and Training Modules: Submit the finalized version of the contextualized ICT Competency Framework and training modules, incorporating all feedback from workshops and consultations.
9. Implementation Roadmap: Provide a detailed roadmap for the national rollout of the ICT Competency Framework, including steps for implementation, timelines, and a monitoring and evaluation framework to assess the impact on teaching practices.

COMPETENCIES (Core / Managerial

REQUIRED QUALIFICATIONS

Education: Advanced university degree (Master’s or equivalenin Education, Social Sciences, Information and Communication Technology (IC, Educational Technology, or a related field. A specialization in digital learning, or teacher training would be highly advantageous.

Experience:

• A minimum of 810 years of relevant experience in the education sector, with a focus on digital learning, teacher development
• Proven experience in designing and implementing ICT competency frameworks and/or modules for teachers
• Experience working with international organizations, government counterparts, or development partners in the field of education.
• Demonstrated success in capacitybuilding activities for educators, especially in integrating ICT into pedagogical practices.
• Familiarity with competencybased training (CBmodels

DESIRABLE QUALIFICATIONS

• Previous experience working with the UN system, multilateral agencies, or large international organizations on education and digital learning projects.
• Handson experience with teacher training institutions, and familiarity with their operational and pedagogical challenges.
• Experience working in Central Asia