OBJECTIVE

The objective of this consultancy is to develop an evidence-based conceptual model that will serve as the foundation for the renovation and upgrading of three Teacher Training Centers into Centers of Pedagogical Excellence. These centers will focus on the in-service training of master trainers, with a particular emphasis on enhancing the digital competencies of teachers in STEM subjects. The model should be informed by international best practices and academic literature, and aligned with the unique educational needs of Uzbekistan. The model will also integrate elements of sustainability and pedagogical innovation to create an environment conducive to 21st-century teaching practices.

SCOPE OF WORK

SCOPE OF WORK

• Literature Review, Benchmark Study, and Best Practices:
  • Conduct a benchmark study of international best practices in designing Centers of Pedagogical Excellence, with a focus on teacher training, ICT integration, and STEM education. This should include insights from countries that have successfully implemented similar models internationally.
  • Identify frameworks for pedagogical excellence that are adaptable to Uzbekistan’s context while fostering continuous professional development through innovative digital learning approaches.
• Contextual Needs Assessment and National Expert Team Leadership:
  • Conduct a contextual needs assessment of three Teacher Training Centers (TTCs) to determine how the centers can address gaps in existing teacher training, particularly in STEM and digital competency development​
  • Lead a national expert team comprising STEM teachers, TPD experts, and local education authorities to ensure the conceptual model reflects local educational priorities and addresses existing gaps in teacher training and digital competency development.

• Conceptual Model Development
  • Develop a conceptual model (physical and pedagogical design) for the Centers of Pedagogical Excellence, focusing on creating flexible learning spaces to support blended learning, collaborative learning, and digital experimentation.
  • Establish a model for continuous professional development that includes peer-learning, micro-teaching, and blended learning
• Implementation Roadmap: Provide a phased implementation roadmap, detailing the necessary infrastructure renovations, digital upgrades, and strategies for rolling out the Centers of Pedagogical Excellence; Detail the timeline, necessary infrastructure changes, and steps required to train educators on how to effectively use the center and integrate digital tools into their teaching​
• Collaboration with Engineering Experts:
  • Work closely with the engineering experts tasked with developing the master plan for the physical premises of the Centers of Pedagogical Excellence. The expert should review and provide input to ensure that the physical design supports the innovative learning environments, digital tools, and flexible learning spaces envisioned in the conceptual model.
    • Review the Master Plan: Ensure that the final master plan aligns with the conceptual model by conducting a thorough review and providing feedback or adjustments as necessary to maintain coherence between the infrastructure and the pedagogical objectives. Engage in discussions with engineering teams to ensure alignment between the pedagogical model and the infrastructure plan, including the integration of digital learning tools, flexible space design, and sustainability features.

DELIVERABLES

Month 1:

1. Detailed Work Plan and Methodology, including the approach for the benchmark study, desk research, and stakeholder engagement.
2. Needs assessment report, including an evaluation of the current infrastructure, teacher training capacity, and digital competencies in Uzbekistan’s Teacher Training Centers (TTCs
3. Benchmark study, comparing international Centers of Pedagogical Excellence, with an emphasis on digital competencies and STEM education.

Month 2:

1. First draft of the conceptual model for the Centers of Pedagogical Excellence, focusing on innovative learning hubs, digital integration, and flexible learning environments.
2. 1st Revision of master plan (in collaboration with the engineering team), providing input to ensure alignment with the conceptual model’s requirements for pedagogical innovation, digital tools, and flexible learning spaces
3. Report on consultations with the national expert team (STEM teachers, TPD experts, etc.) and other stakeholders to gather input on the draft conceptual model.

DELIVERABLES

Month 3:

1. Refinement of the Conceptual Model and Master Plan Alignment:
   • 2nd draft Conceptual Model (inlc. eedback from stakeholder consultations and the national expert team)
   • 2nd Revision of of the master plan developed by the engineering experts to ensure the design of the premises supports the goals of the conceptual mode

Month 4:

1. Final Conceptual Model, aligned with the master plan for the premises.
2. Final Implementation Roadmap, with phased timelines, key milestones, budget considerations, and infrastructure renovation details.
3. Presentation of conceptual model and implementation roadmap to key stakeholders
4. Final report summarizing the research, national consultations, master plan reviews, and the final conceptual model.

COMPETENCIES (Core / Managerial)

REQUIRED QUALIFICATIONS

• Advanced degree (Master’s or higher) in Education, Educational Development, Instructional Design, Digital Learning, STEM Education, or other related fields.
• Minimum of 7 years of professional working experience in educational development, instructional design, or teacher training, with a focus on digital learning, STEM education, or pedagogical innovation.

• Proven experience in developing and implementing educational models, frameworks, or strategies for teacher training and professional development, with an emphasis on integrating digital tools and pedagogical innovation.
• Strong report writing skills
• Fluency in English is required. Knowledge of Russian is an asset.

DESIRABLE QUALIFICATIONS

• Experience in developing conceptual models for Teacher Training Centers or similar educational institutions, particularly in the context of teacher training and professional development.
• Prior experience working in diverse educational contexts, particularly in countries with similar education systems to Uzbekistan.
• Knowledge of sustainability practices in educational facilities, particularly in integrating green energy solutions and environmentally-friendly technologies into the design of learning spaces.
• Experience designing educational models that are scalable and adaptable to low-resource environments