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: 24/10/2024

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

OVERVIEW OF THE FUNCTIONS OF THE POST

BACKGROUND

In today’s vocational education landscape, integrating Information and Communication Technology (ICinto teaching and learning is becoming increasingly important. In TVET, digital competencies play a critical role in enhancing the instructional methods of teachers, enabling them to utilize digital tools to deliver competencybased training more effectively. Uzbekistan faces significant challenges in improving the digital pedagogical skills teachers, particularly in leveraging technology to innovate teaching practices and support learners in acquiring relevant vocational skills. As the TVET system evolves, it is essential to equip teachers with the digital tools and competencies necessary to improve teaching outcomes and ensure learners are wellprepared for the demands of modern vocational fields.

Within the field of TVET, UNESCO, in collaboration with the Government of Uzbekistan, is implementing the EUfunded “Skills Development in Rural Areas of Uzbekistan” project. This project, running since 2020, aims to align vocational training with industry needs, enhancing the quality, relevance, efficiency, and effectiveness of skills development for especially rural youth. To support educators to facilitate the efficient teaching, capacity building initiatives on CBTA have been conducted for teachers in pilot colleges and other stakeholders.

The project is planning to develop a Competency Framework for TVET (Technical and Vocational Education and Traininteachers, with particular focus on digital competencies. This framework will help identify key areas for the professional development of educators and master trainers, ensuring the quality of training provided. Based on the Digital Competency Framework, training modules on digital competencies for adult educators, particularly in the context of TVET, will be adapted to align with national priorities. In addition, the project will support Centers of Excellence and Innovation by offering capacitybuilding activities in competencybased training, assessment, and enhancement of teachers’ digital skills.

UNESCO is therefore seeking to onboard an International Digital Learning Expert for TVET Education. The expert will be responsible for supporting the development of a digital competency framework for TVET teachers and implementing related capacitybuilding initiatives. The candidate should be immediately available and may work remotely during the initial stages of the project. This role requires close coordination with the UNESCO Tashkent Office, government counterparts, and other stakeholders to ensure the successful execution of the project.

This Terms and Reference outlines the assessment of current digital competency levels of Adult Educators/TVET Teachers, identify policy priorities and goals for improvement, explore the Digital Competency Framework and elaborate roadmap for contextualizing the digital competency framework and sample training modules.

TASKS AND RESPONSIBILITIES

ROLES AND RESPONSIBILITIES

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

1. 1. Conduct a comprehensive needs assessment to evaluate the level of digital competencies of TVET teachers
   2. Identify country priorities, gaps, challenges, and opportunities for strengthening digital competencies of TVET teachers.
   3. Conduct indepth exploration of UIL’s (UNESCO Institute for Lifelong LearninDigital Competency Framework and sample training modules.
   4. Analyze how this framework and the modules can be effectively adapted and contextualized to align with the country’s priorities based on the needs assessment results.
   5. Develop a detailed Roadmap for contextualization of Digital Competency Framework and sample training modules for adult educators/TVET teachers. This roadmap should include the steps, timelines, and key actions required to effectively adapt the framework and modules to the local context.

DELIVERABLES

1. DELIVERABLES
   1. Provide a comprehensive report on the needs assessment and situational analysis, including country priorities, existing gaps, familiarity of educators with digital literacy and areas for enhancement of digital competencies of TVET teachers/ Adult educators. (10 working day
   2. Provide a detailed Roadmap for contextualization of Digital Competency Framework and sample training modules for adult educators/TVET teachers designed to address the specific needs of adult educators. (by 31 December 2024/ 20 working day

COMPETENCIES (Core / Manageria

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 TVET, 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, or TVET.
• Proven experience in designing and implementing digital competency frameworks, particularly for TVET or similar educational contexts.
• 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, particularly within the TVET context

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, particularly in the TVET sector, and familiarity with their operational and pedagogical challenges.
• Experience working in Central Asia