OVERVIEW OF THE FUNCTIONS OF THE POST

In today’s vocational education landscape, enhancing teacher training in TVET (Technical and Vocational Education and Training) is crucial to ensuring quality teaching, aligning with labor market needs, and preparing students for the demands of modern vocational fields. A strong focus on improving the instructional methods of TVET teachers, including foundational pedagogy, competency-based teaching, assessment methodologies, and digital competencies, will be essential to developing a sustainable system that equips students with relevant skills.

Uzbekistan’s TVET system faces several challenges in improving the pedagogical skills of its teachers, particularly in integrating competency-based teaching methods and leveraging technology to enhance teaching practices. As the country’s education system evolves, it is vital that teachers are equipped with the necessary tools, resources, and support for effective delivery of competency-based education (CBE).

Within the field of TVET, UNESCO, in collaboration with the Government of Uzbekistan, is implementing the EU-funded “Skills Development in Rural Areas of Uzbekistan” project. This project, running since 2020, aims to align vocational training with industry needs, particularly for rural youth. One of the key areas of focus is the professional development of teachers in Centers of Excellence, ensuring they receive targeted training that enhances their ability to deliver competency-based education, integrate digital tools, and support students’ social and emotional learning (SEL).

While infrastructure developments are underway, a more structured and comprehensive approach to teacher training in TVET is necessary. The current focus is on the development of a Competency Framework for TVET teachers, emphasizing digital competencies. This framework will identify key areas for professional development and support the design of training modules that align with the national priorities. Additionally, the project will support Centers of Excellence in providing targeted capacity-building initiatives in digital skills, competency-based education, and assessment.

To strengthen the alignment between infrastructure improvements and pedagogical capacity-building, the project seeks to develop a comprehensive roadmap for teacher training in TVET. This roadmap will integrate digital competencies, competency-based teaching, and social-emotional learning (SEL) into teacher training programs, addressing the needs identified through a situational analysis and supporting sustainable improvements in TVET education.

UNESCO is therefore seeking to onboard an Teacher Training Expert for TVET Education. The expert will be responsible for conducting a comprehensive assessment of the current teacher training system, identifying key areas for improvement, and developing a comprehensive teacher training framework. This will include aspects such as competency-based teaching, foundational pedagogical skills, digital competencies, and social-emotional learning. The expert will also design a pilot program for TVET teachers and master trainers to ensure the roadmap is practical and scalable.

TASKS AND RESPONSIBILITIES

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

1. Comprehensive Needs Assessment of the Teacher Training System
   • Conduct a thorough evaluation of the teacher training system in TVET, focusing on existing teacher competencies, training methodologies, and professional development opportunities.
   • Assess the gaps in pedagogical skills, digital competencies, and the ability to deliver competency-based education among TVET teachers.
   • Lead consultations with key stakeholders, including IPED (Institute for Pedagogical Innovation), MHESI (Ministry of Higher Education, Science, and Innovation), and directors of Centers of Excellence, to understand institutional challenges and goals for teacher development.
2. Development of a Competency-Based Teacher Training Framework
   • Design a comprehensive teacher training framework that addresses foundational pedagogy, competency-based teaching, digital competencies, and social-emotional learning (SEL).
   • Incorporate the Digital Competency Framework into the broader training plan, ensuring that teachers are equipped to integrate ICT into teaching and assessment.
   • Ensure that the framework aligns with the National Occupational Standards and is contextualized to the specific needs of Uzbekistan’s TVET sector.
3. Design and Pilot Teacher Training Modules
   • Develop a modular teacher training program that can be piloted in the four Centers of Excellence. This will include modules (which are currently being developed by UNESCO) on:
     • Competency-Based Teaching: Practical application of competency-based education and assessment of students’ performance based on measurable outcomes.
     • Digital Competencies: Training teachers on how to integrate digital tools into their teaching practice, manage virtual classrooms, and use ICT effectively.
     • Social-Emotional Learning (SEL): Adapting materials from the Mahatma Gandhi Institute to equip teachers with skills to foster emotional intelligence, empathy, and resilience in students.
   • Work with Master Trainers to certify a group of master trainers (e.g., 10 per Center of Excellence) who will implement the training programs in their respective regions.
4. Roadmap for Capacity-Building Initiatives
   • Develop a detailed roadmap for rolling out the comprehensive teacher training framework across Uzbekistan’s TVET system. This roadmap should include:
     • Steps for piloting the program in the Centers of Excellence.
     • Timelines for training and certification of TVET teachers and master trainers.
     • Integration with national policies and long-term sustainability plans for continuous professional development.
5. Feedback and Continuous Improvement Mechanism
   • Establish a feedback loop with TVET teachers and stakeholders to gather insights during the pilot phase and refine the teacher training modules accordingly.
   • Ensure that the program remains responsive to evolving educational needs and aligns with international best practices.

DELIVERABLES

1. Needs Assessment Report
   • A comprehensive report detailing the findings from the needs assessment, including current teacher training gaps, challenges in competency-based teaching, and digital competencies. This report should highlight opportunities for improvement and country-specific priorities.
2. Competency-Based Teacher Training Framework
   • A detailed framework for TVET teacher professional development, incorporating modules on foundational pedagogy, competency-based teaching, digital skills, and social-emotional learning.
3. Pilot Program Design
   • A set of pilot training modules to be implemented in the four Centers of Excellence, along with guidelines for the certification of master trainers and continuous feedback mechanisms.
4. Roadmap for Implementation
   • A detailed roadmap outlining the steps, timelines, and key actions required to scale the teacher training framework nationally.

COMPETENCIES (Core / Managerial)

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REQUIRED QUALIFICATIONS

Education:

• Advanced university degree (Master’s or equivalent) in Education, Social Sciences, Teacher Development, or a related field. Specialization in TVET, competency-based teaching, or teacher training is highly advantageous.

Experience:

• A minimum of 8-10 years of relevant experience in teacher education, TVET, or similar educational contexts.
• Proven experience in designing and implementing teacher training frameworks, particularly in competency-based education and digital learning.
• Experience working with international organizations, government counterparts, or development partners in the field of education.
• Demonstrated success in capacity-building activities for educators and integrating ICT into pedagogical practices.

DESIRABLE QUALIFICATIONS

• Previous experience working with the UN system, multilateral agencies, or large international organizations on teacher development projects.
• Hands-on experience with TVET teacher training institutions and familiarity with their operational and pedagogical challenges.
• Experience working in Central Asia is an advantage