International Consultant on Competency-Based Education and Teacher Education Reform

OVERVIEW

Parent Sector : Field Office

Duty Station: Tashkent

Job Family: Education

Type of contract : Non Staff

Duration of contract : From 1 to 6 months

Recruitment open to : External candidates

Application Deadline (Midnight Duty Station Time) : 5-Jan-2026

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

OVERVIEW OF THE FUNCTIONS OF THE POST

1. Background

Within the framework a UNESCO project for Improving the Quality and Efficiency of Education Services in the Republic of Uzbekistan, UNESCO, in close coordination with the Ministry of Preschool and School Education (MoPSE), is implementing interventions to improve the learning environment and strengthen Uzbekistan’s education system for sustainable, inclusive, Competency-Based Education (CBE).

As part of work on pre-service teacher education programme revision, UNESCO is piloting the initiative at the Uzbekistan National Pedagogical University (UZNPU) to serve as a model for integrating CBE principles into pre-service teacher education. In parallel, the project engages the National Institute of Pedagogical Mastery named after Abdulla Avloniy (Avloniy Institute) to align in-service teacher continuous professional development with CBE principles and  mentoring support.

UNESCO seeks to engage an international expert to review curriculum development approaches, assess alignment with CBE principles, and propose a framework and roadmap to strengthen CBE integration across pre- and in-service teacher education pathways.

Long Description

2. Objectives

Under the overall authority of the UNESCO Representative to Uzbekistan, and the direct supervision of the Senior Project Officer (Education), the Consultant shall:

• Review curriculum development approaches at UZNPU (pre-service) and Avloniy Institute (in-service) against CBE principles.
• Develop a framework and roadmap for transitioning to CBE-based curriculum design, delivery, and assessment.
• Recommend mechanisms for integrating mentoring systems linking practicum and in-service teacher support.
• Strengthening institutional capacity through an introductory training on CBE-based curriculum development for working group members.
• Produce a Policy Note  highlighting key system-level implications for the Ministry and other teacher education institutions.

3. Main Tasks

• Conduct a desk review of national teacher education standards, curriculum frameworks, and institutional guidelines.
• Conduct consultations with curriculum developers, faculty members, and institutional leadership at UZNPU and Avloniy Institute.
• Examine the approach to curriculum design, structure, delivery, and assessment at both institutions.
• Review 2–3 representative programmes  to assess their alignment with CBE principles.
• Identify key strengths, weaknesses, and institutional conditions affecting transition to CBE.
• Design and deliver a short training workshop (1–2 days) for working group members at UZNPU and Avloniy on CBE methodology in curriculum design.
• Prepare a framework document and roadmap for CBE-aligned curriculum design and institutional processes, outlining:
  • Recommended steps and milestones;
  • Capacity development needs;
  • Roles of key stakeholders in implementation.
• Provide recommendations for linking pre-service practicum design with in-service mentoring systems through collaboration between UZNPU and Avloniy Institute.
• Develop a concise policy note (3–5 pages) summarizing system-level recommendations for the Ministry of Preschool and School Education and teacher education institutions to guide the national rollout of CBE-aligned teacher education reform.
• Present preliminary findings and draft framework to the national stakeholders and integrate feedback into the final deliverables.

Long Description

4. Deliverables

• Report Analysis of curriculum development approaches at UZNPU and Avloniy, including CBE assessment.             
• Framework and actionable roadmap for CBE-aligned curriculum development.
• Recommendations on linking pre-service practicum and in-service mentoring.     
• Workshop agenda, presentation slides, and materials.   
• Policy Note 3–5 page brief for MoPSE on national-level implications.     
• PowerPoint summary and validation meeting with UNESCO and stakeholders.

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REQUIRED QUALIFICATIONS

Advanced university degree in Education, Curriculum Development, or related field.

Minimum 10 years of progressively responsible experience in teacher education reform, curriculum design, and CBE approaches.

Proven experience in curriculum review, instructional design, and teacher professional development in higher education contexts.

Demonstrated understanding of practicum models and mentoring systems.

Experience in post-Soviet or transition education systems is desirable.

Excellent analytical, writing, and communication skills in English.

Knowledge of Russian or Uzbek is an asset.

BENEFITS AND ENTITLEMENTS

SELECTION AND RECRUITMENT PROCESS

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