International individual consultancy to support UNICEF and the Ministry of Public Education of Uzbekistan in capacity development on inclusive teaching
To provide support to the Ministry of Public Education of Uzbekistan throughout the process of capacity development for implementation of new inclusive competency-based school curriculum and teaching-learning materials for Grades 1 and 2, ensuring alignment with requirements General Comment UN Convention of the Rights of Persons with Disabilities #4 Right to inclusive education.
UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.
Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.
And we never give up.
The objective of this assignment is to provide support to the Ministry of Public Education of Uzbekistan throughout the process of capacity development for implementation of new inclusive competency-based school curriculum and teaching-learning materials for Grades 1 and 2, ensuring alignment with requirements General Comment UN Convention of the Rights of Persons with Disabilities #4 Right to inclusive education (UNCRPD GC#4).
MOPE requested UNICEF support its efforts to reform the education curriculum in line with competency-based approach, which was included into the Multi-Year Work Plan (MYWP) between MOPE and UNICEF for 2019-2020 for the ‘Quality Learning for All’ programme and new CPD for 2021-2025. UNICEF provided technical support to develop the first ever National Curriculum Framework (NCF) for the general secondary education system and the further process of development of subject and grade specific curriculum. NCF states that the new curriculum will be a focused one, with full clarity of what students should know, understand and be able to do as a result of a lesson, lesson sequence, unit and year of instruction. NCF also requires that along with a shift to competency-based approach and XXI century competencies the new curriculum will enable inclusive teaching and learning. This is including through enhancing role of assessment for learning and introducing differentiated pedagogy. The Working Groups formed under the leadership of REC prepared initial drafts of the subject-specific curriculum and syllabuses and shared these for public and expert discussion and received throughout feedback in December 2020.
Currently UNICEF is supporting the revision of Math, Science and Mother Language (Uzbek) curriculum for Grades 1 and 2 based on a review by experts and aspirations and feedback of the public and the development of associated textbooks and other teaching-learning materials. Three international subject experts are working with national teams to do this. MOPE is planning to pilot this curriculum and teaching learning materials in April-May 2021 and implement the same for Grades 1 and 2 nationwide starting from September 2021.
As a next step, MOPE is requesting further support in developing capacities of the Republican Education Centre (REC) staff (authors of curriculum and teaching-learning materials and methodologists) and staff of the Institute of Retraining and Advanced Training of Managers and Specialists of the Public Education System named after A. Avloniy (Avloni Institute) responsible for in-service teachers’ training and professional development as well as schoolteachers, who will be implementing new curriculum and teaching-learning materials. This should build on previous work on capacity development. To support teachers to access learning and skilling though world class ICT-enabled solutions which are customized to to Uzbekistan context, UNICEF is using the GenU 2020 funds under Reimagine Education component. One of interventions within this component will be upgrading a national online platform for teachers’ professional development operated by Avlony Institute. This platform will be used for delivering courses for schoolteachers on introducing new inclusive competency-based curriculum and teaching-learning materials.
At the same time, on October 13, 2020 a new Presidential Resolution on Education of Children with Special Educational Needs was adopted, which is widening access to inclusive education for children with disabilities. It is expected that progressively more children with disabilities will be transferred from special education schools and special boarding schools for children with disabilities to general education schools in their communities.
Considering this, REC is requesting UNICEF support for developing teachers’ guides on inclusive assessment, lesson’s planning and teaching for new competency-based Math, Mother language and Science curriculum for grades 1 and 2. Guidance for inclusive teaching within the same curriculum and in the same classroom should be provided in the guides for every lesson, considering different needs including hearing, vision, intellectual, mental and development disabilities. It is planned that working groups for the development of the teachers’ guides on inclusive lesson’s planning and delivering (WGITG) will be established under REC. The groups will include authors of the new curriculum and teaching-learning materials as well as leading special education methodologists and teachers-practitioners.
To ensure these activities are implemented in a timely manner with acceptable quality, UCO Education Section requires assistance of an International Consultant. The International Consultant will support the process of developing teachers’ guides on inclusive assessment, lesson’s planning and delivering for new competency-based Math, Mother Language and Science curriculum for grades 1 and 2. The consultant is also expected to provide support in finalizing Mother Language (Uzbek), Math and Science curriculum and teaching-learning materials for Grades 1 and 2, by bringing in specific expertise on inclusive assessment and teaching.
Objectives of the assignment
- Review Math, Science and Mother Language curriculum and teaching-learning materials for Grades 1 and 2. Provide comments and recommendations to ensure their quality for inclusive teaching and learning;
- Based on a needs’ assessment, develop an agenda and hand-outs, and conduct a training for MOPE, REC, State Inspection on Supervision of Quality of Education (SISEQ), Avloni Institute and WGITG on general principles of inclusive education and best international practices with focus on inclusive teaching and learning including possible adaptations in learning content, processes, products, environment and assessment to prepare them for teachers’ guides development;
- Facilitate regular review meetings and provide guidance to WGITG in the process of the teachers’ guides development;
- In cooperation with WGITG prepare a training plan and digital content for an online training for teachers on inclusive assessment, lesson planning and inclusive teaching in schools (to be uploaded on a digital platform for teachers’ professional development), as well as conducting 5-7 day training of trainers on the same.
Timeline & Deliverables
The deliverables are expected to be provided within 60 working days between 15 May – 30 December 2021:
1. Introduction discussion with a commissioning team (UNICEF, MOPE and REC) on the assignment
2. Preparation of detailed planning of tasks of the consultant and UNICEF team to implement the ToR
3. Review curriculum and teaching-learning materials for Grades 1-2, provide recommendations to finalize them ensuring their quality for inclusive assessment, teaching and learning
1. Provisional workplan, with associated timeframes for deliverables.
2. Recommendations to finalize Math, Science and Mother Language Curriculum for Grades 1-2 are provided and discussed with WGITG
3. Detailed proposals and recommendations to finalize Math, Science and Mother Language teaching-learning materials for Grades 1-2 are provided and discussed with WGITG
May 2021, 10 working days
Training on general principles of inclusive education and best international practices with focus on inclusive teaching and learning including possible adaptations in learning content, processes, products, environment and assessment to prepare WGITG for teachers’ guides development
4. Analyze training needs on the basis of desk review, interviews, group discussions
5. Prepare a Training Plan in close cooperation with MOPE, REC, SISEQ, Avloni Institute and WGITG
6. Conduct training in line with the Training Plan
7. Prepare a training report based on training needs analysis and analysis of training evaluation
4. Training Plan, materials and handouts
5. Training report
May – June 2021, 10 working days
Guiding development of Teachers’ Guides for Math, Mother Language and Science curriculum for Grades 1 and 2
8. Review consequently prepared parts of Math, Mother Language and Science teachers’ guides for Grades 1 and 2, provide comments and recommendations to ensure clarity of possible adaptations in learning content, processes, products, environment and assessment
6. Detailed recommendations and proposals for Grade 1 Math, Mother Language and Science teachers’ guides are provided and discussed with WGITG
7. Detailed recommendations and proposals for Grade 2 Math, Mother Language and Science teachers’ guides are provided and discussed with WGITG
June – December 2021, 30 working days
Training of trainers on inclusive assessment, lesson planning and inclusive teaching in primary school (digital and face-to-face)
9. Prepare a Training Plan and materials in close cooperation with MOPE, REC, SISEQ, Avloni Institute and WGITG
10. Conduct Training of Trainers (TOT) in line with the Training Plan
11. Prepare a training report based on training needs analysis and analysis of training evaluation
12. Jointly with WGITG and Avloni Institute methodologists and IT specialists develop digital content for online training on inclusive assessment, lesson planning and inclusive teaching and learning in primary school
8. Training Plan
9. Training Materials and handouts
10. Training report
11. Digital content for online training
August -September 2021, 20 working days
Total: 70 working days
Activities that need to be undertaken to ensure quality results are listed in the section above.
The consultant will report to and work under the direct supervision of UNICEF Uzbekistan Chief of Education. UNICEF Uzbekistan Education Officer is the main focal point and liaison between the consultant, UNICEF and its partners. The WGITG will be placed at the REC and the Consultant will technically be leading and closely working with both of them. All outputs of this TOR are subject for the review of UNICEF Education Officer and MOPE Main Department in charge of organization of educational process in general secondary schools.
UNICEF commissioned three other international consultants to support enhancing Math, Science and Mother Language curriculums for Grades 1-7 and developing associated teaching-learning materials, including Teachers’ Guides. While these three consultants will be responsible for ensuring subject-specific quality of Teachers’ Guides and providing subject-specific guidance to their developers, the Consultant on Inclusive Teaching will be focusing on differentiated instruction and possible adaptations of in learning content, processes, products, environment and assessment.
In addition, the shift from a content-driven current curriculum to a more competency-based learning approach would require reforming the associated approach to examinations and assessments of learning outcomes. Hence, UNICEF engaged an international consultant to build national capacity to revise assessment systems in line with the competency-based approach. While this consultant will be providing support to development of overall system of assessment, the Consultant on Inclusive Teaching will be supporting development of assessment related parts of Teachers’ Guides on Math, Science and Mother Tongue for Grades 1 and 2.
It is required that the five consultants responsible for these distinct, but overlapping, areas of support will need to work together closely, to coordinate their respective efforts, and ensure a consistent and comprehensive approach.
The Consultant on Inclusive Teaching will be working closely with WGITG and Avloni Institute methodologists and IT specialists while developing digital content for online training on inclusive assessment, lesson planning and inclusive teaching and learning in primary school. Avloni Institute staff will be responsible for digitalization of the content developed by the Consultant on Inclusive Teaching and WGITG.
Resource requirements and payments
The consultancy will be paid by bank transfer and upon acceptance of deliverables.
The assignment may require three in-country visits (Tashkent, Uzbekistan). All travel-associated expenses will be covered by UNICEF, according to UNICEF rules and regulations.
According to UNICEF policy, the final fee will be set up based on the “best value for money” principle.
70 working days are allocated for accomplishment of all tasks and deliverables within the period of May - December 2021. The Consultant fee will be paid upon successful completion of each deliverable and certification by supervisor.
To qualify as an advocate for every child you will have…
1. Post-graduate degree preferably in education
2. Understanding of, and experience in curriculum and teaching-learning materials development and competency-based education, including at international level.
3. Understanding of, and experience in the field of assessment practices, including at international level.
4. In-depth knowledge and expertise in inclusive assessment, teaching and learning with hands on international experience
5. Experience in organizing and conducting trainings and workshops.
6. Good analytical and report writing skills
Procedures and Working Conditions
The assignment will be home-based but will include three in-country visits (Tashkent, Uzbekistan). UNICEF will ensure the detailed briefing and feedback for the consultant via Skype and/or other online tools. Relevant UNICEF documents pertaining to the assignment will be provided.
For every Child, you demonstrate…
UNICEF's values of Care, Respect, Integrity, Trust, and Accountability (CRITA) and core competencies in Communication, Working with People and Drive for Results.
To view our competency framework, please visit here.
Click here to learn more about UNICEF’s values and competencies.
UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.
UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.
UNICEF reserves the right to withhold all or a portion of payment if performance is unsatisfactory, if deliverable(s) incomplete, not finalized or for failure to meet deadlines. UNICEF will reserve copyright of all developed materials and own primary data collected through this assignment. The materials cannot be published or disseminated without prior written permission of UNICEF. UNICEF will be free to adapt and modify them in the future. The contractor must respect the confidentiality of the information handled during the assignment. Documents and information provided must be used only for the tasks related to these terms of reference.
UNICEF undertakes no liability for taxes, duty or other contribution payable by the consultant on payments made under this contract.
Only shortlisted candidates will be contacted and advance to the next stage of the selection process.
Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures, and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws.