INSTITUTIONAL CONSULTANCY TO PROVIDE TECHNICAL SUPPORT TO UNICEF UZBEKISTAN COUNTRY OFFICE THROUGHOUT THE PROCESS OF COMPETENCY-BASED CURRICULUM DEVELOPMENT

UNITED NATIONS CHILDREN’S FUND (UNICEF) wishes to invite you to submit a proposal for INSTITUTIONAL CONSULTANCY TO PROVIDE TECHNICAL SUPPORT TO UNICEF UZBEKISTAN COUNTRY OFFICE THROUGHOUT THE PROCESS OF COMPETENCY-BASED CURRICULUM DEVELOPMENT

Sealed Proposals should be sent to:

UNICEF Uzbekistan

LRFP- 2017- 9132667

16 Sh. Rashidov Street, Tashkent 100129

Business Center Poytakht

Or in non-editable format, for example secure PDF format

to email address: mkhudayberganova@unicef.org   

ANNEX I – STATEMENT OF WORK AND TERMS OF REFERENCE

Background:

Uzbekistan has made efforts to progressively realize the rights of children to education, including with the development and adoption of the first Education Sector Plan (ESP) for 2013-2017. The Government of Uzbekistan is allocating around 7.1 per cent of GDP and 33.5 per cent of the state budget[1] to the Education sector which can indicate government’s will to improve education. National statistics show a 99 per cent gross enrolment ratio in basic education (grades 1 to 9) with no significant gender difference[2]. The quality of education is not always adequate, though: only 63.4 per cent of children meet the national minimum learning achievement standard in basic education, with fluctuating regional gaps[3].

One of the key determinants keeping the quality of education lower than expected in a middle-income country like Uzbekistan is a knowledge-based curriculum. The existing school curriculum is aimed at forming the theoretical knowledge rather than skills and abilities to apply received knowledge in life. The school curriculum is not based on competencies and does not foster development of critical thinking, problem solving and creative skills of the students.

To improve this situation in August of 2015 the Ministry of Public Education (MOPE) and Ministry of Higher and Secondary Specialized Education (MOHSSE) issued a joint Order on development and pre-testing of the State Educational Standards of new generation. As part of this process MOPE selected six key competencies, such as: communication, information, self-development, national and general cultural competency, active civil engagement[4] and mathematical/numeracy competency, as the basis for this approach in Uzbekistan. In addition to key competencies 51 subject-specific competencies were selected for 23 subjects taught at school and special secondary education level (such as: Mother Tongue, Russian/Uzbek language, Mathematics, Literature/Reading, Physics, Geography, etc.)[5]. Based on these competencies the experts from MOPE and MOHSSE and Center for Secondary Specialized and Professional Education have developed the general framework and objectives of each stage of education (at grades 4, 9 and 12). The objectives were developed taking into consideration the linkages between the levels of education and logical continuation of education materials (from simple to complex, taking into consideration the age and psycho-physiological peculiarities of child development).

In view of this MOPE requested UNICEF to support its efforts to reform the education curriculum in line with the competency-based approach, which was included into the Multi-Year Work Plan between MOPE and UNICEF for 2016-2017 for the Quality Learning for All programme.

Purpose:

The purpose of this assignment is to develop the capacity of the Ministry of Public Education (MOPE) and Ministry of Higher and Secondary Specialized Education (MOHSSE) for developing competency–based curricula, assessment tools and delivery at all stages of Public Education system (from pre-school to basic education).

Objectives:

The followings are the objectives of this assignment:

• Review the developed general framework and objectives of each stage of education in 3 subject areas (reading, mathematics and sciences) and provide feedback and recommendations to UNICEF and the Curriculum Revision Working Group (CRWG)[6] for revision if needed;
• Technically lead the process of development of the competency-based curriculum in three subjects (reading, mathematics and sciences) and its assessment through guidance and direct supervision over the Curriculum Revision Working Group;
• Training of MOPE and MOHSSE officials in reforming curriculum based on competency frameworks;
• Train trainers from among pedagogical staff of pilot preschools and schools of selected regions for delivery of Competency-Based education.

Timeline and Deliverables:

It is expected that the International consultant will deliver following outputs by the end of September 2017:

1. Report on review of the developed general framework and objectives of each stage of education with recommendations;
2. Action plan for development of Competency-Based curriculum and its assessment for preschool and basic education and its piloting in selected preschools and schools of Uzbekistan;
3. Agenda and training materials on competency-based curriculum development and assessment for the training of Extended CRWG, comprised of the experts with experience in preschool and school education curriculum development;
4. Comments and recommendations to the experts of the extended CRWG on the draft curriculum, tools and guidelines for assessment of students’ learning outcomes for one of the grades—whichever is ready first;
5. Training programme (including agenda, materials, etc.) for TOT to be conducted jointly by the consultant and CRWG members on competency-based teaching and assessment for trainers from Preschool Teachers Training Centre, Pedagogical University and In-Service Teacher Training Institutes of pilot regions;
6. Report with recommendations on draft competency-based curriculum and its assessment tools and guidelines for Preschool Teachers Training Centre, Pedagogical University and In-Service Teacher Training Institutes of pilot regions;
7. Final report on the assignment.

In order to be able to deliver above outputs, the Consultant is expected to perform following tasks:

• Review the developed general framework and objectives of each stage of education and provide recommendations for revision/improvement if needed;
• Facilitate the process of development of an action plan for development of Competency-Based curriculum and its assessment for preschool and basic education and its piloting in selected preschools and schools;
• Develop training programme (including agenda, materials, etc.) on Competency-Based curriculum development and its assessment, including agenda and handouts for Extended CRWG members;
• Train experts of the Extended CRWG on Competency-Based curriculum development in three subject areas (reading, math and science) and development of assessment tools and guidelines in line with competency-based curriculum;
• Technically support CRWG at least during one month through review of drafts and provision of comments and recommendations for improvement, during the process of: development of competency-based curriculum in three subject areas, tools and guidelines for assessment of students’ learning outcomes and criteria for the competency-based lessons, for one of the grades—whichever is ready first;
• Support CRWG members in development of training programme (including agenda, materials, etc.) for TOT on competency-based teaching and assessment for pre- and in-service teacher development programs for trainers from Preschool Teachers Training Centre, Pedagogical University and In-Service Teacher Training Institutes in pilot regions;
• Co-facilitate a training of trainers on competency-based teaching and assessment for trainers from Preschool Teachers Training Centre, Pedagogical University and In-Service Teacher Training Institutes in pilot regions;
• Review the draft competency-based curriculum and its assessments tools and guidelines for the Preschool Teachers Training Centre, Pedagogical University and In-Service Teacher Training Institutes of pilot regions developed by the CRWG and provide recommendations for improvement;
• Develop a final report on the assignment.

Management:

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, chief among them the Ministry of Public Education, Ministry of Higher and Secondary Specialized Education. The CRWG will be placed at the Republican Education Centre and the Consultant will technically be leading and closely working with both of them. At the training of trainers and piloting stage the consultant will also collaborate with regional departments of education with the support from REC and UNICEF Education Officer. 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.

Resource requirements:

100 working days are allocated for accomplishment of all tasks and deliverables within the period of July-October 2017. The Consultant fee will be paid upon successful completion of each deliverable and certification by supervisor.