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International Consultant on pre service teacher training social science bachelor programme revision

JOB DETAILS

Type of contract : Consultant Contract

Level :  Level 3 - Senior

Hiring Unit : Education Sector (ED)

Duty Station : Tashkent

Work location : On site

Duration of contract : 4 months

Hiring open to : External candidates

Application deadline (Midnight UTC+5 Time) : 28/07/2026

 

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

OVERVIEW

The proposed engagement falls under Sub-component 2.2 (Teacher Education) of the Joint ISDB/ISFD/GPE funded Project: SMART-ED – Improving the Quality and Efficiency of Education Services in Uzbekistan

Implemented in close coordination with the Ministry of Preschool and School Education (MoPSE), this project strengthens Uzbekistan’s education system for sustainable, inclusive, competency-based education (CBE). Its two main activities of Sub-component focus on pre-service teacher education reform and in-service teacher education reform, aiming to improve professional development of teachers and leaders.

Under this Sub-component, the project aims to improve the mechanisms for revising teacher education programmes, introduce and scale innovative practices at the pre service level, and establish a robust system for continuous professional learning.

In Pre service teacher training focuses specifically on strengthening through five major areas of intervention: revising pre service teacher education programmes, establishing a new model of pedagogical practicum, developing and piloting new academic courses, revising methodology courses, and creating a system for innovation transfer within pre service institutions. Together, these activities aim to modernize teacher preparation and ensure that new educators enter the profession equipped with contemporary, competency oriented skills and practices.

The contract will support the revision of the pre service bachelor programme in Social Science (Pedagogy and Psychology). 

Long Description

ASSIGNMENTS

The Consultant will undertake a comprehensive review of two existing teacher education programmes, including their academic and pedagogical components, to assess alignment with competency-based education (CBE) principles and identify gaps related to competency development, student-centered and active learning methodologies, assessment practices, and gender-sensitive and inclusive pedagogy. Building on the project-provided framework, the Consultant will design and facilitate consultations with key national stakeholders, including faculty members, teacher educators and subject-methodology instructors, students and recent graduates, representatives of the transformative department, and school mentors and employers where relevant, to gather diverse perspectives and inform programme revision. Based on the situational analysis, stakeholder consultations, and adapted framework, the Consultant will review and redesign six selected teacher education programmes, updating learning outcomes, teaching and learning approaches, assessment strategies, workload distribution, and curriculum structure to ensure alignment with CBE principles and learner-centered, inclusive, and gender-responsive practices. The Consultant will also redesign programme handbooks using the provided template, including programme overviews, objectives, curriculum structures, and course descriptions, and revise subject-specific methodology courses to model effective CBE implementation, demonstrate inclusive and gender-sensitive pedagogical practices, and integrate formative and competency-based assessment approaches. All revised programmes and course materials will be finalized through stakeholder validation and feedback processes.

Long Description

DELIVERABLES

Deliverable 1. Situational Analysis and Gap Identification

  • Comprehensive review of 2 existing teacher education programmes (academic and pedagogical components) in selected teacher preparation programme
  • Identify gaps in current teacher preparation related to:
    • Competency development;
    • Student-centered and active learning methodologies;
    • Assessment practices;
    • Gender-sensitive and inclusive pedagogy.

 

Deliverable 2. Adaptation of the development of Framework (framework will be provided by the project)

  • Design and conduct consultations with the national stakeholder team which includes:
    • Faculty members;
    • Teacher educators and subject-methodology instructors;
    • Students and recent graduates;
    • Transformative department;
    • School mentors and employers (where relevant);
  • Document diverse perspectives and integrate findings into programme revision.

 

Deliverable 3. Programme Review and Redesign and Subject-Specific Methodology Courses

  • Review and redesign six selected teacher education programmes in line with CBE principles and developed framework;
  • Update learning outcomes, teaching methods, assessment strategies, and workload distribution;
  • Ensure alignment with gender-sensitive, inclusive, and learner-centered pedagogical approaches.
  • Redesign selected programme’s handbook which includes the overview, concept, programme objectives, curricular structure and description of courses, etc (the template will be provided)
  • Revise subject-specific methodology courses to:
    • Model good practice in CBE;
    • Serve as exemplars of inclusive, gender-sensitive, student-centered pedagogy;
    • Integrate formative and competency-based assessment approaches.

Long Description

COMPETENCIES - Core (C) & Managerial (M)

  • Communication (C)
  • Accountability (C)
  • Innovation (C)
  • Knowlegde sharing and continuous improvement (C)
  • Planning and organizing (C)
  • Results focus (C)
  • Teamwork (C)

 

For detailed information, please consult the UNESCO Competency Framework.

REQUIRED QUALIFICATIONS

EDUCATION

  • An advanced degree in the field of education, development, or related field.

 

WORK EXPERIENCE

  • At least 10 years of relevant professional experience in teacher education reform, curriculum development, competency-based education, and/or higher education programme design and quality assurance;
  • Proven experience in conducting curriculum reviews, needs assessments, and programme redesign processes for teacher education institutions, preferably in developing or transition-country contexts.Demonstrated expertise in competency-based curriculum design, learning outcomes development, student-centered pedagogy, formative and competency-based assessment, and quality assurance in teacher education
  • Experience in technical support for course development, with appropriate experience in education, or a related field;
  • Familiarity with education reforms and teacher professional standards in Central Asia, particularly Uzbekistan, would be an asset;
  • Ability to think strategically and creative problem solving; and
  • Ability to work with flexibility and collaboration is essential. 

Long Description

SKILLS AND COMPETENCIES

Excellent analytical, research, writing, and reporting skills, with the ability to produce high-quality technical documents and curriculum materials.
Excellent communication and facilitation skills, including the ability to engage effectively with diverse stakeholders and multicultural teams.

 

LANGUAGES

Fluency in English is required. Knowledge of Russian and/or Uzbek is considered an advantage

Long Description

SELECTION AND RECRUITMENT PROCESS

Please note that all candidates must complete an on-line application and provide complete and accurate information, by the above deadline.

To apply, please visit the UNESCO Careers website. No modifications can be made to the application once submitted. 

The process may include pre-recorded video interviews and/or written assessments, interviews with a Panel, as well as reference checks. In addition, candidates may be requested to provide additional information which may be pertinent to the position’s qualifications.  

Please note that all candidates, whether selected or not, will be informed of the outcome of their application in due course. 

Short-listed candidates may also be added to Talent Pools; subject to their consent (i.e. Data Privacy Statement).

ADDITIONAL INFORMATION

  • UNESCO recalls that paramount consideration in the appointment of personnel shall be the necessity of securing the highest standards of efficiency, technical competence and integrity.
  • UNESCO applies a zero-tolerance policy against all forms of harassment.
  • lndividuals from minority groups and indigenous groups and persons with disabilities are equally encouraged to apply.
  • All applications will be treated with the highest level of confidentiality.
  • UNESCO does not charge a fee at any stage of the hiring process.

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