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

Organizational Context

This consultancy is part of the SMART-ED project in Uzbekistan, funded by ISDB/ISFD/GPE. The project aims to strengthen the national education system for sustainable, inclusive, and competency-based education (CBE). It focuses on reforming pre-service and in-service teacher education to enhance professional development for teachers and leaders. The initiative seeks to improve teacher education program revision mechanisms, introduce innovative practices, and establish continuous professional learning systems.

Job Purpose

The consultant will support the revision of the pre-service bachelor program in Social Science (Pedagogy and Psychology) within Uzbekistan's education system. This role is crucial for strengthening pre-service teacher training through key interventions, including revising existing programs, establishing new pedagogical practicum models, developing and piloting academic courses, and updating methodology courses. The ultimate goal is to modernize teacher preparation, ensuring new educators are equipped with contemporary, competency-oriented skills and practices aligned with CBE principles. This contributes to the broader objective of improving the quality and efficiency of education services in the country.

Responsibilities

The consultant will conduct a comprehensive review of two existing teacher education programs, assessing their alignment with competency-based education (CBE) principles and identifying gaps in competency development, student-centered methodologies, assessment practices, and inclusive pedagogy. They will design and facilitate consultations with national stakeholders, including faculty, educators, students, and employers, to gather diverse perspectives for program revision. Based on this analysis, the consultant will redesign six selected teacher education programs, updating learning outcomes, teaching approaches, assessment strategies, and curriculum structure to ensure alignment with CBE and learner-centered practices. Additionally, they will redesign program handbooks and revise subject-specific methodology courses to exemplify CBE, inclusive pedagogy, and effective assessment approaches, finalizing all materials through stakeholder validation.

Work Experience

A minimum of 10 years of relevant professional experience in teacher education reform, curriculum development, competency-based education, and higher education program design is necessary. Proven experience in curriculum reviews, needs assessments, and program redesign for teacher education institutions, preferably in developing or transition contexts, is essential. Expertise in CBE curriculum design, learning outcomes, student-centered pedagogy, and assessment is required.

Skills

Excellent analytical, research, writing, and reporting skills are essential for producing high-quality technical documents and curriculum materials. Strong communication and facilitation skills are also required to effectively engage with diverse stakeholders and multicultural teams.

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