International Consultant (Technical Support to The Unicef Uzbekistan Country Office on Building National Capacity to Revise Classroom Assessment Systems in Line with The Competency-based Approach)
This assignment focuses on the first type of assessment: reviewing and revising classroom assessment systems in line with the competency-based approach, where MOPE requested UNICEF support. Support to development of methodology and tools for classroom assessment was included into the Multi-Year Work Plan (MYWP) between MOPE and UNICEF for 2019-2020 for the Quality Learning for All programme. 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. Background Government of Uzbekistan has been undertaking several path-breaking reforms in education sector in the past couple of years. In line with the Government of Uzbekistan’s Education Sector Plan 2019-2023 (ESP) Strategic Area 3: ‘Curriculum and assessment’, the Republican Education Centre (REC) under the Ministry of Public Education (MOPE) has been undertaking activities related to enhancing the curriculum of general secondary education. The main thrust of curricular reforms is to adopt a competency-based learning approach, by moving beyond the content driven approach prevailing now. This included the development of a new National Curriculum Framework (NCF) based on a competency-based approach, and the development of grade and subject specific curriculum content, and clear competency-based outcomes for learners, based on the NCF, as well as associated reviews of the new curriculum for gender and social sensitivity, following recent endorsement of the NCF and detailed curriculum. In view of this, MOPE requested UNICEF support its efforts to reform the education curriculum in line with this 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. In 2019-2020, UNICEF provided Technical Support to develop the first ever National Curriculum Framework (NCF) for the general secondary education system. The drafting of NCF involved: (i) desk review of all available documents; particularly the legal documents and existing curriculum and associated documents; (ii) large-scale consultations with the senior officials, methodological experts, teachers, parents as well as students; (iii) Capacity Building of experts involved in the process of curriculum revision; (iv) developing the key components of an NCF, namely, a vision, aims and objectives, values and principles, subject specific requirements, assessment and assessment related requirements and evaluation; and (v) validation of the draft document. Following the finalization of NCF, a roadmap for the whole process of revision and implementation of subject and grade specific curriculum for 5 core subject areas was also developed. The Working Groups formed under the leadership of REC prepared initial drafts of the subject-specific curriculum and syllabuses and shared these for public discussion. Throughout this process, the primary area identified as requiring most significant additional support was that of ‘Assessment’ (both summative, and formative), with shortcomings in existing assessment practices in Uzbekistan standing as a potential barrier to the effective implementation of the newly developed Competency-based Curriculum. 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. ESP 2019-2023 states that the country needs to prepare activities for three specific types of assessments: (a) reviewing and revising classroom assessment systems in line with the competency-based approach – including the use of summative and formative assessments and in a continuous and comprehensive framework; (b) prepare for enhancing or establishing a National Learning Assessment System (NAS) in the country and carrying out system level sample surveys on learning using internationally accepted testing techniques; and (c) prepare for participating in international learning assessments like Programme for International Students Assessment (PISA) and Trends in Mathematics and Science Study (TIMSS). In doing each one of these, capacity building of staff in specialized areas is extremely important. This assignment focuses on the first type of assessment: reviewing and revising classroom assessment systems in line with the competency-based approach, where MOPE requested UNICEF support. Support to development of methodology and tools for classroom assessment was included into the Multi-Year Work Plan (MYWP) between MOPE and UNICEF for 2019-2020 for the Quality Learning for All programme. Furthermore, strengthening the capacity of the government to reform classroom formative and summative assessment systems and roll out the same in classrooms is one of priority intervention under Output 2. “By 2025, the government has improved capacity to Design and implement competency-based curriculum, teaching-learning materials, assessment systems, innovative pedagogy and alternative education pathways to address the differential education needs of children” in a new UNICEF and Government of Uzbekistan Country Programme, 2021-2025 Programme Strategy Note for Education. To ensure these activities are implemented in a timely manner with acceptable quality, UCO Education Section requires assistance of an international professional individual to provide technical support throughout the process of the process of reviewing and revising classroom assessment systems in line with the competency-based approach. Objectives of the assignmentApply Now
- Review existing assessment practices in Uzbekistan, both formative, and summative, analyse and share findings, highlight any areas of strength, as well as areas in need of development and/or reform;
- In close partnership with MOPE and REC develop national policy guidance on assessment, with a specific focus on smooth transitions between primary, and secondary, and secondary, and tertiary, phases;
- Provide a clear evidence-based, rooted in exemplars of international good practice, for the national policy guidance adopted, comprising 3-5 case studies, highlighting the various options available; and
- Provide parallel, and ongoing, support and technical assistance in the finalisation of the competency-based curriculum, and associated learning and teaching materials (reviews of guidance, feedback, etc.).
- Inception Report (up to 25 pages), including the following:
- an overview of the anticipated approach to the assignment;
- a provisional work-plan, with associated timeframes for deliverables;
- a detailed data-request;
- detailed planning of tasks of the consultant, MOPE officials, and UNICEF team
- In-depth report (of up to 50 pages) on existing assessment practices in Uzbekistan, including detailed Analysis, and key recommendations; and
- Presentation to Shareholders.
- National Policy Guidance on Assessment (up to 50 pages);
- Case Studies (up to 50 pages); and
- Presentation to Stakeholders.
- Post-graduate degree in social sciences preferably in one of the specialized fields of education.
- Understanding of, and experience in Curriculum Development and competency-based education, including at international level, as well as in-depth knowledge and expertise in the field of assessment practices, and of drafting case-studies on exemplars of good practice.
- Experience in organizing and conducting trainings and workshops.
- Good knowledge of International students assessment programmes, such as PISA, PIRLS, TIMSS, as well as international benchmarking approaches, and comparative international approaches to assessment.
- Good analytical and report writing skills.