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Education policies and strategies

UNESCO Tashkent Office conducts education policy review based on evidence-based research that includes policy recommendations as well as specific project plans to be developed. UNESCO provides expertise and capacity building activities in planning education strategies, identifying bottlenecks and challenges, developing evidence based education intervention and policies.

Recently UNESCO Tashkent Office conducted several policy reviews in overarching education themes including: review of the teaching profession in Uzbekistan, review of national professional qualifications standards in technical and vocation education and training, education management information system of Uzbekistan, policy analysis of fair qualifications and recognition of qualification in higher education in Uzbekistan.

Key results were achieved to implement these policy reviews and evidence-based planning. A new Teacher Professional Development Model was launched allowing lifelong learning principles by enabling teachers’ access various professional courses anytime from anywhere flexibly and in cost-effective manner. With UNESCO support, the  was further enriched and upgraded, optimizing the process of assimilation of training materials.

Education management, monitoring and evaluation

UNESCO Tashkent Office provides technical expertise to foster evidence-based management and monitoring of quality education to support Uzbekistan’s endeavor to advance education reform agenda and to build an effective sector wide integrated EMIS that will impact positively access to education, the quality of learning and enable an evidence-based policy and implementation approach.

Recent years an evidence-based monitoring mechanism and evaluation information system was introduced to track the impact of Teacher Professional Development on teachers' learning and students’ academic achievement. The Information System contains information on teachers’ education, professional development and capacity as well as students learning achievement. The system monitors changes in teaching quality based on student performance and learning environment at schools, which provides evidence-based data to impending problems and track situations across regions and schools. With the help of this system, the Ministry of preschool and school education is able to evaluate the knowledge, skills of students effectively, track the progress of strategies, and programmes within an education sector plan by enabling comparisons across time, and use the accumulated data in the purpose of further improving the education quality.

UNESCO assessed related gaps and needs in Uzbekistan for quality-assured higher education that is recognized internationally and introduced  web portal and National E-MIS system on recognition in line with best practices. System contains information on recognition at both national and international level, including information systems of foreign qualifications; national information system on accredited educational institutions and their quality assurance status of all educational institutions; national information system on the recognition of foreign qualifications, which enables people to apply for recognition electronic form and get online consultation on recognition.

Curriculum development

To ensure quality and relevance of education and learning, UNESCO provides support and promote innovative solutions to the challenges in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes.

UNESCO in cooperation Republican Education Center (REC) introduced the competency-based school curricula for grades of 8-11 to build the skills and competencies for global citizenship, media and information literacy, leadership, non-violence and culture of peace in the selected schools of Andijan, Fergana and Namangan regions in 2021. Based on competency based curricula developed instructional guides on four thematic areas of subjects including exact sciences, natural science, humanities and social science and capacitated master trainers to deliver competency-based school curricula in pilot schools. The result of this piloting served to scale them nationwide and this activity assisted develop approaches and capacities to foster youth’s role as active and constructive members of society.

To build youth skills for life and to make smooth transition from school to work, UNESCO developed Guide ‘’ in Uzbek and Russian languages accompanied by the web version hosted by the Ministry of Public Education. Practical guide provides information on alternative or further education, training and employment program opportunities for young people. This guide helps young people understand an employer’s needs and develop the necessary skills, attitudes and behaviors that will help them secure and maintain employment, including: information about opportunities for the developing the additional practical skills through professional training opportunities or workplace-based learning.

To improve equitable access to teaching resources on competency-based pedagogy and assessment, UNESCO Tashkent Office in partnership with Agency for Presidential educational institutions developed the teachers’ guidebook for innovative pedagogy in Uzbek language named ‘Yuksalish sari 45 daqiqa’ (45 minutes for advance). The practical guide for innovative pedagogy serves as a desk reference to teachers on learner-centered classroom teaching by enabling blended learning and soft skills development approaches and integrate the concept through lesson planning and classroom practices; provides explanations through theory, case studies, and practical activity so teachers can adopt these practices according to their needs and subject areas. In remote areas where there is limited or no access to the internet and/or technology, this guidebook helps compensate for missing skills and practice by adapting contemporary pedagogical approaches and offering best practices and lesson plans. More than thousand copies of guidebook were disseminated among specialized school teachers across country and built the capacity of teachers and regional master trainers practical use of teachers’ guidebook in the classroom on subject fields.

Teachers

Teachers are in central focus on UNESCO’s educational support of the country. UNESCO introduced ICT competency framework for teachers, and introduced new ICT competency curricula for in-service teacher education system.

UNESCO supported strengthening the capacity of Ministry of preschool and school education and its subordinate entities in designing, implementing and sustaining at scale Teachers Professional Development model, based on research. While the previous TPD model of Uzbekistan was limited to offer professional development only once in five years, and to study only subject-based knowledge and pedagogical skills, the new TPD Model allows lifelong learning principles by enabling teachers access various professional courses anytime from anywhere flexibly and in cost-effective manner. Before the national launch, the Model was piloted in four regions: Karakalpakstan, Kashkadarya, Navoiy and Tashkent by offering updated curriculum and more than 30 courses for teachers.

UNESCO also supported enriching and enhancing the  which optimized the process of assimilation of training materials and increased user friendliness as well as helped to expand professional learning communities (PLC) in the platform, where teachers reflect and assess their knowledge, and distance learning opportunities.

More: 

UNESCO and World Bank, in collaboration with the Ministries of Education in Kazakhstan, the Kyrgyz Republic, Tajikistan, and Uzbekistan, are leading the preparation of a regional report on teacher policies in Central Asia within “Skilled Teachers, Skilled Nation” regional initiative.

Regional project aims to support Central Asian countries in improving teacher policies through regional knowledge exchange on effective teacher policies and practices.  As part of the activities, a Report on Teacher Policies in Central Asian countries will be prepared based on the analyses of the teacher policies in the Central Asian countries and will identify the strengths and weaknesses in the system and trigger the knowledge exchange to support improvements in teacher policy in Central Asia. This report will be a guiding document for the knowledge exchange. The report will be developed under the supervision of UNESCO and the World Bank and respective government departments of the Ministries of Education in the Central Asian countries.