Collaborate to develop English teacher CPD journey in Uzbekistan

Opportunities for UK education agencies and universities: Collaboration to map the English teacher journey and develop new approaches to CPD for English teachers in public schools in Uzbekistan.

The new national strategy of the Republic of Uzbekistan focuses on significant reforms in all sectors of the national economy.
The New National Development Programme of Public Education sector for 2022-2026 and recent Presidential initiatives prioritise the professional development of teachers in public education and state that “the quality of a school cannot exceed the quality of its teachers”.

The British Council enjoys an excellent partnership with the Ministry of Public Education (MOPE); engages MOPE in international education reform debate including the Education World Forum, IATEFL as well as research collaborations around the vision for public education, English curriculum strategy as well as English language teaching in public schools in Uzbekistan. The British Council Future English programme created the Online Teacher Community and offers 4K English teachers annually cutting-edge professional development courses which are integrated into the national professional development system.

To support large-scale national reform in English language teaching and shape a holistic view of CPD the British Council commissions this consultancy.

Consultancy Terms of Reference

To work with the British Council in Uzbekistan and deliver the following outputs:

1. A report describing the current training and professional development available for prospective and existing state sector English language teachers in Uzbekistan and detailing their journey or pathways through the training and development available. This could include but is not limited to:

a. National policy relating to teacher training and development, competence standards and performance assessment for English language teachers
b. PRESETT processes
c. Government-proscribed INSETT, including motivations and rewards
d. Ranges and types of Continuing Professional Development (CPD) available outside of government provision
e. Views on and responses to current provision from ALL relevant stakeholders and beneficiaries (ministry officials, teachers, teacher educators school leaders, educational institutions and international partners).
f. An appraisal of the quality of current provision to generate recommendations and areas for development (referencing and integrating outcomes from the University of Leicester research and other relevant reports available).
g. An outline approach for the practical implementation of recommendations relating specifically to CPD

2. A presentation of the main findings of the report and the outline of the approach for Uzbekistan stakeholders and the Ministry of Public Education of the Republic of Uzbekistan.