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

Overview

Support the revision of pre-service teacher education programme in natural science.

You have:

• An advanced university degree (Master’s degree or higher) in Education, Science Education, Curriculum and Instruction, Teacher Education, Educational Development, or a related field.
• At least 10 years of progressively responsible professional experience in teacher education, curriculum design and review, competency-based education, and higher education programme development.
• Demonstrated experience in the review, redesign, and quality assurance of pre-service teacher education programmes, preferably in the fields of Biology, Chemistry, Geography, and/or Physics education.
• Proven expertise in competency-based curriculum design, learning outcomes development, learner-centered and active learning methodologies, and formative and competency-based assessment practices.
• Strong knowledge of contemporary approaches to natural science education, including inquiry-based learning, laboratory and practical teaching, field-based learning, problem-solving, and scientific literacy.
• Experience working in Central Asia, Eastern Europe, or other education reform contexts is an asset.
• Familiarity with the education system and teacher education reforms in Uzbekistan will be considered a strong advantage.
• Fluency in written and spoken English is required, knowledge of Russian and/or Uzbek is an asset.

**JOB DETAILS** --------------- **Type of contract :** Consultant Contract **Level :** Level 3 - Senior **Hiring Unit :** Education Sector (ED) **Duty Station :** Tashkent **Work location :** Remote **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 consultant will support the revision of the pre service teacher edcuation programme in Natural Science. **ASSIGNMENTS** --------------- The International Consultant will support the review and redesign of pre-service **Natural Science Teacher Education Programmes** in Uzbekistan, with a focus on **Biology, Chemistry, Geography, and Physics** programmes, to strengthen their alignment with competency-based education (CBE) principles and international good practices. The Consultant will conduct a comprehensive situational analysis of the four selected programmes, including both academic and pedagogical components, to identify gaps related to competency development, student-centered and active learning methodologies, assessment practices, gender-sensitive and inclusive pedagogy, and subject-specific teaching approaches. The Consultant will also facilitate and conduct consultations with key national stakeholders, including faculty members, teacher educators and subject-methodology instructors, students and recent graduates, representatives of relevant departments, school mentors, and employers, to gather perspectives and recommendations for programme improvement. Based on the findings and the project-provided framework, the Consultant will review and redesign the four teacher education programmes, updating programme learning outcomes, curriculum structures, teaching and learning approaches, assessment strategies, and workload distribution to ensure alignment with CBE, learner-centered education, and inclusive and gender-responsive pedagogical practices. The Consultant will further redesign programme handbooks using the project-provided template, including programme overviews, objectives, curricular structures, course descriptions, and other relevant sections. In addition, the Consultant will review and revise subject-specific methodology courses in Biology, Chemistry, Geography, and Physics to model effective competency-based teaching practices, promote inquiry-based and practical learning, integrate formative and competency-based assessment approaches, and serve as exemplars of inclusive, gender-sensitive, and student-centered pedagogy. All revised programme and course documents will be refined through stakeholder feedback and validation processes and submitted in final form for project review and approval. **DELIVERABLES** ---------------- Deliverable 1.1. Situational Analysis and Gap Identification - Comprehensive review of four existing natural science teacher education programmes (Biology, Chemistry, Geography, and Physics), including both academic and pedagogical components. - Identify gaps in current teacher preparation related to: - Competency development; - Student-centered and active learning methodologies; - Assessment practices; - Gender-sensitive and inclusive pedagogy; - Integration of subject-specific scientific inquiry, practical/laboratory work, and field-based learning approaches. Deliverable 2. Adaptation of the Framework (Framework will be provided by the project) - Design and conduct consultations with the national stakeholder team, including: - Faculty members; - Teacher educators and subject-methodology instructors from Biology, Chemistry, Geography, and Physics programmes; - Students and recent graduates; - Transformative department; - School mentors and employers (where relevant). - Document diverse perspectives and integrate findings into programme revision. - Ensure that the framework is contextualized to address the specific needs of natural science teacher education programmes. Deliverable 3. Programme Review and Redesign and Subject-Specific Methodology Courses - Review and redesign four selected natural science teacher education programmes (Biology, Chemistry, Geography, and Physics) in line with CBE principles and the developed framework. - Update learning outcomes, teaching methods, assessment strategies, and workload distribution. - Ensure alignment with gender-sensitive, inclusive, and learner-centered pedagogical approaches. - Strengthen the integration of scientific inquiry, practical and laboratory-based learning, fieldwork (where applicable), and competency-based teaching approaches within the programmes. - Redesign each selected programme’s handbook, including the programme overview, concept, programme objectives, curricular structure, course descriptions, and other relevant sections (template to be provided by the project). - Revise subject-specific methodology courses to: - Model good practice in CBE; - Serve as exemplars of inclusive, gender-sensitive, and student-centered pedagogy; - Integrate formative and competency-based assessment approaches; - Promote inquiry-based, experimental, and problem-solving approaches relevant to Biology, Chemistry, Geography, and Physics teaching. **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](https://unesdoc.unesco.org/ark:/48223/pf0000245056?posInSet=9&queryId=bcd2a5ea-9a90-4938-88c1-3f56099f4201). **REQUIRED QUALIFICATIONS** --------------------------- **EDUCATION** An advanced university degree (Master’s degree or higher) in Education, Science Education, Curriculum and Instruction, Teacher Education, Educational Development, or a related field. **WORK EXPERIENCE** At least 10 years of progressively responsible professional experience in teacher education, curriculum design and review, competency-based education, and higher education programme development. Demonstrated experience in the review, redesign, and quality assurance of pre-service teacher education programmes, preferably in the fields of Biology, Chemistry, Geography, and/or Physics education. Proven expertise in competency-based curriculum design, learning outcomes development, learner-centered and active learning methodologies, and formative and competency-based assessment practices. Strong knowledge of contemporary approaches to natural science education, including inquiry-based learning, laboratory and practical teaching, field-based learning, problem-solving, and scientific literacy. Experience working in Central Asia, Eastern Europe, or other education reform contexts is an asset. Familiarity with the education system and teacher education reforms in Uzbekistan will be considered a strong advantage. Long Description ---------------- **SKILLS AND COMPETENCIES** Excellent analytical, report-writing, communication, and presentation skills, with demonstrated ability to produce high-quality technical reports, curriculum documents, and programme handbooks. **LANGUAGES** Fluency in written and spoken English is required, knowledge of Russian and/or Uzbek is an asset. **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](https://careers.unesco.org/careersection/2/joblist.ftl?locale=en_GB). 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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Added 9 days ago - Updated 1 day ago - Source: careers.unesco.org