International consultant on capacity building of teachers and other pre(school) professionals in model preschools and schools

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For every child, the right to education!

UNICEF, in collaboration with Government of Uzbekistan, is advancing the national agenda for inclusive education to ensure that every child — regardless of ability, gender, geography, ethnicity, or socio-economic background — has equitable access to quality learning opportunities within the framework of SmartED project jointly financed by the Islamic Development Bank and Global Partnership for Education.

In this context, UNICEF is supporting Government of Uzbekistan to build larger pool of national specialists with solid knowledge and positive hands-on experience in inclusive schools and classrooms development. The process involves modelling inclusive education in ten pilot schools and preschools, where new programmes, tools and processes, pre/school inclusion teams, and support processes will be tested and refined to inform national capacity building programs, teachers and other professional qualification requirements and system-wide principles, standards, and mechanisms to strengthen inclusion across all schools.

Schools and preschools selected across regions, serving as resource centers and testing grounds for innovative inclusion models. While giving pre/schools an autonomy to develop their policies, plans and practices and find contextual solutions addressing their unique needs, guidelines and tools will be designed based on the Whole School Approach around three key indicators of equitable education systems: Access – Participation – Achievement.

Teachers, special educators, school leaders, psychologists, and other education professionals will be supported through a comprehensive capacity-building framework. This framework will combine modular training with classroom-based coaching, mentoring, peer learning, and Communities of Practice. Modular trainings will focus on priority areas such as differentiated lesson planning, inclusive and assistive technologies, formative assessment approaches, and classroom behavior management, with a strong emphasis on practical application. Peer learning structures—such as peer classroom observations and lesson study groups—will be piloted within model (pre)schools, alongside targeted leadership development for principals on inclusive school policy and leadership.

Beyond workshop-based training, a structured coaching and mentoring system will be established. Experienced mentors on inclusive education will observe classroom practices and provide constructive, practice-based feedback to teachers and educators, support their theoretical knowledge to apply in classroom. All professional development content and methodologies will be aligned with ongoing national reforms related to curriculum, assessment, and teacher qualification frameworks to ensure coherence, relevance, and long-term sustainability.

The overall approach aims to create a virtuous cycle in which better-trained and well-supported teachers and early childhood educators deliver higher-quality inclusive education, which is subsequently recognized and reinforced by the education system through professional standards, certification mechanisms, and career advancement opportunities.

The Avloni Institute of Pedagogical Excellence and Advanced Training of Directors and Specialists of Preschool Educational Organizations (ISTTI) will play a central role in the co-design, delivery, and quality assurance of professional development activities. This will ensure alignment with national standards and frameworks, as well as integration with the Institute’s digital learning platform. The impact of capacity-building interventions will be systematically monitored through tools such as teacher self-efficacy surveys and classroom observations focused on inclusive practices. Evidence generated from the model schools will inform the national teacher professional development framework, including recommendations on scaling mentorship and peer learning models. Furthermore, data and lessons learned from the model schools may inform broader policy reforms, such as introducing incentives for teachers who demonstrate excellence in inclusive education or adjusting teacher recruitment and appraisal criteria to place greater emphasis on inclusive mindsets and competencies.

To operationalize this vision, UNICEF seeks to engage an International Consultant on Capacity Building to design, pilot, and support the implementation of a practice-based, competency-aligned capacity-building programme for teachers and other education professionals in model preschools and schools. The consultant will work in close coordination with the International Technical Lead responsible for the Inclusive Education Programmatic Framework (IECPF) to ensure alignment between system-level standards and school- and classroom-level practice.

Purpose:
The purpose of this consultancy is to design, deliver, and pilot competency-based capacity-building programme for teachers and other education professionals in model preschools and schools, aligned with the Inclusive Education Programmatic Framework (IECPF).
The assignment will ensure that inclusive education competencies are translated into daily professional practice, supported through mentoring, peer learning, and evidence-based professional development models that can be institutionalized within national systems.
Consultant is expected to work in close collaboration with established teams of experts and consultants already working in inclusive education for general secondary education and inclusive preschool education.

• Contribute to the development of comprehensive Inclusive Education Competency Frameworks, qualification requirements and professional standards for teachers, early childhood educators, and special educators working in inclusive settings.
• Contribute to the design of preschool-based professional development models, including structured mentorship, coaching, and peer learning communities in pilot preschools focusing on child centered, play based, competence based inclusive education to create effective and scalable community of practices among teachers.

• In collaboration with the International Consultant on development and piloting of inclusive preschool education framework Co-design training modules/materials on inclusive education for preschool teachers, special educators, ECE and other professionals, focusing on child cognitive and social-emotional development, diverse instructional strategies (differentiated instruction, personalized learning, adaptive curriculum, UDL principles), teaching methods for foundational learning for children with disabilities and needs in additional support, use of specialized learning resources, lesson planning, classroom and behavior management in inclusive settings.
• Design training and methodological materials for regional and preschool based mentors, including facilitator guides, participant handouts, lesson planning tools, observation rubrics, self-assessment tools, and evaluation instruments.
• Co-develop capacity building materials for preschool inclusion teams and preschool leadership to foster rights-based, family-centred approaches; provide guidance on collaboration mechanisms with health, social protection, and specialized services (e.g. PMPC, VTEK, NGOs, DPOs).
• Ensure alignment and interoperability of developed digital content with national digital learning platforms, including ISTTI platforms, to support integration and scalability.

• Deliver and pilot capacity-building activities through a blended approach in model preschools: in-person trainings, classroom-based mentoring and coaching, online self-paced learning modules, virtual workshops, community of practice sessions all aligned with the (pre)school academic calendar.
• Ensure capacity building program effectiveness and classroom application in model preschools through introducing and piloting preschool-based professional development models, including structured mentorship, coaching, and peer learning communities in pilot preschools focusing on child centered, play and competence based inclusive education to create effective and scalable community of practices among teachers.
• Build capacity of preschool inclusion teams and preschool leadership to foster rights-based, family-centred approaches; provide guidance on collaboration mechanisms with health, social protection, and specialized services; building welcoming safe and inclusive culture in pilot schools.
• Build capacity of regional and school-based mentors on supporting teachers to adapt teaching strategies and TLMs that are relevant and responsive to UDL and diversity, teaching methods for foundational learning for children with disabilities and needs in additional support, classroom and behavior management in inclusive settings.
• Build the capacity of key national stakeholders on a rights-based, whole-school approach to inclusive education, including the Ministry of Preschool and School Education (MoPSE), the Avloniy Institute, ISTTI, the Tashxis Center, NASP, REC, and other Inclusive Education working groups.

• Design system of assessment to evaluate the impact of capacity building activities and scalability of piloted school based professional models
• Document lessons learned and monitor implementation by collecting participant feedback, identifying emerging good practices, and conducting pre- and post-assessments to evaluate the impact of capacity building activities and scalability of piloted school based professional models.
• Revise capacity-building programme content and preschool based professional model based on field evidence, lessons learned, and challenges.
• Develop a policy brief summarizing key findings and recommendations.
• Provide technical guidance and ongoing consultation to UNICEF, MoPSE, and national institutions to ensure quality, coherence, and sustainability, and to support alignment with broader inclusive education reforms in Uzbekistan.

• Contribute to the development of comprehensive Inclusive Education Competency Frameworks, qualification requirements and professional standards for teachers and special educators working in inclusive settings.
• Contribute to the design of school-based professional development models, including structured mentorship, coaching, and peer learning communities in pilot schools focusing on child centered, competence based inclusive education to create effective and scalable community of practices among teachers.
• Contribute to the development of training modules/materials on inclusive education for teachers, special educators and other professionals and make inputs to the design of Assessment for Learning Toolkit, UDL and Differentiated Instruction Lesson Planning Templates and Guides, Co-Teaching and Classroom Support Guidelines, Inclusive Teaching Aids Repository, Classroom Observation, Reflection Toolkit and other tools and guidelines for model inclusive schools.

• Develop training and methodological materials for regional and school-based mentors on adult learning, coaching models, setting goals and monitoring progress with teachers, techniques for classroom observation and reflection.

• Deliver and pilot competency-based capacity-building programme on inclusive education through a blended approach in model schools: in-person trainings, classroom-based mentoring and coaching, virtual workshops, community of practice sessions all aligned with the school academic calendar.
• Ensure capacity building program effectiveness and classroom application in model schools through introducing and piloting school-based professional development models, including structured mentorship, coaching, and peer learning communities in pilot schools focusing on child centered, competence based inclusive education to create effective and scalable community of practices among teachers.
• Build capacity of school inclusion teams and school leadership to foster rights-based, family-centred approaches; provide guidance on collaboration mechanisms with health, social protection, and specialized services; building welcoming safe and inclusive culture in pilot schools.
• Build capacity of regional and school-based mentors on supporting teachers to adapt teaching strategies and TLMs that are relevant and responsive to UDL and diversity, use of inclusive and flexible assessment, teaching methods for foundational learning for children with disabilities and needs in additional support, classroom and behavior management in inclusive settings.
• Build the capacity of key national stakeholders on a rights-based, whole-school approach to inclusive education, including the Ministry of Preschool and School Education (MoPSE), the Avloniy Institute, ISTTI, the Tashxis Center, NASP, REC, and other Inclusive Education working groups.

• Design system of assessment to evaluate the impact of capacity building activities and scalability of piloted school based professional models.
• Document lessons learned and monitor implementation by collecting participant feedback, identifying emerging good practices, and conducting pre- and post-assessments to evaluate the impact of capacity building activities and scalability of piloted school based professional models.
• Revise capacity-building programme content and school based professional model based on field evidence, lessons learned, and challenges.
• Develop a policy brief summarizing key findings and recommendations.
• Provide technical guidance and ongoing consultation to UNICEF, MoPSE, and national institutions to ensure quality, coherence, and sustainability, and to support alignment with broader inclusive education reforms in Uzbekistan.

If you would like to know more about this position, please review the complete TOR here: [ToR_International_Consultant_on_Capacity_Building_of_Teachers_for sign.pdf]

To qualify as an advocate for every child you will have… 

Minimum requirements:

• Education: Advanced University degree in education, psychology or related field.
• Work Experience:
  • At least 15 years of relevant international experience in inclusive education, teacher training and teachers professional development.
  • At least 10 years of professional experience in designing and implementing inclusive education training materials, online courses, lesson tools at system and school and preschool levels.
  • Professional experience and expert knowledge in blended teachers’ professional development design, designing teaching and learning materials on inclusive education, Inclusive lesson planning and assessment for learning.
• Skills (optional):
  • Excellent analytical and writing skills.
  • Excellent written and spoken skills in English.
• Language Requirements: Fluent in English.

For every Child, you demonstrate…

UNICEF’s Core Values of Care, Respect, Integrity, Trust and Accountability and Sustainability (CRITAS) underpin everything we do and how we do it. Get acquainted with Our Values Charter: UNICEF Values

The UNICEF competencies required for this post are…

(1) Builds and maintains partnerships

(2) Demonstrates self-awareness and ethical awareness

(3) Drive to achieve results for impact

(4) Innovates and embraces change

(5) Manages ambiguity and complexity

(6) Thinks and acts strategically

(7) Works collaboratively with others 

Familiarize yourself with our competency framework and its different levels.

UNICEF promotes and advocates for the protection of the rights of every child, everywhere, in everything it does and is mandated to support the realization of the rights of every child, including those most disadvantaged, and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, minority, or any other status.

UNICEF encourages applications from all qualified candidates, regardless of gender, nationality, religious or ethnic backgrounds, and from people with disabilities, including neurodivergence. We offer a wide range of benefits to our staff, including paid parental leave, breastfeeding breaks and reasonable accommodation for persons with disabilities. UNICEF provides reasonable accommodation throughout the recruitment process. If you require any accommodation, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility jobs-near-me.org UNICEF. Should you be shortlisted, please get in touch with the recruiter directly to share further details, enabling us to make the necessary arrangements in advance.

UNICEF does not hire candidates who are married to children (persons under 18). UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.

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Remarks:  

As per Article 101, paragraph 3, of the Charter of the United Nations, the paramount consideration in the employment of the staff is the necessity of securing the highest standards of efficiency, competence, and integrity.

UNICEF is committed to fostering an inclusive, representative, and welcoming workforce. 

Government employees who are considered for employment with UNICEF are normally required to resign from their government positions before taking up an assignment with UNICEF. UNICEF reserves the right to withdraw an offer of appointment, without compensation, if a visa or medical clearance is not obtained, or necessary inoculation requirements are not met, within a reasonable period for any reason. 

UNICEF does not charge a processing fee at any stage of its recruitment, selection, and hiring processes (i.e., application stage, interview stage, validation stage, or appointment and training). UNICEF will not ask for applicants’ bank account information.

Humanitarian action is a cross-cutting priority within UNICEF’s Strategic Plan. UNICEF is committed to stay and deliver in humanitarian contexts. Therefore, all staff, at all levels across all functional areas, can be called upon to be deployed to support humanitarian response, contributing to both strengthening resilience of communities and capacity of national authorities.

All UNICEF positions are advertised, and only shortlisted candidates will be contacted and advance to the next stage of the selection process. An internal candidate performing at the level of the post in the relevant functional area, or an internal/external candidate in the corresponding Talent Group, may be selected, if suitable for the post, without assessment of other candidates.

Additional information about working for UNICEF can be found here.