This presentation summarizes the achievements, challenges, and recommendations from previous studies conducted as part of the Uzbekistan Education for Excellence Program. These studies focused on teacher professional development (TPD) and the implementation of innovative teaching practices in Uzbekistan's public schools. The Program conducted a multi-phased Status of Instruction Study (SIS) to gain insights into instructional resources and practices. The study collected feedback from teachers on resource usage, lesson planning, available resources in schools and classrooms, instructional techniques, and engagement in school based communities of practice. The findings influenced the customization and development of student textbooks, teacher's guides, and TPD approaches. The study used the Framework for Teaching (FFT) developed by The Danielson Group to guide the research and ensure consistency across subjects (ULA, Math, ICT, and EFL). SIS2, conducted online via Telegram channels shared by the Ministry of Preschool and School Education (MoPSE), employed a descriptive quantitative design considering the impact of COVID-19. In addition, the Program undertook the Teacher Support System Study (TSSS). The TSSS examined the existing teacher support system in Uzbekistan, including self-directed and school-level professional development activities. The study focused on instructional coaching, peer-to-peer support, and training. The studies used a combination of online surveys and in-person training sessions. Data from teachers, school directors, and methodologists were analyzed through descriptive quantitative and qualitative content analysis. The effectiveness of virtual training programs, the teacher support system, and the implementation of student textbooks and teacher guides were examined. Finally, the Program undertook the Teacher Guide Uptake Study (TGUS) augmenting the online SIS and TSSS surveys with classroom observations over a school year. Findings indicated a shift towards student-centered teaching approaches, but highlighted the need for lesson planning support, creative adaptation of teaching materials, and opportunities for instructional coaching and peer support. Recommendations included providing comprehensive teacher guides and online courses, improving assessment guidance, enhancing coaching processes, and utilizing existing collaboration platforms. The studies offer valuable insights into TPD and instructional practices in Uzbekistan's public schools. The presentation highlights lessons learned from combining online with classroom observation data over time.

With a modern, robust new curriculum carefully prepared by local and international experts to meet the needs of Uzbekistan’s students, how would the Ministry of Preschool and School Education (MoPSE) ensure the effectiveness of textbooks and teacher guides in the classroom? The new teaching and learning materials (TLMs) created and customized by the USAID-funded Uzbekistan Education for Excellence Program in partnership with the MoPSE were developed through a multi-step, participatory process. Input from international experts and Uzbekistan primary teachers and academics grounded the modern methods and practices in the local context. To evaluate the use and value of these TLMs for students and educators, the Program led an extensive pilot initiative.

The Uzbekistan Education for Excellence Program led the development of a groundbreaking curriculum based on international best practices and contributions from local experts. The approach was rooted in a theory of change that identified long-term goals (outcomes) and the interconnecting outputs and conditions to achieve them. In collaboration with the Uzbekistan Ministry of Preschool and School Education (MoPSE), the Program developed education standards, scope and sequences, new textbooks and teacher guides, and continuous professional development training for educators in pilot schools among other activities and products. Throughout this process, the Program sought to test the theory of change, fill critical gaps in knowledge about the Uzbek educational system, and determine what kind of research would be most responsive to this breadth of interventions and the complex nature of classroom dynamics.

The Uzbekistan Ministry of Preschool and School Education (MoPSE) spearheaded an initiative to reform its curricula based on international best practices. The USAID-funded Uzbekistan Education for Excellence Program brought together a diverse cohort of international and local experts to help revitalize the country’s public school curricula under the leadership of RTI International. Together with MoPSE staff, the Program addressed the challenges of increasing student engagement and critical thinking by developing standards-based textbooks and teacher guides for Uzbek Language Arts (ULA) and mathematics.

Educators are the critical link between learning materials and students. Their approach to instruction influences learning and classroom dynamics every day. While the Government of Uzbekistan has made significant investments in regular professional development opportunities for teachers, the trainings reinforced a teachercentered instruction style. In the classroom, teachers struggled to practically address diverse student needs. While some students excelled in this environment, many fell behind.

A national curriculum and its learning materials are the backbone of an education system. At their best, they reflect student needs, a country’s aspirations for its youth, and a realistic path to gaining the knowledge that will bridge them. The Government of Uzbekistan Ministry of Preschool and School Education (MoPSE) is investing in a strong education system for the long-term success of students and the nation. Uzbekistan boasts an impressive adult literacy rate of over 99 percent and the country’s support for education is evidenced in the policies and executive decrees of recent years. Yet, challenges persisted in the national curriculum and educational materials,which were not well integrated and did not consistently reflect current evidence on how children learn nor the unique context of Uzbek youth.

Uzbekistan is on an upward trajectory of digital transformation. Its Digital Uzbekistan 2030 Strategy includes ambitious policy goals to modernize and increase the competitiveness of a range of sectors, from telecommunications to healthcare and public services. For example, in the education sector, Uzbekistan has already achieved 100% coverage of high-speed Internet connections in preschool institutions and facilitated trainings for tens of thousands of students in technology-oriented skills. The USAID-funded Uzbekistan Education for Excellence Program supported the Government of Uzbekistan to accelerate digital transformation in education. In partnership with Florida State University (FSU) and the Ministry of Preschool and School Education (MoPSE) Republican Education Center (REC), RTI led two initiatives to support students and teachers with access to essential and supplementary resources.

Certain conditions of the school and classroom environment—such as encouraging and appreciative classrooms, physical and emotional safety and responsiveness to diversity, among others—positively support students’ social and emotional learning (SEL). Therefore, SEL programming that provides both instruction to students and also serves to establish the school and classroom conditions that support SEL are recommended—that is, blended approaches. With funding from USAID/Uganda under the Literacy Achievement and Retention Activity, RTI International, in partnership with the Uganda Ministry of Education and Sports (MoES), developed a blended approach to SEL programming, which is the Journeys approach. The Journeys approach involves co-curricular activities that serve to directly strengthen students’ social and emotional (SE) skills. At the same time, it inspires and guides school staff and community members in establishing the learning conditions that foster SEL. The Journeys activities for students, school staff and community members apply a variety of awareness-building social technologies—such as guided reflection, dialogue, interactive games, and art and drama—to enable independent thinking about the nature and obstacles to a positive school climate and how to establish classrooms and out-of-classroom environments that foster SEL.

This CIES 2018 presentation describes the Journeys Program, which focuses on building a positive and supportive school climate for learning which is free from violence. The program was developed under the USAID/Uganda funded Literacy Achievement and Retention Activity, which simultaneously supports the Ministry of Education goals of improving early grade reading and retention and eliminating violence against children in schools. The presentation was given by RTI's Geri Burkholder.