Uzbekistan has embarked on a new phase of English language instruction that will enable students to acquire the skills and competencies necessary for success in the 21st century. At the onset of the Uzbekistan Education for Excellence Program (UEEP) in 2019, the Ministry of Preschool and School Education (MoPSE) expressed its vision for Uzbekistan of becoming an English-speaking nation by 2030. English as an adopted international language can help open doors and opportunities for international cooperation, trade, and cultural exchanges with other nations.

The Ministry of Preschool and School Education of the Republic of Uzbekistan requested English language series from five renowned international publishers. The EFL technical experts embarked on a exciting journey, immersing themselves in each series. They carefully dissected and analyzed, employing their expert skills to ensure the utmost relevance for the students and dedicated teachers of Uzbekistan. The EFL experts narrowed down their selection to two extraordinary series. But their work had just begun.

The Status of Instruction Study (SIS) aims to shed light on teachers’ knowledge, attitudes, beliefs, skills, and behaviors, as well as the available resources at the school level and for the targeted subjects, and how these resources are used. The SIS was designed to inform the customization and development of student textbooks, teacher guides, and teacher professional development approaches. This report presents the SIS methodology and findings from online surveys with over 4000 teachers, 183 school directors and 131 methodologists from all regions of Uzbekistan, including the Republic of Karakalpakstan and Tashkent City.

The Uzbekistan Education for Excellence Program conducted a multi-phased Status of Instruction Study (SIS1 and 2) to understand the resources available and in use by schoolteachers in Uzbekistan. In the SIS2, the Program applied a descriptive quantitative design, considering the contextual realities resulting from COVID-19. The study was designed in an online survey system and the link to the survey was shared through the Ministry of Preschool and School Education via Telegram channels. This presentation examines elements of primary and secondary English teachers’ planning and preparation, their teaching skills, and ability to create a positive learning environment that fosters student engagement active learning. The implications of the two studies enabled the Ministry to generate and implement a number of recommendations including, but not limited to: 1) development and provision of teacher guides with sample lesson plans and explicit teaching strategies, 2) development of online learning courses for teachers on teaching strategies and techniques, 3) enhancing guidance on summative and formative assessment, 4) enhancing teachers’ skills in incorporating meaningful independent and group work and 5) upgrading of teachers’ content knowledge in selected subjects. This presentation explores, from the Ministry’s perspective, the importance of education system research. The Ministry presents and elaborates on their recommendations to maximize opportunities for co-creation of research – beginning with identification of research questions, design, implementation, analysis and dissemination.

The purpose of this panel presentation is to present the results of two uptake studies to understand how mathematics, Uzbek language arts, ICT, and EFL teachers in Uzbekistan are using and applying newly developed teaching and learning materials in the classroom.

A teacher's guide for mathematics instruction in the context of Jordan, developed by the Jordanian Ministry of Education.

This presentation was given at the Comparative and International Education Society (CIES) annual conference in Washington, DC on February 21, 2023. The presentation describes a systematic research method used in USAID's Early Grade Reading Program II (EGRP II) in Nepal to analyze the alignment between the early grade reading curriculum, teacher instruction, and student assessment. The file includes both the presentation slides and the explanatory notes.

LARA developed action research tools to measure the level of fidelity of implementation of the EGR methods and generate lessons learned to inform adaptations in EGR programming. The action research tools gather both historical and real-time data at the school. They include the EGR core methodologies action research tool; the remedial instruction action research tool and the intensive coaching action research tool (subdivided into two tools i.e. head teacher coaching event log and school based community of practice event log). The EGR core methodologies action research tool assesses the teacher’s perception of the Teacher Guide usability, level of macro pacing, implementation of lesson plan elements, implementation of core EGR methodologies and tracking of instructional adaptations by the teacher. The remedial instruction research tool tracks the teacher’s perception to remedial instruction, the implementation of group-based instruction as well as in-class assessment. The intensive coaching action research tool tracks teacher’s perception of intensive coaching and keeps a log of head teacher instructional coaching events in addition to school-based community of practice activities. The action research tools are designed to be deployed electronically in order to seamlessly incorporate extra data quality standards and innovations like the Stalling’s classroom observation snapshot (Stallings and Kaskowitz, 1974 ). The project also developed the action research process flow guidelines to guide data collection activities.

It is difficult to imagine an effective teacher who does not have mastery of the content nor command of the pedagogical skills needed to teach literacy. Yet many teachers, particularly in low- and middle-income countries, lack these very skills. In those same countries, students exit school without the essential capabilities they need. How can we help teachers to teach more effectively?

Animated video developed by the Uganda Literacy Achievement and Retention Activity under RTI International describing the 5 Ts - Time, Teaching, Text, Tongue and Testing.