The USAID Leading Through Learning Global Platform (LTLGP) and USAID Improving Learning Outcomes for Asia (ILOA) presented a panel at the 2024 CIES Conference on what each project has been learning about establishing and implementing learning networks. Presentations from three USAID learning networks (HELN, GRN, ECCN) and one regional hub managed by LTLGP along with a presentation from ILOA discuss how each learning network utilizes collaboration, learning, and adapting (CLA) to assess how well their networks are reaching and meeting the needs of their members and how they have adapted and adjusted their networks based on CLA fedback.

he Sustainable Development Goals (SDGs) include a commitment to ensure that by 2030, all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes (SDG 4.1). Performance on this goal is reported as the proportion of learners: “(a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex” (M. Gustafsson, 2019, p. 6). These SDG indicators are based on global research that highlights the critical contribution of foundational skills in reading and mathematics to learners’ overall academic performance (Juel, 1988; Wharton-McDonald et al., 1988; Duncan et al., 2007; Duncan & Magnuson, 2011; Watts et al., 2014; Claessens & Engel, 2013). They also apply research from health and development sectors indicating that foundational skills are essential to reducing social inequality and improving individuals’ social and economic security and well-being (OECD, 2010; UNESCO, 2016). The recent COVID-19 pandemic further underscored the importance of focusing on foundational skills. Studies show the pandemic has resulted in a 17 percent global increase in the number of ten-year-olds lacking basic skills to 70 million learners in 2021 alone (ONE Campaign, 2021). There is an urgent need to reverse this trend so every learner develops the foundational skills required to participate fully in their community’s social and economic life. That means using evidence-based approaches to identify where resources are most needed, both across countries and within a country, to address learning inequities and ensure that learners are able to demonstrate minimum proficiency levels. This panel presentation will show how the Align Learning Inputs to Global Norms (ALIGN) for Minimum Proficiency process can help address these needs. The ALIGN process is an evidence-based gap analysis that uses the Global Proficiency Framework (GPF) as a reference to determine if a country’s education system will enable learners to meet global norms in reading and mathematics. An ALIGN process focuses on four components: curriculum and standards, teaching and learning materials, teacher training, and assessment. The ALIGN process identifies potential gaps or misalignments in each of these four components and actions to address them. The ALIGN process was successfully piloted in four countries, Djibouti, Nigeria, and Uzbekistan.

The Ministry of Preschool and School Education (MoPSE) in Uzbekistan has set the goal of transforming the education system and improving English proficiency among secondary school graduates by 2030. To support this initiative, the Uzbekistan Education for Excellence Program, in collaboration with MoPSE, conducted a study in 2023 to assess the adoption and use of new English language teaching and learning materials in public schools during the 2022-2023 academic year. The study aimed to gather data to inform teacher professional development and effective utilization of the new textbooks for English language instruction in grades 1-11. To collect the necessary data, an online survey was administered from April 25 to May 20, 2023, targeting English teachers in grades 1-11 across all regions of Uzbekistan. The survey focused on teaching practices, instructional approaches, and the utilization of new materials and digital resources. The survey responses from 2,363 English teachers in public schools were analyzed using qualitative and quantitative descriptive statistics techniques. However, the survey process faced methodological challenges such as internet and computer access for some participants, varying levels of familiarity with responding to online surveys, and potential language barriers due to respondents' limited English proficiency. Additionally, the self-reported nature of the data introduced potential biases in the responses. The survey results revealed several important findings. Participating teachers expressed satisfaction with the new textbooks and reported positive changes in their teaching practices, as well as perceived improvements in student learning. However, challenges were identified, including limited textbook availability, time constraints in delivering certain activities suggested in the textbooks, technological barriers, and limited access to audio-visual equipment in classrooms. The integration of real-life contexts in the textbooks enhanced the overall learning experience. Based on these findings, recommendations were made to address the identified challenges and improve the adoption process, including providing guidance, addressing textbook availability, offering comprehensive teacher training, and establishing mechanisms for continuous review and student feedback. Implementing these recommendations might support the enhancement of English language instruction in Uzbekistan. In conclusion, the adoption of the Guess What! and Prepare series as new English language instructional materials in Uzbekistan's public schools has yielded positive results, as reported by participating teachers. The integration of these textbooks has brought about changes in teaching practices and perceived achievements of student learning outcomes. The survey results indicated a high level of teacher satisfaction with the Student's Books, Workbooks, and Teacher's Books, with the Workbooks receiving the highest satisfaction level at 83%. Moreover, over 67% of teachers acknowledged that the new textbooks had brought about a change in their approach to teaching English. Overall, the study highlights the positive influence of new instructional materials on English language instruction in the Republic of Uzbekistan. The successful integration of the Guess What! and Prepare series sets the stage for continuous progress in English language learning and teaching. It is crucial to build upon these findings and recommendations to further improve teaching practices, support teacher professional development, and ensure ongoing enhancement of English language instruction throughout the country.

This presentation focuses on the development of eLearning modules for continuous teacher professional development (TPD) in Uzbekistan, specifically targeting English language instruction in grades 1-11. Uzbekistan Excellence for Education Program adapted and designed e-Learning modules to replace previous video and face-to-face TPD methods used in previous years. The newly created eLearning modules effectively addressed previous challenges, as the original EFL videos and PowerPoints were designed for synchronous sessions and lacked compatibility for independent, asynchronous use. To overcome these limitations, the new modules were designed using best practices in instructional design, incorporating checkpoints and quizzes to enhance user engagement. Additionally, video observation worksheets were created to facilitate self-reflection and peer observation of teaching practices, utilizing the new Teacher Learning Materials (TLMs). Several key tasks were completed in the design and implementation of the in-service TPD approach. Final edits were made to the videos and worksheets to ensure quality and relevance before uploading them to the digital learning platform. Close collaboration with Avloni led to obtaining necessary approvals and requirements to create the EFL e-learning course URL (www.ebilim.uz) and integrate it into the Avloni platform. Usability testing was conducted to identify and address login and navigation issues that teachers may encounter while accessing and completing the course. The achievements of the project include the development of comprehensive eLearning modules for EFL Grades 1-11, ensuring alignment with student standards, scope and sequence, and effective pedagogical approaches. These modules incorporate interactive and engaging content, including video tutorials and additional resources, all available on the Digital Platform. While the EFL e-learning course was made accessible to all teachers through the Avloni platform, challenges arose due to the platform's lack of support for international technical standards known as Shareable Content Reference Model (SCORM), the industry standard for e-learning interoperability. As a solution, the Program decided to host the EFL e-learning course on the RTI Moodle platform, with Avloni providing a link for access on its own platform. This ensures seamless access to the course and its valuable content and resources. In conclusion, the development and implementation of eLearning modules for continuous TPD in Uzbekistan have achieved significant milestones. These modules offer comprehensive instructional materials, aligning with student standards and effective pedagogical approaches. Collaboration with Avloni has been vital in creating engaging and interactive content. Though challenges related to the LMS platform were encountered, a viable solution was found to ensure teachers can access the course seamlessly. The project's outcomes contribute to enhancing TPD opportunities and supporting the professional growth of English language teachers in Uzbekistan.

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.

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.

Uzbekistan’s Ministry of Pre-school and School Education (MoPSE) has embarked upon an ambitious reform agenda to bring the Uzbek public education system in line with twenty-first century international standards and skills that includes participating for the first time in the Progress in International Reading Literacy Study (PIRLS) in 2021 and in the Program for International Student Assessment (PISA) in 2022. At the onset of UEEP, the teaching culture in many schools in Uzbekistan was still quite teacher-centric, with only a modicum of observable student-centered instructional strategies promoting critical thinking, creativity, communication, and collaboration. Basic reading and mathematics scores were within the international mean, but students struggled with reading comprehension and more complex mathematics. In 2023 UEEP designed and piloted an evidence-based, in-service, continuous TPD (CTPD) cascade approach that sought to improve classroom instruction for Uzbek Language Arts and Mathematics teachers via the effective implementation of TGs and the student-centered strategies therein. The training approach consisted of a three-tiered cascade training model where 80 Tier 1 Master Trainers (MTs) trained and supported 800 Tier 2 trainers, who in turn trained over 8,000 Tier 3 teachers. Training sessions included evidence-based practical instructional techniques such as modeling, role-playing, small group practice, and discussion. The CTPD approach used Methodological Days (MDs) already existing within the Uzbek education system to conduct the monthly sessions rather than one-off, multi-day training events. The Program provided all trainers with facilitator guides, slides, and scripts. The Program implemented the CTPD approach using three concurrent processes of (1) readiness and training, (2) follow-up and quality assurance, and (3) action research. The Program’s ambitious action research agenda determined the degree to which teachers were applying new techniques and whether the cascade CTPD approach was effective. Specifically, the Program designed and implemented a study to assess the effectiveness of the Program’s CTPD cascade approach in terms of teachers’ satisfaction of learning events, their acquisition of knowledge and skills, their shift in self-efficacy, possible changes in teacher beliefs about new teaching approaches, and to what extent teachers received the necessary support at the administrative and school levels. The CTPD effectiveness study used an adapted version of Kirkpatrick’s training evaluation model2 as the guiding framework. In this panel, we will share the findings of this study which suggest minimal dilution effect between levels of training, and discuss some of the critical success factors, namely, the monthly dosage of trainings and the quality assurance ‘feedforward’ loop that led to the effectiveness of the cascade approach.

This video success story documents the experience of a math teacher participating in a pilot of new math materials and teacher training and his inspiring observations on students' learning.

The U.S. Agency for International Development (USAID), together with the Ministry of Preschool and School Education of the Republic of Uzbekistan, launched the Uzbekistan Education for Excellence Program. The teacher featured in this success story was one of a group of teachers selected to pilot the new student textbooks and teacher guides introduced by the program. She and her colleagues participated in various professional development workshops on student-centered teaching and adopting new teaching materials. After applying these new approaches, the teacher implemented the strategies she had learned using the new textbooks and teacher guides. She saw a dramatic improvement in her students' engagement and achievement. They were more motivated and interested in the material. Her new teaching style worked for her and her students.

Primary school teachers were offered professional development training through the Uzbekistan Education for Excellence Program, funded by the U.S. Agency for International Development (USAID). The Program was designed to equip teachers with innovative teaching strategies and tools that would enable them to create a student-centered learning environment. To improve her teaching skills and help her students succeed, the teacher feactured in this success story, worked hard to attend the training sessions and applied the new teaching techniques in her classroom. She created interactive lesson plans, encouraged student participation, and facilitated collaborative learning. The results were remarkable. Students became more engaged in the learning process, and they developed critical thinking skills. They were able to apply what they learned to real-life situations, and their academic performance improved significantly.