UZBEKISTAN EDUCATION EXCELLENCE PROGRAM

PROGRAM

UZBEKISTANEDUCATION

for

EXCELLENCE

YEAR 2 QUARTERLY

PROGRESS REPORT 2

FINAL (Revised Submission Date) MAY 12, 2021

Uzbekistan Education for Excellence Program Year 2 Quarterly Progress Report 2 Cooperative Agreement No. 72011519C00004

Submitted to: (REDACTED) Submitted by: RTI International 3040 Cornwallis Rd Research Triangle Park, NC 27709 (REDACTED)

May 12, 2021 (Revised submission date) This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International. The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. RTI International is a registered trademark and trade name of Research Triangle Institute.

Year 2 Quarterly Progress Report 2 April 29, 2021

Uzbekistan Education for Excellence Program iii

CONTENTS

Section I: Program Overview 1 Program OverView ........................................................................................................................................... 1 Life of THE Program (LOP) Anticipated Achievements .................................................................................... 1 Key Accomplishments During Year 2 Q2 ......................................................................................................... 2

Curriculum Products Development ........................................................................................................... 2 TPD Initiative (TPDI) ................................................................................................................................. 2 Capacity Enhancement of Ministry Personnel .......................................................................................... 2 Government, Donor, and Implementing Partner Linkages ........................................................................ 2 Strategic Communications ........................................................................................................................ 2

Challenges and Limitations During Year 2 Q2 ................................................................................................. 3 Program Progress Against Indicators .............................................................................................................. 3

Section II: Implementation Narrative 4 Program Overall Implementation Overview...................................................................................................... 4 Detailed Report on Year 2 Q2 Work Plan Activities (January–March 2021) .................................................... 5 Program Scope and Work Plan ........................................................................................................................ 5

Program STB and TG Print Run “Workinars” ............................................................................................ 5 High-Level IDA Virtual Meeting ................................................................................................................. 6

Component 1: IMPROVED ULA AND MATH OUTCOMES IN GRADES 1–4 .................................................. 7 1.1 Conduct SIS for ULA and Mathematics Instruction ............................................................................. 7 1.2 Develop Student Learning Standards for ULA and Mathematics Grades 1–4 .................................... 8 1.3 Develop Subject Scopes and Sequences for ULA and Mathematics Grades 1–4 .............................. 9 1.4 Develop STBs and TGs for ULA and Mathematics Grades 1–4 ....................................................... 11 1.5 Design and Implement In-Service TPD Approach ............................................................................ 12 1.6 Conduct TG Uptake Study ................................................................................................................ 12 1.7 Develop and Deploy an Uzbek Standards and Instructional Materials Platform ............................... 13

Component 2: ENHANCED ICT INSTRUCTION IN GRADES 1–11 .............................................................. 13 2.1 Conduct SIS for ICT Instruction ........................................................................................................ 13 2.2 Develop Student Learning Standards for ICT Grades 1–11 .............................................................. 14 2.3 Develop ICT Subject Scope and Sequence for Grades 1–11 ........................................................... 14 2.4 Customize ICT STBs and Develop TGs for Grades 1–11 ................................................................. 15 2.5 Design and Implement In-Service TPD Approach ............................................................................ 15 2.6 Develop ICT End-of-Grade Assessments for Grades 9–11 .............................................................. 16 2.7 Conduct TG Uptake Study ................................................................................................................ 16

Component 3: IMPROVED ENGLISH LANGUAGE INSTRUCTION IN GRADES 1–11 ................................ 16 3.1 Conduct SIS for EFL Instruction ....................................................................................................... 16 3.2 Develop Student Learning Standards for EFL Grades 1–11 ............................................................. 17 3.3 Develop EFL Subject Scope and Sequence for Grades 1–11 .......................................................... 17 3.4 Customize STBs and TGs for EFL for Grades 1–11 ......................................................................... 17 3.5 Conduct TG Uptake Study ................................................................................................................ 17

PROGRAM PERFORMANCE indicator progress to date .............................................................................. 17 Annexes 20

Annex A: Key Accomplishments During Year 2 Q2 ....................................................................................... 20 Annex B: Implementation Schedule as of March 31, 2021 ............................................................................ 26 Annex C: Staffing Changes Summary in Year 2 Quarter 2 ............................................................................ 41

iv Uzbekistan Education for Excellence Program

FIGURES AND TABLES

List of Figures Figure B-1. Main Program Activities and Implementation Timeline ................................................................ 27

List of Tables Table 3. Program End of Year 2 Products ....................................................................................................... 4 Table 4. Participants in Virtual Workinar on Print Runs (March 31, 2021) ....................................................... 5 Table 5. IDA – EFL and ICT International Series Presentation to MPE and USAID (February 17, 2021) ........ 6 Table 6. PROW/Student Standards (January 14, 15, 20 and February 1, 2021) ............................................. 8 Table 7. PROW/Scope and Sequences (March 16–18, 2021) ....................................................................... 10 Table 8. AMELP Indicators ............................................................................................................................ 18 Table 9. Financial Summary for FY2021 Q1 .................................................................................................. 19 Table 10. Program Travel Summary .............................................................................................................. 19 Table A-1. Wednesday Webinars with A. Avloni Research Institute .............................................................. 22 Table A-2. Overview of PRG Member Numbers and Attrition Rates .............................................................. 23 Table B-1. Detailed Workplan View ............................................................................................................... 28 Table C-1. Positions Filled in Quarter (Q)2 of Fiscal Year (FY)2021 ............................................................. 41 Table C-2. Status of Positions Not Filled at End of Q2 FY2021 ..................................................................... 41

Uzbekistan Education for Excellence Program v

ACRONYMS AND ABBREVIATIONS

AMELP Activity Monitoring, Evaluation, and Learning Plan

AOR Agreement Officer’s Representative

COVID-19 coronavirus disease 2019

DPI Digital Platform Initiative

EFL English as a Foreign Language

EGMA Early Grade Mathematics Assessment

EGRA Early Grade Reading Assessment

FSU Florida State University

FY Fiscal Year

HO Home Office

ICT Information and Communication Technology

IDA in-depth appraisal

IMMS Instructional Materials Management System

IT information technology

LN Local National

LOP life of the program

MEL monitoring, evaluation, and learning

MHSSE Ministry of Higher and Specialized Secondary Education

MPE Ministry of Public Education

N/A not applicable

PRG product review group

PROW Product Review Orientation Workshop

Q Quarter

REC Republican Education Center

RTI RTI International

S&Ss Scopes and Sequences

SIS Status of Instruction Study

SSMS Student Standards Management System

STB student textbook

TA technical assistance

TG teacher guide

vi Uzbekistan Education for Excellence Program

TPD teacher professional development

TPDI Teacher Professional Development Initiative

ULA Uzbek Language Arts

UNICEF United Nations Children’s Fund

USAID United States Agency for International Development

Uzbekistan Education for Excellence Program 1

SECTION I: PROGRAM OVERVIEW PROGRAM OVERVIEW The Government of Uzbekistan Ministry of Public Education (MPE) is committed to an ambitious program of systematic and comprehensive reforms. The country aims to create an education system that can produce graduates with the critical thinking, problem solving, and practical skills that will enable them to succeed.

To support the MPE in achieving its reform agenda, the United States Agency for International Development (USAID) initiated the 4-year Uzbekistan Education for Excellence Program (the Program) on December 9, 2019, which will end on December 8, 2023. The Program is implemented by a consortium of implementing partners including RTI International (RTI) as the Consortium lead and Florida State University (FSU) and Mississippi State University. The RTI Consortium provides the expertise and experience needed to help the MPE to achieve and sustain three overarching results:

(1) Improved Uzbek Language Arts (ULA) and Mathematics outcomes in grades 1–4;

(2) Enhanced Information and Communication Technology (ICT) instruction for grades 1–11; and

(3) Improved English as a Foreign Language (EFL) instruction in grades 1–11.

LIFE OF THE PROGRAM (LOP) ANTICIPATED ACHIEVEMENTS

Over the LOP, in close collaboration with the MPE, the Consortium will:

Develop relevant and appropriate student learning standards for ULA (including Reading within the Language Arts framework), Mathematics, ICT, and EFL;

Customize or develop and pilot revised student textbooks (STBs) and teacher guides (TGs);

Design and implement an in-service teacher professional development (TPD) approach; and

Conduct Program monitoring, evaluation, and learning (MEL) activities, including impact evaluation research.

The new approaches to curriculum product development and support for TPD, including a digital platform for standards and instructional materials, will be conceptualized and developed in Years 1 and 2 (see Section 2: “Implementation Narrative”). These materials and approaches will be used as the centerpieces to help enhance teachers’ capacity to understand, apply, reflect on, and improve classroom practices in Years 3 and 4. It is expected that the improvements in curriculum products and in teacher capacity will translate into improvements in student achievement over time. The implementation of activities in Years 3 and 4 will also provide the Program and the MPE with lessons that can be utilized to ensure a solid scale-up of the Program’s specific interventions. In addition, the Consortium’s approach to TPD could be introduced to other regions and districts outside of the Program’s two to three target regions and up to 1,000 target schools. The Program also includes a focus on implementation science to look closely at what is working, how and why, and what effect the changes are having on improving teaching and learning.

2 Uzbekistan Education for Excellence Program

This Quarterly Progress Report covers the period from January 1 to March 31, 2021 (Year 2 Quarter [Q]2) and presents the Program’s implementation efforts during this time period.

KEY ACCOMPLISHMENTS DURING YEAR 2 Q2 Curriculum Products Development EFL and ICT International Series – Prepared for and undertook in-depth appraisal

(IDA) of three shortlisted series (two EFL series/one ICT series) with Ministry-appointed external appraisers and prepared for and presented PowerPoints on IDA outcomes to Ministry and USAID. Began contract negotiations with ICT series provider and continued to resolve issues about the EFL preferred series. Both contracts expected in early Q3.

Student Standards - Finalized ULA grades 1–4, Mathematics grades 1–4, and ICT grades 1–11 Student Standards based on written feedback from Product Review Group (PRG) Core Team Members; produced and submitted three comprehensive Student Standards Reports to the Ministry; developed a revised set of ICT grades 5-11 Student Standards following the Ministry decision that ICT would not be taught in grades 1–4.

Scopes and Sequences (S&Ss)– Produced monthly and weekly ULA grades 1–4 and Mathematics grades 1–4 S&Ss; daily S&Ss will be completed in early Q3. Completed ICT grades 5–11 S&Ss to guide the development of the TG content; ICT grades 1–11 Student Standards and Scopes and Sequences will be developed in Year 4.

TPD Initiative (TPDI) Produced a draft Concept Note and continued to approach the A. Avloni Research

Institute for time to discuss the TPDI; began recruitment for technical personnel.

Capacity Enhancement of Ministry Personnel Product Review Groups (PRGs) Planned and held two Product Review Orientation Workshops (PROWs) for: 1)

Student Standards review (66 participants including 44 females) and 2) Scopes and Sequences review (89 participants overall including 65 females) for PRGs, Ministry and Program.

Government, Donor, and Implementing Partner Linkages Participated in 13 government, donor, and implementing partner fora.

Contributed to four webinars on “Digital Platforms” and two on “Student Standards” organized by the A. Avloni Research Institute with Delivery Associates (Table 1).

Continued weekly and ongoing ad hoc meetings with USAID, Ministry Overall Focal Point, Ministry Republican Education Center (REC) Director and Deputy Focal Points, and had some engagement with the A. Avloni Research Institute Rector and his staff.

Strategic Communications Media coverage for Student Standards and Scopes and Sequences PROWs:

produced and disseminated press releases for both Workshops.

Opened the Program Telegram Channel on January 13, 2021 and began posting.


CHALLENGES AND LIMITATIONS DURING YEAR 2 Q2 Joint donor and development partner tend to be informational rather than

transformative, and harmonization and elimination of duplication and redundancy continue to be a challenge. Program leadership will continue to engage.

The capacity enhancement virtual workshops have continued as planned, following the kick-off of these workshops with the Anchor Workshop in late November 2020. The Ministry worked hard to initially identify PRG Members and in follow-up and encouragement; however, the attrition rate continued to decline during the quarter. The original number of PRG Members was 65, and the number is currently at 35 (Table 2), corresponding to a loss of nearly half of the original Members, with the largest drop in the ULA PRG Members, from 15 to just 5.

Changes in key Ministry personnel continued this quarter. The Ministry continued to work hard to mitigate the effects of the challenges and the subject Deputy Focal Points are extremely responsive, helpful, and committed and have helped to ease the transaction costs on leadership.

The Program ramped up recruitment efforts and filled most of the Program positions in Q2, but difficulties finding individuals to fill several key positions and the resulting gaps have put extra strain and burdens on existing staff. Recruitment will continue.

At the end of Q2, it became apparent that the Program would likely need to cover printing costs for the 200-school pilot and the 800-school pilot for these pilots to happen. This situation has affected the originally preferred EFL book series due to the need to conserve Program funds and delays in a final decision have created challenges for finalizing the series customization list and negotiating a licensing agreement. In addition, the Program was not anticipating undertaking the printing procurement and there is a significant administrative burden.

ULA and Math Student Textbooks and Teacher Guide development is going slower than anticipated and books may need to be piloted in segments by quarter. The time needed to undertake printing services procurement may further jeopardize the timely distribution of ULA and Math books in time for Sept. 1 2021.

Finding an appropriate institutional home for both the TPDI and DPI has proven to be challenging. At this point, the REC is the most likely location for both initiatives and the Program will keep the relationship with the Avloni Institute ongoing regarding the Teacher Guide Uptake Study and possibly the Learning Management System.

The Ministry of Foreign Affairs (MFA) has still not issued a letter regarding RTI’s tax exemption status. The Program will continue to follow up with USAID and the MFA.

COVID-19 continued to affect the work environment and staff and their families, as did other personnel matters. The Program will continue to mitigate the difficulties.

PROGRAM PROGRESS AGAINST INDICATORS

Over the LOP, the Program will report on 11 indicators. In Q2, the Program is reporting on Custom Indicator 011 (see below).

Indicator 011 Custom: Number of curriculum products developed. The LOP target is 119 curriculum products. In Q2, 27 curriculum products were to be produced, consisting of 19 grade level Student Standards (ULA four grades, Mathematics four grades, and ICT 11 grades) and eight Subject Scopes and Sequences (ULA four


grades and Mathematics four grades). Nineteen of the 27 products were developed; the eight ULA and Math Scopes and Sequences will be completed next quarte

SECTION II: IMPLEMENTATION NARRATIVE

PROGRAM OVERALL IMPLEMENTATION OVERVIEW

Years 1 and 2 of Program implementation account for the period from December 9, 2019, to September 30, 2021. During this time, the Program will undertake the development of key curriculum products for the Program’s four subjects (ULA, Mathematics, ICT, and EFL) for target grade levels, professional development for teachers of three of the target subjects (ULA, Mathematics, and ICT) and grade levels, and the digital platform. See Table 3 for an overview of key Program deliverables anticipated by the end of Year 2.

Table 3. Program End of Year 2 Products

Years 2 Program Products

Subject with Grade-Level Parameters

ULA Mathematics ICT EFL STUDENT STANDARDS Student Learning Standards 1–4 1–4 1–11 —

SUBJECT SCOPE AND SEQUENCE Subject Scope and Sequence 1–4 1–4 — —

TEACHING AND LEARNING MATERIALS STBs 1–4 1–4 5–11* 1–11

TGs 1–4 1–4 5–11* 1–11

ASSESSMENT Continuous Assessment–Embedded Practices in Teacher Resources

1–4 1–4 5–11* 1–11

Baseline and Endline Assessment

Year 3 Baseline Year 3 Baseline

Year 3 Baseline**

Not applicable (N/A)

End-of-Year Assessment N/A N/A Planned for Year 4

N/A

TPD APPROACH In-Service Teacher Support System Study and Report

To be completed by May 2021***

Proposed TPD Approach To be introduced by July 2021

TPD Resource Materials 1 TPD Manual 1 TPD Manual 3 TPD Manuals N/A

Digital Platform/Student Standards Management System (SSMS)

To be introduced in Year 3

Digital Platform/Instructional Materials Management System (IMMS)

To be introduced in Year 3

*The change from ICT grades 1–11 to grades 5–11 means that the number of products is also reduced. **The national EGRA/EGMA was re-scheduled to Fall 2021; this means that the Program EGRA/EGMA baseline date will be pushed to Year 3 as well. Pending developments with COVID-19, it is anticipated that the assessment


findings will be ready by late Fall 2022. ***The expected reporting date was February, 2021; because this activity is running behind, the report will be completed in Q3 (May 2021).

DETAILED REPORT ON YEAR 2 Q2 WORK PLAN ACTIVITIES (JANUARY–MARCH 2021)

This section provides a succinct detailed report on the activities set out in the Program Year 2 Q2 Work Plan. The section covers each Component and major task and deliverable in the Year 2 Q2 Work Plan and addresses: (1) key accomplishments, (2) challenges faced (if any), (3) actions taken and/or planned to address any problems that have arisen, and (4) any unplanned activities. Ideally, this section should be read in conjunction with the Year 2 Work Plan found in Annex A. During the reporting period, there were also a number of successful critical events that were not part of the Work Plan but that were necessary to move the Program forward on its implementation path. These are described below.

PROGRAM SCOPE AND WORK PLAN

Program STB and TG Print Run “Workinars” The Program continued to work with Ministry colleagues on finalizing print run numbers, costs, and printing services for on-time delivery of ULA and Mathematics STBs and TGs for the two pilot rounds (2021–2022 and 2022–2023), followed by the nationwide printing and distribution in 2023–2024, and for EFL and ICT STBs and TGs for one pilot round (2021–2022), followed by nationwide printing and distribution in 2022–2023.

Achievements: Prepared detailed spreadsheets for the student and teacher numbers and unit costs

for books according to a set of specifications for printing and worked with the Ministry to prepare the data.

Prepared and revised several detailed breakdowns of print runs and costs and an overview table, based on calculations made from the student and teacher numbers and the unit costs per type of book.

Prepared for and held a virtual working meeting (“workinar”) with the Ministry Deputy Minister/Finance, Program Overall and Deputy Focal Points, a Statistics Department Specialist, and the USAID Agreement Officer’s Representative (AOR)/Education Advisor and Program Officer to come to final agreement on the printing costs and process (Table 4).

Table 4. Participants in Virtual Workinar on Print Runs (March 31, 2021)

Region Organization Position Women Men Total Tashkent City MPE Minister 0 0 0

Deputy Minister 0 1 1

Department Head 1 0 1

Specialist 0 2 2

Staff 0 0 0

School Director 0 0 0

School Deputy Director 0 0 0

Teacher 0 0 0

N/A USAID Mission Director 0 0 0


Table 4. Participants in Virtual Workinar on Print Runs (March 31, 2021)

Region Organization Position Women Men Total AOR/Education Advisor 1 0 1

Education Program Officer 1 0 1

Other 0 0 0

N/A RTI Consortium 1 1 2

TOTAL 4 4 8

Challenges: There were some issues with obtaining the full set of student and teacher numbers for all of Namangan and Sirdaryo, the two target regions for Program implementation, and for all regions nationally. The Ministry has indicated that it will provide the full set of figures for the two Program regions and the other 12 regions in early Q3, so that final cost calculations can be made as soon as possible. The questions regarding coverage of printing costs and the capacity to undertake the printing in-country in the desired timeframe were not resolved during the workinar, and the Ministry, USAID, and the Program teams agreed to continue to meet to resolve the matters by early Q3. It may be that the Program will need to undertake printing services procurement in another country.

High-Level IDA Virtual Meeting The Program presented the results of the IDAs of one ICT international series (grades 1–11) and two EFL international series (grades 1–11) to Ministry colleagues, including the First Deputy Minister, REC Director, and others (Table 5).

Achievements: Prepared PowerPoints and presented the results of the IDAs at a formal virtual

meeting and received Ministry agreement to move forward with the vendor that proposed the ICT series and with the vendor of the EFL series that scored higher on the teacher guides evaluation (although lower on the student book evaluation and being more expensive).

Table 5. IDA – EFL and ICT International Series Presentation to MPE and USAID (February 17, 2021)

Region Organization Position Women Men Total

Tashkent City MPE Minister 0 0 0



Specialist 0 0 0

Staff 0 0 0



Teacher 0 0 0

MPE–REC Director 0 1 1

Deputy Director 0 1 1


Methodologist 1 3 4


Table 5. IDA – EFL and ICT International Series Presentation to MPE and USAID (February 17, 2021)


Other 0 1 1

Ministry of Higher and Specialized Secondary Education (MHSSE)

Rector 0 0 0

Vice Rector 0 0 0


Lecturer 1 0 1


AOR/Education Advisor 1 0 1


Other 0 0 0

N/A RTI Consortium

10 4 14

TOTAL 15 12 27

COMPONENT 1: IMPROVED ULA AND MATH OUTCOMES IN GRADES 1–4

1.1 Conduct SIS for ULA and Mathematics Instruction The SIS moved forward significantly during this quarter. SIS field implementation began this quarter. A report on the findings will be produced, and a presentation is planned to share the results with the Ministry, likely in early Q4. It is also anticipated that the findings to date that are specific to EFL teachers will be presented at a conference at Westminster International University in Q3 (late May 2021). The increase in COVID-19 cases may affect the planned in-person visits to a small number of schools for classroom observations and in-depth interviews as part of SIS phase 2. (Also refer to Activities 2.1 and 3.1 below.)

Achievements: Field-tested, finalized, and put up a live link to distribute the first online questionnaire.

Reached teachers by email and Ministry Telegram channels through the help of A. Avloni Research Institute colleagues, the Overall Focal Point, and other Ministry personnel.

Between March 11 and 27, 2021, a total of 9,865 (78% female) individuals replied to the questionnaire. Initial key findings from a one-dimensional analysis include:

48%–51% of teachers reported spending 1 or more hours planning for a single lesson, and 16% reported they do not currently plan lessons.

Of teachers who plan for lessons, 53%–67% reported using the required template provided by their school administration or the MPE.

Desired resources included: pre-made lesson plans (58%), online resources (55%), and guidance on how to teach key topics (58%).

If teachers had lower-performing students in their classrooms, the reasons given for the students’ difficulties included: external factors, such as parents not supporting their child (72%), and emotional


difficulties outside of school (38%). Only 20% of teachers noted they themselves could not spend enough time to support students.

Survey questionnaires for round 2 of teacher respondents were developed and will be distributed in early Q3 as well as school principal and district methodologist questionnaires.

Challenges: There were some issues with respondents accessing the questionnaire from a shared location as the in-built survey functionality protecting from multiple entries limited response to one IP-number each and with an initially low response rate. The issues were resolved, and with the help of Ministry colleagues in further promoting the survey, within a day, the number of respondents jumped into the thousands.

1.2 Develop Student Learning Standards for ULA and Mathematics Grades 1–4 This activity was completed on time. The intensive PROW prepared the PRG Core Team Members to undertake their review of the draft Student Standards developed by the Consortium workstream teams and to produce written feedback for the Consortium teams. The feedback was used to finalize the Student Standards for ULA, Math, and ICT. (Also refer to Activities 2.2 and 3.2 below.)

Achievements: Produced Workshop materials including 12 bilingual PowerPoint Presentations and

updated the bilingual Information Technology (IT) User Manual, Workshop feedback forms, and participant self-reflection forms. The Moodle website continued to be used and populated with content, as did the Program Telegram Helpline for participants to resolve IT issues.

Conducted the Workshop over 4 days with 12 hours of morning and afternoon virtual sessions between January 14 and February 1, 2021. Participants totaled 66 individuals (44 women), including 40 government personnel consisting of PRG Members and representatives from the A. Avloni Research Institute and the Presidential Schools Agency (Table 6).

Between January 15 and 20, 2021, and January 20 and February 1, 2021, the Consortium teams provided ongoing daily support to the Core Teams during the formal review process and helped each Core Team to prepare their feedback reports. A PowerPoint presentation of the review results was made to Ministry and USAID leadership on February 1, 2021.

Produced comprehensive, detailed reports on the ULA, Mathematics, and ICT Student Standards that included annexes with the Student Standards in two formats. The reports were delivered to the Ministry in soft and hard forms.

Table 6. PROW/Student Standards (January 14, 15, 20 and February 1, 2021)


Tashkent City MPE Minister 0 0 0



Specialist 0 1 1

Staff 0 0 0


Table 6. PROW/Student Standards (January 14, 15, 20 and February 1, 2021)




Teacher 14 5 19



Methodologist 1 1 2

Other 0 1 1

MPE–A. Avloni Research Institute

Rector 0 0 0

Vice Rector 0 0 0

Department/Unit Head 1 1 2

Senior Lecturer/Methodologist 2 0 2

Lecturer/Methodologist 0 0 0

Other 0 1 1

*MPE–IT Nation Project

Team Leader 0 0 0

Deputy Team Leader 0 0 0

ICT Specialist/Consultant 0 0 0

MPE–English-Speaking Nation Project, Innovation, Technology and Strategy Center

Team Leader 1 0 1

Deputy Team Leader 0 0 0

EFL Specialist/Consultant 1 0 1

MHSSE Rector 0 0 0

Vice Rector 0 0 0


Lecturer 4 3 7




Other 0 0 0


TOTAL 44 22 66

MPE Participants: 40, including eight from Andijan, Bukhara, Fergana, Jizzakh, and Namangan Regions.

1.3 Develop Subject Scopes and Sequences for ULA and Mathematics Grades 1–4 The ULA and Mathematics workstream teams developed nearly the complete spectrum of draft Scopes and Sequences for ULA and Mathematics STBs for grades 1–4 within the quarter. The teams were on track to complete the daily Scopes and Sequences. However, a strategic technical decision was made to delay the development of the daily Scopes and Sequences until the Curriculum Writers, who are writing the STBs and TGs, were fully onboarded and could assist in writing the daily Scopes and Sequences, given the interdependencies of the daily Scopes and Sequences and the STBs.


The Consortium ULA, Mathematics, and ICT workstream teams prepared for and conducted the second of the PROW series -- on Scopes and Sequences -- building on the success of the PROW/Student Standards. This second intensive PROW prepared the PRG Core Team Members to understand Scopes and Sequences as a specific curriculum product.

Unlike the review process used for the Student Standards, however, the Core Teams’ formal reviews of the draft Scopes and Sequences will not occur until after the second round of piloting the STBs and TGs. Instead, the PRG Core Team Members will participate in a rolling set of less-formal review sessions with Consortium personnel and the Curriculum Writers, so that they are well-versed in the Scopes and Sequences development process and understand the interdependencies with the STBs. The experience lays the foundation for to undertake a formal review in Program Year 4. (Also refer to Activities 2.3 and 3.3 below.)

Achievements: Completed the full set of draft ULA and Mathematics quarterly, monthly, and weekly

Scopes and Sequences.

Recruited, hired, and onboarded 20 Curriculum Writers (11 for ULA and nine for Mathematics), including planning for and delivering a general orientation and several formal and ad hoc technical sessions.

Developed tools to support and monitor the content development processes, such as lesson templates, planning schedule templates (CWs), tracking tools.

Refined and operationalized IT elements, including a Google Workspace populated with content and a Curriculum Writers Help Desk and held a Technology Clinic for Curriculum Writers.

Planned for and conducted the Scopes and Sequences Workshop with 89 (65 women) individuals, of whom 47 were Program technical personnel and Curriculum Writers and 42 were government personnel, including ULA, Mathematics, ICT, and EFL PRG Members, as well as representatives from A. Avloni Research Institute and the Presidential Schools Agency over 3 days with 3 hours of virtual sessions from March 16-18, 2021. Produced Workshop materials including 4 bilingual PowerPoint Presentations. (Table 7).

Table 7. PROW/Scope and Sequences (March 16–18, 2021)


Tashkent City

MPE Minister 0 0 0



Specialist 0 1 1

Staff 0 0 0



Teacher 14 6 20



Methodologist 1 2 3


Table 7. PROW/Scope and Sequences (March 16–18, 2021)


Other 0 1 1

MPE–A. Avloni Research Institute

Rector 0 0 0

Vice Rector 0 0 0

Department/Unit Head 1 1 2

Senior Lecturer/Methodologist 3 1 4

Lecturer/Methodologist 0 0 0

Other 2 1 3

MHSSE Rector 0 0 0

Vice Rector 0 0 0


Lecturer 4 2 6




Other 0 0 0


N/A RTI Curriculum Writers

19 3 22

TOTAL 65 24 89

MPE Participants: 42 (12 from Andijan, Bukhara, Fergana, Jizzakh, Karakalpakstan, Kashkadarya, and Namangan).

The draft Scopes and Sequences will be completed for the quarterly, monthly, weekly, and daily spectrums in early Q3, and work on the STBs and TGs will commence. The final version of the Subject Scopes and Sequences will be produced by August 2023 and submitted to MPE Focal Points to initiate and execute any necessary internal MPE processes for Subject Scopes and Sequences approval, after two rounds of field-testing the STBs and TGs in Program schools.

1.4 Develop STBs and TGs for ULA and Mathematics Grades 1–4 This activity began later than anticipated but is on track to develop the draft books and use them for pilot round 1 in 200 schools in September 2021; however, see Challenges below.

It was expected that in late Q2, the Program would organize another (virtual) PROW for PRG Members to learn about reviewing and providing feedback on the near-final drafts of STBs and TGs; however, a strategic technical decision was made to delay this Workshop and to involve the Core Team Members in interrogating the data from the pilot round 1 and participating in discussions regarding revisions of the STBs and TGs for pilot round 2. At the end of pilot round 2, the Core Team Members and the Consortium workstream teams will again interrogate the pilot round data and discuss any necessary revisions of the books. The Consortium team will then produce the final draft STBs and TGs, and the Core Team Members will undertake a formal review of the products then, followed by finalization and handover to the Ministry by the Program by August 2023. (Also refer to 2.4 and 3.4 below.)


Achievements: Developed the design for the STBs and TGs.

Prepared detailed technical guidance for Curriculum Writers and began technical practice developing content.

Challenges: The duplication of effort in the development of STBs and TGs between the REC with UNICEF assistance and the Program continues to bring questions from within and outside the Ministry. There is no resolution yet; the Program will continue to move forward.

There may be delays in getting the ULA and Math STBs and TGs into schools for 2021-2022 due to the following challenges: overly-ambitious timeline, given the need to provide extensive mentoring and capacity enhancement for Curriculum Writers who are unfamiliar with writing the type of STBs and TGs the Program is aiming to develop (which may affect the speed with which these books will be written) and the unresolved matter of the printing costs, payment, and printing capacity which may mean affect rapid turnaround in printing.

1.5 Design and Implement In-Service TPD Approach This activity is behind schedule. The activity started in Q2 with work on the TPD System Study, specifically the teacher survey instrument, which will be followed by a school director and methodologist survey in Q3. In-person school visits and interviews continue to be a challenge, limiting the study to remote data collection. The TPD System Study will provide critical data to inform the development of the TPD Approach and planning and preparation for the rollout of the TPD Approach in 200 schools in September 2021. Preparations include recruiting and preparing instructional trainers/master trainers and developing two TPD Manuals for ULA and Mathematics instruction, covering TPD content for grades 1–4. (See 2.5 below.)

Achievements: Continued recruiting for an expatriate advisor and a local technical advisor to

undertake the In-Service TPD System Study in tandem with planning for the TPD Approach.

Drafted Scopes of Work for the instructional coaches/master trainers.

Began drafting a TPD Approach Concept Note.

Challenges: The matter described in the “Challenges and Limitations During Year 2 Q2” section above with respect to finding an institutional home for the TPD Approach has been the biggest challenge. Without an appropriate Ministry counterpart with which to work, it is difficult to make progress.

1.6 Conduct TG Uptake Study This activity began on time in Q2 and is on track. Late in Q2, the Program moved ahead with laying the foundation for the TG Uptake Study, including initial discussions with Ministry colleagues. (Also refer to 2.5 and 3.7 below.)

Achievements: Began to design the core aspects on which the TG Uptake Study will focus.

Began to explore the potential for using TangerineTM for data collection.

Began recruiting for local and expatriate Technical Advisors to lead the Study and the TPDI).


Continued with internal planning for the Study with the RTI technical advisory team out of the RTI Home Office (HO), including the MEL Advisor, ICT for Education Lead Advisor, and several Subject Technical Advisors.

Challenges: Because the TG Uptake Study is a research activity, the Program was hoping to engage with the A. Avloni Research Institute during Q2 to explore the potential for collaboration on the study. Unfortunately, there was limited time to engage. It is anticipated that in early Q3, with the appointment of a Head of International Relations at the Institute and the Program recruitment of personnel dedicated to the TPDI, it will be possible to move forward with planning for the study. It is worth noting that the Study also has direct relevance for the REC given its focus on teachers’ uptake of the new TGs, as well as students’ perceptions of the new STBs for all four subjects. The study findings will help the Program and the REC to revise the TGs and STBs and finalize them and will also help the A. Avloni Research Institute to understand successes in and barriers to teachers embracing new materials and new teaching and learning methods; this understanding will support the Institute’s professional development efforts. 1.7 Develop and Deploy an Uzbek Standards and Instructional Materials Platform This activity continues to be on track. Over the course of the quarter, however, it became increasingly apparent that, due to the change in its mandate, the A. Avloni Research Institute might not be the most appropriate institutional home for the DPI. In addition, as a result of the high-level forum on digital platforms convened by the Deputy Minister, it also became apparent that it might be prudent to rethink the DPI overall. It appears that there is an over-proliferation of curriculum materials platforms (emerging also as a response to COVID-19) rendering this part of the Program less strategic compared to when this activity was originally designed in July/August 2019. The Program will revise the planned DPI approach in discussion with the Ministry and USAID, and updated the Concept Note for submission in early- to mid-Q3.

Achievements: Contributed to the preparations for and participated in a high-level forum for donors

and development partners to begin to look strategically at the Ministry’s digital platforms investments and to identify harmonization principles.

Collaborated with the A. Avloni Research Institute and Delivery Associates to prepare for and conduct the second and third of three digital platform webinars open to all Ministry personnel and the general public. (See Strategic Communications above.)

COMPONENT 2: ENHANCED ICT INSTRUCTION IN GRADES 1–11

2.1 Conduct SIS for ICT Instruction As mentioned under Activity 1.1, this activity was slightly delayed, and time was made up in Q2. The ICT workstream team will continue to contribute to the SIS initiative.

Achievements: The ICT team worked collaboratively with the Component 1 and 3 teams to ensure

that data and information specific to ICT instruction for the survey round 1 (Questionnaire 1 for primary, EFL, and ICT teachers) were collected, cleaned, and analyzed.


2.2 Develop Student Learning Standards for ICT Grades 1–11 This activity was completed on time. The approach to standards development and review described above for Component 1 was also followed by the ICT workstream team. (Refer to Activities 1.2 and 3.2.)

Achievements: Helped to prepare for and participated in the joint PROW on Student Standards with

Components 1 and 3.

Provided ongoing support and guidance to the ICT Core Team Members as they undertook the Student Standards review process, developed their review results report, and prepared for their PowerPoint presentation of the results during the February 1, 2021, virtual session with the 1st Deputy Minister and REC Director. (Refer to Activity 1.2 for an overall description of the Workshop approach.)

Finalized the ICT Student Standards Report, including the grades 1–11 standards.

The ICT Student Standards for grades 5-11 will be refined to final form by August 2022, following the field-testing of the STBs and TGs in the 2021–2022 academic year.

Achievements: Produced Workshop materials including bilingual PowerPoint Presentations. Updated

the bilingual IT User Manual, Workshop feedback forms, and participant self-reflection forms. The Moodle website continued to be used and populated with content, as did the Program Helpline for participants to resolve IT issues.

Contributed to the plenary sessions of the Workshop and planned for and conducted the subject-specific sessions for ICT participants (including 66 (44 women) individuals, of whom 40 were government personnel consisting of ULA, Mathematics, ICT, and EFL PRG Members, as well as representatives from the A. Avloni Research Institute and the Presidential Schools Agency (Table 6).

2.3 Develop ICT Subject Scope and Sequence for Grades 1–11 This activity started in Q2 and is on track.

Achievements:

Developed a broad set of Scopes and Sequences for the TG to follow. Started to research resources and activities to include in the TG.

Challenges: Although it was originally intended that the ICT workstream team would begin and finish development of the draft Scopes and Sequences for grades 1–11, following a joint PROW organized under Component 1 (see Activity 1.3 above), this plan was adjusted in mid-Q2 because the Ministry was not ready for ICT instruction to be undertaken in grades 1–4 in the 2021–2022 school year. Consequently, there was no pressing need at this point in time for a detailed set of Scopes and Sequences to be used as part of the overall customization process for the ICT series. In addition, the ICT workstream team needed time to revisit the grades 1–11 Student Standards and revise them to create a comprehensive set of standards starting with grade 5 and covering grade 11. The ICT team did produce a modified version of a set of Scopes and Sequences to begin work on the bespoke TGs and to make sure that the STB content of the international series to be procured will align with the TGs. It is expected that the grades 1-11 S&Ss will be produced, reviewed by the ICT PRG Core Team Members, and refined to final form for handover to the Ministry in Year 4.


2.4 Customize ICT STBs and Develop TGs for Grades 1–11 This activity started in Q2 and the Program is on track to develop the draft books and use them for the pilot round 1 in 200 schools in September.

Achievements: Prepared for, undertook, and completed an extensive IDA process with four Ministry-

appointed personnel as external appraisers. Produced a PowerPoint presentation and helped prepare the presenter to formally present the IDA results to Ministry leadership. Produced a draft IDA Report.

Met with teachers from the Agency for the Development of Presidential, Creative and Specialized Schools to discuss their perspectives on the ICT international series, which these schools already use, to inform the team’s understanding of potential customization needs in the Uzbek context.

Produced a detailed set of customization items and discussed these with book series vendor representatives as part of the procurement/contracting process.

Finalized the recruitment and onboarding processes and undertook general and technical preparation of 4 ICT Curriculum Writers, including developing a detailed and comprehensive set of customization tasks and a work tracker.

Developed detailed plans and timelines and for development of the bespoke TGs and the customized STBs and prepared for the intensive technical and operational onboarding of the Curriculum Writers.

Challenges: The ICT workstream team had to pivot from 11 grades (1-11) of Student Standards, Scopes and Sequences, Student Textbooks and Teacher Guides, to 7 grades (5-11). The date of the Ministry’s final decision in this regard has condensed the timeline available for STB customize and TG development for the ICT workstream team.

2.5 Design and Implement In-Service TPD Approach This activity began on time in Q2.

Participated in discussions on the ICT subject approach to the TPDI, given the Program aim to provide a pool of instructional coaches (trainers) who can be used by the Ministry to enhance the capacity of ICT teachers across the country after the 2022–2023 school year.

Contributed to questions included on Questionnaire 2 for the SIS round 2 distribution to teachers. Questionnaire 2 included subject-specific teaching and learning questions and a set of generic questions (to be filled in by subject teachers for all four subjects) focused on TPD.

As the TPDI progresses, the ICT workstream team will:

Assist in undertaking the TPD System Study (described in detail in Activity 1.5 above) by liaising with any organizations involved in IT/ICT education to understand their agendas and to feed this information to the Program.

Assist in developing the TPD Approach overall and in planning and preparing for the rollout of the TPD Approach in 200 schools in September 2021, including recruiting and preparing instructional trainers/master trainers. As planned, the team will develop two TPD Manuals for ICT instruction, covering TPD content for grades 5–8 and 9–11. These Manuals are closely related to the ICT TGs and STBs.


2.6 Develop ICT End-of-Grade Assessments for Grades 9–11 This activity is on track to start in Q3. It is anticipated that the Program-level baseline assessment for grade 9 will be ready for field-testing by the 2021–2022 academic year.

Achievements: Began discussions with the REC Director regarding the ICT baseline and end-of-

grade examinations (summative assessments) for grades 9, 10, and 11.

Produced a draft Concept Note to be finalized and submitted to the Ministry in Q3.

Continued to undertake foundational onset work, including desk-based research.

Challenges: The Program was hoping to engage with the Ministry Independent Assessment Center, but the Center had not yet been established during Q2. As a result, the Program looked for other potential collaborators, particularly the REC, which has agreed in principle to collaborate with the Program on the ICT Assessments. However, the REC Standards and Assessments Department has not yet been staffed, and there are concerns about finding personnel who can engage with the ICT workstream team on ICT item bank development, examination development, and subsequent school-level piloting. This matter will need to be resolved in early Q3 with the Ministry. It is likely that the Program may need to undertake item bank development internally and utilize the PRG capacity enhancement approach, in which ICT PRG Members participate in a PROW that is specific to the ICT Assessment instruments and provide written feedback on the formal review results. Another possibility is to involve the Core Team Members in a rolling, informal review process as items are developed internally, similar to the approach being used now for STBs and TGs.

Given the issues with finding an institutional home for the ICT Assessment activity, the revised Concept Note on ICT end-of-grade examinations (summative assessments) for grades 9, 10, and 11 was not finalized and submitted to the Ministry as expected in Q2. The final draft will be submitted to and discussed with the Ministry in early Q3, and the Program will agree with the Ministry on a viable approach to development, field-testing, and review of the end-of-grade assessments, with implementation underway no later than early May 2021.

2.7 Conduct TG Uptake Study This activity began on time in Q2 and is on track. Late in Q2, the Program moved ahead with laying the TG Uptake Study foundation, including initial discussions with Ministry colleagues.

Achievements: Collaborated with Consortium colleagues providing the leadership for the TG Uptake

Study, including initial thinking on how best to capture relevant data to help inform revision of the ICT TGs and STBs, and to inform the second round of capacity development for the ICT national instructional coaches/master trainers.

COMPONENT 3: IMPROVED ENGLISH LANGUAGE INSTRUCTION IN GRADES 1–11 3.1 Conduct SIS for EFL Instruction As mentioned under Activity 1.1, this activity was slightly delayed; time was made up in Q2.

Achievements: Worked collaboratively with the Components 1 and 2 teams to ensure that data and

information specific to EFL instruction for the survey round 1 (Questionnaire 1 for primary, EFL, and ICT teachers) were collected, cleaned, and analyzed.


Continued to confer with the American Councils, UNICEF, the British Council, and Government of Uzbekistan entities (including the English-Speaking Nation Project) to avoid duplication, overlap, and redundancies; rationalize efforts when and where possible; and identify and exploit opportunities for coordination and cooperation. In this instance, the opportunities exist specifically around field research, and agreement was reached with the American Councils and British Council to collaborate in a joint presentation of research study findings for the Westminster International University International Conference on Education and Linguistics May 21–22, 2021. Delivery Associates was instrumental in helping to connect with Westminster and drive the interorganizational collaboration.

3.2 Develop Student Learning Standards for EFL Grades 1–11 This activity is still scheduled for Year 3; given the change in the scope of the anticipated customization work, it is likely that this activity can be moved forward.

3.3 Develop EFL Subject Scope and Sequence for Grades 1–11 This activity is still scheduled for Year 3; given the change in the scope of the anticipated customization work, it is likely that this activity can be moved forward.

3.4 Customize STBs and TGs for EFL for Grades 1–11 This activity started in Q2 and is on track.

Achievements: Continued to undertake desk-based research on STB and TG customization.

Developed a rapid review process and instrument, conducted a rapid review of five international series’ STBs and TGs, and contributed to a results summary document.

Prepared for and undertook an IDA process with six Ministry-appointed external reviewers and presented results to the Ministry and USAID.

Began the recruitment process for experts in EFL series customization. As with Components 1 and 2, testing in schools followed by subsequent refinement will help ensure that STBs and TGs are appropriate, realistic, and relevant.

Customization of the preferred EFL series will begin in Q3.

3.5 Conduct TG Uptake Study This activity began on time in Q2 and is on track. Late in Q2, the Program moved ahead with laying the TG Uptake Study foundation, including initial discussions with Ministry colleagues.

Achievements: Collaborated with Consortium colleagues providing the leadership for the TG Uptake

Study, including how best to capture relevant data to inform any TPD, given that there will be limited room for EFL TGs, STBs, and Student Workbooks revisions.

PROGRAM PERFORMANCE INDICATOR PROGRESS TO DATE

Table 8 summarizes the Program performance on one indicator reported on in Q2. In Q1 the Program did not report on any indicators and in Q2, the Program is reporting on one indicator (indicator 011). In Q3, the Program does not have targets on any of the indicators but will report, under indicator 011, on the eight ULA and Math Scopes and Sequences that have been carried over from Q2. The Program will report on all the four indicators in Q4.


Performance Indicator

Year 2 Annual Target

Year 2 Cumulative

Actual

Q1 Q2 Q3 Q4 Comments

Target Actual Target Actual Target Actual Target Actual

Ind. 011 Custom: Number

of curriculum products

developed

Overall: 83 Products

(Student

standards: ULA 4, Math

4, ICT 11,

Subjects scope and sequences:

ULA 4, Math 4

Textbooks: ULA 4, Math 4, ICT 7, EFL

11

Teacher guides: ULA

4, Math 4, ICT 7, EFL 11

TPD manuals: ULA 1, Math

1, ICT 2)


(Student

standards: ULA 4, Math 4, ICT 11)

— —


(Student

standards: ULA 4, Math 4, ICT 11:

Subjects scope and sequences:

ULA 4, Math 4)

Overall: 19

Products

(Student standards:

ULA 4, Math 4, ICT 11)

— —


(Student

Textbooks: ULA 4, Math 4,

ICT 7, EFL 11

Teacher guides: ULA 4, Math 4,

ICT 7, EFL 11

TPD

manuals: ULA 1, Math 1, ICT 2)

—

The Program did not achieve the Q2 target

since completion of the 8 ULA and Math Scopes

and Sequences was carried over to Q3 during the process of developing

STBs.

Table 8. AMELP Indicators


PROGRAM OPERATIONS SUMMARY

Personnel Key Personnel:

No changes during Q2.

Other Personnel:

Senior Procurement and Logistics Officer position filled on February 4, 2021.

Senior ICT Support Officer position filled on February 15, 2021.

ICT Technical Specialist position filled on February 22, 2021.

A detailed staffing table is found in Annex B.

Financial Summary Table 9 presents the financial summary for Fiscal Year (FY) 2021 Q2.

Table 9. Financial Summary for FY2021 Q1

FY2021 Q1 (January 1–March 31, 2021) Expenditures

Cumulative Expenditures through FY2021 Q1 (March 31, 2020)

Program Cost Summary REDACTED REDACTED

Program Travel Table 10 shows the RTI travel that took place during Q2 and travel that is anticipated during Q3 to support Program implementation.

Table 10. Program Travel Summary

Position Travel Date Travel Plan Purpose of Travel Length of Stay Year 2 Q2 – Reporting Quarter Curriculum Materials Advisor

February 10, 2021

Texas, USA Tashkent, Uzbekistan

HO Short-Term TA 6 months

Chief of Party March, 2021 Minnesota, USA Tashkent, Uzbekistan

Mobilization LOP

Year 2 Q2 – Reporting Quarter Project Associate

On/about May 1, 2021

North Carolina, USA Tashkent, Uzbekistan

HO Short-Term TA 1 month

Operations Systems Advisor


Jakarta, Indonesia Tashkent, Uzbekistan

HO Long-Term TA 6 months

Sr. Technical Advisor/TPD and Research


To be determined Deployment 16 months


ANNEXES ANNEX A: KEY ACCOMPLISHMENTS DURING YEAR 2 Q2 Program Seminal Documents Activity MEL Plan (AMELP) (Revised Final Draft)

− Submitted the revised AMELP to USAID for review on March 3, 2021 and anticipate feedback in Q3. The AMELP (final version) will be submitted to USAID in early Q3.

Nationality Waiver Request Submitted the final waiver for procuring ICT books to USAID on October 28, 2020 and received approval on March 10, 2021.

Quarterly Progress Report Year 2 Q1 (Final)

− Submitted the revised final Report to USAID on February 10, 2021 and received approval on February 10, 2021.

Curriculum Products Development EFL and ICT International Series

− Prepared for and undertook an in-depth appraisal (IDA) of three shortlisted series (two EFL series and one ICT series) with Ministry-appointed external appraisers.

− Prepared and presented PowerPoints on the outcomes of the IDAs to the Ministry and USAID.

− Continued to try to resolve the EFL issues around British English in the proposed series, including accessing American English versions of the sub-series and undertaking a comparative analysis of the British English sub-series and the American English sub-series with a detailed list of items for customization.

− Received USAID approval for a Nationality Waiver for procurement of the ICT series and began contract negotiations with the vendor, with signing expected in early Q3.

− Depending on the outcome of the decision regarding the EFL series, it is expected that contract negotiations will be finalized in early Q3.

Student Standards

− Finalized the Student Standards for ULA grades 1–4, Mathematics grades 1–4, and ICT grades 1–11 based on written feedback from Product Review Group (PRG) Core Team Members.

− Produced three comprehensive Student Standards Reports that detail the standards development, review, and finalization process, with the standards included as annexes in Word and Excel formats for ease of access. Submitted the reports to the Ministry in soft and hard copies.

− Developed a revised set of Student Standards for ICT grades 5–11 to inform student textbook and teacher guide development, following MPE’s decision that ICT will continue to begin in grade 5 in the coming years versus in grades 1–4 as was originally expected.

Scopes and Sequences


− Produced monthly and weekly Scopes and Sequences for ULA grades 1–4 and Mathematics grades 1–4. Daily Scopes and Sequences will be completed in early Q3. Completed ICT grades 5–11 Scopes and Sequences to guide the development of the TG content; ICT grades 1–11 Student Standards and Scopes and Sequences will be developed in Year 4, so that the Program can hand off the full spectrum of Student Standards and Scopes and Sequences, should the Ministry wish to introduce ICT in grades 1–4 and initiate the development of grades 1–11 STBs and TGs at a later date.

Digital Platform Initiative (DPI) Worked with Delivery Associates and the Ministry on harmonization and reducing

duplication in digital platforms.

Revised the DPI Vision and began to revise the DPI Concept Note.

TPD Initiative (TPDI) Produced a draft Concept Note and continued to approach the A. Avloni Research

Institute for time to discuss the TPDI.

Began recruiting for technical personnel.

Capacity Enhancement of Ministry Personnel Product Review Groups (PRGs) Planned and held two Product Review Orientation Workshops (PROWs)—one for Student Standards review and one for Scopes and Sequences review—for a diverse set of individuals comprising the PRGs for ULA, Mathematics, and ICT. Some EFL PRG Members also participated.

Virtual PROW on Student Standards for PRGs

− Planned for and conducted 4 days of morning and afternoon sessions (total of 12 hours) and laid a foundation of core knowledge that the 14 (10 women) PRG Core Team Members need to undertake reviews of curriculum products. A total of 66 (44 women) people participated, including 40 (25 women) participants from the Ministry, including PRG Members (eight from outside of Tashkent: Andijan, Bukhara, Fergana, Jizzakh, Kashkadarya, and Namangan).

− Received very positive feedback from participants.

Virtual PROW on Scopes and Sequences for PRGs

− Planned for and conducted 3 days of morning sessions (total of 6 hours) on March 16, 17, and 18, 2021, and laid a foundation of core knowledge that the 14 (10 women) PRG Core Team Members need to undertake reviews of curriculum products. A total of 89 (65 women) people participated, including 42 (27 women) participants from the overall PRGs (12 from outside of Tashkent: Andijan, Bukhara, Fergana, Jizzakh, Karakalpakstan, Kashkadarya, and Namangan) and the Ministry and 26 (19 women) Program Curriculum Writers from the ULA, Mathematics, and ICT subject teams.

− Received very positive feedback from participants.


Monitoring, Evaluation, and Learning (MEL) Continued to utilize workshop participant biodata and attendance tracking forms and

collected and analyzed data on approximately 40 participants overall in the PROW/Student Standards and 42 participants in the PROW/Scopes and Sequences.

Analyzed data from workshop feedback and participant self-reflection forms.

Revised the Program AMELP, including updating the indicators and indicator table, and submitted it to USAID on March 13, 2021.

Disseminated the Status of Instruction Study (SIS) Survey (Questionnaire 1) using Voxco software and received 9,865 responses as of March 27, 2021 and undertook several one-dimensional analyses. (Please refer to Section 1.1 below.)

Developed a sampling framework for the Program baseline Early Grade Reading Assessment (EGRA)/Early Grade Mathematics Assessment (EGMA) schools.

Began procurement of platform for managing MEL activities and data. It is anticipated that the platform will come online in early Q3.

Government, Donor, and Implementing Partner Linkages Prepared for and participated in or presented at approximately 13 government,

donor, and implementing partner fora, including the Local Education Group meeting.

Contributed to four webinars (two of a series of three webinars on “Digital Platforms” and two of a series of three webinars on “Student Standards” by the Program Consortium Technical Advisor and Tashkent Office technical personnel) for education personnel and the general public, organized by the A. Avloni Research Institute with Delivery Associates (Table A-1).

Continued weekly and ongoing ad hoc meetings with USAID, continued to have ongoing ad hoc meetings with the Ministry Overall Focal Point and the Ministry Republican Education Center (REC) Director and his Deputy Focal Points, and had some limited engagement with the A. Avloni Research Institute Rector and his staff.

Strategic Communications Media coverage for Student Standards and Scopes and Sequences PROWs:

produced and disseminated press releases for both Workshops.

Opened the Program Telegram Channel on January 13, 2021, and began posting content, including Participant Testimonial Postcards. Also collected and analyzed data on users to continually improve the appeal and numbers of followers.

Extended the impact of Program technical activities through collaboration with the A. Avloni Research Institute and Delivery Associates on Student Standards and DPI.

Table A-1. Wednesday Webinars with A. Avloni Research Institute

Topic DPI (Part 2)**

DPI (Part 3)

Student Standards

(Part 1)

Student Standards

(Part 2)

Total

Date 27-Jan-21 3-Feb-21 10-Mar-21 24-Mar-21 4 webinars

Unique Viewers 37 753 125 366 1281


Number of Viewers (Est.)*

40 1870 252 814 2976

Number of Respondents

3 158 27 52 240

Participant Role

Average

School Administrator

0% 8% 15% 6% 7%

School Principal 0% 3% 4% 2% 2%

School Teacher 0% 70% 37% 52% 40%

Other 100% 20% 44% 40% 51%

* Average based on the following poll question: How many people are joining with you now? ** January 27, 2021, figures are less reliable because only three people responded to the polls. *** DPI Session 1 was held December 16, 2020, and Students Standards Session 3 will be held in Q3 (April 14, 2021).

CHALLENGES AND LIMITATIONS DURING YEAR 2 Q2 There have been a number of gatherings of donors and development partners,

however, the meetings tend to be informational rather than transformative, and harmonization and elimination of duplication and redundancy continue to be a challenge. Specific areas of overlap remain as follows: digital platforms (within the Ministry and among donors/implementing partners); English language development (for example, the British Council is now also focusing on curriculum development, including Student Standards, in collaboration with the Cambridge Partnership for Education); and curriculum products development for ULA, Mathematics, ICT, and EFL (also being produced by the REC with assistance from the United Nations Children’s Fund [UNICEF]). The Ministry is aware of the issues and is seeking to improve the situation through the Local Education Group, the Donor Coordination Group, high-level forum meetings on Digital Platforms, and technical working groups, such as the English Reform Working Group. Program leadership will continue to contribute, where possible, to help improve the harmonization efforts.

The capacity enhancement virtual workshops have continued as planned, following the kick-off of these workshops with the Anchor Workshop in late November 2020. Although the workshops have gone well, and although the Ministry worked hard to initially identify PRG Members who would be committed to contributing over time and instituted a thorough vetting process, the attrition rate of PRG Members continued to decline during this quarter. The original number of PRG Members was 65, and the number is currently at 35 (Table A-2), corresponding to a loss of nearly half of the original Members, with the largest drop in the ULA PRG Members, from 15 to just 5.

Table A-2. Overview of PRG Member Numbers and Attrition Rates

Subject Original Number Number as of March 31 2021 Attrition ULA 15 5 (including DFP) -10

Mathematics 16 13 (including DFP) -3

ICT 16 6 (including DFP) -10

EFL 18 11 (including DFP) -7

TOTAL 65 +35 -30


Changes in key Ministry personnel continued this quarter. Changes include the following: (1) a new DPI Focal Point (Rector, A. Avloni Research Institute) and Deputy Focal Point (Head, International Relations Department) and (2) a new EFL Focal Point (Director, REC) and Deputy Focal Point (Methodologist, REC) in February 2021. The Ministry continued to work hard to mitigate the effects of the challenges and having one Focal Point (Director, REC) for all four subjects, and having all four subject Deputy Focal Points for ULA, Mathematics, ICT and EFL within one part of the Ministry is a welcomed development. In addition, the subject Deputy Focal Points are extremely responsive, helpful, and committed and have helped to ease the transaction costs on the Ministry leadership.

Although the Program ramped up recruitment efforts and filled most of the Program positions in Q2, difficulties in finding individuals to fill several key positions (such as MEL Director, Director of Operations, and ICT technical staff person) and the resulting gaps have put extra strain and burdens on existing staff. Looking forward, finding individuals with strong knowledge and skills in mentoring/coaching and professional development to be involved with the instructional coaches will be an upcoming challenge, given the newness of the instructional approaches being introduced in ULA, Mathematics, ICT, and, to a certain extent, EFL.

As a result of the meeting at the end of the quarter with the Ministry on the print run needs for the 200-school pilot starting in September 2021, it became apparent that the Program would likely need to cover printing costs for the 200-school pilot and the 800-school pilot for these pilots to happen. This raised concerns about moving forward with the originally preferred EFL book series due to the need to conserve Program funds. Furthermore, the delays in making a final decision have created challenges for the EFL team to make the necessary customizations this series would require as engaging with the vendor and negotiating a licensing agreement will likely take more time than what is available to get the books printed and distributed by the start of the school year. Aside from cost, as the Program was not anticipating undertaking the printing procurement, this is adding a significant administrative burden on the team.

ULA and Math Student Textbooks and Teacher Guide development is going slower than anticipated and books may need to be piloted in segments, by quarter. The time needed to design and finalize the procurement of printing services further jeopardizes the timely distribution of ULA and Math books before the start of the school year.

Finding an appropriate institutional home for both the TPDI and DPI has proven to be challenging. With respect to the TPDI, the Program initially began working with the Head, Training/Retraining Department. However, given the demands on the Head’s time, the Focal Point and Deputy Focal Point roles shifted to the Rector, A. Avloni Institute and the Deputy Rector. With the change in the Institute’s mandate, it became increasingly apparent in Q2 that the REC would likely be a better location for the TPDI. The Program also initially began working with a Focal Point and Deputy Focal Point responsible for the Maktab platform. It became apparent that this location was not appropriate for the DPI, and the Program moved to the A. Avloni Institute. However, again, given the changes in the Institute’s mandate, it became apparent that the REC would likely be a better location for the DPI, to help the REC establish its mandated curriculum products platform. The Program will approach the REC in early Q3 to consider possibilities for collaboration and will also keep the relationship with the Institute ongoing, particularly regarding the Teacher Guide Uptake Study and


possibly through assistance with professional development content for the Learning Management System.

The Ministry of Foreign Affairs (MFA) has still not issued a letter regarding RTI’s tax exemption status. The Program will continue to follow up with USAID and the MFA.

COVID-19 continued to affect the work environment and staff and their families, as did a number of other personnel matters. The Program will continue to try and mitigate the difficulties.

PROGRAM PROGRESS AGAINST INDICATORS

Over the LOP, the Program will report on 11 indicators. During the current implementation year (Year 2), the Program will report on six indicators. No indicators were reported on in Q1; however, in Q2, the Program is reporting on Custom Indicator 011 (see below). In Q3, there are no indicators reported (aside from making up for the ULA and Mathematics Scopes and Sequences final draft versions). In Q4, the Program will report on all six indicators.

Indicator 011 Custom: Number of curriculum products developed. The LOP target is 119 curriculum products. The Q2 plan was 27 curriculum products, consisting of 19 grade levels of Student Standards (ULA for four grades, Mathematics for four grades, and ICT for 11 grades) and eight Subject Scopes and Sequences (ULA for four grades and Mathematics for four grades). Nineteen of the 27 planned products were developed; the eight ULA and Math Scopes and Sequences will be completed next quarter.

− Scopes and Sequences consist of quarterly, monthly, weekly, and daily content; all content except the daily was completed in Q2. A strategic technical decision was made to undertake the daily Scopes and Sequences content development in early Q3 and to involve the Curriculum Writers (being onboarded by late Q2) in the content development as part of the STB development process.

− The Program will finish the eight sets of ULA and Mathematics Scopes and Sequences in Q3.

− Q3 has no curriculum product targets, but the writing will start for the STBs and TGs with completion of the field pilot drafts of STBs (four for ULA, four for Mathematics, seven for ICT, 11 for EFL) and TGs (four for ULA, four for Mathematics, seven for ICT, 11 for EFL) set for Q4.


Annex B: Implementation Schedule as of March 31, 2021 Macro View The Program’s overall implementation period runs from December 9, 2019, to December 8, 2023, and covers three main focal areas: curriculum products development, teacher professional development, and digital platform development. Figure B-1 provides a broad-brush, macro-level view of these three areas and the expected timeframe for addressing the activities under each area.


Figure B-1. Main Program Activities and Implementation Timeline


Micro View Table B-1 depicts the Year 2 implementation activities and timelines in more detail. Activities in green are active and on track, activities in orange are slightly delayed, and activities in red are significantly delayed. The only activities significantly delayed are the in-person data collection at the school level for the joint Status of Instruction Study (Activities 1.1, 2.1, and 3.1) and the TPD System Study due to coronavirus disease 2019 (COVID-19). Activities remaining in white are scheduled to start at a later date.

Table B-1. Detailed Workplan View

Component 1

Year 2 (Oct 2020–Sep 2021) Year 3 (Oct 2021–Sep 2022) Year 4 (Oct 2022–Sep 2023)

Partial Year 5 (Sept 2023–Dec

2023) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1

# Activity 1 2 3 4 5 6 7 8 9 10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3

O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D Component 1: Improved Uzbek Language Arts (ULA) and Math Outcomes in Grades 1-4 1.1 Conduct Status of Instruction Study for Uzbek Language Arts (ULA) and Mathematics 1.1.1 Design and prepare study • 1.1.2 Implement study Phase 1, remote data

collection • • 1.1.3 Prepare and conduct study field

researchers training • • 1.1.4 Implement study Phase 2, school-based

data collection • 1.1.5 Analyze and disseminate study findings • • 1.2 Develop Student Learning Standards for ULA and Math Grades 1-4 1.2.1 Prepare and lead Curriculum Products

Development and Review Workshop (anchor workshop) •

1.2.2 Prepare and conduct Grades 1-4 ULA and Math student standards development • •

1.2.3 Prepare and implement student standards review orientation for MPE Products Review Groups (PRGs) •

1.2.4 Monitor student standards review by MPE PRGs •




2023) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1

# Activity 1 2 3 4 5 6 7 8 9 10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3

O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D 1.2.5 Finalize ULA and Math student standards

to guide Subject Scope and Sequence development

•

• 1.2.6 Finalize ULA and Mathematics student

standards and submit to MPE for internal approval processing • • •

1.3 Develop Subject Scope and Sequence for ULA and Math Grades 1-4 1.3.1 Prepare and conduct Grades 1-4 ULA and

Math Subject Scope and Sequence development • •

1.3.2 Prepare and implement Subject Scope and Sequence review orientation workshop for PRGs

1.3.3 Monitor student standards review by PRGs • 1.3.4 Finalize ULA and Math Subject Scope and

Sequence for Student Textbook (STB) and Teacher Guide (TG) development • •

1.3.5 Finalize ULA and Math Subject Scope and Sequence and submit to MPE for internal approval processing • • •

1.4 Develop Student Textbooks and Teacher Guides for ULA and Math Grades 1-4 1.4.1 Prepare and conduct Grades 1-4 ULA and

Math STB & TG development • • • • • • • 1.4.2 Prepare and implement STB & TG review

orientation for MPE PRGs • 1.4.3 Monitor ULA and Math STB & TG review

by MPE PRGs • • • • • • 1.4.4 Revise ULA and Math STB & TG to Edition

1 and submit to MPE for printing • • • • • 1.4.5 Prepare field test for Edition 1 of ULA and

Math STB & TG in 200 schools • • • 1.4.6 Conduct and monitor and evaluate field

test for Edition 1 of ULA and Math STB & TG in 200 schools • • • • • • • • •




2023) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1

# Activity 1 2 3 4 5 6 7 8 9 10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3

O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D 1.4.7 Revise ULA and Math STB & TG to Edition

2 and submit to MPE for printing • • • 1.4.8 Prepare field test for Edition 2 of ULA and

Math STB & TG in 800 schools • • • 1.4.9 Conduct and monitor and evaluate field

test for Edition 2 of ULA and Math STB & TG in 800 schools • • • • • • • • • •

1.4.10 Revise ULA and Math STB & TG following field test • •

1.4.11 Monitor revised ULA and Math STB & TG review by MPE PRGs • •

1.4.12 Finalize ULA and Math STB & TG and submit to MPE for internal approval processing • • •

1.5 Design and Implement Program In-Service Teacher Professional Development (TPD) Approach 1.5.1 Design and prepare Teacher Professional

Development System study • 1.5.2 Implement Teacher Professional

Development System study • • 1.5.3 Analyze and disseminate study findings • • 1.5.4 Finalize Program TPD Approach concept

note and help organize MPE TPD Core Team

• 1.5.5 Prepare and lead Teacher Professional

Development Workshop (anchor workshop) • •

1.5.6 Prepare and develop Program TPD Approach design and resource materials • •

1.5.7 Prepare and lead Program TPD Approach and Resource Materials Workshop (anchor workshop) •

1.5.8 Finalize Program TPD Approach and resource materials •




2023) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1

# Activity 1 2 3 4 5 6 7 8 9 10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3

O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D 1.5.9 Revise Teacher Support System resource

materials • 1.5.10 Prepare and conduct Grades 1-4 ULA and

Math Master Teacher training workshop for 200 schools

• • 1.5.11 Prepare and conduct Grades 1-4 ULA and

Math Teacher training workshop for 200 schools • •

1.5.12 Implement and monitor and evaluate Program TPD Approach for 200 schools • • • • • • • •

1.5.13 Revise TPD Approach and resource materials • •

1.5.14 Prepare and conduct Grades 1-4 ULA and Math Master Teacher training workshop for 800 schools • •

1.5.15 Prepare and conduct Grades 1-4 ULA and Math Teacher training workshop for 800 schools • •

1.5.16 Implement and monitor and evaluate revised TPD Approach for 800 schools • • • • • • • • • •

1.5.17 Finalize TPD Approach and resource materials and submit to MPE for internal approval processing • •

1.6 Conduct Teacher Guide Uptake Study (with 2.7 and 3.5) 1.6.1 Design and prepare study • •

1.6.2 Prepare and conduct study field researchers training • • • •

1.6.3 Implement study • • • • • • 1.6.4 Analyze and disseminate study findings • • 1.7 Develop and Deploy Uzbek Standards and Instructional Materials Platform

1.7.1

Conduct needs assessment and harmonize Digital Platform initiative with other MPE development partners and MPE systems • •




2023) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1

# Activity 1 2 3 4 5 6 7 8 9 10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3

O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D

1.7.2

Produce digital platform functionality and design goals and guidelines document; Develop wire frames, technical analysis, and functional specifications document

•

•

1.7.3

Finalize Student Standards Management System (SSMS) technical specifications and develop platform functionality • • • •

1.7.4 Test and review and revise SSMS • •

1.7.5 Deploy SSMS and deliver training and support • • • •

1.7.6

Conduct needs assessment for Instructional Materials Management System (IMMS) • • •

1.7.7 Develop IMMS specifications document and IMMS development plan • •

1.7.8 Finalize IMMS specifications and develop IMMS functionality • • • • •

1.7.9 Test and review and revise IMMS • •

1.7.10 Deploy IMMS, develop and deliver IMMS training, develop IMMS socialization plan •

1.7.11 Implement IMMS socialization plan • • • • • • • • • • • 1.7.12 Deploy full digital platform, deliver training • •

1.7.13 Assist with user support; Monitor and evaluate user uptake of platform • • • • • • • • • • • • • • • • •


Component 2



2023) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1

# Activity 1 2 3 4 5 6 7 8 9 10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3

O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D Component 2: Enhanced ICT Instruction in Grades 5-11 2.0 Conduct Appraisal and Procure Student Textbook Licenses 2.01 Develop in-depth appraisal process and

instruments of targeted student textbook series • • •

2.02 Conduct in-depth customization appraisal of student textbook series •

2.03 Finalize negotiations and procure student textbook licenses • •

2.1 Conduct Status of Instruction Study for ICT Instruction 2.1.1 Design and prepare study ICT component • 2.1.2 Support implementation of study Phase 1,

remote data collection • • 2.1.3 Prepare and support study field

researchers training • • 2.1.4 Support implementation of study Phase 2,

school-based data collection • 2.1.5 Analyze ICT study findings and support

dissemination • • 2.2 Develop Student Learning Standards for ICT Grades 1-11 2.2.1 Prepare contributions to Curriculum

Products Development and Review Workshop (anchor workshop) • •

2.2.2 Prepare and conduct Grades 1-11 ICT student standards development • •

2.2.3 Prepare contribution to student standards review orientation for ICT PRG •

2.2.4 Monitor ICT student standards review by ICT PRG •

2.2.5 Finalize ICT student standards to guide Subject Scope and Sequence development • •




2023) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1

# Activity 1 2 3 4 5 6 7 8 9 10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3

O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D 2.2.6 Finalize ICT student standards and submit

to MPE for internal approval processing

• • • 2.3 Develop ICT Subject Scope and Sequence for Grades 1-11 2.3.1 Prepare and conduct Grades 1-11 ICT

Subject Scope and Sequence development • •

2.3.2 Prepare contributions to Subject Scope and Sequence review orientation for ICT PRG •

2.3.3 Monitor ICT Subject Scope and Sequence review by ICT PRG •

2.3.4 Finalize ICT Subject Scope and Sequence for STB customization and TB development • •

2.3.5 Finalize ICT Subject Scope and Sequence and submit to MPE for internal approval processing • • •

2.4 Customize ICT Student Textbooks and Develop Teacher Guides for Grades 5-11 2.4.1 Prepare and conduct Grades 1-11 ICT

STB customization and TG development • • • • • • • 2.4.2 Prepare contributions to STB & TG review

orientation for ICT PRG • 2.4.3 Monitor ICT STB & TG review by ICT

PRG • • • • • • 2.4.4 Revise ICT STB & TG and submit to MPE

for printing • • • • • 2.4.5 Prepare field test of ICT STB & TG in 200

schools • • • 2.4.6 Conduct and monitor and evaluate field

test of ICT STB & TG in 200 schools • • • • • • • • • • • 2.4.7 Finalize ICT STB & TG and submit to MPE

for internal approval processing • •




2023) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1

# Activity 1 2 3 4 5 6 7 8 9 10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3

O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D 2.5 Develop and Implement Program In-Service Teacher Professional Development Approach 2.5.1 Prepare contributions to Teacher

Professional Development System study • 2.5.2 Contribute to Teacher Professional

Development Study implementation • • 2.5.3 Support study finding analysis and

dissemination • • 2.5.4 Prepare contributions to Teacher

Professional Development Workshop (anchor workshop) • •

2.5.5 Prepare and develop contributions to Program TPD Approach design and ICT resource materials • •

2.5.6 Prepare contributions to Program TPD Approach and Resource Materials Workshop (anchor workshop) • •

2.5.7 Finalize Program TPD Approach ICT resource materials •

2.5.8 Prepare and conduct Grades 1-1 ICT Master Teacher training workshop for 200 schools • •

2.5.9 Prepare and conduct Grades 1-11 ICT Teacher training workshop for 200 schools • •

2.5.10 Contribute to implementation and monitoring and evaluation of Program TPD Approach for 200 schools • • • • • • • •

2.5.11 Finalize ICT TPD Approach resource materials for submission to MPE for internal approval processing • •

2.5.12 Prepare and conduct Grades 1-11 ICT Master Teacher training workshop for 800 schools • •

2.5.13 Prepare and conduct Grades 1-11 ICT Teacher training workshop for 800 schools • •




2023) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1

# Activity 1 2 3 4 5 6 7 8 9 10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3

O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D 2.5.14 Contribute to implementation and

monitoring and evaluation of Program TPD Approach for 800 schools • • • • • • • • • •

2.6 Develop ICT End-of-Grade Assessments for Grades 9-11 2.6.1 Develop ICT assessment concept note

and identify MPE Assessment Review Team •

2.6.1 Develop ICT Grade 9 student baseline assessment • • •

2.6.3 Prepare and implement student assessment review • •

2.6.4 Monitor Grade 9 baseline assessment review •

2.6.5 Revise Grade 9 baseline assessment for pilot •

2.6.6 Prepare and deliver baseline assessment administration training •

2.6.7 Pilot ICT Grade 9 baseline assessment in select schools • •

2.6.8 Analyze ICT Grade 9 baseline assessment results and revise assessment • •

2.6.9 Develop Grades 9-11 end-of-grade assessments

• • • • • 2.6.10 Monitor Grade 9-11 end-of-grade

assessment review • •

2.6.11 Revise Grade 9-11 end-of-grade assessments for pilot •

2.6.12 Prepare and deliver end-of-grade assessment administration training •

2.6.13 Pilot ICT Grades 9-11 end-of-grade assessments in select schools • •

2.6.14

Analyze ICT Grades 9-11 end-of-grade assessment results and revise assessments • • •




2023) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1

# Activity 1 2 3 4 5 6 7 8 9 10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3


2.6.15 Prepare and deliver baseline assessment administration training

• • 2.6.16 Conduct Grade 9 Baseline in select

schools • •

2.6.17 Analyze ICT Grade 9 baseline assessment results and finalize assessment • •

2.6.18 Prepare and deliver end-of-course assessment administration training •

2.6.19 Conduct Grades 9-11 end-of-course assessments in select schools • •

2.6.20

Analyze ICT Grades 9-11 end-of-grade assessment results and finalize assessments • •

2.6.21 Monitor Grade 9-11 end-of-grade assessment review •

2.6.22 Finalize ICT Grades 9-11 end-of-grade student assessments and submit to MPE for internal approval processing • •

2.7 Conduct Teacher Guide Uptake Study 2.7.1 Design and prepare study ICT component • •

2.7.2 Prepare and conduct study field researchers training for ICT component • • • •

2.7.3 Support study implementation • • • • • •

2.7.4 Analyze ICT study findings and support dissemination • •


Component 3



2023) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1

# Activity 1 2 4 5

6 7 8 9 10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3

O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D Component 3: Improved English as a Foreign Language Instruction in Grades 1-11 3.0 Conduct Appraisal and Procure Student Textbook and Teacher Guide Licenses 3.01 Develop in-depth appraisal process and

instruments of targeted student textbook and teacher guide series • • •

3.02 Conduct in-depth appraisal and recommend identify recommended book series • •

3.03 Finalize negotiations and procure applicable student textbook and teacher guide licenses for customization and MPE reprinting • •

3.1 Conduct Status of Instruction Study for English Language Instruction

3.1.1 Conduct English Speaking Nation Stakeholders’ Meeting • • • • • • • • • • •

3.1.2 Design and prepare study EFL component • 3.1.3 Support implementation of study Phase 1,

remote data collection • •

3.1.4 Prepare and support study field researchers training • •

3.1.5 Support implementation of study Phase 2, school-based data collection •

3.1.6 Analyze EFL study findings and support dissemination • •

3.2 Develop Student Learning Standards for English as a Foreign Language Grades 1-11 3.2.1 Prepare and conduct Grades 1-11 EFL

student standards development • • • 3.2.2 Prepare and implement student standards

review by MPE EFL PRG • • 3.2.3 Monitor EFL student standards review and

appraisal by MPE EFL PRG •




2023) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1

# Activity 1 2 4 5

6 7 8 9 10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3

O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D 3.2.4 Finalize EFL student standards and submit

to MPE for internal approval processing

• • • 3.3 Develop English as a Foreign Language Subject Scope and Sequence for Grades 1-11 3.3.1 Prepare and conduct Grades 1-11 EFL

Subject Scope and Sequence development • •

3.3.2 Prepare and implement Subject Scope and Sequence review for MPE EFL PRG •

3.3.3 Monitor EFL Subject Scope and Sequence review and appraisal by MPE EFL PRG •

3.3.4 Finalize EFL Subject Scope and Sequence and submit to MPE for internal approval processing • • •

3.4 Customize English as a Foreign Language Student Textbooks and Teacher Guides for Grades 1-11 3.4.1 Prepare and conduct Grades 1-11 EFL

STB and TG customization • • • • • • • 3.4.2 Prepare contributions to STB & TG review

orientation for EFL PRG • 3.4.3 Monitor EFL STB & TG review by EFL

PRG • • • • • • 3.4.4 Revise EFL STB & TG and submit to MPE

for printing • • • • • 3.4.5 Prepare field test of EFL STB & TG in 200

schools • • • 3.4.6 Conduct and monitor and evaluate field

test for EFL STB & TG in 200 schools • • • • • • • • • • • 3.4.12 Finalize EFL STB & TG and submit to

MPE for internal approval processing • • 3.5 Conduct Teacher Guide Uptake Study 3.5.1 Design and prepare study EFL component • •

3.5.2 Prepare and conduct study field researchers training for EFL component • • • •

3.5.3 Support study implementation • • • • • •




2023) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1

# Activity 1 2 4 5

6 7 8 9 10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3 4 5 6 7 8 9

10

11

12 1 2 3


3.5.4 Analyze EFL study findings and support dissemination • •


Annex C: Staffing Changes Summary in Year 2 Quarter 2

Table C-1. Positions Filled in Quarter (Q)2 of Fiscal Year (FY)2021

Position Position Location Date Filled Senior Procurement and Logistics Officer Local National (LN)

Tashkent February 4, 2021

Senior Information and Communication Technology (ICT) Support Officer

LN Tashkent February 15, 2021

ICT Technical Specialist LN Tashkent February 22, 2021

Table C-2. Status of Positions Not Filled at End of Q2 FY2021

Position Date Advertised Current Status Director of Monitoring, Evaluation, and Learning

Not applicable (N/A) Not currently recruiting for this role

Director of Finance, Operations, and Human Resources

January 2020—not yet readvertised

Anticipate re-opening position for recruitment in Q3

Senior Translator December 2020 Recruitment ongoing

Senior Human Resources Management and Administration Officer

October 2020 Recruitment ongoing

Administrative Assistant N/A Anticipate advertising and filling the position in Q3

Sr. Communications Officer N/A Anticipate advertising and filling the position in Q3


SUCCESS STORY:

Uzbekistan is a Central Asian nation with over 6 million school-aged children enrolled in approximately 10,000 educational institutions across the country. Teaching and learning in Uzbekistan’s general secondary schools have historically focused on theoretical knowledge of subject matter, with little emphasis on the development and application of critical thinking and skills. There are also ongoing issues with the quality of Student Standards, which are the building blocks of a range of curriculum products, including student textbooks and teacher guides.

According to (REDACTED), a primary school teacher from Bukhoro town, Jonboy District, textbook quality is a concern: “Due to the old approach, the students can lack knowledge (and) they just have one approach to solving a problem.”

The Government of Uzbekistan’s Ministry of Public Education recognizes the issues and has embarked on an ambitious set of education reforms within the general secondary education system that covers grades 1 to 11. Among these reforms are the development of high-quality Student Standards that will give a solid foundation for all other curriculum products and instruction.

In partnership with the Ministry of Public Education, the U.S. Agency for International Development-funded Uzbekistan Education for Excellence Program conducted the Product Review Orientation Workshop for Student Standards to prepare approximately 50 educators from across Uzbekistan to undertake a formal review of the new Student Standards for Uzbek Language Arts and Mathematics grades 1–4 and Information and Communications Technology grades 1–11 produced by the Program.

The collaborative implementation approach used by the Ministry with the Program enables local education personnel to interact with education experts from the United States to build the necessary knowledge and skills to review curriculum products developed through the Program. As part of the Student Standards Workshop, reviewers expanded their knowledge and skills in the conceptual elements of standards development, including inter-grade progression (or articulation), intra-grade progression, domains, topics, measurable verbs, clarity, and appropriateness. As a direct result of the Workshop, up to 87% of the reviewers who responded to a post-Workshop self-reflection form felt that they gained “much more” skills and abilities in the conceptual elements of Student Standards. This is a notable achievement as the conceptual elements are an essential part of Student Standards development.

"This workshop will enhance the capacity of our staff to carry out a rigorous review of the draft Student Standards for Uzbek Language as native language, Mathematics, and Information and Communications Technology. High-quality Student Standards are the bedrock of standards-based teaching and learning and better outcomes for students," said (REDACTED), Director of the Ministry’s Republican Education Center, which is responsible for the development of all curriculum products for the general secondary education system, including Student Standards.

It is anticipated that these collaborative workshops for capacity enhancement and professional development will build a cadre of individuals who will continue to be resources for the Ministry as it continues to move ahead on its reform agenda. Regarding the potential for the reviewers engaging with the Uzbekistan Education for Excellence Program to become resources for the country, (REDACTED) says it best: “I just want to be helpful toward the future of Uzbekistan, to pay my share. Now that we have established communications with our new partner universities, maybe we can use their knowledge and expertise to help fill the gaps in our educatio
