Using a Variety of References for the ALIGN Process in Uzbekistan

• In Event: Aligning Learning Inputs to Global Norms (ALIGN) for Minimum Proficiency: Case Studies from Djibouti, Uzbekistan, Nigeria

Proposal

A donor, in collaboration with the Ministry of Preschool and School Education (MoPSE), initiated the project in Uzbekistan to improve the quality of education and enable all students to be proficient in 21st-century skills, including problem-solving and critical thinking. The project is implemented by a consortium of partners, including two universities. The program aims to improve Uzbek language arts and mathematics outcomes in grades 1–4, enhance information and communication technology instruction for grades 1–11, and improve English as a foreign language instruction in grades 1–11.

This presentation will describe:
-Using the ALIGN process to develop relevant and appropriate student learning standards for Uzbek language arts and mathematics.
-Using the ALIGN process to develop scopes and sequences to guide the development of student textbooks and teacher guides.
-Using ALIGN results to develop student textbooks and teacher guides.

The project used the ALIGN process to develop the new Uzbek language arts and math student standards for grades 1–4. Based on these standards, the team developed scope and sequences, student textbooks, and teacher guides. To ensure the quality of the ALIGN process, materials were reviewed and developed for the project by international and national subject matter specialists, a product review group, and the scientific council at the MoPSE.

Using the results of the ALIGN process, the project team developed new student textbooks and teacher guides with accompanying teacher training materials. The team learned and adapted to whether and how the new teacher guides and student textbooks were used in the classroom and if teachers were applying student-centered teaching and learning strategies. The new TLM created as a result of the ALIGN process encourages students to be active and vocal in the classroom. They also boost student confidence and engagement through themes, topics, and images customized for student life in Uzbekistan. The team systematically considered gender and social inclusion in book development. In combination with new teaching materials, the training helped teachers save time in the classroom, improve classroom management, and increase individual student support.

Authors

• Yasmin Sitabkhan, RTI International

• Feruza Tursunova, RTI international Tashkent Branch

• Zukhra Salieva, Creative Associates International