5 USAID LARA Program Coordinator (Education) Job Opportunities – RTI International

Organization: RTI International
Project Name: USAID Literacy Achievement and Retention Activity
Program (LARA)
Duty Station: Mbarara, Mpigi, Kiboga, Mitooma and Rakai, Uganda
Reports to: Senior Education Specialist
About RTI:
RTI
International is one of the world’s leading research institutes, dedicated to
improving the human condition by turning knowledge into practice. Our staff of
more than 3,700 provides research and technical services to governments and
businesses in more than 75 countries in the areas of health and
pharmaceuticals, education and training, surveys and statistics, advanced
technology, international development, economic and social policy, energy and
the environment, and laboratory testing and chemical analysis.
About USAID LARA Program:
The
Literacy Achievement and Retention Activity is a five-year USAID activity that
supports the Ministry of Education Science Technology and Sports (MoESTS),
Government of Uganda’s aim of improving early grade reading outcomes and
enhancing safe school environments for children in primary grades utilizing EGR
curriculum and methodologies. LARA is expanding the curriculum and
methodologies developed and rolled out in SHRP districts to an additional 28
districts and will work with partners to improve reading skills in three local
languages (Luganda, Runyoro/ Rutoro, Runyankole/ Rukiga) and English for early
primary grades.
Job Summary: The role of the Program Coordinator 1 is
fourfold: 1) district and school level activity implementation, 2) technical
assistance and support, 3) representational, and 4) capturing learning and
monitoring progress towards results. The Program Coordinator provides technical
expertise in EGR and the creation of positive and supportive school climate.
S/he must model good leadership: technical competency, credibility, vision and
commitment, integrity and trust around improving the condition of children in
Uganda. The jobholder must build and sustain relationships by working
collaboratively and communicating effectively with key partners and colleagues.
The incumbent represents the project to clients, stakeholders, and partners at
district and school level. Program Coordinators are key to project learning as
they ensure that monitoring, learning and adaptation is captured and disseminated
at the school-level and shared and discussed with MoESTS and other key district
partners.
Key Duties and Responsibilities: 
1. Annual Work Plan and
Implementation:
  • Actively participate in the design of
    the annual work plan (AWP)
  • Roll out of activities to the
    district and school levels as outlined in the AWP adhering to timelines
  • Plan and coordinate regional and district
    schedules in collaboration with AWP technical leads
  • Ensure compliance to cost principles
    and financial policies and procedures during activity implementation
2. System Strengthening
with MoESTS (IR1.1 and IR2.1):
  • Work with Field Assistants to facilitate
    (DEOs, DISs and other district level staff) quarterly district level
    learning events and progress reviews including presentation of Monitoring,
    Evaluation and Learning ( MEL ) data and development of learning agenda
  • Improve district engagement and/or their
    representation in national dialogues through regular communication and collaboration
    events (After-action reviews, reflection moments, etc.)
  • Provision of feedback to the district and
    schools for any likely Project updates.
3. Training (IR1.2 and IR
2.2):
  • Coordinate the implementation of the training
    events and other activities at the regional/district level.
  • Offer technical expertise for early grade
    reading and positive and supportive school climate trainings both at the regional
    and national level and ensure that capacity needs are appropriately
    identified.
  • Provide technical support in reviewing
    Project Training and Community mobilization manuals.
  • Provide technical presentations, carryout
    leadership and administrative roles during trainings.
4. Support Supervision:
  • Model good clinical supervision process and
    technical focus with Head Teachers and Deputy Head Teachers to enhance
    their abilities to support teachers adoption of new methodologies and
    practices (EGR and SRGBV)
  • Coach and mentor Field Assistants to
    positively engage and help enhance their skills in clinical support
    supervision as immediate support supervisors through appropriate training
    activities.
  • Work closely with PTC principals, CCTs, DISs
    and DEOs to provide on-site supervision to schools, validate teachers’ adoption
    of knowledge and skills acquired during training into the classroom and
    school by generalizing, reflection and acting on the supervision
    experience.
  • Collect and consolidate SS monitoring data
    (synthesize and analyze with partners) implementation progress and impact
    of activities in the school (adoption of EGR methodologies and initiatives
    to create a positive and supportive school climate with a robust systems
    to recognize, prevent, report and referral system that is reducing SRGBV)
    and provide ways to improve efficiency and effectiveness of interventions.
  • Create and support district level child
    protection follow ups
5. Materials Distribution:
  • Work closely with Procurement and Logistics
    to follow up materials distribution to ensure correct delivery of books, alphabet
    charts, posters, and other TLM materials to schools and colleges.
  • Verify if all children have books and that
    they are in use and reading cards are being used at home, etc.
6. Community Engagement
(Support to FA):
  • Ensure key advocacy messages and Social
    Behavior Change Communication is consistently being applied across districts
    through CBO at community and school levels by randomly attending meetings
  • Work in liaison with the Communication
    Specialist, provide linkage between the district stakeholders and the
    Uganda Literacy Campaign activities
  • Attend various grantee events to ensure
    consistency of delivery (referral web undertaken, reflection communication
    meetings using key messages, community RTRR systems strengthened)
  • Support capacity building of SMCs to
    participate in school and district advocacy initiatives
  • Collaborate with other team members to build
    capacity of CBO grantees.
  • Encourage teachers and parents to read with
    and for children during DEAR day and at home, creating reading corners.
7. Support and
Supervision of Field Assistants:
  • Participate in organizing and conducting
    Project based meetings with the Field Assistants in developing monthly, quarterly,
    bi-annual basis and as the project may require.
  • Assist the Project Field Assistants in
    developing monthly and or quarterly work plans and budgets for project implementation.
  • Ensure that the Project Field Assistants are
    empowered with the recommended skills and knowledge for quality performance
    through proper guidance, counseling, coaching and on-site on-spot
    supervision.
  • Support technically Field Assistants and
    encourage an environment of professional development and growth
  • Create a positive climate that models quality
    and integrity of work and commitment to the project goals
8. Reporting and
documentation:
  • Compile and share field, training, and FA
    reports, success stories and best practices from the Project Field Assistants,
    CCTs and of all activities conducted on a, monthly and quarterly basis.
  • Effectively update the project on any related
    concerns or problems identified during training, on- spot monitoring and support
    supervision.
9. Monitoring, Evaluation
and Learning (MEL):
  • Follow up on data collection process to
    ensure accuracy and quality submission to MEL unit
  • Participate in the development of school data
    collection tool (mapping or profile data)
  • Participate in mobilization and any other
    support to baseline, midline, end line surveys (EGRA and SRGBV) or special
    studies
  • Support the Performance and Impact Evaluation
    team (contractor) when monitoring on behalf of USAID
  • Contribute to other technical areas of the
    project, as appropriate and required.
Qualifications, Skills and Experience: 
  • The ideal candidate for the USAID LARA
    Project Program Coordinator job opportunity should hold a Master’s degree
    and one year of experience or a Bachelor’s Degree and 3 year of experience
    or equivalent combination of education and experience
  • Excellent knowledge of MS Word, Outlook,
    PowerPoint, Excel
  • Ability to multi-task
  • Ability to work well with others
  • Ability to listen and communicate well both
    verbally and in writing
  • Ability to work independently
  • Keen attention to detail and accuracy
  • Ability to obtain proper security clearances
    as noted by contracts
  • Excellent mentoring and coaching skills
  • Excellent knowledge and demonstration of EGR
    methodology
  • Broad working knowledge of supports that help
    create a positive and supportive school climate including methods to build
    effective recognition, response, reporting and referral systems that
    protect children against school-related gender based violence.
  • Ability to speak local language of duty
    station area (Luganda, Runyoro/ Rutoro, Runyankole/ Rukiga) and English.
How to Apply: 
All
suitably qualified and interested candidates should send updated CVs including
three work related referees and cover letters to the Human Resource Manager by
e-mail to recruitment@lara.rti.org. Emails should not exceed 2MB.
Deadline: 20th April, 2016
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