15 April 2016

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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