Distance Education and Media Specialist At FHI 360 – Rwanda Country Office (Deadline:22nd August 2021)
Distance Education and Media Specialist – Rwanda Schools and Systems Activity
FHI 360 is a global development organization, with a rigorous, evidence-based approach to human development. Our team of professionals includes experts in health, nutrition, education, economic development, civil society, environment and research. FHI 360 operates from over 60 offices with more than 4000 employees in the United States and around the world. Our commitment to partnerships at all levels and our multi-disciplinary approach allows us to have a lasting impact on the people, communities and countries we serve by improving the lives of millions. We are currently seeking qualified candidates for the position of Distance Education and Media Specialist for the Schools and Systems (S&S) USAID-funded project in Rwanda.
The Rwanda Schools and Systems Activity will strengthen the education system to enable all pre-primary and lower primary school and classroom environments to be of high quality, inclusive, and focused on learning of foundational reading skills. Specifically, the five-year activity will improve learning outcomes by focusing on increasing Kinyarwanda literacy skills of boys and girls through primary 3 (P3) through four intermediate results: (1) Pre-primary education system enhanced to develop, promote and improve emergent literacy, (2) Lower primary reading classroom instruction improved, (3) School environments improved for increased lower primary reading outcomes, and (4) Education systems management strengthened for improved literacy outcomes. The Schools and Systems Activity will include a focus on learning for children with disabilities to ensure project approaches reach all children.
The Distance Education and Media Specialist will work under the DCOP and coordinate closely with the Technical Advisor and Literacy Advisor to lead the technological aspects of design and adaptation of training materials for self-paced learning. Trainings will seek to optimize the use of multiple technologies, such as e-learning, webinars, and popular messaging apps, to be used on available devices. S/he will contribute to the adaptation of content and will be prepared to work with experts and subcontractors on larger e-courses, as needed. S/he will support technical capacity building of stakeholders in the management and use of distance education technologies.
Job Summary/Responsibilities
Design learning solutions, maximizing instructional design processes using a variety of tools for self-paced and synchronous learning
Contribute to the adaptation of training materials into e-learning formats
Set up and manage forums on messaging apps
Collaborate with, train and mentor stakeholders in the design, application and management of distance education platforms
Coordinate with subject matter experts, as well as partners, consultants or contractors as needed to produce final platforms and courses
At least five years relevant experience required (design and delivery of learning solutions virtually, synchronously and asynchronously and web-based formats), with a preference for experience related to the education system
Relevant higher education degree preferred, such as ICT in Education and Training
Knowledge of adult learning and instructional design
Strong organization and administrative skills, with ability to work independently or with a team
Ability to produce high quality blended learning products according to deadlines
Strong skills in audio and video software (eg. Pro tools, Final Cut), in Microsoft (Word, Excel, Powerpoint, Publisher), mobile applications, e-learning platforms
Knowledge of MINEDUC/REB distance education systems preferred
Excellent oral and written communication skills in English and Kinyarwanda required
The above statements are intended to describe the general nature and level of work and are subject to modification. They are not intended to be an exhaustive list of all responsibilities, skills, efforts, or working conditions associated with the job.
This job description summarizes the main duties of the job. It neither prescribes nor restricts the exact tasks that may be assigned to carry out these duties. This document should not be construed in any way to represent a contract of employment. Management reserves the right to review and revise this document at any time.
We offer competitive compensation and a package of exceptional benefits. Please visit the FHI 360 Career Center at http://www.fhi360.org/careers for a list of all open positions.
FHI 360 is an employer with equal opportunity and affirmative action. FHI 360 is committed to providing equal employment opportunities regardless of race, color, religion, gender, sexual orientation, national or ethnic origin, age, disability or veteran status in policies, programs, or activities.
The deadline:22nd August 2021
Literacy Advisor at FHI 360 – Rwanda Country Office (Deadline:22nd August 2021)
Literacy Advisor – Rwanda Schools and Systems Activity
FHI 360 is a global development organization, with a rigorous, evidence-based approach to human development. Our team of professionals includes experts in health, nutrition, education, economic development, civil society, environment and research. FHI 360 operates from over 60 offices with more than 4000 employees in the United States and around the world. Our commitment to partnerships at all levels and our multi-disciplinary approach allows us to have a lasting impact on the people, communities and countries we serve by improving the lives of millions. We are currently seeking qualified candidates for the position of a Literacy Advisor for the Schools and Systems (S&S) USAID-funded project in Rwanda. Project Description
The Rwanda Schools and Systems Activity will strengthen the education system to enable all pre-primary and lower primary school and classroom environments to be of high quality, inclusive, and focused on learning of foundational reading skills. Specifically, the five-year activity will improve learning outcomes by focusing on increasing Kinyarwanda literacy skills of boys and girls through primary 3 (P3) through four intermediate results: (1) Pre-primary education system enhanced to develop, promote and improve emergent literacy, (2) Lower primary reading classroom instruction improved, (3) School environments improved for increased lower primary reading outcomes, and (4) Education systems management strengthened for improved literacy outcomes. The Schools and Systems Activity will include a focus on learning for children with disabilities to ensure project approaches reach all children.
The Literacy Advisor will work closely with the Technical Advisor to provide technical leadership in designing and implementing programs to improve lower primary literacy instruction, including teacher professional development systems, and improvement of school environments (Result Areas 2 and 3). S/he will directly supervise the Teacher Professional Development Specialist. S/he will plan, manage and facilitate professional development activities for teachers, school leaders and coaches/mentors in research-based literacy instruction. S/he will contribute to authoring literacy professional development content for a blended learning model including face-to-face and distance education e-courses. The Literacy Advisor will also lead work on assuring education leaders and teachers are building a culture of literacy assessment implementation and use. S/he will work through GoR systems and with support of Schools and Systems experts and partners to improve school culture that supports gender and disability inclusion, social and emotional learning practice, and application of universal design for learning. The work of the Literacy Advisor will require close collaboration with the Government of Rwanda, Save the Children, Florida State University and other implementing partners, and key stakeholders.
Job Summary/Responsibilities
Works closely with the Technical Advisor and participates in discussions with government stakeholders to improve teacher professional development systems;
Responsible to assure planning, timelines, and scheduling work flow for Result areas 2 and 3, in coordination with Save the Children and Florida State University
Supports Technical Advisor in design and content development for teacher/school leader professional development through blended and distance learning (face to face training, e-courses, coaching, etc.)
Liaises with FHI 360 Technical experts for input and review and incorporates feedback
Oversees quality and timeliness of professional development activities and facilitates professional development sessions
Helps frame the work of specialists related to Result Areas 2 and 3 in terms of literacy, and works with them to integrate GESI, SBC and well-being initiatives into professional development
Carries out stakeholder discussions, training and collaborative work with the GoR at central and decentralized levels to improve the quality of professional development for school staff, in support of inclusive literacy instruction and assessment that promotes well-being
Coordinates with sub-awardees to assure alignment, quality and integration of activities within and across Result Areas 2 and 3, such as parent and community engagement for literacy and pre-service teacher training, tracking achievement of milestones
Plans and oversees activities to improve the school environment, including school safety, SEL, UDL, gender and disability-inclusion, to ensure effective integration with literacy programming;
Reviews effectiveness of Result Area 2 and 3 activities and makes recommendations for improvement
Supports performance management and professional development of direct reports, including ongoing feedback, coaching, and career support
A minimum of a master’sdegree is required in one of the following fields, or closely related field: reading education, curriculum and instruction, or elementary teacher education
Working knowledge of instructional design
At least six years of demonstrated technical experience in Rwanda
At least three years of demonstrated excellence in a management position, preferably including direct supervision of professional and support staff, and quality assurance of deliverables
Demonstrated technical expertise with literacy teaching and learning, and assessment
Experience and expertise in overseeing the design of teacher professional development for large-scale education programs required
Ability to organize and conduct trainings and technical workshops related to literacy;
Experience teaching in primary schools strongly preferred;
Excellent oral and written communication skills in English and Kinyarwanda required
The above statements are intended to describe the general nature and level of work and are subject to modification. They are not intended to be an exhaustive list of all responsibilities, skills, efforts, or working conditions associated with the job.
This job description summarizes the main duties of the job. It neither prescribes nor restricts the exact tasks that may be assigned to carry out these duties. This document should not be construed in any way to represent a contract of employment. Management reserves the right to review and revise this document at any time.
We offer competitive compensation and a package of exceptional benefits. Please visit the FHI 360 Career Center at http://www.fhi360.org/careers for a list of all open positions.
FHI 360 is an employer with equal opportunity and affirmative action. FHI 360 is committed to providing equal employment opportunities regardless of race, color, religion, gender, sexual orientation, national or ethnic origin, age, disability or veteran status in policies, programs, or activities.
The deadline:22nd August 2021
M&E Officer At FHI 360 – Rwanda Country Office (Deadline:22nd August 2021)
M&E Officer – Rwanda Schools and Systems Activity
FHI 360 is a global development organization, with a rigorous, evidence-based approach to human development. Our team of professionals includes experts in health, nutrition, education, economic development, civil society, environment and research. FHI 360 operates from over 60 offices with more than 4000 employees in the United States and around the world. Our commitment to partnerships at all levels and our multi-disciplinary approach allows us to have a lasting impact on the people, communities and countries we serve by improving the lives of millions We are currently seeking qualified candidates for the position of M&E Officer for the Schools and Systems (S&S) USAID-funded project in Rwanda.
Project Description
The Rwanda Schools and Systems Activity will strengthen the education system to enable all pre-primary and lower primary school and classroom environments to be of high quality, inclusive, and focused on learning of foundational reading skills. Specifically, the five-year activity will improve learning outcomes by focusing on increasing Kinyarwanda literacy skills of boys and girls through primary 3 (P3) through four intermediate results: (1) Pre-primary education system enhanced to develop, promote and improve emergent literacy, (2) Lower primary reading classroom instruction improved, (3) School environments improved for increased lower primary reading outcomes, and (4) Education systems management strengthened for improved literacy outcomes. The Schools and Systems Activity will include a focus on learning for children with disabilities to ensure project approaches reach all children.
Position Description
The M&E Officer is member of the Schools and Systems M&E team and will work in close collaboration with the technical staff, project partners’ staff and government stakeholders on the implementation of the activity’s monitoring and evaluation system.
Duties and Responsibilities
Assist MEL Director in the monitoring of performance and evaluation of results; overseeing data collection, quality, and analysis; reporting results to the project leadership team and other stakeholders.
Assist MEL Director in the defining, implementation, and monitoring of key project performance indicators (KPIs) throughout the life of the projects.
Assist MEL Director in the implementation of project baseline, formative research, and/or rapid/special studies that address gender and disabilities dynamics-all parts of the project’s approach.
Assist MEL Director in the coordination and the development of the project monitoring and routine data collection tools and standardization of the project different tools used by the project and partners.
M&E Focal point and liaise with local partner M&E staff.
Ensure that project results are achieved and that learning/results-based data from the project are used to adjust project strategy as needed.
Conduct regular site meetings/visits with/to partners/programs and ensure that good quality, meaningful data is obtained in a timely manner for integration into management decision making.
Conduct a regular Data Quality Audit and monitor the regular implementation of audit recommendations by partners/programs.
Supervise the project database management and ensure that partners are using it correctly based on the data collected.
Provide support to technical staff to ensure quality reports are submitted on time for this grant/program. Review and analyze reports to identify causes of potential bottlenecks in project implementation and improve their quality.
Support evidence-based learning efforts that link program components including girls’ and boys’ education, gender and social inclusion (including disability related topics), and social and behavioral change.
Participate in regular remote check-in meeting with the FHI 360 HQ-based M&E specialist.
Training
Work with project staff and partners to manage their indicators, monitor and evaluate progress.
Provide ongoing M&E training and technical assistance support to partners/programs, including revision/design of data management tools.
Conduct periodic M&E trainings with partners.
Reporting
Ensure responsibility for data entry into the DIS/USAID database according to the required schedule and that all reported information is sufficiently accompanied by source data that has been verified by the M&E assistant.
Prepare data submissions in Excel/Power Bi/Power Point, and LEGRA Dashboard on a monthly basis for LEGRA needs and work closely with the supervisor and technical staff for all reporting needs.
Play a role in compiling quarterly, semi-annual and annual USAID reports as needed.
Prepare and train partners in the preparation of “Success Stories” for use by the project.
Requirements
Bachelor’s degree in a social science, behavioral science, Statistic, Informatique or other MERL-related field; certification in a MERL-related area would also be an asset
At least 5 to 7 years of experience in M&E activities in an international organization (e.g., USAID, the World Bank)
Proficient with Microsoft Tools, including Excel and PowerPoint.
Strong attention to detail and a self-starter attitude
Excellent English and French reading, writing and speaking skills, and Kinyarwanda speaking and reading skills
This job description summarizes the main duties of the job. It neither prescribes nor restricts the exact tasks that may be assigned to carry out these duties. This document should not be construed in any way to represent a contract of employment. Management reserves the right to review and revise this document at any time.
We offer competitive compensation and a package of exceptional benefits. Please visit the FHI 360 Career Center at http://www.fhi360.org/careers for a list of all open positions.
FHI 360 is an employer with equal opportunity and affirmative action. FHI 360 is committed to providing equal employment opportunities regardless of race, color, religion, gender, sexual orientation, national or ethnic origin, age, disability or veteran status in policies, programs, or activities.
The deadline:22nd August 2021
Operations Manager at FHI 360 – Rwanda Country Office (Deadline:22nd August 2021)
Job Description
Operations Manager – Rwanda Schools and Systems Activity
FHI 360 is a global development organization, with a rigorous, evidence-based approach to human development. Our team of professionals includes experts in health, nutrition, education, economic development, civil society, environment and research. FHI 360 operates from over 60 offices with more than 4000 employees in the United States and around the world. Our commitment to partnerships at all levels and our multi-disciplinary approach allows us to have a lasting impact on the people, communities and countries we serve by improving the lives of millions. We are currently seeking qualified candidates for the position of Operations Manager for the Schools and Systems (S&S) USAID-funded project in Rwanda.
Project Description
The Rwanda Schools and Systems Activity will strengthen the education system to enable all pre-primary and lower primary school and classroom environments to be of high quality, inclusive, and focused on learning of foundational reading skills. Specifically, the five-year activity will improve learning outcomes by focusing on increasing Kinyarwanda literacy skills of boys and girls through primary 3 (P3) through four intermediate results: (1) Pre-primary education system enhanced to develop, promote and improve emergent literacy, (2) Lower primary reading classroom instruction improved, (3) School environments improved for increased lower primary reading outcomes, and (4) Education systems management strengthened for improved literacy outcomes. The Schools and Systems Activity will include a focus on learning for children with disabilities to ensure project approaches reach all children.
Position Description
The Operations Manager is responsible for, and accountable for all operational aspects to support project delivery. He/she leads operational Project-evaluations, including supply chain management, purchasing, facilities and fleet management. He serves as the procurement specialist and will be responsible for developing and standardizing operations processes and systems in accordance with FHI360 Country office guidance and directives. He collaborates with other project Managers across the project to identify system needs, process bottlenecks, and to develop unique solutions to enable more timely, efficient, and accountable operations. Support preparedness planning across country programs, developing instructional material, facilitating training, and mentoring staff. The Operations Manager serves as security focal point as well.
Job Summary/Responsibilities
Develop standard protocols for essential logistic processes, including procurement requisition.
Identify, establish, and manage facilities, including office, residence, warehousing, and other critical infrastructure.
Determine transportation requirements, secure transportation assets, and manage fleet allocation, including fuel, maintenance, and driver pool.
Establish and maintain asset and inventory registry in the Country office and the field satellite offices, including equipment allocation & maintenance, and dispose of assets in accordance with donor regulations.
Responsible for staff that oversee the upkeep, rehabilitation and maintenance of the entire FHI 360 facility, including the physical building structure, all mechanical, electrical, and related equipment in accordance with energy conservation and preventive maintenance programs.
Prepare and present periodic management reports on operating costs with regards to facilities maintenance, travels, fleet management and related office utilities.
Assign and verify completion of all repairs, replacement, renovation of FHI 360 Rwanda facilities and equipment and ensure quality of work.
Plan and execute re-allocation of office space in consultation with supervisor and Senior Management.
Ensure logistic and procurement activities are properly documented and fully adhere to USAID rules are regulations & customs regulations and protocols relevant in line with Rwanda government laws.
Collaborate with Regional Office to identify operations and administration process bottlenecks and develop solutions appropriate for operations.
Determine field operating costs allocated to logistics and procurement, including expense forecast and pipeline analysis.
Identify staffing requirements and supervise logistics personnel while on deployment.
Act as security focal point as required, including management of staff safety and movement protocols, management of 3rd party security providers, and development of security standard operating procedures for the Rwanda Office.
Perform other relevant duties as assigned.
Security Management
Access Control to FHI 360 Office Space.
Dissemination of Security Information.
Identification of Approved Hotels.
Security Briefing to all new and visiting staff.
Journey Management.
Ensure Project Vehicles are Appropriately Equipped.
Local Guards – be familiar with the local guarding contract (if the project has one) and is advised to contact the company and establish a working relationship and if your office employs a security response team, test the alarm occasionally to ensure it is in working order and familiarize yourself with the responding teams.
Security Networking – be involved with as many security networking groups in country as possible.
Safety Training for Staff – responsible for sourcing first aid training, project driver training and fire safety training for staff as necessary; maintain a record of all training undertaken by staff including date of training, names of participants and the name of the organization that carried out the training; and organize yearly emergency drills.
Crisis Management – Provide direct safety/security support to COP/Country Director and country staff.
Incident Reporting to HQ/Global Security.
Other Duties as Assigned.
Required Qualifications
Demonstrated ability working on complex activities simultaneously
Ability to supervise, maintain confidentiality and use sound judgment on sensitive matters.
Proven proactive skills in identifying cost savings, cost avoidance and efficiency opportunities.
Ability to develop effective work plans and priorities in order to meet business objectives.
Demonstrated expertise in building effective relationship with key internal customers and other key stakeholders.
Demonstrated expertise in negotiation, conflict resolution and stakeholder management.
Technical understanding of office equipment and building construction and maintenance.
Good analytical, numerical and problem-solving skills.
Ability to adapt easily to changing needs and patterns of work.
Good report writing and documentation skills
Proficiency in Microsoft Office applications such as MS Word, Excel, PowerPoint
Ability to identify and resolve problems in a timely manner.
Ability to manage tight deadlines and deliver high volumes of work with minimal or no supervision.
Ability to travel on a regular basis (up to 40%).
Qualifications and Requirements:
BS/BA in Business Administration, Engineering, Estate Management or related field and a minimum of 7 years relevant experience with at least 3 years of supervisory experience in operations, maintenance, and/or administration of facilities/fleet management.
or MS/MA in Business Administration, Engineering, Estate Management or related field and a minimum of 5 years relevant experience with at least 3 years of supervisory experience in operations, maintenance, and/or administration of facilities/fleet management.
Other relevant professional/management certifications, familiarity with donor-funded procurement rules and regulations (particularly experience with USAID procurement regulations) would be an advantage.
The above statements are intended to describe the general nature and level of work and are subject to modification. They are not intended to be an exhaustive list of all responsibilities, skills, efforts, or working conditions associated with the job.
This job description summarizes the main duties of the job. It neither prescribes nor restricts the exact tasks that may be assigned to carry out these duties. This document should not be construed in any way to represent a contract of employment. Management reserves the right to review and revise this document at any time.
We offer competitive compensation and a package of exceptional benefits. Please visit the FHI 360 Career Center at http://www.fhi360.org/careers for a list of all open positions.
FHI 360 is an employer with equal opportunity and affirmative action. FHI 360 is committed to providing equal employment opportunities regardless of race, color, religion, gender, sexual orientation, national or ethnic origin, age, disability or veteran status in policies, programs, or activities.
The deadline:22nd August 2021
Apply Job Here
Social and Behavior Change (SBC) Technical Specialist at FHI 360 – Rwanda Country Office (Deadline:22nd August 2021)
Job Description
Social and Behavior Change (SBC) Technical Specialist – Rwanda Schools and Systems Activity
FHI 360 is a global development organization, with a rigorous, evidence-based approach to human development. Our team of professionals includes experts in health, nutrition, education, economic development, civil society, environment and research. FHI 360 operates from over 60 offices with more than 4000 employees in the United States and around the world. Our commitment to partnerships at all levels and our multi-disciplinary approach allows us to have a lasting impact on the people, communities and countries we serve by improving the lives of millions. We are currently seeking qualified candidates for the position of Social and Behavior Change (SBC) Technical Specialist for the Schools and Systems (S&S) USAID-funded project in Rwanda.
Project Description
The Rwanda Schools and Systems Activity will strengthen the education system to enable all pre-primary and lower primary school and classroom environments to be of high quality, inclusive, and focused on learning of foundational reading skills. Specifically, the five-year activity will improve learning outcomes by focusing on increasing Kinyarwanda literacy skills of boys and girls through primary 3 (P3) through four intermediate results: (1) Pre-primary education system enhanced to develop, promote and improve emergent literacy, (2) Lower primary reading classroom instruction improved, (3) School environments improved for increased lower primary reading outcomes, and (4) Education systems management strengthened for improved literacy outcomes. The Schools and Systems Activity will include a focus on learning for children with disabilities to ensure project approaches reach all children.
Position Description
The SBC Specialist will work under the oversight of the DCOP to provide specialized technical assistance to design, implement, monitor, and coordinate SBC and demand generation interventions. S/he will be an upper mid-level member of the project team and oversee the work of approximately two SBC consultants. S/he will work with the government, regional and local partners, non-governmental organizations, community organizations, others to support the design, implementation, and monitoring of SBC activities to facilitate capacity building and educational curriculum development and other goals of the project.
Job Summary/Responsibilities
- Provides technical assistance and support related to the development and implementation of social and behavior change communication/demand generation/marketing strategies for improvements in primary level education curriculum development, acceptance and promotion among school and community-based stakeholders in all phases from formative research through design, media and material production, community mobilization, and evaluation.
- Supports the design and implementation of formative research in SBC and the development of related strategies
- Responds to the specified deliverables and goals of contracts and grant agreements, ensuring achievements in a timely manner and in full support and compliance with contractual agreements.
- Leads the implementation of SBC work plans, formative research, and other assigned activities. Contribute to and draft quarterly and annual reports, and all other reporting requirements as needed.
- Liaises with and manages partner organizations involved in country program activities and assists in the implementation of project activities.
- Supervises and manages consultants who help carry out focus groups and reporting.
- Other assigned tasks that support the Chief of Party to successfully complete FHI 360 workplan activities.
Required Qualifications
At least 7 years in researching, designing, implementing and managing demand generation, marketing, social and behavior change programs and projects in developing countries and experience working in Rwanda.
Bachelor’s degree or equivalent required in public health, health communications, marketing, communications or related field. Master’s degree preferred with at least 5 years’ experience
Specific Knowledge Requirements:
- Strong knowledge social and behavior change communication models and strategies and their practical application to improving the uptake of key behaviors and community engagement (with a preference toward experience in primary education and instruction). Strong understanding of schools and education systems in Rwanda.
- Knowledge of evidence-based, innovative, and practical solutions to communication challenges in developing countries.
- Field experience in developing and implementing SBC projects and programs in Rwanda and/or other African countries that have demonstrated impact, at scale.
- Understanding of widely accepted formative research, pretesting, and monitoring and evaluation methodologies for effective demand generation and SBC interventions.
- Understanding of capacity strengthening strategies and approaches to develop and strengthen SBC knowledge, ability, and skills among a wide array of technical staff.
- Demonstrated strong technical, programming, and management skills.
- Proven ability to work as an effective team member
- Proven ability to work independently by setting own milestones and completed assigned tasks
- Excellent oral/written communication skills in English, French, and Kinyarwanda. Demonstrated interpersonal and negotiation skills, and experience working in collaboration with the private sector, government, partners, donors, and NGOs.
- Ability to set priorities while multitasking and meet deadlines.
The above statements are intended to describe the general nature and level of work and are subject to modification. They are not intended to be an exhaustive list of all responsibilities, skills, efforts, or working conditions associated with the job.
This job description summarizes the main duties of the job. It neither prescribes nor restricts the exact tasks that may be assigned to carry out these duties. This document should not be construed in any way to represent a contract of employment. Management reserves the right to review and revise this document at any time.
We offer competitive compensation and a package of exceptional benefits. Please visit the FHI 360 Career Center at http://www.fhi360.org/careers for a list of all open positions.
FHI 360 is an employer with equal opportunity and affirmative action. FHI 360 is committed to providing equal employment opportunities regardless of race, color, religion, gender, sexual orientation, national or ethnic origin, age, disability or veteran status in policies, programs, or activities.
The deadline:22nd August 2021
Apply Job Here
Teacher Professional Development Specialist at FHI 360 – Rwanda Country Office (Deadline: 22nd August 2021)
Teacher Professional Development Specialist Rwanda Schools and Systems Activity
FHI 360 is a global development organization, with a rigorous, evidence-based approach to human development. Our team of professionals includes experts in health, nutrition, education, economic development, civil society, environment and research. FHI 360 operates from over 60 offices with more than 4000 employees in the United States and around the world. Our commitment to partnerships at all levels and our multi-disciplinary approach allows us to have a lasting impact on the people, communities and countries we serve by improving the lives of millions. We are currently seeking qualified candidates for the position of Teacher Professional Development Specialist for the Schools and Systems (S&S) USAID-funded project in Rwanda.
The Rwanda Schools and Systems Activity will strengthen the education system to enable all pre-primary and lower primary school and classroom environments to be of high quality, inclusive, and focused on learning of foundational reading skills. Specifically, the five-year activity will improve learning outcomes by focusing on increasing Kinyarwanda literacy skills of boys and girls through primary 3 (P3) through four intermediate results: (1) Pre-primary education system enhanced to develop, promote and improve emergent literacy, (2) Lower primary reading classroom instruction improved, (3) School environments improved for increased lower primary reading outcomes, and (4) Education systems management strengthened for improved literacy outcomes. The Schools and Systems Activity will include a focus on learning for children with disabilities to ensure project approaches reach all children.
The Teacher Professional Development Specialist will work closely with the Literacy Advisor to plan, schedule and implement all training activities under Results 2 and 3. S/he will support the Literacy Advisor in development of training materials, guides and job aids under Results 2 and 3. Training formats will include face-to-face, distance education and blended learning formats, and across different types of equipment including phones, tablets and WhatsApp. Trainings will benefit teachers, school leaders, district and sector education staff and others. The Teacher Professional Development Specialist will work closely with MINEDUC/REB and other stakeholders to be sure the training content meets GoR and Schools and Systems (project) expectations, reflects current policies and are validated as needed.
Job Summary/Responsibilities
Lead activity scheduling and logistics for training materials development and implementation activities
Contribute to development of specific training modules, as agreed with Literacy Advisor
Liaise with partners focused on pre-service and pre-primary education to align methods and materials
Work with experts in literacy as well as cross-cutting areas such as SBC, school safety, SEL, well-being, disability-inclusion and gender-inclusion to prepare trainings that integrate and reflect best practices
A higher education degree in a field such as elementary education or curriculum and instruction
At least five years relevant experience required, including significant experience in training materials development intended for educators
Knowledge of MINEDUC/REB system
Working knowledge of instructional designand ability to synthesize multiple sources of information into well-structured and engaging training materials
Understanding of best practices in literacy teaching and learning, and assessment
Ability to organize and conduct trainings and technical workshops
Ability to create work products as part of a team, including inter-personal and organizational skills
Experience teaching in primary schools strongly preferred;
Excellent oral and written communication skills in English and Kinyarwanda required
The above statements are intended to describe the general nature and level of work and are subject to modification. They are not intended to be an exhaustive list of all responsibilities, skills, efforts, or working conditions associated with the job.
This job description summarizes the main duties of the job. It neither prescribes nor restricts the exact tasks that may be assigned to carry out these duties. This document should not be construed in any way to represent a contract of employment. Management reserves the right to review and revise this document at any time.
We offer competitive compensation and a package of exceptional benefits. Please visit the FHI 360 Career Center at http://www.fhi360.org/careers for a list of all open positions.
FHI 360 is an employer with equal opportunity and affirmative action. FHI 360 is committed to providing equal employment opportunities regardless of race, color, religion, gender, sexual orientation, national or ethnic origin, age, disability or veteran status in policies, programs, or activities.
The deadline:22nd August 2021
