TERMS
OF REFERENCE
OF REFERENCE
PROGRAMME
MANAGER – DEVELOPMENT OF STRUCTURED LEARNING PROGRAMME
MANAGER – DEVELOPMENT OF STRUCTURED LEARNING PROGRAMME
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Position Title:
Level:
Fee:
Location:
Duration:
Start Date:
Reporting to:
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Technical and Operational Support
Consultant
Mid-level (Local Hire)
TBD
Kigali, Rwanda
6 months
1st May 2017
Inspire, Educate and Empower Rwanda/
UNICEF |
BACKGROUND
In
Rwanda, 97% of children enrol in primary school and gender parity in enrolment
is realised at both primary and secondary levels of education. However, despite
the efforts and achievements of Education for All (EFA) and the Millennium
Development Goals (MDGs), national learning assessments (2014 and 2015) show
that only about half of children attain basic proficiency in basic literacy and
numeracy. In fact, twenty percent of children are unable to read one letter or
word.
Rwanda, 97% of children enrol in primary school and gender parity in enrolment
is realised at both primary and secondary levels of education. However, despite
the efforts and achievements of Education for All (EFA) and the Millennium
Development Goals (MDGs), national learning assessments (2014 and 2015) show
that only about half of children attain basic proficiency in basic literacy and
numeracy. In fact, twenty percent of children are unable to read one letter or
word.
Low
levels of learning and high levels of repetition, combined with demand side
barriers, push six percent of girls and boys out of school by the fourth grade
in primary school (Primary 4). After Primary 4, the dropout rate spikes and
only about 60% of girls and boys complete school. Analyses show the girls and
boys that dropout out of primary school are adolescents coming from the most
marginalised communities. They face very complex, and often multiple,
gender-based and socio-economic barriers.
levels of learning and high levels of repetition, combined with demand side
barriers, push six percent of girls and boys out of school by the fourth grade
in primary school (Primary 4). After Primary 4, the dropout rate spikes and
only about 60% of girls and boys complete school. Analyses show the girls and
boys that dropout out of primary school are adolescents coming from the most
marginalised communities. They face very complex, and often multiple,
gender-based and socio-economic barriers.
These
girls and boys require significant support to enrol, stay and learn in school
because of their marginalized status. Each child in this position has a unique
set of obstacles leading to his or her marginalization and drop out from the
education system. Underlying all of the barriers is the failure of the
education system to help boys and girls overcome their obstacles to learning.
girls and boys require significant support to enrol, stay and learn in school
because of their marginalized status. Each child in this position has a unique
set of obstacles leading to his or her marginalization and drop out from the
education system. Underlying all of the barriers is the failure of the
education system to help boys and girls overcome their obstacles to learning.
Rwanda’s
education system is built with no support structures for children that are
struggling to learn. Girls and boys who enter school with support structures,
such as engaged and/or literate parents, in their home or community, even
feeble ones, generally remain in school and persevere to the end of primary
school. Marginalized children, who enter school with barriers instead of
support structures, struggle to learn, and eventually drop out. Once out of
school there are no systemic pathways to help them re-join school, catch up to
their peers or gain basic literacy skills.
education system is built with no support structures for children that are
struggling to learn. Girls and boys who enter school with support structures,
such as engaged and/or literate parents, in their home or community, even
feeble ones, generally remain in school and persevere to the end of primary
school. Marginalized children, who enter school with barriers instead of
support structures, struggle to learn, and eventually drop out. Once out of
school there are no systemic pathways to help them re-join school, catch up to
their peers or gain basic literacy skills.
There
is a strong gender component in the exclusion of marginalized boys and girls.
Boys outperform girls in 26 out of 30 districts, almost all districts, based on
national examination results at P6 and S3 levels during the period 2008-2014
(MINEDUC, 2016). Girls in Rwanda are much less likely to achieve in the top
division (I) of the national P6 and S3 exams. On the P6 exam, in 2014, there
were 20 and 30 percent fewer girls in the Division I of the P6 and S3
examinations, respectively. National learning assessments confirm the under
achievement of girls in upper primary school (LARS, 2014; FARS, 2015). Boys
face their own challenges. They are more likely to repeat and dropout out of
primary school, and the primary completion rate for boys is 10 percentage
points lower than for girls.
is a strong gender component in the exclusion of marginalized boys and girls.
Boys outperform girls in 26 out of 30 districts, almost all districts, based on
national examination results at P6 and S3 levels during the period 2008-2014
(MINEDUC, 2016). Girls in Rwanda are much less likely to achieve in the top
division (I) of the national P6 and S3 exams. On the P6 exam, in 2014, there
were 20 and 30 percent fewer girls in the Division I of the P6 and S3
examinations, respectively. National learning assessments confirm the under
achievement of girls in upper primary school (LARS, 2014; FARS, 2015). Boys
face their own challenges. They are more likely to repeat and dropout out of
primary school, and the primary completion rate for boys is 10 percentage
points lower than for girls.
One
of the key barriers identified through the Bottleneck Analysis of Gender and
Education in Rwanda was an absence of services in schools to provide remedial
support for learners struggling academically, both boys and girls, and an
absence of gender-sensitive and gender-aware teaching and learning practices.
of the key barriers identified through the Bottleneck Analysis of Gender and
Education in Rwanda was an absence of services in schools to provide remedial
support for learners struggling academically, both boys and girls, and an
absence of gender-sensitive and gender-aware teaching and learning practices.
To
address this barrier, UNICEF, in partnership with the Ministry of Education
(MINEDUC), Rwanda Education Board (REB) and civil society organizations, are
launching the Gender Adolescence and Learning (GAL) programme, which aims to
improve learning and school retention for girls and boys. As part of this
programme, UNICEF is working with REB to develop sustainable learning support
structures for boys and girls struggling to learn and at risk of dropping out,
with a strong gender lens. The learning support structures will take the shape
of learning clubs that will be facilitated by community-based mentors in 50
school communities in Rwanda.
address this barrier, UNICEF, in partnership with the Ministry of Education
(MINEDUC), Rwanda Education Board (REB) and civil society organizations, are
launching the Gender Adolescence and Learning (GAL) programme, which aims to
improve learning and school retention for girls and boys. As part of this
programme, UNICEF is working with REB to develop sustainable learning support
structures for boys and girls struggling to learn and at risk of dropping out,
with a strong gender lens. The learning support structures will take the shape
of learning clubs that will be facilitated by community-based mentors in 50
school communities in Rwanda.
PURPOSE
To
support this programme, Inspire Educate and Empower Rwanda (IEE Rwanda) will
support the development of a structured learning programme to support
struggling students, which integrates gender as a crosscutting theme. It will
aim to improve girls’ and boys’ learning achievement and school retention by:
support this programme, Inspire Educate and Empower Rwanda (IEE Rwanda) will
support the development of a structured learning programme to support
struggling students, which integrates gender as a crosscutting theme. It will
aim to improve girls’ and boys’ learning achievement and school retention by:
- Reinforcing
basic literacy and numeracy skills required by the Competency-based
Curriculum (CBC); - Strengthening
the metacognitive skills required by the CBC; and - Raising
awareness about strategies for overcoming gender barriers.
The
purpose of the Technical and Operational Support Consultant is to support the
IEE programme and technical and logistical operations required to develop the
structured learning programme materials in order to ensure the successful
development of the materials.
purpose of the Technical and Operational Support Consultant is to support the
IEE programme and technical and logistical operations required to develop the
structured learning programme materials in order to ensure the successful
development of the materials.
TASKS
1.
Support
the facilitation of workshops:
Support
the facilitation of workshops:
i)
Supporttrainers to discuss challenges and successes.
Supporttrainers to discuss challenges and successes.
ii)
Facilitatea space for trainers to support one another in finding solutions and
strategies for success.
Facilitatea space for trainers to support one another in finding solutions and
strategies for success.
iii)
Encourage and help trainers maintain focus on their roles.
Encourage and help trainers maintain focus on their roles.
3.
Provide
technical inputs into the development of training materials.
Provide
technical inputs into the development of training materials.
i)
Provide ongoing technical support to International Consultants, providing
second line technical expertise to development of materials
Provide ongoing technical support to International Consultants, providing
second line technical expertise to development of materials
iii) Coordinate the finalization of materials
iv) Support the testing of draft materials
4. Establish and
maintain communication with relevant local stakeholders
maintain communication with relevant local stakeholders
5.
Communicate
with all team members to provide support, problem-solving and encouragement
Communicate
with all team members to provide support, problem-solving and encouragement
6.
Provide
logistical support to IEE Rwanda in organizing workshops and other activities,
as necessary.
Provide
logistical support to IEE Rwanda in organizing workshops and other activities,
as necessary.
7.
Be
available to help trainers address big and small personal and professional
matters that pertain to their work as trainers.
Be
available to help trainers address big and small personal and professional
matters that pertain to their work as trainers.
8.
Participate
inmanagement/team meetings.
Participate
inmanagement/team meetings.
9.
Participate
in all IEE Rwanda and UNICEF functions as needed and represent IEE Rwanda when
and where appropriate.
Participate
in all IEE Rwanda and UNICEF functions as needed and represent IEE Rwanda when
and where appropriate.
10. Work in partnership
with international consultants, providing support as necessary
with international consultants, providing support as necessary
QUALIFICATIONS
- University
degree in education or social sciences; - 3+
years of working in NGO management; - Demonstrated
experience in programme management and implementation. - Demonstrated
technical expertise in education delivery and curricula development; - Previous
experience working with NGOs and government systems;
- Good
writing skills in English required;
- Knowledge
of the Rwandan context and Kinyarwanda would be an asset; and - Good
communication and advocacy skills. - Previous
experience in production of teaching/learning/ facilitation material. - Good
facilitation and training skills. - Demonstrated
ability to meet deadlines and to work under pressure. - Proven
awareness of gender equality and human rights and dedication to bear them
in mind while planning and implementing tasks.
To
apply
apply
Qualified
candidates are requested to submit a cover letter and CV with scanned copies of
certificates/diplomas, to The Country Director, Inspire Educate and Empower
Rwanda (IEE Rwanda) at murenziemma@yahoo.co.uk
on or before the closing date of 18 April 2017. Only short-listed
candidates will be contacted.
candidates are requested to submit a cover letter and CV with scanned copies of
certificates/diplomas, to The Country Director, Inspire Educate and Empower
Rwanda (IEE Rwanda) at murenziemma@yahoo.co.uk
on or before the closing date of 18 April 2017. Only short-listed
candidates will be contacted.
No
late application or telephone inquiries will be considered.
late application or telephone inquiries will be considered.
IEE
Upholds UNICEF commitment to gender balance and diversity without distinction
as to race, gender or religion and without discrimination of persons with
disabilities.
Upholds UNICEF commitment to gender balance and diversity without distinction
as to race, gender or religion and without discrimination of persons with
disabilities.