Reference 6998-15N07026
Location Africa – Rwanda
Town/City Kigali
Application Deadline Date 23-May-17
Category Education
& Life Skills
& Life Skills
International Role Yes
JOB DESCRIPTION
PURPOSE
OF POSITION:
OF POSITION:
This
position will report to the Deputy Chief of Party-Food For Education Programme.
The Technical Education Manager, World Vision Rwanda, will have a matrixed
reporting relationship to the Literacy Specialist.
position will report to the Deputy Chief of Party-Food For Education Programme.
The Technical Education Manager, World Vision Rwanda, will have a matrixed
reporting relationship to the Literacy Specialist.
The
Literacy Specialist will lead on the development and review of literacy
teaching and learning materials for the Rwanda Food for Education project. The
Specialist will lead on engagement with external agencies to ensure robust
collaboration with other agencies working in the area of children’s literacy in
Rwanda, and to avoid duplication of work. Finally, the literacy specialist will
identify some of the project’s literacy consultancy needs, manage said
consultancies, and review deliverables.
Literacy Specialist will lead on the development and review of literacy
teaching and learning materials for the Rwanda Food for Education project. The
Specialist will lead on engagement with external agencies to ensure robust
collaboration with other agencies working in the area of children’s literacy in
Rwanda, and to avoid duplication of work. Finally, the literacy specialist will
identify some of the project’s literacy consultancy needs, manage said
consultancies, and review deliverables.
KEY
RESPONSIBILITIES:
RESPONSIBILITIES:
Lead
development and review of literacy teaching and learning materials:
development and review of literacy teaching and learning materials:
·
Lead the revision/development and contextualization of
project-appropriate teacher training content in reading for grades 1-3. Lead
the adaptation of the Coaching Manual in collaboration with REB. Contribute as
needed along with consultancy support to the development of reading instruction
content for teachers for grades 4-6. Advise the project’s WASH component to
develop age-appropriate WASH materials.
Lead the revision/development and contextualization of
project-appropriate teacher training content in reading for grades 1-3. Lead
the adaptation of the Coaching Manual in collaboration with REB. Contribute as
needed along with consultancy support to the development of reading instruction
content for teachers for grades 4-6. Advise the project’s WASH component to
develop age-appropriate WASH materials.
·
Coordinate development, vetting and procurement of supplementary
reading materials for children with Rwanda Education Board, local publishers
integrating other sectors as appropriate, and coordinating with external actors
as needed.
Coordinate development, vetting and procurement of supplementary
reading materials for children with Rwanda Education Board, local publishers
integrating other sectors as appropriate, and coordinating with external actors
as needed.
·
Ensure that reading materials are selected based on the results
from a baseline assessment on reading skills in the target population of
children.
Ensure that reading materials are selected based on the results
from a baseline assessment on reading skills in the target population of
children.
·
Lead the contextualization of community action content and
materials for training of communities.
Lead the contextualization of community action content and
materials for training of communities.
·
Adapt other existing training materials in collaboration with REB
and other key early grade reading stakeholders based on a review of materials
available in schools to ensure gaps are filled and to eliminate duplication.
Adapt other existing training materials in collaboration with REB
and other key early grade reading stakeholders based on a review of materials
available in schools to ensure gaps are filled and to eliminate duplication.
Review
of Work Plans and Consultancy Needs:
of Work Plans and Consultancy Needs:
·
Provide technical review and feedback on feasibility of proposed
work plans; provide adjustments and recommendations as needed.
Provide technical review and feedback on feasibility of proposed
work plans; provide adjustments and recommendations as needed.
·
Identify consultancy needs for literacy activities to ensure
targets are met on time; manage consultancies and review technical deliverables
in consultation with identified WVUS and GC colleagues.
Identify consultancy needs for literacy activities to ensure
targets are met on time; manage consultancies and review technical deliverables
in consultation with identified WVUS and GC colleagues.
·
Assist DCOP in providing oversight and follow-up to World Vision’s
literacy-focused subgrantees on the project.
Assist DCOP in providing oversight and follow-up to World Vision’s
literacy-focused subgrantees on the project.
Partnership
Engagement:
Engagement:
·
Engage with strategic partners, including MINEDUC, REB, and other
education departments ministries (in coordination with the NO Education
Advisor), key bilateral donors (USAID, DFID, JICA, etc.), and other relevant
major education actors (i.e. Save the Children, Rwanda Reads, Chemonics/Some
Umenye project and local organizations) to ensure coordination and
collaboration in the child literacy space, and identify/develop WV’s core
literacy strengths.
Engage with strategic partners, including MINEDUC, REB, and other
education departments ministries (in coordination with the NO Education
Advisor), key bilateral donors (USAID, DFID, JICA, etc.), and other relevant
major education actors (i.e. Save the Children, Rwanda Reads, Chemonics/Some
Umenye project and local organizations) to ensure coordination and
collaboration in the child literacy space, and identify/develop WV’s core
literacy strengths.
·
Works closely with Education Technical Manager to ensure the food
for education program is well represented in all Education coordination
meetings and other humanitarian forums at all levels.
Works closely with Education Technical Manager to ensure the food
for education program is well represented in all Education coordination
meetings and other humanitarian forums at all levels.
Management
and Building Capacity of Local Staff:
and Building Capacity of Local Staff:
·
Determine literacy competency needs for WV literacy staff and in
Determine literacy competency needs for WV literacy staff and in
·
corporate into staff L&D plans. Build the capacity of Literacy
Coordinators in literacy competencies across the 5 core reading skills.
corporate into staff L&D plans. Build the capacity of Literacy
Coordinators in literacy competencies across the 5 core reading skills.
·
Provide leadership on monitoring the project’s literacy activities
in partnership with the Technical Education Manager to ensure fidelity of
implementation.
Provide leadership on monitoring the project’s literacy activities
in partnership with the Technical Education Manager to ensure fidelity of
implementation.
KNOWLEDGE,
SKILLS & ABILITIES:
SKILLS & ABILITIES:
·
Masters in Education.
Masters in Education.
·
At least 10 years performing a technical education role and staff
management experience, preferably within East Africa.
At least 10 years performing a technical education role and staff
management experience, preferably within East Africa.
·
Understanding of the 5 core components of literacy instruction.
Understanding of the 5 core components of literacy instruction.
·
Understanding of key challenges in child literacy in east Africa.
Understanding of key challenges in child literacy in east Africa.
·
Understanding of coaching and mentoring methodologies for primary
school reading instruction.
Understanding of coaching and mentoring methodologies for primary
school reading instruction.
·
Understanding of how literacy skills can be sequenced in
instruction.
Understanding of how literacy skills can be sequenced in
instruction.
·
Understanding of language issues in the classroom.
Understanding of language issues in the classroom.
·
Ability to facilitate partnerships at the national level to
improve literacy.
Ability to facilitate partnerships at the national level to
improve literacy.
·
Ability to adapt curricula or other materials based on a review of
other materials available in schools to ensure gaps are filled and to eliminate
duplication.
Ability to adapt curricula or other materials based on a review of
other materials available in schools to ensure gaps are filled and to eliminate
duplication.
·
Understand how to complement work of national literacy programs.
Understand how to complement work of national literacy programs.
·
Ability to assess, level, and develop supplementary reading
materials for children.
Ability to assess, level, and develop supplementary reading
materials for children.
·
Understanding of early grade reading assessment to give input to
monitoring and evaluation processes and outputs.
Understanding of early grade reading assessment to give input to
monitoring and evaluation processes and outputs.
·
Knowledge of the Rwanda MINEDUC early grade reading curriculum a
plus.
Knowledge of the Rwanda MINEDUC early grade reading curriculum a
plus.
·
Excellent written and verbal communication skills in English,
including proposal and report-writing skills.
Excellent written and verbal communication skills in English,
including proposal and report-writing skills.
·
Cross-cultural sensitivity, flexible worldview, and ability to
work with a wide range of people from different backgrounds.
Cross-cultural sensitivity, flexible worldview, and ability to
work with a wide range of people from different backgrounds.
·
Strong supervision skills, including training, mentoring, and
supporting staff.
Strong supervision skills, including training, mentoring, and
supporting staff.
·
Excellent relationship building and people management skills.
Excellent relationship building and people management skills.
·
Emotional maturity and ability to lead a team of professionals.
Emotional maturity and ability to lead a team of professionals.
·
Leadership capabilities that includes coaching staff to high level
of performance & engaging in effective cross cultural & cross
functional working to achieve shared goals and effective indirect line
management.
Leadership capabilities that includes coaching staff to high level
of performance & engaging in effective cross cultural & cross
functional working to achieve shared goals and effective indirect line
management.
·
Must be a role model for how to engage with rural teachers that
face many challenges to teaching reading.
Must be a role model for how to engage with rural teachers that
face many challenges to teaching reading.
·
Ability to motivate and persuade field staff who engage regularly
with school staff of good practices in literacy instruction, innovations and
how to align with national standards.
Ability to motivate and persuade field staff who engage regularly
with school staff of good practices in literacy instruction, innovations and
how to align with national standards.
– See more at: https://careers.wvi.org/jobs/rwanda/education-and-life-skills/litaracy-specialist-rwanda/7404#sthash.OotltX7c.dpuf
