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Job Description

Systems Strengthening Advisor-IR4 Result Lead, USAID-Tunoze Gusoma (Schools and Systems) Project

FHI 360 is a global development organization, with a rigorous, evidence-based approach to human development. Our team of professionals includes experts in education, health, nutrition, 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 multidisciplinary 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 Systems Strengthening Advisor-IR4 Result Lead for the USAID Tunoze Gusoma Schools and Systems project in Rwanda.

Project Description

The USAID Tunoze Gusoma (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 the 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: (IR1) Pre-primary education system enhanced to develop, promote and improve emergent literacy, (IR2) Lower primary reading classroom instruction improved, (IR3) School environments improved for increased lower primary reading outcomes, and (IR4) Education management systems strengthened for improved literacy outcomes. Tunoze Gusoma will include a focus on learning for children with disabilities to ensure project approaches reach all children.

Position Description

The Systems Strengthening Advisor-IR4 Result Lead, a member of the Senior Technical Team, will work under the supervision of the Technical Director and in close coordination with the Chief of Party (COP), the Deputy Chief of Party-Program Management (DCOP-PM), and the MEL Director to lead IR4 team in the management of the project’s systems strengthening component (Intermediate Result 4: Education systems management strengthened for improved literacy outcomes) with the strong focus on institutionalization and sustainability of data, assessment and learning systems as well as ICT solutions enhanced by the project. S/he will directly supervise the Literacy Data Use Specialist and the Decentralized Program Implementation Coordinator in the implementation of systems strengthening activities. S/he will work closely with government entities including REB and NESA and in close collaboration and coordination with other education development partners including IPA, Educate, the World Bank, BLF, etc. to plan, manage and facilitate support designed to improve data collection, analysis and visualization systems through the Comprehensive Assessment Management Information System (CA-MIS) as well as related policies, to increase transparency in data-sharing/use and support increased use of data in decision-making at national and decentralized levels. S/he will also work with the Technical Director, and the IR 1, 2 and 3 leads to ensure strengthening and sustaining the links between schools and decentralized and national education stakeholders as well as experts from Florida State University to support REB/NESA, URCE and possibly pre-service institutions in the finalization of the Tunoze Gusoma national learning agenda for emergent/early literacy, and the implementation of at least three demand-driven studies and the organization of learning Lab events to synthesize/apply available literacy evidence and learning.

The Systems Strengthening Advisor-IR4 Result Lead will also lead the planning and management of institutional capacity strengthening with district and sector level education actors to coach and mentor school-level staff to ensure that individualized student literacy assessment data is collected, reported and used to improve classroom instruction. The Systems Strengthening Advisor-IR4 Result Lead will lead the project’s initiatives to improve education system resilience and capacity to ensure the continuity of literacy learning in epidemic-pandemic related or other emergent situations affecting the regular functioning of schools. This includes strengthening distance education and supporting the system to improve planning at district and school levels with communities for increasingly feasible and effective foundational learning methods, including during crisis/recovery.

The work of the Systems Strengthening Advisor-IR4 Result Lead will require close collaboration with the Government of Rwanda, and other educational development partners, and key stakeholders.

Job Summary/Responsibilities

• Works closely with the Technical Director, COP, DCOP-PM, IR 1, 2, 3 leads and MEL Director to develop and implement the strategy to effectively engage government stakeholders (REB and NESA) in sustainable efforts to improve systems for education resource management, literacy data collection and use in sustainable improvement of instruction and early literacy outcomes of all children in preprimary and lower primary levels.
• Responsible to ensure planning, timelines, and scheduling workflow for Result 4 activities, in coordination with the technical Director, DCOP-PM, IR 1, 2, 3 leads and Florida State University
• Coordinates with the projects technical leads in the design and development of content for improving education resource management, data systems and data use.
• Undertakes actions of collaboration with other development partners to provide effective support to government stakeholders to continuously improve the quality of literacy data collection and visualization, and management of data collection systems for literacy- related data (which may include a variety of data, such as student literacy outcomes, teacher training, dashboard generation and visualization)
• Liaises with FHI 360 Technical experts for input and review and incorporates feedback
• Writes and oversees quality and timeliness of professional development (PD) activities for system actors and facilitates PD sessions at national and sub-national levels
• Plans and carries out stakeholder institutional capacity strengthening and collaborative work with the government at central and decentralized levels to improve the quality of and use of literacy related data for decision-making, and decentralized resource management related to improving literacy results
• Coordinates with sub-awardees (Save the Children and Florida State University) to assure alignment, quality, and integration of activities within Result Areas 4, including for carrying out a research agenda and other initiatives to synthesize and apply literacy evidence.
• Coordinates with DCOP and Technical Directorto ensure that initiatives at the systems level are focused on improving literacy and the school environment including school safety, Social Emotional Learning (SEL), Universal Design for Learning (UDL), gender and disability-inclusion, and Social Behavior Change (SBC).
• Reviews effectiveness of Result 4 (Systems Strengthening strategy) and makes recommendations for improvement.
• Works with COP, DCOP and other technical leads to coordinate the development and implementation of the sustainability strategy.
• Facilitate the institutionalization and sustainability of lower primary and preprimary assessment tools (LEGRA, IDELA)
• Works closely with Save the children, Uburezi Iwacu and districts to put up a strategy of coordinating all literacy activities at decentralized levels and to strengthen links between in school literacy activities and community literacy activities.
• Supports performance management and professional development of direct reports, including ongoing feedback, coaching, and career support.
• Executes all other tasks as requested by supervisor.

  Qualifications

  • A minimum of a master’s degree is required in one of the following fields, or closely related field: Business Information Systems, Education Policy, Education Administration or management, or any other master’s degree in a field relevant to use of technology and computer systems in management learning assessment data
  • A minimum of seven (8) years of technical experience in Rwanda working on donor funded projects providing technical assistance related to system strengthening to government education entities.
  • Familiarity with and experience applying and translating Rwanda education strategy and policies into program design and implementation to improve the quality of basic education.
  • Experience with using education technology and information systems to improve instruction highly desirable.
  • 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 experience working on a project designed to improve quality of literacy instruction.
  • Ability to organize and conduct trainings and technical workshops related to literacy.
  • Experience working with key government entities, such as REB and NESA in the implementation of programs funded by bilateral or multilaterals donors (USAID, FCDO, World Bank, etc.).
  • Excellent oral and written communication skills in English and Kinyarwanda required.

    This job is role is on national contract. Only nationals and people holding Rwanda working permit are allowed to apply. 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.

    This job posting 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.

    FHI 360 is an equal opportunity and affirmative action employer whereby we do not engage in practices that discriminate against any person employed or seeking employment based on race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, marital status, physical or mental disability, protected Veteran status, or any other characteristic protected under applicable law.

    Our values and commitments to safeguarding: FHI 360 is committed to preventing any type of abuse, exploitation and harassment in our work environments and programs, including sexual abuse, exploitation and harassment. FHI 360 takes steps to safeguard the welfare of everyone who engages with our organization and programs and requires that all personnel, including staff members and volunteers, share this commitment and sign our code of conduct. All offers of employment will be subject to appropriate screening checks, including reference, criminal record and terrorism finance checks. FHI 360 also participates in the Inter-Agency Misconduct Disclosure Scheme (MDS), facilitated by the Steering Committee for Humanitarian Response. In line with the MDS, we will request information from job applicants’ previous employers about any substantiated findings of sexual abuse, exploitation and/or harassment during the applicant’s tenure with previous employers. By applying, job applicants confirm their understanding of these recruitment procedures and consent to these screening checks.

    FHI 360 will consider for employment all qualified applicants, including those with criminal histories, in a manner consistent with the requirements of applicable state and local laws.
    
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