Monday, April 3, 2017

Inspire Educate and Empower Rwanda (IEE Rwanda),Technical and Operational Support Consultant Jobs in Rwanda



TERMS OF REFERENCE
PROGRAMME MANAGER – DEVELOPMENT OF STRUCTURED LEARNING PROGRAMME
Position Title:


Level: 

Fee:

Location:

Duration:

Start Date:

Reporting to:

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.
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.
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.
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. 
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.
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.
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.
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:
  • 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.
TASKS
1. Support the facilitation of workshops:
i) Supporttrainers to discuss challenges and successes.
ii) 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.
3. 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 
            iii) Coordinate the finalization of materials
            iv)  Support the testing of draft materials
4. Establish and maintain communication with relevant local stakeholders
5. 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.
7. 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.
9. 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
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
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.
No 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.

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