Early Grade Reading Specialist USAID Project Jobs - Deposit Protection Fund of Uganda (DPF)

Early Grade Reading Specialist USAID Project Jobs – Deposit Protection Fund of Uganda (DPF)

Job Title: Early Grade Reading Specialist

Organization: Deposit Protection Fund of Uganda (DPF)

Duty Station: Kampala, Uganda

About US:

FHI 360 is a nonprofit human development organization dedicated to improving lives in lasting ways by advancing integrated, locally driven solutions. Our staff includes experts in health, education, nutrition, environment, economic development, civil society, gender, youth, research, technology, communication and social marketing — creating a unique mix of capabilities to address today’s interrelated development challenges. FHI 360 serves more than 60 countries and all U.S. states and territories.

About USAID Project:

FHI 360 seeks to implement an anticipated five-year USAID Integrated Child and Youth Development Activity in Uganda. The project seeks to improve children and youth learning outcomes while ensuring that children and youth are safe and healthy in their community and learning environments. The project will address early grade reading, strengthen systems, and use local partnerships to achieve results.

Job Summary: The Early Grade Reading Specialist (EGRS) will provide technical leadership in assuring high quality reading and writing programming in Uganda. They will be responsible for the overall planning, implementation, and management of the early grade reading (EGR) technical component of the project, as well as the achievement of the goals and objectives of the literacy component of the project in a timely and cost-effective manner. In collaboration with the Ministry of Education and Sports (MoES) and education stakeholders, the EGRS will work with partner organizations to: (1) implement a high quality, standardized approach to reading and writing using Uganda’s primary school curriculum; (2) review and revise existing multilingual education materials, and create new reading curriculum and teaching and learning materials; and (3) provide support to reading programs as needed.

Key Duties and Responsibilities:

Provide strategic and technical leadership in the implementation and coordination of EGR program activities;
Lead the team of technical staff and partners working on curriculum and materials development, including teaching materials, textbooks, and supplementary materials, and ensure quality and alignment of said materials;
Monitor the goals and objectives of the EGR component of the project to assure progress towards successful implementation;
Support efforts aimed at building community and parent engagement for reading;
Build strong collaborative relationships with governmental agencies, USAID/Uganda Mission, and other NGOs to establish collaborative working processes, enhance quality and effectiveness of programming, and serve as a knowledgeable resource in the area of literacy programming;
Review, analyze, and evaluate the effectiveness of literacy related activities and make recommendations for improvement to meet project goals, especially student outcomes; and
Ensure EGR activities are gender-sensitive, respond to needs of children with disabilities, and are respectful of student diversities.

NB: 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.

Qualifications, Skills and Experience:

The applicant for the FHI 360 job placement must hold a Master’s degree or higher in on of the following fields: reading and writing education, curriculum and instruction, elementary teacher education, or education with a reading focus;
At least 7 years of demonstrated technical expertise, with substantial developing country experience;
At least 5 years of demonstrated excellence in a management position, preferably including direct supervision of professional and support staff, and quality evaluation of staff performance and deliverables is required;
Working knowledge of linguistics, instructional design, bilingual education and language transition;
Demonstrated technical expertise with literacy assessment, teaching and learning materials, and scripted lessons required;
Experience and expertise in overseeing the design of instructional materials for large-scale education programs required;
Ability to organize and conduct trainings and technical workshops related to literacy;
Familiarity with the current and historic child and youth education and health services delivery sector in Uganda preferred;
Prior knowledge of and experience with USAID-funded early grade reading programs; some knowledge of PEPFAR programming (especially OVC and/or DREAMS) experience preferred;
Demonstrated experience with local partner organizations and capacity building; and
Fluency in written and spoken English required.