Education Development Center (EDC) is a global nonprofit that advances lasting solutions to improve education, promote health, and expand economic opportunity, with a focus on vulnerable and under-served populations.  Since 1958, we have been a leader in designing, implementing, and evaluating powerful and innovative programs in more than 80 countries around the world. 

EDC promotes equity and access to high quality education and health services and products that contribute to thriving communities where people from diverse backgrounds learn, live, and work together. We support an inclusive workplace culture that embraces many perspectives and broadens our understanding of the communities we serve, enhancing and enriching our work.    

EDC is committed to equity, diversity, and inclusion in the workplace.  

Project Description

The goal of the five-year, USAID-funded Integrated Child and Youth Development (ICYD) Activity is for Ugandan children and youth, especially the most vulnerable, to receive the support and services necessary to lead resilient, healthy, and productive lives. The ICYD Activity is expected to achieve the following:

1. Children and youth have improved learning outcomes;
2. Children and youth are safe and healthy in their community and learning environments; and
3. Youth practice positive behaviors and are able to make informed decisions about their lives and relationships.

Working in partnership with Ministry of Education and Sports (MoES) and Ministry of Gender, Labor and Social Development (MGLSD), district and zonal officials, and other Ugandan government and civil society partners, ICYD will comprise a series of activities to: support improved basic education for Ugandan children; address school-related and gender-based violence; facilitate enhanced child protection and support for vulnerable youth; provide support to HIV-affected orphans and vulnerable children (OVC) and their caregivers/families; and support HIV care and treatment outcomes in close collaboration with clinical and community structures. ICYD will also contribute to improved systems within the MoES and MGLSD to promote Early Grade Reading (EGR) and child protection.

The ICYD Activity will work with district staff and Primary Teachers’ College (PTC) staff to implement a set of school and community-based activities in early grade reading (EGR) and school-related gender-based violence prevention (SRGBV). The Early Grade Reading Officers will support training and coaching of Coordinating Centre Tutors (CCTs), identification and support of champion teachers, oversee District Education Officer (DEO)/ Head Teacher (HT) training, and support teacher incentive programming. The EGR Officers will also train Community Mobilization Assistants (CMAs) to implement Local Reading Support Plans with Parent Teacher Associations (PTAs)/School Management Committees (SMCs) and communities, and literacy volunteers to implement the Activity’s supplemental reading tutoring program in the zones. The EGR Officers will coordinate closely with the Preservice Education Officers to ensure that preservice and inservice support activities are aligned and mutually-reinforcing. This is a full-time position in Gulu, Uganda.

Essential functions include (but not limited to):

• Contribute to the design and development of teacher training, coaching, and other technical materials to improve reading instruction, including in the use of distance education methodologies to support EGR.
• Coordinate the adaptation of teacher training, coaching, and other materials for reading instruction and lead their validation at the zonal level as needed.
• Manage roll out of training activities related to EGR at zonal and district levels.
• Support the ICYD Activity and zonal offices, PTCs, and other stakeholders in order to effectively utilize technology for in-service and pre-service teacher professional development.
• Coordinate closely with Zonal Preservice Education Officers to align and integrate preservice and inservice teacher support activities.
• Work with ICYD Activity staff, zonal staff, schools, and communities to support the continual improvement of ICDY Activity implementation, based on performance monitoring data.
• Support and participate in key EGR activities such as the Early Grade Reading Assessment (EGRA).
• Collaborate effectively with the government partners.
• Ensure linkages and synergy around reading and writing instruction across the Intermediate Results, Monitoring, Evaluation & Learning, and Cross Cutting Areas of the program.
• Provide technical monitoring input for grants to organizations implementing Accelerated Education programming in the target zones.
• Coordinate at the zonal level with private sector entities supporting the Activity.
• Contribute to quarterly and annual reports, success stories and other communications.
• Support ME&L staff in tracking, monitoring, and evaluating activities in the assigned zones.
• Contribute to organizing, planning, and facilitating training and other ICDY Activity-related activities.
• Actively participate in Collaborative, Learning and Adapting (CLA) processes in place within the project.
• Other related duties as assigned.

The candidate for the position of EGR Officer shall have at a minimum the following qualifications:

• Bachelor’s degree in a field relevant to education with a specialty in early grade reading or another pedagogically oriented specialty.
• A minimum of 5 to 6 years of progressively responsible technical experience EGR programs in both English and Local Language.
• Recognized expertise in EGR in both English and Local Languages/Mother Tongue.
• Demonstrated experience and knowledge of teacher professional development.
• Experience developing materials for EGR in both English and Local Language; experience designing teacher training programs for pre-service and in-service highly desired.
• Experience in working with MoES officials including Primary Teachers’ Colleges (PTCs) and Local Governments (Districts, Cities and Municipalities) in conducting EGR training.
• Proven ability to coordinate and manage teams.
• Knowledge, skills, and experience in conducting Early Grade Reading Assessments (EGRA).
• Expertise in policy for early-grade reading reform highly desired.
• Fluency in English and knowledge of Lëb Acoli, and Lëblaŋo is preferred.

Job application closing date: July 1, 2022

Applications submitted without a resume or CV will not be reviewed.

Due to the volume of applications submitted, only finalists will be notified. No phone calls, please.

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EDC is an Affirmative Action/Equal Opportunity Employer committed to enhancing the diversity of its workforce and ensuring an equitable and highly inclusive work environment. EDC is a smoke-free workplace, and offers a supportive work environment, competitive salary, and excellent benefits. Women, minorities, and individuals with disabilities are encouraged to apply.

This announcement is made possible by the support of the American People through the United States Agency for International Development (USAID). The contents of this notice are the sole responsibility of Education Development Center, Inc. (EDC) and do not necessarily reflect the views of USAID or the United States Government.