The Ugandan Jobline

• Strengthened educational management within the district
• Improved school support and supervision services
• Enhanced the quality of teaching and the learning experience
• Improved school management and strengthened community involvement

• Prioritising: focusing on a small number of core priorities that
  offer the greatest potential for achieving better learning outcomes for
  all children.
• Using evidence: getting and using education performance data and
  information to monitor performance and drive improvement.
• Problem-solving: ability to adopt a problem-solving approach that
  identifies and analyses bottle-necks in performance
• Provide support on strengthening performance in key areas of
  district education management and administration, including:
• District education planning, budget and resource allocation,
  including the distribution and allocation of teachers (deployment and
  transfers)
• District education office management routines of progress checks on
  priorities and follow-up actions
• District monitoring and supervision of primary schools, including
  school inspection
• Establishing literacy and numeracy benchmarks through which to
  measure learning outcomes

• Head Teacher and School Management Committee/Parent Teacher
  Association
• Continuous Professional Development with a particular focus on
  literacy and numeracy
• School support and supervision processes
• Establishment of community-based school readiness programmes
• Implementation of training and capacity-building activities,
  including
• Undertaking training needs analysis
• The design, development and delivery of specific training
  events/workshops for key stakeholders at school, community, sub-county,
  county and district levels
• Establishing coaching and mentoring programmes

• Undertaking regular visits to schools and Primary Teacher Colleges,
• Develop effective working relationships with key political and
  administrative stakeholders, as well as with other relevant development
  partners (e.g. bi- and multi-lateral programmes, NGOs)
• Participate in meetings involving education partners and
  stakeholders
• Broader team responsibilities and duties
• Effectively document all information related to project successes
  and best practices
• Contribute as a team member to SESIL’s overall planning, monitoring
  and reporting routines under the direction of the Regional Coordinator
• To liaise with other team members in the implementation across the
  several work streams, in particular the M4R, district, school and teacher
  performance.
• To embed issues of gender and inclusion within all work in local
  governments
• In close collaboration with the national and regional teams to
  ensure that they develop and implement effective strategies that raise and
  district performance.

• The applicant must be a graduate or hold postgraduate qualification in education
• Varied and recent experience of working in service delivery with, or
  in, local government, preferably in a performance improvement capacity,
  preferably in education
• Strong communication skills – ability to express ideas and
  information clearly and simply, both verbally and in writing. A high level
  of written and spoken English is essential.
• Strong analytical skills – ability to investigate and understand
  constraints and bottle-necks
• High levels of creativity and innovation –  ability to develop and test new
  approaches to old problems
• Leadership and team work – ability to support others through
  mentoring and coaching
• Facilitation skills – ability to design, prepare and deliver
  training and consultation workshops
• Sound understanding of Uganda’s education system, decentralisation
  and local government processes and practices.
• Understanding of the concepts and principles of Managing for Results
  (or similar, e.g. Performance Management, Results Oriented Management,
  Deliverology)
• Computer literacy: working competence in main application (Microsoft
  Office)

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