The Ugandan Jobline

• Actively participate in the design of
  the annual work plan (AWP)
• Roll out of activities to the
  district and school levels as outlined in the AWP adhering to timelines
• Plan and coordinate regional and district
  schedules in collaboration with AWP technical leads
• Ensure compliance to cost principles
  and financial policies and procedures during activity implementation

• Work with Field Assistants to facilitate
  (DEOs, DISs and other district level staff) quarterly district level
  learning events and progress reviews including presentation of Monitoring,
  Evaluation and Learning ( MEL ) data and development of learning agenda
• Improve district engagement and/or their
  representation in national dialogues through regular communication and collaboration
  events (After-action reviews, reflection moments, etc.)
• Provision of feedback to the district and
  schools for any likely Project updates.

• Coordinate the implementation of the training
  events and other activities at the regional/district level.
• Offer technical expertise for early grade
  reading and positive and supportive school climate trainings both at the regional
  and national level and ensure that capacity needs are appropriately
  identified.
• Provide technical support in reviewing
  Project Training and Community mobilization manuals.
• Provide technical presentations, carryout
  leadership and administrative roles during trainings.

• Model good clinical supervision process and
  technical focus with Head Teachers and Deputy Head Teachers to enhance
  their abilities to support teachers adoption of new methodologies and
  practices (EGR and SRGBV)
• Coach and mentor Field Assistants to
  positively engage and help enhance their skills in clinical support
  supervision as immediate support supervisors through appropriate training
  activities.
• Work closely with PTC principals, CCTs, DISs
  and DEOs to provide on-site supervision to schools, validate teachers’ adoption
  of knowledge and skills acquired during training into the classroom and
  school by generalizing, reflection and acting on the supervision
  experience.
• Collect and consolidate SS monitoring data
  (synthesize and analyze with partners) implementation progress and impact
  of activities in the school (adoption of EGR methodologies and initiatives
  to create a positive and supportive school climate with a robust systems
  to recognize, prevent, report and referral system that is reducing SRGBV)
  and provide ways to improve efficiency and effectiveness of interventions.
• Create and support district level child
  protection follow ups

• Work closely with Procurement and Logistics
  to follow up materials distribution to ensure correct delivery of books, alphabet
  charts, posters, and other TLM materials to schools and colleges.
• Verify if all children have books and that
  they are in use and reading cards are being used at home, etc.

• Ensure key advocacy messages and Social
  Behavior Change Communication is consistently being applied across districts
  through CBO at community and school levels by randomly attending meetings
• Work in liaison with the Communication
  Specialist, provide linkage between the district stakeholders and the
  Uganda Literacy Campaign activities
• Attend various grantee events to ensure
  consistency of delivery (referral web undertaken, reflection communication
  meetings using key messages, community RTRR systems strengthened)
• Support capacity building of SMCs to
  participate in school and district advocacy initiatives
• Collaborate with other team members to build
  capacity of CBO grantees.
• Encourage teachers and parents to read with
  and for children during DEAR day and at home, creating reading corners.

• Participate in organizing and conducting
  Project based meetings with the Field Assistants in developing monthly, quarterly,
  bi-annual basis and as the project may require.
• Assist the Project Field Assistants in
  developing monthly and or quarterly work plans and budgets for project implementation.
• Ensure that the Project Field Assistants are
  empowered with the recommended skills and knowledge for quality performance
  through proper guidance, counseling, coaching and on-site on-spot
  supervision.
• Support technically Field Assistants and
  encourage an environment of professional development and growth
• Create a positive climate that models quality
  and integrity of work and commitment to the project goals

• Compile and share field, training, and FA
  reports, success stories and best practices from the Project Field Assistants,
  CCTs and of all activities conducted on a, monthly and quarterly basis.
• Effectively update the project on any related
  concerns or problems identified during training, on- spot monitoring and support
  supervision.

• Follow up on data collection process to
  ensure accuracy and quality submission to MEL unit
• Participate in the development of school data
  collection tool (mapping or profile data)
• Participate in mobilization and any other
  support to baseline, midline, end line surveys (EGRA and SRGBV) or special
  studies
• Support the Performance and Impact Evaluation
  team (contractor) when monitoring on behalf of USAID
• Contribute to other technical areas of the
  project, as appropriate and required.

• The ideal candidate for the USAID LARA
  Project Program Coordinator job opportunity should hold a Master’s degree
  and one year of experience or a Bachelor’s Degree and 3 year of experience
  or equivalent combination of education and experience
• Excellent knowledge of MS Word, Outlook,
  PowerPoint, Excel
• Ability to multi-task
• Ability to work well with others
• Ability to listen and communicate well both
  verbally and in writing
• Ability to work independently
• Keen attention to detail and accuracy
• Ability to obtain proper security clearances
  as noted by contracts
• Excellent mentoring and coaching skills
• Excellent knowledge and demonstration of EGR
  methodology
• Broad working knowledge of supports that help
  create a positive and supportive school climate including methods to build
  effective recognition, response, reporting and referral systems that
  protect children against school-related gender based violence.
• Ability to speak local language of duty
  station area (Luganda, Runyoro/ Rutoro, Runyankole/ Rukiga) and English.

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