Children in Crisis
JOB DESCRIPTION
Job Title: Literacy Specialist, Liberia
Reports to: UK-based Programme Manager
Salary:£25,000 - £28,000per annum,depending on experience
Other benefits:Accommodation, start and end of contract flights, excess baggage allowanceand comprehensiveinsurance.
Contract term:12 month contract
Location:Monrovia, Liberia with regular travel to rural counties
General
Established in 1993, Children in Crisis’ vision is for all children to receive the learning they need for their flourishing and wellbeing. Where resources are few, where education is needed to heal the nation, and where it is too remote for others, CiC’s aim is to support children to read, write, think, pursue their life goals and contribute positively to their communities.
We do this by:
- Protecting vulnerable children and supporting them to access their right to education and learning
- Enabling communities to support the provision of a quality basic education for all children
- Enabling mothers to care for themselves and their children so that children develop the capability to learn
- Supporting communities to organise and develop the internal and external relationships necessary to sustain education for their children
- Working in partnership so as to support local leadership and strong organisations capable of initiating sustained changes for the communities they serve.
Role
Children in Crisis (CiC), in partnership with the Forum for African Women Educationalists (FAWE) Liberia, are seeking to appoint a Literacy Specialist to take a leading role in the first twelve months of an exciting new, four year programme focussed on making a significant impact on the reading and writing ability of children from rural schools and communities in Liberia. The overall aim of the role will be to build the capacity of the FAWE team, particularly the Education Manager and Project Team (comprising of 4 Trainers and 2 Community Mobilisers) and laying the foundations for continual successful implementation, monitoring and development of the programme for the remaining three years of the grant.
Background to the Project
Children in Crisis has been working with FAWE Liberia conducting in-service teacher training with remote primary schools in River Cess County since 2009. In this time, we have built a deep understanding of the issues impacting rural education in the county, which is characterised by an extremely poor learning and resource environment.
While technical skills among teachers are gradually improving, there is demonstrable need to offer more substantive help to teachers to push the key element of literacy forward in schools. It is also clear that children have little exposure to reading materials and little time given to reading. Student interviews conducted by Children in Crisis and FAWE-Liberia in November 2011 revealed a poor home literacy environment. Only 25% of mothers of the children interviewed could read and materials in the home were scarce. Schools also have limited reading material for students to use, most have few textbooks and there is also a paucity of material to practice with outside of these books.
In response, the ‘Our Words Library’ project will apply existing innovations to the challenge of accessing, producing and using teaching and learning materials in very remote, resource-poor rural settings. It will improve literacy levels by matching an increased local availability of materials with the capacity to use those materials both across schools, and communities. The classroom experience for students will be improved through teacher training activities and the integration of literacy activities throughout schools and communities.
Scope of Work
Working closely alongside the FAWE-CiC Project Team, the Literacy Specialist will be required to provide technical input in the first twelve months of the project in thedesign and development of three core project components:
1.The Reading School: a concentrated instructional and literacy training for teachers to provide core pedagogical skills with an emphasis on the reading culture and the effective and appropriate use of reading materials.
2.The Our Words Library: production of child-centred and community-authored reading materials and child empowerment activities
3.The Reading Household: promoting a household and community reading culture.
Responsibilities
Technical Support:
Lead on training and providing technical support, advice and guidance to the FAWE Liberia team, specifically in the areas outlined below:
- The development of literacyand reading modules, including pre-developed lesson plans for each core subject for grades kindergarten to 6th grade - to be integrated into athree-week teacher training course for primary school teachers to helpteachersknow how to include learning activities in their daily lesson plans that promote literacy and reading development, such as: vocabulary, story time, and reading circles.
- Design and development of a training course for School Literacy Specialists (SLSs)- trained School Literacy Specialists will be tasked with promoting literacy and reading development both inside and out of class.The 10-day training course will include modules to help SLSs increase teaching time devoted to reading and literacy promotion, providing individualized literacy assessment and support to their early grades students to track their reading development, as well as holding school based activities focused on reading. They will be trained in how to measure children’s individual literacy skills, based on the EGRA model, testing the various areas of literacy and reading development.
- Design and development of a training course for Parent Teacher Associations (PTAs), to accompany an already developed PTA training – trained PTAs will be tasked with promoting reading and literacy activities within the home and wider community. The training will offer practical steps and activities for PTAs to share with parents/ guardians about how they can promote reading and literacy.
- Design and development of a supplemental English training course for teachers whohave low writing and reading skills themselves- these teachers will undergo a one-week workshop, provided training materials, supplemental teacher resources and reading supplies, to bring them up to better standard with their teaching cohorts.
- Design and analysis of student/teacher testing (based on EGRA and EGMA models) across target and control schools.
Monitoring and reporting:
- Provide technical oversight in the development of M&E plans and of data collection tools and methodologies
- Build the capacity of the FAWE Liberia team in impact assessment and donor reporting.
- Undertake joint monitoring and assessment visits to target schools and communities, with particular focus on the literacy components of the project.
- Assist the team in the analysis of monitoring information obtained during baseline assessment visits, training sessions, and follow-up observations visits.
- Report regularly to CiC’s Programme Manager in London against agreed workplan
Advocacy, networking and representation:
- Participate in the development and implementation of the project’s advocacy strategy
- Alongside FAWE Liberia, represent CiC and FAWE externally, including building and maintaining productive working relationships with a wide network of partners and stakeholders; seeking opportunities through these networks to share best practice and forge literacy alliances that further the aims and objectives of the project.
- Forge productive working relationships with key ministries at national and local level, particularly the Ministry of Education and the Ministry of Gender and Development, to ensure ministry support/ endorsement of the project.
Person Specification
Essential:
- Minimum of Bachelor’s Degree in Education preferably with a specialisation in international development or literacy.
- At least five years practical experience in the education sector with literacy focus.
- Demonstrable experience in successfully applying literacy principles for early grade learners to teacher training, curriculum development, materials development,mentoring and classroom instructionin developing country settings.
- Experience of developing and delivering training and short courses/workshops for colleagues and/or teachers with a literacy/numeracy focus.
- Experience in developing teacher/ learner assessment instruments with a focus on reading/literacy/numeracy.
- Experience of working in partnership with local and international NGOs including skills in mentoring, coaching and capacity-building.
- Experience in high level networking, influencing and advocacy with state and non-government actors.
- Report writing, research and analytical skills.
- Working knowledge of the complexities of working in a post-conflict environment.
Desirable:
- In-depth knowledge of West African education systems especially in-service teacher training and professional development.
- Experience of developing materials for Adult Literacy and Numeracy, preferably aligned with Vocational Skills training.
- Experience of developing and implementing advocacy plans at a community and government level.
Skills, qualities and attitudes:
- Self-motivated with a proactive approach to work.
- Ability to be flexible and to work effectively under pressure with good problem solving skills.
- Strong training and facilitation skills.
- Excellent oral andwritten communications skills and stronginterpersonaland team working skills.
- Computer literate with competence in MS Word, Excel and Outlook.
- Willingness and ability to travel to remote locations in River Cess County to visit schools and communities, coordinate training and workplace observations for extended periods of time.
- Identification with the aims and objectives of Children in Crisis and FAWE Liberia.
Child Protection Policy
As a child-focused agency, Children in Crisis recognise the need to ensure that child protection awareness and strategies are developed and active in its UK and overseas programmes. To this end, CIC will require all successful candidates to sign its child protection policy and code of conduct and, where relevant, to agree to a CRB (Criminal Records Bureau) check.
This is an unaccompanied position.
Applicants should send their CV and covering letter to . Your covering letter should clearly show how you meet the criteria set out in the person specification including evidence of your achievements. Please include the names, positions, organisations and telephone numbers of two referees, one of whom should be your current or most recent employer and indicate if you do not wish them to be approached without your permission. Only shortlisted candidates will be contacted.
Closing date for applications: By 12 noon (GMT) on Monday 18th February 2013
Interviews: To be carried out week beginning 4th March 2013
Children in Crisis are unable to pay travel expenses to interview or make applications for visas or work permits for overseas candidates.
Visit our website to find out more about how Children in Crisis is working to provide educational opportunities for the world’s most vulnerable children.