Careers

World Education, a division of JSI Research & Training Institute, Inc. (JSI/WE) is dedicated to improving people’s lives around the world through greater health, education and socioeconomic equity for individuals and communities, and to providing an environment where people of passion can pursue this cause.

JSI/WE is seeking a Technical Specialist, Literacy for a five-year USAID funded Targeting the Learning Crisis Activity in Uganda, which aims to create sustained, measurable improvements in development outcomes in Basic Education through Targeted Instruction for foundational skills, a learner-centric pedagogy that reorganizes math and literacy instruction based on children’s actual learning levels, rather than on the prescribed grade-level syllabus. The Activity seeks to implement cost-effective, sustainable, and impactful programming, centered around Targeted Instruction pedagogy for P3-P5, Targeted Instruction and other evidence-based approaches for P1-P2, and evidence-based early childhood education for pre-primary years, in order to significantly improve math and reading learning outcomes for Ugandan primary students.

The Technical Specialist is a full-time position and will be based in Kampala, Uganda. She/He will play a key role in strengthening literacy instruction and learning in Primary grades 1 to 5. This position will focus on enhancing literacy outcomes through evidence-based methodologies and integration of continuous assessment and remedial pedagogy. Particular attention will be given to integration of play-based learning approaches in P1-2 and inclusion of targeted instruction and participatory learning based on Teaching at the Right Level interventions already taking place in Uganda. The Technical Specialist will work closely with the Basic Education Technical Lead, other partners in the consortium and Ministry counterparts.

The LITERACY SPECIALIST reports to the Basic Education Technical Lead

Key Result Areas

• Strengthened Literacy pedagogy in local languages and English in primary schools, aligned with the existing curriculum and based on national and international best practices and evidence from relevant research.
  
• Sustainable Continuous Professional Development course in Effective Literacy instruction for primary school teachers.
  
• Quality Continuous Assessment and Remediation structure aligned with the primary school curriculum, including foundational literacy pedagogy based on Teaching at the Right Level methodology.

SPECIFIC DUTIES AND RESPONSIBILITIES:

• Collaboration with consortium partners and stakeholders such as the National Curriculum Development Center and Uganda National Examinations Board to design or refine literacy instructional and learning materials based on Structured Pedagogy, Learning through Play and Universal Design for Learning principles.
  
• Lead the implementation of the literacy CPD model for teachers, providing foundational training to Master Trainers of PTC centers and other specialists.
  
• Co-develop a cascade training model with monitoring and supervision approaches to support step-down training on regional district and sub-county level to government stakeholders and, ultimately, to teachers in P1-2 and P3-5.
  
• Train teachers to develop and use low-cost manipulatives to visualize literacy concepts, promoting hands-on and participatory learning experiences.
  
• Develop practical coaching and supervision tools for Deputy Head Teachers and Expert teachers to support literacy instruction and student learning in schools.
  
• Develop and implement monthly and termly formative assessments in collaboration with MoES and TLC partners to identify struggling learners.
  
• Train teachers and mentors to use assessment results to plan and implement targeted literacy remediation activities, incorporating Teaching at the Right Level (TaRL) methodologies.
  
• Conduct quarterly monitoring visits with MoES and district education officials to assess program progress, document lessons learned, and make programmatic adaptations.
  
• Coordinate CPD, coaching and pedagogical strategies with others in the TLC team, such as the numeracy and ECCE specialists, to seek alignment and create uniform approaches where possible.
  
• Collaborate with the Monitoring, Evaluation, and Learning (MEL) team to track learning gains and program outcomes.
  
• Coordinate with key stakeholders, including MoES, LEGO Foundation, and other implementing partners, to align program activities with national priorities.
  
• Facilitate community engagement by involving SMC/PTAs and parents in supporting children’s literacy development through community learning camps and other community and home-based activities.
  
• Perform any other tasks required for the needs of the project.

• Advanced degree in Language Education, Curriculum Development, or a related field.
  
• At least 5 years of experience in designing and implementing literacy interventions for primary education, preferably in low-resource settings.
  
• Strong knowledge of Teaching at the Right Level, play-based learning, participatory teaching strategies, and formative assessment and remediation methodologies.
  
• Proven experience in teacher training and coaching, with a focus on continuous professional development at scale.
  
• Familiarity with Universal Design for Learning (UDL) and inclusive education practices.
  
• Excellent facilitation and stakeholder coordination skills, including experience working with government entities and education stakeholders.
  
• Experience developing bilingual educational materials.
  
• Good interpersonal skills at work, good ability to integrate into a multidisciplinary team and having a strong sense of team spirit and work;
  
• Relevant experience with USAID-funded programs and knowledge of USAID rules, and regulations strongly desired;
  
• Excellent verbal and written English
  
• Proficiency in more than one Ugandan local language.

JSI/WE is committed to protecting the populations we serve from exploitation, sexual abuse, child abuse and child neglect. We are a child-safe organization and the safety and wellbeing of children is a priority of our organization, as is the prevention of sexual exploitation and abuse in any form. We have zero-tolerance for such behavior and we will take every measure to prevent such incidents. We have robust recruitment procedures to ensure that all staff are suited to work with the communities served by our programs.


Deadline for receiving applications is Wednesday 8th January 2025. Applications my close earlier as we are shortlisting on a rolling basis.