3 Job Opportunities at RTI International, Education Program Coordinators

 

Education Program Coordinators 3 (School and Community Inclusive Education Coordinator)  

Position Summary

RTI International is the prime implementor of the USAID Jifunze Uelewe activity focused on sustainably improving literacy and numeracy outcomes of “all learners” from pre-primary through Standard 4 in five regions of Tanzania. For the purpose of this program, “all learners” includes, but is not limited to, marginalized and vulnerable girls and boys, learners with disabilities, minority and linguistic minority groups, urban and rural learners, learners affected by crisis or conflict, and those living in poverty.  The School and Community Inclusive Education Coordinator is responsible, under the direction of the School and Community Inclusive Education Lead for supporting and coordinating the planning and implementation of community engagement and inclusion education activities (in and outside of the school) across the program regions and for building the capacity of GoT counterparts at both the national and regional levels to improve inclusion in early grade education (pre-primary through standard 4).  The School and Community Inclusive Education Coordinator will be based in Dodoma and will report to the School and Community Inclusive Lead.

Primary Responsibilities: 

• Support the School and Community Inclusive Education (SCIE) Lead to ensure inclusion objectives are integrated throughout Jifunze Uelewe (JU) activities and particularly with respect to teaching and learning materials; teacher training and support; and resource allocation decisions.
• Support the SCIE Lead and oversee coordination with the program regions for Outcome 3: Increased community support for safe and inclusive learning environments (in and outside of the school) and leads the regional-based school and community inclusive education advisors.
• Supervise and oversee the performance of the Regional School and Community Inclusive Education Specialists in implementing Outcome 3 activities.
• Support the Literacy, Numeracy and SEL lead in the design of universal design of learning (UDL)-informed teacher guides for inclusive classrooms, Children with Disability classroom kit, and overall implementation of intermediate result 1.3, Inclusive TLMs available to and used by each teacher and child.
• Build relationships, collaboration, and support from/with key government counterparts, particularly with the National Inclusive Education Reference Group, in developing sustainable systems and capacity for supporting safe and inclusive learning environments (in and outside of the school).
• Support and coordinate the regional activities of eKitabu, specifically with respect to support to special needs schools, material digitization, and structuring formative assessments for visually impaired students.
• Support and coordinate the regional activities of Ubongo, specifically with respect to establishing community reading and learning opportunities for children outside of schools.
• Coordinate and support the development of sustainable strategies for school-based screening for children with mild to moderate disabilities and associated referral services.
• Coordinate and support the development of sustainable strategies for community support for children with disabilities.
• Engage with GoT counterparts in Dodoma to develop a financially realistic and sustainable approach to classroom-based inclusive education.
• Generate synergies and ensure lessons learning between JU and other community supports for safe and inclusive learning environments.
• More generally support the Chief of Party, SCIE Lead, technical, and regional staff in the development of the project work plans and strategic frameworks to ensure achievement of program goals.
• More generally work in close coordination with technical leads, local partners, and government counterparts to ensure principles of inclusive education are embedded and integrated across program components and sustained at the community and school level.

Knowledge, Skills and Abilities Required:

• Bachelor’s degree in special education, social work, psychology, education, or related field with 10 years’ experience. Or Master’s Degree with 6 years’ experience.
• Professional experience in teacher training, curriculum design and improvement, flexible assessment, teaching and learning materials, and at least 5 years of experience working in inclusive education.
• Experience with ensuring inclusive education and training approaches for both rural and urban contexts.
• Experience developing and accessing in-service and pre-service teacher training packages.
• Familiarity with the work and organization of the MoEST and strong working relationships with teacher colleges, government, and universities.
• Highly detail-oriented with strong organizational and interpersonal skills
• Strong oral/written communication skills in English and Kiswahili.
• As a global employer of choice, RTI is committed to equity, diversity, inclusion and belonging in the workplace and the communities and markets where we serve our mission. We value diversity of thought, culture, background and perspective and welcome applicants without regard to race, color, religion, sex, age, marital status, sexual orientation, gender identity, national origin, creed, citizenship status, disability, veteran status, or any other classification protected by applicable discrimination laws or RTI policy.
• We are proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law. Further information is available here.
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