Mott MacDonald
Country: Malawi
Position Location: Mzimba South, Salima, Kasungu, LL Urban, Dedza, Ma
Contract Type: Contract
Work Pattern: Full Time
Sector: International Development
Discipline: Education
Job Ref: 2405
Recruiter Contact: Shailesh Chougule
Job Description:
The overall responsibility of the Numeracy Cluster Coordinator is to support the overall programme coordination and implementation of programme activities at cluster level and strengthen the capacity of local education structures to effectively implement and manage programme activities beyond the life of the programme. A key task involves ensuring that NNPs interventions are scaled through system actors and deliver the intended outcome of improved numeracy levels.
Specific responsibilities include (but are not limited to)
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Responsible for managing the programme implementation and operations at in various educational districts within the Education Division.
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Provide on going support to PEAs, Section heads to strengthen their capacity to effectively support teachers and collect, anaylse and use data.
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Strengthen the capacity of DEMs/ CPEAs to effectively manage the district level activities, resources and data and identify and report issues that may require attention to national level management.
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Work with District Officials to organise and facilitate district review meetings as well as represent the organisation at Division and district meetings and events
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Support PEAs and Section Heads by conducting joint classroom observations and feedback sessions.
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Ensure that programme activities are well coordinated, and programme resources are utilised in an effective manner.
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Collaborate closely with technical staff to ensure that technical inputs are appropriately implemented at division level.
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Support the implementation of teacher trainings, coach trainings and support as well as learning assessments to the extent possible utilising existing MoE CPD structures.
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Conduct regular collaboration meetings with key stakeholders such as MoE and representatives from other donor funded education projects like Next Gen and the BEFIT.
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Manage programme resources under his/her custody e.g. vehicle, stationery.
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Overseeing training logistical arrangements at Cluster, district and zone level.
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Facilitate the effective and timely distribution and reconciliation of TLM at division level.
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Work with DEMISOs and ZEMISOs and strengthen their capacity to collect school data as required and feed into the M&E database.
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Budgeting and timely reconciliation of expenditures
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Identify and document success stories to profile programme impact.
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Submit activity and monthly field reports.
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Any other duties as assigned from time to time.
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Attend relevant meetings with the NNP project team
Note: This job description reflects the current requirements of the post. As the programme is implemented, responsibilities may change. The job description will be reviewed and be subject to amendment in consultation with the post holder and line manager.
Candidate Specification:
Required qualifications and experience
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Bachelor’s degree in education or alternative education approaches such as teacher training, basic education.
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Knowledge of Early grade numeracy curriculum will be an added advantage.
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Experience in overseeing trainings and teacher support activities.
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Experience in monitoring, documenting and reporting project activities and school level implementation of project inputs.
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Experience in working independently and with existing MoE structures at National, Division, District, Zone and School level other.
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Strong written and verbal communication skills
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Proficiency in working with computer packages such as Microsoft Excel, Outlook and data collection tools.
Background:
The National Numeracy Programme in Malawi (NNP) aims to improve student learning outcomes in mathematics so that girls and boys have a solid foundation in basic skills to success in the rest of their schooling and fulfil their potential. The programme provides technical assistance to the Ministry of Education to revise the mathematics curriculum for lower primary (standard 1-4), develop corresponding teaching and learning materials, design teacher training strategies (including school-based support structures), rigorously pilot the new materials and training strategies, document impact, refine the materials and training strategies, and then oversee a national scale-up. The programme is currently being implemented in 1100 schools across the country and will be scaled up to all the public primary schools in the 24/25 academic year.
The programme is led by the Ministry of Education with technical assistance from Cambridge Education, a member of the Mott MacDonald Group.
Equality, diversity and inclusion
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