Project Officer

Forum for African Women Educationalists in Malawi (FAWEMA)

JOB ADVERT

The Forum for African Women Educationalists in Malawi (FAWEMA) is a registered non- governmental organization which brings together educationalists in order to support and promote education for girls and women in Malawi. We work in close partnership with the Ministry of Education, Ministry of Gender, Ministry of Health, Ministry of Youth and other Ministries and partners to support girls and women to acquire education and training for development through advocacy and demonstrative interventions.

FAWEMA’s Vision: A self-reliant and inclusive society where girls and women are creative, innovative and skilled for their well-being.

FAWEMA’s Mission: To promote gender responsive policies, attitudes and practices that provide opportunities to girls and women through evidence-based interventions that allow them to prosper.

With funding from CODE, FAWEMA is implementing a two-year project from 1st June 2025 to 30th September 2027 called ‘Lets Read Ntchisi/ Tiyeni Tiwerenge. The project aims at improving foundational literacy in Malawi through learner-centered tailored support for teachers using interactive text-rich environments. The project will be implemented in Ntchisi district.

In order to ensure quality delivery of the project, FAWEMA seeks to recruit highly motivated, well experienced and committed person to fill the following position:

Project Officer- (to be based in Ntchisi)

Reporting to the Programme Manager, the Project Officer will perform the following duties among others:

Key Responsibilities

1. Program Implementation and Support

  • Coordinate day-to-day implementation of foundational literacy activities for Standards 3–4 aligned with curriculum revisions and initiatives currently underway by the Ministry of Education.
  • Coordinate and support CPD and TLC development aligned with project initiatives and innovations in literacy learning in Standards 3-4
  • Facilitate teacher training, coaching, and mentoring on topics that may include phonological awareness, decoding, fluency, vocabulary, and comprehension.
  • Support integration of relevant and supportive TLMs and learner-centered approaches.
  • Promote the use and maintenance of interactive text–rich environments in classrooms and school spaces to stimulate reading, writing, and oral language development.

2. Technical Literacy Expertise

  • Provide literacy-specific input into instructional materials, school-based activities, and assessment tools.
  • Support the adaptation and use of locally developed decodable, leveled, and culturally relevant texts, ensuring alignment with early grade literacy goals.
  • Guide strategies for engaging children with print in meaningful ways (e.g., classroom libraries, shared reading spaces, student-authored texts, interactive writing displays).

3. Monitoring, Evaluation, and Learning (MEL)

  • Assist in monitoring literacy learning outcomes using classroom observation tools, formative assessments (e.g., EGRA, writing rubrics), and reading environment audits.
  • Document practices and innovations that support teachers to develop literacy engagement in overcrowded and text-scarce classrooms.
  • Contribute to learning reports and reflective Continuous Professional Development/Teacher Learning Circles

4. Stakeholder Engagement and Capacity Building

  • Work with all stakeholder levels from district education leadership, school management, and community groups to support teacher capacity and reading culture promotion.
  • Facilitate parental and community engagement activities, including community literacy days, literacy corners, etc.
  • Promote sustainable use of print-rich resources across school and community settings through locally driven solutions.

Required Qualifications and Experience

  • Bachelor’s degree in Primary Education, Literacy, Linguistics, or a related field
  • Minimum 3–5 years of relevant experience supporting early literacy programming in Malawi.
  • Demonstrated expertise in early grade reading pedagogy, including the use of interactive print environments and learner engagement strategies.
  • Familiarity with pedagogical methods best suited for phonics-based instruction in bilingual/multilingual settings.
  • Experience with literacy assessment tools (EGRA, running records, writing rubrics) and teacher support frameworks.

Skills and Competencies

  • Deep understanding of early literacy development and the role of text–rich environments in supporting reading and writing growth.
  • Ability to support, coach and mentor teachers working in large, under-resourced classrooms.
  • Strong facilitation, communication, and relationship-building skills.
  • Fluency in English and Chichewa required.
  • Willingness to travel regularly to schools and community sites working individually and in coordination with PEA and Head Teachers.

Interested applicants should submit application letter together with their Curriculum Vitae, names and contacts of three referees, not later than 20th June, 2025 to administration@fawema.org and addressed to:

The Executive Director

FAWEMA

P.O. Box 30886

Lilongwe 3

Please note that FAWEMA is an equal opportunity employer