World Vision is a global Christian relief, development and advocacy organization dedicated to working with children, families and communities to overcome poverty and injustice. We are a community of close to 40,000 staff working across the world to help change the lives of vulnerable children. Our supporters, partners and staff join forces with communities on the ground to help children enjoy good health, be educated for life, experience the love of God and their neighbours and be cared for, protected and participating in addressing issues that affect their lives. World Vision has been active in Zimbabwe since 1973. Our operations are spread across 9 out of 10 provinces, with a majority of over 1.75 million beneficiaries in rural areas. Our current programs focus on improving the well-being of boys and girls in three priority sectors: health and nutrition, livelihoods and education. We also focus on child protection, gender and disabilities, emergency assistance and resilience building as cross cutting priorities across our programs. If you share the same vision, JOIN US and contribute to life in all its fullness for the children and communities we serve.
About the grant : The Department for International Development (DFID) is funding a 4-year, £12 million Teacher Professional Development (TPD) initiative, that is part of the broader Teacher Effectiveness and Equitable Access for All Children Programme (TEACH) in Zimbabwe. TEACH has been designed to contribute to a positive shift in the trajectory of teaching and learning outcomes in Zimbabwe; leaving no child behind. The TPD component is scheduled to launch this year (2020) beginning with six-month Inception Phase followed by multiyear Implementation Phases. The TPD aims to improve the capacity of primary and secondary teachers in Zimbabwe to deliver high-quality education using evidence-based targeted in-service teacher training. World Vision Zimbabwe is currently recruiting for several full and part-time positions to design and deliver this programme.
Please be advised that the position is contingent upon contract award and client approval.
POSITION: LITERACY SPECIALIST
Provides leadership in the development of standards and benchmarks in literacy/reading in collaboration with Ministry of Primary and Secondary Education (MoPSE) department of policy planning and research and also teacher departments in local universities, and with the Ministry of Higher and Tertiary Education Science and Technology Development (MOHTESTD) on teacher training.
Supervises the adaptation and development literacy teaching and learning materials.
Supports the national roll-out of the literacy curriculum, incorporating new methodologies and materials developed by the programme.
Supports the development of assessment teacher training materials (formative and summative) for the literacy skill development of students.
Ensures that activities and approaches across geographic areas are complementary and equitable, including under-served populations in need of inclusive education.
Provides bespoke technical assistance on literacy to the TEACH programme, its partners, MoPSE, MOHTESTD and Zimbabwe School Examination Council.
Liaises with Ministry of Primary and Secondary Education on technical matters and bears ultimate responsibility for ensuring that children in programme-supported schools achieve improved outcomes in literacy.
KNOWLEDGE, SKILLS & ABILITIES
Master’s Degree in education with a specialty in literacy or another pedagogically-oriented specialty;
At least five years of experience in work specifically to improve evidence-based literacy programming; preferably directed to rural, under-served populations and with experience at a foundational level;
NGO / Humanitarian experience in education grant will be an added advantage
At least five years of experience in Zimbabwe and/ Sub-Saharan Africa is highly desired;
Experience at delivering coaching and support on education issues at a variety of levels within the education system,
Prior proven experience with the development and implementation of evidence-based literacy materials (and preferably in local languages), training programs, classroom monitoring protocols, and tests and assessments required; EGRA/ STAR experience (preferred);
Fluency in English is required; fluency in local languages is highly desired.
NB: Shortlisting will be done as applications are received. Only shortlisted candidates will be contacted.