District Education Coordinator

1. Support to District education system’s collaboration and efficiency

• Oversee district-level government engagement and ensure improved education system in LIFT-supported districts including:

• Support to strengthen the district education management systems to achieve improved foundational learning outcomes in English and Mathematics for boys and girls, in primary level.
• Build District capacity in monitoring education quality, especially in relation to foundational learning.
• Support district education teams in the use of data to inform planning, decision making and resource allocation.
• Strengthen the district leadership capacity to regularly use monitoring data to take informed decisions on
• Support the planning and organisation of district education unit meetings to strengthen collaboration, coordination and communication between relevant actors at District level and with REB/MINEDUC.
• Support strengthening district education management information systems by providing technical support to the district education team, enhancing their ability to manage and oversee LIFT supported initiatives effectively and sustain improvements beyond the LFT timeline.
• Facilitate joint planning and review meetings that promote the integration of gender and inclusion considerations into district education priorities.
• Support and participate in activities pertaining to improving the performance of district education management and administration.

2. Support for improved teachers’ CPD and school supervision

• With guidance from the CPD Coordinator, working with District Education units to support and strengthen the use of Communities of Practice (CoP) to improve teaching and learner-support practices that will lead to better foundational learning outcomes.
• Support strengthening the District Education unit’s regular monitoring and support to school level CPD for improved teacher performance
• Support the District Education units to monitor and review the effectiveness of lower primary English and Math teachers CoPs for improved pupils learning outcome
• Supporting the establishment and/or strengthening of SEI forums to inform District Education Unit (DEU) meetings thus enhancing DEU’s ability to make data driven decisions and address educational challenges more effectively.

3. Capacity building and coaching

• Organise and/or participate in the capacity building of education stakeholders as required
• Provide on-the job coaching and professional guidance to build district capacity in collecting, monitoring and effectively utilising data for decision-making.
• Organise and coordinate district-level activities including CPDs and trainings for stakeholders

4. Engagement and networking

• Develop and maintain effective working relationships with district leadership and other relevant development partners.
• Work with other development partners operating in the district to ensure synergy and avoid duplication of efforts
• Participate in meetings/events involving education partners and stakeholders in the LIFT supported local governments
• Represent LIFT programme at the Joint Action Development Forum (JADF) and advocate for the promotion of foundational learning and the inclusion of all children in school
• Identify and engage with other system strengthening initiatives in the district to ensure complementarity and avoid duplication.

• Facilitate inter-district learning and sharing of best practices on system strengthening approaches.

5. Monitoring, documentation, reporting and learning

• Effectively document all information related to the programme including detailed accounts of achievements and best practices noted in the LIFT supported districts with particular focus on system-level changes and institutional improvements
• Working with the MEL team, coordinate the LIFT MEL activities at district levels.
• Supporting District Education Units to strengthen monitoring mechanisms and implementation of school-based teacher professional development.
• Document lessons learned in system strengthening approaches for potential scale-up across other districts.

6. Broader responsibilities and duties

1. Contributing as a team member to LIFT’s overall planning, monitoring and reporting routines.
2. Collaborating with other team members to implement LIFT work streams with a focus on Managing for Results (M4R) at the district, sector and school levels.
3. To embed issues of gender and inclusion within all work in local governments.
4. Collaborating with national and regional teams to develop and implement strategies that raise district performance.
5. Identifying policy implications from district-level implementation and feeding these insights to national-level advocacy efforts.
6. Supporting districts to develop sustainability plans for continuing improved practices after the LIFT programme ends.
7. Promoting safeguarding and inclusion at the districts through strengthening district team awareness as well as building sustainable reporting mechanisms

• Bachelor’s degree in education, public policy, development studies, social development, or related fields.
• Proven experience in policy development, governance, organisational change, planning, education or any field related to this job description.
• Familiarity with education policies, laws, and system frameworks of the Rwandan education system is an asset
• Experience in teacher professional development and/or educational capacity building is highly desirable
• Experience in education system strengthening initiatives, institutional capacity building, or educational reform projects is strongly preferred.

• Proven ability to work collaboratively with diverse stakeholders, including elected representatives, District officials, civil society, community members, schools.  Strong ability to foster and build networks and maintain diplomatic relations with different stakeholders.
•  Adaptive and proactive attitude to supporting other areas of programme and technical activities.
• Strong analytical skills – ability to investigate and understand constraints and bottlenecks.
• High levels of creativity and innovation – ability to develop and test new approaches to old problems.
• Leadership and teamwork – ability to support others through mentoring and coaching.
• Understanding of change management processes
• Understanding of sub-national government systems including budgeting, planning, reporting etc.

• Strong communication and facilitation skills – ability to express ideas and information clearly and simply, both verbally and in writing.
• Proficiency in written and spoken English and knowledge of Kinyarwanda.
• Skills in advocacy and influencing for sustainable institutional change
• Facilitation skills – ability to design, prepare and deliver training and consultation workshops and other stakeholder engagement activities such as meetings.
• Good reporting and report writing skills

• Strong organizational skills with a track record of meeting deadlines.
• Strong time management skills, with attention to detail.
• Experience with working in a multicultural team.

• Proficiency in guiding organizations through reflective practices based on emerging insights.
• Understanding of the concepts and principles of Managing for Results (or similar, e.g. Performance Management, Results Oriented Management, etc).

• Foundational learning component- this focuses on improving foundational learning outcomes (English and Mathematics) through implementation of effective school-based Continuous Professional Development (CPD), strengthening capacities of districts to support inclusive foundational learning in schools and providing supportive transition to English as the medium of instruction.
• Out of School Children (OOSC) component- this focuses on ensuring that 28,000 highly marginalised OOSC either return to school or access other learning opportunities.

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