FHI 360
We are currently seeking qualified candidates for the position of Foundational Learning Specialist for the upcoming USAID-funded Zambia Foundational Learning Technical Assistance Activity (FLTA). This position will be based in Zambia — in Lusaka or a field office in the project’s target regions — and is contingent upon award to FHI 360.
Project Description
The purpose of this anticipated five-year program in Zambia, Foundational Learning Technical Assistance Activity (FLTA), is to assist the Zambian Ministry of Education (MOE) in delivering foundational learning, with the goal of improving learning outcomes in lower primary grades (grades 1-3). The three objectives of the FLTA are to: Support the MOE to continue to implement foundational learning interventions in grades 1-3 nationally; Implement foundational literacy and numeracy interventions with integrated remedial targeted instruction in grades 1-3 in all community and Government of Zambia schools in Copperbelt and Lusaka provinces; and, Respond to emerging needs in the education sector in the event of disasters and emergencies.
Position Description
The Foundational Learning Specialist (FLS) works in close coordination with the Chief of Party and is responsible for managing the quality and timeliness of the project’s overall technical workstream. The FLS will lead the development of evidence-based approaches to improving foundational skills learning, including any materials development and teacher professional development activities. The FLS will contribute to the design, development, implementation, monitoring and evaluation of all activities that aim to improve teaching and learning outcomes. The FLS will support ongoing quality assurance in implementation and collaborate with stakeholders in improving the quality of foundational learning instruction and assessment practice in the classroom, as well as education systems support to factors influencing foundation learning achievement. The FLS will supervise a technical team, liaise with technical partners, relevant national stakeholders, beneficiaries and the donor, as needed.
Job Responsibilities
- Coordinates closely with the Chief of Party (COP) on all technical matters; provides support to the leadership and management of the project, including budget formulation and oversight
- Leads project interventions relating to pedagogic strategies for early grades with a particular focus on literacy and numeracy
- Coordinates technical support to the Ministry of Education and its decentralized actors
- Coordinates planning processes to ensure strategic and cohesive program direction
- Oversees technical outputs (activities, strategies and deliverables) of all implementing partner organizations through regular field visits
- Develops and implements local partner technical capacity building activities
- Supports the COP to oversee project monitoring and evaluation activities in collaboration with the MEL Advisor to build and implement a cohesive data collection, aggregation and reporting strategy with partners
- Provides leadership to technical staff and ensures clear roles and responsibilities; maintains clear lines of communication with project team members
- Collaborates with in-country technical advisors and headquarter-based technical staff to ensure the project is implemented according to organization and industry best practices, program framework, and regulations
Minimum Qualifications
- Master’s degree in education, international development or a related field required with a concentration in early grade reading, language acquisition or inclusive education preferred.
- 10+ years of related work experience in increasingly senior roles, with three years in leadership positions; experience working in a non-governmental organization (NGO) preferred; experience teaching in early grades preferred
- 7+ years of experience working in education reform with a focus on the primary education sector. Strong experience in early grade reading education, math education, curriculum instruction, teacher education, bilingual education or remedial education required
- Demonstrated expertise in education, e.g., early grade reading and/or numeracy, teacher professional development, assessment, policy, etc.; expertise in gender equality and social inclusion preferred; expertise in universal design for learning (UDL) preferred
- Experience in the education sector in Zambia or the region strongly preferred
- Proven technical leadership in USAID-funded projects preferred
- Ability to build positive working relationships with local communities, government officials, implementing partners and donor representatives
- Ability to analyze and establish effective cross-program coordination, procedures, and management systems
- Demonstrated ability in complex environments, working across different cultures, and managing diverse teams to deliver impact within agreed timelines
- Oral and written fluency required in English