Job Description:
The Continuous Professional Development Coordinator will work in close coordination with the Foundational Learning Lead and will be responsible for leading the decentralised programme activities, including daily coordination of the district-based education staff. The Continuous Professional Development Coordinator will be an education specialist with strong expertise in supporting the development of teacher professional development. The individual will ideally have technical knowledge of foundational learning, inclusive and gender responsive teaching methods, and applied experience engaging with district level government structures.
Responsibilities include:
Working with the MEL, Communications, and other staff to ensure learning feeds into programme implementation and adaptation, communication, and advocacy efforts
Note: This job description reflects the present requirements of the post. As duties and responsibilities change and develop, the job description will be reviewed and be subject to amendment in consultation with the post holder and line manager.
Candidate Specification:
Background:
Cambridge Education has been awarded the FCDO funded Girls in Rwanda Learn (GIRL) programme, a 6-year programme (Nov 2024 - Jun 2030). GIRL is the FCDO’s new bilateral education programme in Rwanda, building on components of the previous Learning for All (LFA) programme (2015-2023). The LFA programme worked to improve learning outcomes in English and Mathematics in all government and government-aided schools in Rwanda, with a special focus on girls and including children with special educational needs. GIRL has been designed to build upon this work by continuing to focus on foundational learning outcomes in English and Mathematics, with an even stronger focus on girls’ education and inclusive education. It will work to reduce school drop-out and improve transition to lower secondary or other learning pathways, particularly for girls and children with disabilities. The programme is made up of 3 main components:
• Component 1 will focus on improving learning outcomes in English and Math and providing technical assistance to the Government of Rwanda to strengthen capacity and the policy environment for improved foundational learning.
• Component 3 will focus on managing an innovation fund for out-of-school girls using a test-learn-adapt approach.
• Component 5 will focus on technical assistance and advocacy to the government around foundational learning and out-of-school girls, to ensure approaches are scaled and evidence from the programme feeds into policy and programming in the sector.
Equality, diversity and inclusion
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Agile working
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