To provide high-level technical input and support to improve the learning of children with disabilities which enable an improvement in their overall quality of education.

 

Responsibilities:

• Train and mentor national volunteers deployed as Special Needs Education Coordinators (SNECOs) across several districts of Rwanda in each aspect of their role, including on their training and mentoring of school inclusive education focal teachers and school leaders (including governing bodies), and on engagement with district and sub-district officials.
• Make frequent school and community visits alongside SNECOs to support the achievement of the programme.
• Provide inclusion-related technical advice to the BLF staff team on each component of the programme i) identification, screening and diagnosis processes; ii) teacher development and classroom practice; iii) enhanced school leadership by head teachers and School General Assembly Committees (SGACs); and improved coordination and management by local education authorities.
• Support the development of training and professional development materials for SNECOs and school inclusive education focal teachers, head teachers and school governing bodies.
• Collect data and evidence, including supporting the development of success and case stories, to inform evaluation, learning and communications in regard to the programme
• Contribute to local level and central level reviews of the progress of implementation and impact of the programme.
• Produce accurate and reflective reports in regard to implementation of the programme.
• Support advocacy activities within the project.

• At least five years’ practical experience in inclusive education and/or special needs education.
• Flexibility and resilience within project work, which can be quite ‘fast paced’, sometimes under pressure, where activities can sometimes be adapted at short notice.

• Proven ability to train, coach and supervise others.
• Sensitivity to working in developing countries.
• Influencing, negotiation and facilitation skills.

Desirable:

• Data collection and project monitoring experience and a structured approach to documenting progress and learning.
• Strong ICT skills and knowledge of using tablets, smartphones and computers for data collection.
• Advocacy.
• Extra expertise in one or more areas of the inclusive education aspects of the projects, such as identification, assessment and referral; teacher development and practice; school leadership; management and leadership at local authority and central government level; inclusive systems

If you’re interested in applying for this role, please click on the link //bit.ly/inclusiveeducationadviser for more information.

All applications to be submitted before 31st December 2022