The purpose of the Activity is to assist USAID and the MOE to deliver interventions at scale as well as pilot and expand new innovations that address the language and literacy needs of primary grade learners while building more inclusive, accountable, and resilient education institutions and systems. The Kenya Primary Literacy Program will reclaim and build upon the learning outcomes achieved at 2019 Tusome EGR endline evaluation.

Responsibilities

• The Monitoring, Evaluation, and Learning (MEL) Specialist shall work under the leadership of the COP or DCOP and will be responsible for all aspects of MEL, including overseeing the MEL activities of subpartners and grantees, and building their MEL capacity if needed.
• The candidate for the position of Monitoring, Evaluation, and Learning Specialist shall have at a minimum the following qualifications:

Qualifications

Education:

• A Master’s-level degree in statistics, monitoring and evaluation, social sciences, or a related field from an accredited university.

Skills and Experience:

• At least 7 years of experience supporting MEL in developing countries, specifically all aspects of performance management and reporting as well as MEL oversight and capacity building of partners;
• Knowledge of a range of approaches to performance monitoring, impact evaluation, and research in areas including design, instrument development, sampling design, data collection, data analysis and dissemination:
• Proven ability to develop, assess and evaluate baseline studies, education-related management information systems, logical frameworks, performance monitoring plans, and performance and impact evaluations related to improvement of reading at the primary grade level;
• Experience project baseline, midline, and endline assessments and classroom-level assessment;
• Strong research and quantitative skills to lead case studies;
• Demonstrated exemplary technical, capacity building, communication, and interpersonal skills to ensure internal coherence among diverse team members and productive relations with the GOK, subpartners, and grantees; and
• Experience successfully supporting the MEL of large-scale national reading programs in a developing country, preferably in Kenya or East Africa, is highly desired.

Language:

• Professionally proficient and fluent in written and spoken English.

Additional Information

• Due to the volume of applications submitted, only finalists will be notified.  No phone calls, please.