Volunteer role description template

Role Title	Early Childhood Education Care Education Facilitator
Country/Project	Rwanda/TMR Project
Duration	9 months
Role purpose	The role purpose of the National Early Childhood Care and Education LTP Facilitator (NECCE LTPF) at VSO Rwanda under the TMR Project is to train and mentor ECCE pre-primary teachers and school leaders in supporting inclusive LTP approaches, utilizing EdTech for self-study and adapting teaching methods, support monitoring and evaluation of the project ensuring that data requirements are adhered to.

 

Safeguarding level

Level 2

1.     Introduction to VSO

VSO is the world’s leading international non-governmental organization that works through volunteers to create a fair world for everyone.

Our work centres on those who are left out by society – those living in extreme poverty or with disability and illness. Those who face discrimination and violence because of their gender, sexuality, or social status. Those who are at risk from disaster, disease, and conflict. But they are not passive beneficiaries of aid; they are the “primary actors” at the heart of our efforts. From their perspective, we define the issues, opportunities, and solutions that drive sustainable, local-led change. These individuals are the key agents of their own transformation.

Our Approach

Our Volunteering for Development (VfD) method supports the most vulnerable and marginalised to achieve their rights and bring about lasting change to create a fair world for everyone. Rooted in addressing the fundamental causes of – marginalisation and vulnerability, our three core approaches – social inclusion and gender, social accountability, and resilience – guide our work in inclusive education, health, and resilient livelihoods. 

Our Volunteering for Development method recognises the importance of relationships in forging a shared understanding and commitment and building collective action to lasting change. With most of our volunteers being national, we build blended teams of community, national, and international volunteers, uniting diverse perspectives, and experiences to generate insight, innovation, and action that tackles the complex issues faced by our communities. This kindles the potential for active citizenship worldwide, encouraging people to step forward and lead the change that fosters a fair world for all.

2.     Project background and contextual information

Twigire Mumikino Rwanda is a 4-year project. Summary: TMR addresses gaps in the implementation of play-based curriculum, barriers of workforce capabilities, inclusion, and disability to transform Rwanda’s ECCE system by strengthening, integrating and embedding hands-on quality LtP.

The purpose of TMR is to strengthen ECCE systems through deeper integration of LtP for 3-6-year-olds to become creative, engaged and resilient lifelong learners.   TMR aims to see that children in Rwanda aged 3-6 years, experience quality and sustained learning through play in school/center-based learning environments which supports their development as engaged and lifelong learners

The role will be for technically supporting digitalized professional development for teachers built into VSO School App in the district. Remotely support teachers to monitor progress they are making on the app resource. Give support where needed. Develop an activity plan to visit schools in collaboration with the IV supporting three districts in which the one you will work in is located. This plan should have clear deliverables aligned to the main implementation plan as will be coordinated by the District Coordinator. Plans should show logistical support needed.

• Role outputs
• Train and mentor pre-primary teachers and school leaders in inclusive Learning Through Play (LTP) approaches.
• Provide technical support for teachers in using EdTech for self-study, adapting LTP methods, and collecting evidence for program evaluation and communications.
• Conduct frequent school visits to guide teachers in integrating inclusion, gender, social accountability, and resilience into their teaching.
• Facilitate training for community volunteers and local authorities to improve parental engagement and management by education authorities.
• Participate in monitoring, evaluation, and reporting of program progress, and collaborate with an international volunteer while working independently across district schools.

•  Experience and skills required for this volunteer placement

• At least two years’ practical experience in early childhood education / candidates without any teaching experience who qualified in early childhood education course are encouraged to apply.
• Practical Knowledge of understanding Learning through play, inclusion and learner centred approaches.
• Ability to write good reports generating evidence and change case stories.
• Fluent English and Kinyarwanda speaker with good written skills and the ability to explain play- based learning concepts to relevant audiences of different levels.
• Demonstrate the ability to learn to adapt practical training, mentoring, coaching.

Desirable Skills:

• Data collection and project monitoring experience and a structured approach to documenting progress and learning.
• Open to learning tips of better LTP approaches.
• Mentoring colleagues and teachers to gain experience. 

MAKE AN APPLICATION HERE