SESIL (Strengthening Education Systems for Improved Learning), is a four-year education programme designed to improve the quality and equity of measurable learning outcomes at lower primary level in Uganda.
SESIL will do this by strengthening the systems needed to manage and raise the performance of four key drivers of learning outcomes: teachers, schools, districts, and assessment and examinations.
Working with the Ministry of Education and Sports (MoES), with funding provided by the UKs Department of International Development, and manged by Cambridge Education, SESIL will support the realisation of two of the MoES’ three strategic objectives as outlined in its Education Sector Plan (ESSP) 2017/18 – 2019/20, specifically:
- Strategic Objective 2:
Enhanced quality and relevant education and training
- Strategic Objective 3:
Efficient and effective delivery of education and sports.
Expected results are:
- An increase in proficiency in literacy and numeracy scores at primary grade 3 level
- An increase in the number of girls and boys completing the first four grades of primary school.
The programme will work with and through the MoES, other central agencies, and with local governments in around 20 districts in West Nile and in the Eastern Region of Uganda.
Initially SESIL will work in five districts in each region, increasing to ten (or more) in the second year.
Managing for results (M4R), lies at the heart of SESIL’s approach.
M4R involves working with stakeholders across the education system to identify and understand what currently prevents elements within the system from working efficiently.
And, once identified, to come up with solutions to address these inefficiencies.
SESIL will deliver a range of interventions to support districts to improve learning for all children through better managing for results.
The interventions are made up of inter-connected and mutually dependent activities which, in combination, will strengthen district education systems in a lasting and sustainable way.
The main areas of development will involve four main groups of stakeholders: district managers, school leaders and teachers, as well as parents and communities
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Responsible for supporting the SESIL Ministry and District Leads in establishing monitoring and reporting routines at the central government, district, and school level. These routines should track progress, inform decision makers, ensure decisions are taken and followed up, and understand and unblock obstacles to progress. The National Results Lead should track the routines and intervene as appropriate.
Helping to improve the effectiveness of the routines. Supporting the SESIL Ministry and District Leads to improve:
Performance information accuracy and regularity
The quality of performance reports in summarising performance, and identify the right obstacles and recommendations
Decision taking and follow-up
Support to ‘problem solve’: understanding problems and identifying potential solutions
Supporting the SESIL Ministry and District Leads to focus the routines on improving learning outcomes at lower primary
Supporting the SESIL Ministry and District Leads to ensure that the routines look across, and involve the right people from across the Ugandan education system, for example other government ministries, local community leaders, etc.
Supporting the SESIL Ministry and District Leads to ensure that there is a single lead responsible for each priority
Supporting the SESIL Ministry and District Leads to improve the quality of plans
Establishing and maintaining good relationships with key stakeholders, and facilitating the SESIL Ministry and District Leads to do so: ensuring good working relationships across the education system, including senior people in MOES and other government ministries
Ensuring effective internal communication: ensuring that there are excellent and timely lines of communication with colleagues (including in the SESIL team); so that key stakeholders are informed of progress and issues.
Ensure that any obstacles or risks to the completion of any M4R tasks are proactively identified, managed, and where appropriate, promptly escalated
Key skills, qualifications and experience
Have substantial experience leading or supporting the successful implementation of multiple projects or programmes, ideally in the education sector
Have substantial experience of leading teams
Significant relevant experience
Be driven & determined to achieve results
Be interested in and see the potential of working across the education system
Have excellent organisational abilities
Have excellent analytical ability
Have excellent numeracy
Have excellent Excel and PowerPoint abilities