There is a continued pressing need among Jordan’s public schools to develop safe and supportive learning environments within the public school system. Currently nearly 134,000 school-aged Syrian refugees are enrolled in the public school system, causing a large influx in classroom sizes however the lack of infrastructure and psychosocial problems among these students pose major challenges. Teachers are untrained and ill-equipped to deal with the various cognitive, psychological and emotional needs of all students, causing long term impacts on children’s progress into adulthood. Syrian youth face the same challenges in addition to discrimination and curricula-related issues that further taint their educational experience (USAID-Jordan National Youth Assessment 2015).
This Learning Activity will help USAID Jordan to develop lessons learned from the CISLE activity to inform future educational interventions that will contribute to improving the quality of education and learning environment in Jordan schools.
The purpose of this Learning Activity is three-fold:
- To evaluate CISLE-supported schools in their efforts to cultivate inclusive, supportive, and peaceful learning environments, and examine the different outcomes on teachers as the direct beneficiaries, along with principals, counselors, students and the community as the indirect beneficiaries. This review will inform future activity design in education, youth and related sectors, along with adjusting the current curriculum as needed to meet these goals.
- Examine the readiness of the Ministry of Education to include, adopt and scale working models for psychosocial support to additional schools. This component will investigate the technical and financial ability of the Ministry of Education to upscale CISLE or other similar model throughout the Jordan education system as well as investigate the potential to provide psychosocial training for principals, teachers and counselors, and integrate these practices into the teacher and administrator pre- and in-service training curricula.
- Provide programming recommendations to help inform future interventions for extra-curricular activities, in line with the Ministry of Education’s new extra-curricular activities framework that includes interventions targeting life skills; job awareness; culture and arts; citizenship; health and well-being; critical thinking; creativity; and readiness to enter the knowledge economy.
Social Impact Inc. is seeking an individual to fulfill the role of the evaluation Team Leader (TL) on this Learning Activity. The TL will manage and oversee the evaluation team (ET) and all client deliverables. In addition, the TL is responsible for coordinating research activities and ensuring the production and completion of the final report in conformance with the scope of work and timelines. The TL will guide the development of the Learning Activity design, research methods, instruments, and protocols. The TL will direct data collection and compilation, facilitate focus group discussions; conduct data analysis and coordinate technical inputs of evaluation team members and lead the drafting and finalizing of a final report. The TL will ensure quality assurance and timeliness of all deliverables, including adherence to SI’s quality assurance standards.
This is a temporary, part-time position reporting to the U.S.- based SI Project Director and working closely with the SI management team, as well as other ET members with evaluation, technical, and logistical support expertise.
- Manage a research team including a sector expert, a monitoring and evaluation specialist, and other team members to design and implement a study on inclusive learning in Jordan to produce a report and disseminate the findings, conclusions, and recommendations.
- Maintain clear and regular communication with the research team and HQ support staff, and ensure the HQ team is made aware of any risks, problems, or challenges that arise in a timely manner.
- Lead the development and finalization of project deliverables, including the inception report, draft report, final report, policy brief, and presentations.
- Travel to Jordan for fieldwork
Phase 1(LOE: 10 days, January—February 2020): Desk Review and Inception Report
- Lead a desk review of documents relevant to CISLE Project and conduct related research on the Jordanian educational context.
- Lead development and finalization of an inception report outlining the evaluation design and methodology, including draft data collection instruments and a work plan.
- Lead submission and approval of study through SI’s Internal Review Board.
Phase 2 (LOE: 30 days, March-April 2020): Fieldwork Data Collection
- Organize and conduct focus group discussions (FGDs), semi-structured interviews, classroom observations, and/or surveys of beneficiaries and partners of the CISLE Project in Jordan, as well as officials from the MOE.
- Ensure all team members carefully and properly collect, clean, store, and manage both qualitative and quantitative data
- Present initial project findings to key stakeholders (USAID, project staff, etc.)
- Ensure quality work in all deliverables; implement SI quality assurance processes
- Work closely with SI HQ team and project personnel to manage all aspects of field work including logistics, safety and security, transportation, data quality checks, and ensuring that field work procedures are followed.
Phase 3 Objectives (LOE 15 days, May-July 2020): Data Analysis and Report Writing
- Lead data analysis and drafting of findings, conclusions, and recommendations matrix
- Compile a PPT presentation of the findings, conclusions and recommendations
- Prepare a draft report and ensure the quality of its contents;
- Incorporate feedback from the client to produce a final report for submission
- 10 years of experience conducting mixed methods research on education, inclusive learning and pedagogy, teacher training, social and emotional learning, or relevant topic
- Master’s degree in education, public policy, sociology, anthropology, social work or other relevant field with a focus on topics related to international development
- 5 years of experience conducting research in the Middle East and/or North Africa
- Experience leading data collection with children and/or youth
- Exceptional organizational, analytical, writing, and presentation skills
- Fluency in English speaking, reading, and writing
Desired but not required qualifications
- Experience conducting research on marginalized populations such as refugees and students of special needs, psychosocial needs in the classroom environment
- Prior experience as a Team Lead
- Exposure to working with USAID as a client
- Fluency in Arabic speaking, reading, and writing