MEL Project Coordinator

07 Ноября

Партнерские Вакансии

Компания "BRITISH COUNCIL (KAZAKHSTAN) (БРИТИШ КАУНСИЛ (КАЗАХСТАН))"

Position: MEL Project Coordinator

Location: Almaty, Kazakhstan

Contract type: Service-provider/consultancy contract

The monthly consultancy fee for this post is KZT 400,000 paid in local currency, based on a full-time position

*Consultancy contract will be offered until 31 March 2025 in the first instance, renewable subject to programme extension by the client for a further 1-2 years*

Applicants must fully meet the minimum qualification requirements. Submit a covering letter outlining why they are suited for the role and motivation for the role and curriculum vitae by Saturday, 30 November 2024. Only short-listed candidates will be contacted.

About the programme

“Accelerating English Language Learning in Central Asia” (AELLCA) is one year program funded by FCDO.

Governments across the Central Asia Region consider the English language as a key driver for development and competitive advantage in the globalised economy. In line with this, some countries like Kazakhstan and Tajikistan have adopted national programmes to introduce education in three languages, including English.1 Most recently, the government of Uzbekistan launched the "English Speaking Nation" programme in 2020 to promote English learning among citizens.2 Despite proactive efforts to promote the English language across Central Asian countries, proficiency levels do not align with ambitions. Kyrgyzstan is ranked 90th, Uzbekistan 93rd, Kazakhstan 104th, and Tajikistan 112th on the English Proficiency Index scoreboard. Although no official measures of school leavers’ English competence are available for analysis, the view among educational authorities in Uzbekistan and Kazakhstan is that general levels of English at the end of secondary school are not reaching official targets - B2 on the Common European Framework of Reference (CEFR). For example, in Uzbekistan, a recent British Council study concluded that regarding English language proficiency, 68% of sampled students in secondary education reached an A1 level and 21% reached A2 on the CEFR, both classified as 'basic users' of English according to the CEFR 2001 global scale. Low levels of English proficiency are primarily attributed to challenges in delivering English language instruction, including an outdated curriculum, insufficient teacher preparation for effective English teaching, outdated continuous professional development models for teachers, and a lack of materials and resources.

This context informed our Theory of Change which outlines the key project objectives and the pathways to achieve them.

IF we advance Initial English Language Teacher Education across the region, and IF we advance continuous professional development policies and practices, and IF we promote inclusive educational practices and policies across the education system, THEN English language teachers will become more effective in teaching English at all levels. This will ultimately boost student attainment and result in more inclusive educational systems. In line with this, we define the programme impact and outcomes as follows:

Impact: improved English language teaching contributes to better students’ attainment in English

Outcome 1: advancement of initial English language teacher education (IELTE) across the Central Asia region.

Outcome 2: advancement of continuous professional development of English language teachers across the region

Outcome 3: advancement in the inclusiveness of education systems across the Central Asia region

The initiative aims to improve English proficiency in the region through three key strategies. First, by modernizing the Initial English Language Teacher Education (IELTE) programs to align with UK best practices, new teachers will be better equipped with the latest teaching techniques and educational technologies. Second, it strengthens the capacities for Continuous Professional Development (CPD) by providing ongoing training and resources and promoting school-based approaches to CPD. Third, it empowers universities across Central Asia to develop and implement inclusive policies, creating supportive environments for diverse learners. Together, these strategies aim to create a more effective and equitable English language education system in the region.

Central Asian countries involved: Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan

MONITORING, EVALUATION AND LEARNING

Working closely with the Wider Europe Regional MEL manager, the management team and project partners and contractors – on AELLCA project, the MEL Coordinator will be responsible for the programme monitoring and ensuring high quality and timely MEL inputs and outputs. She/he will ensure that the project maintains its strategic vision and that its activities result in the achievement of its intended outputs in a cost effective and timely manner.

SCOPE OF WORK

Reference to the programme Theory of Change and Result Framework

This assignment contributes to the programme intermediate outcomes across the work streams, with details specified within project proposal, Result Framework and MEL approach.

Main Tasks and Responsibilities

The British Council’s WE Regional MEL Manager and MEL Coordinator are responsible for the implementation of Monitoring, Evaluation and Learning across the programme, according to the broad division of responsibilities below (as outlined in the project)

The MEL Coordinator is accountable and responsible for:

• Developing and maintaining an effective monitoring system that responds to information needs of the Client and the British Council;
• Maintaining and managing the MEL database and providing timely, accurate and updated information on the programme indicators for monthly, quarterly and other internal and Client reporting;
• Supporting evidence informed programme decision making and providing regular feedback to the project management team;

• Coordinate with programme partners, contractors and management team on all MEL related activities and deliverables;

• Monitoring and reviewing all project activities and overall progress towards achieving the programme outputs and outcomes against the indicators in the Result Framework and in line with the Theory of Change;
• Participating in periodical reflection events, annual programme reviews and planning workshops and assist the Project Management team in preparing relevant reports;
• Supplying and instructing the project team on using and distributing MEL instruments;
• Providing support to contractors and grantees in developing/strengthening their monitoring, evaluation and reporting function, ensuring that minimum data quality is met;
• Developing and strengthening monitoring, evaluation and learning procedures;
• Ensuring that key British Council’s MEL standards and procedures are in place and embedded in the programme;
• Providing input and updating information related to programme outputs for relevant marketing and communication opportunities;

REQUIREMENTS

Experience and Education:

• Degree level or higher qualification or equivalent experience in specialist area relevant to job.
• Excellent English writing and presentation skills
• Minimum 4 years' relevant experience of managing and delivering complex MEL activities
• Experience in managing MEL within a large and complex organisation.
• Demonstrable experience in providing expert advice and guidance on MEL
• Experience of working with teams across the region
• Advanced Excel skills are essential
• Proven ability to work with and analyse both qualitative and quantitative data
• Strong communication skills and ability to work with diverse team and partners

Desirable:

• Experience of working in a global organisation
• Experience of managing MEL for large-scale donor funded programmes (e.g. Foreign and Commonwealth Office, EU).
• A good knowledge of the English teaching landscape across the Central Asia

Language and skills: Excellent English writing and presentation skills (C1 or higher). Any knowledge of local languages would be an advantage.

REPORTING REQUIREMENTS

The MEL Coordinator will report to the WE Regional MEL manager with shared supervision by Senior Programme Manager/SRO.

At the end of each month, the MEL Coordinator will submit a time sheet including the actual number of days spent and brief descriptions of the activities and tasks performed. The timesheet will be a base for payment, and it needs to be approved by the Senior Programme manager/SRO.

In addition, at the end of each calendar month, the MEL Coordinator will prepare a short overview of key monthly achievements against workplan and indicators, as a contribution to the overall project monthly report and presentations.

The MEL Coordinator will contribute to monthly, quarterly and other client reports as required.

All reports should be submitted in English.

The timing of deliverables and their detailed content will be agreed with the Project Management Team.

LOCATION

All activities will be done virtually until further notice.