About The AfriChild Centre

The AfriChild is a leading research and advocacy organisation dedicated to advancing the rights, well-being, and protection of children and young people across Africa. We work at the intersection of research, policy, and practice to generate evidence, influence policies, and strengthen systems that improve outcomes for children.

At AfriChild, we are committed to a fair, ethical, and collaborative workplace where innovation, learning, and growth are encouraged. Our team is passionate about making a tangible difference in children's lives, and we value diversity, integrity, and excellence in everything we do.

AfriChild Centre Uganda has been awarded the role of Monitoring, Evaluation, and Learning (MEL) Partner for the Leaders in Teaching (LIT) Program (2025-2030), implemented by Luigi Giussani Foundation (LGF) in partnership with the Mastercard Foundation (MCF). The program operates across Uganda's secondary education system, in collaboration with 8 consortium partners, teacher training institutions, schools, and stakeholders from the Ministry of Education and Sports (MoES). This is a national program covering all five regions of Uganda with a focus on STEM education and inclusive teacher development.

About LIT

The LIT Program aims to transform Uganda's secondary education into an innovative, quality, and relevant education system. The LIT program is designed to deliver four key outcomes, namely 1) Elevated status of the teaching profession; 2) Improved teaching and learning practices in secondary schools; 3) School leaders increasingly adopt effective leadership practices; and 4) Motivated secondary education teaching workforce. The LIT program aims to enhance teacher recruitment, training, motivation, leadership, and management, with a focus on increasing female representation in the profession and leadership roles. The key interventions for the LIT program include advocating for the recruitment of passionate young people into the teaching profession, capacity building for teachers, strengthening school leadership, and elevating teachers' professional status in Uganda. It will focus on developing inclusive, gender-responsive, and innovative delivery of STEM courses and addressing barriers to teacher capacity, particularly in rural areas.

AfriChild will lead the design, coordination, and implementation of a robust MEL system that promotes evidence-based learning, adaptive management, and accountability across the consortium.

Purpose of this role

The Secondary Education and Capacity Building Officer will provide specialised technical expertise and input on secondary education, particularly STEM pedagogy and teacher professional development, during the design and implementation of the MEL support to LIT.

Scope of work

1. Technical Support to MEL Design and Implementation

   Provide secondary education and STEM expertise during the design of MEL frameworks, indicators, tools, and methodologies aligned with the LIT Program Theory of Change.

   Contribute to the development, adaptation, and validation of baseline, monitoring, and evaluation tools.

   Support the interpretation of MEL data and findings from an education and curriculum perspective to ensure contextual relevance and technical accuracy.

   Participate in baseline studies, evaluations, learning reviews, and assessments, including tool piloting, data quality assurance, and results validation.

2. Education and STEM Technical Advisory

   Provide technical guidance on Uganda's secondary education reforms, including the Lower Secondary Curriculum, competency-based education, and assessment practices.

   Support alignment of MEL activities with national education policies, frameworks, and standards set by MoES, NCDC, UNEB, and teacher training institutions.

   Review and contribute to technical learning products, briefs, and reports.

3. Capacity Building and Partner Support

   Support in the capacity assessment, capacity building plan and implementation.

   Learning-focused reflection and adaptive management.

   Contribute to the development of training materials, facilitation guides, and practical tools.

   Maintain mentorship, coaching, and training logs and contribute to post-training assessments.

4. Learning, Adaptation, and Knowledge Management

   Support learning events, reflection sessions, and annual MEL capacity reviews with LGF and consortium partners.

   Translate MEL findings and research evidence into actionable recommendations for teachers, school leaders, and program implementers.

   Document best practices, lessons learned, and emerging innovations in STEM education and teacher professional development.

   Contribute to validation workshops and learning dissemination processes, including preparation of reports and presentations.

5. Stakeholder Engagement and Coordination

   Engage with key education stakeholders, including MoES departments, NCDC, UNEB, teacher training institutions, District Education Offices, and education partners, as required by the MEL assignments.

   Represent AfriChild's in relevant meetings, technical working groups, and forums.

6. Reporting and Accountability

   Prepare high-quality technical inputs for MEL reports, capacity strengthening reports, validation workshop reports, and learning products.

   Provide regular updates to the Technical Lead–MEL on progress, challenges, and emerging learning needs.

Key deliverables

• Baseline Scope of work and data collection tools
• Baseline data collected
• Provide expertise in the education sector relevant to the program, such as STEM pedagogy
• Validation workshop report submitted
• MEL capacity strengthening plan developed
• Technical assistance reports
• Mentorship and coaching logs for sessions in MEL
• Post-training assessment report shared with the partners
• Annual MEL capacity review conducted with Luigi and Partners

Collaboration and reporting

The Education and capacity building specialist will be directly supervised by the technical lead (AfriChild's MEAL Officer)

Duration and Level of Effort

This is a full-time role for 12 months, renewable based on performance and funding and will be in line with AfriChild's Human Resource Policy. Approximately 30% of the time will involve field travel.

Qualifications and Experience

• Master's degree in education, Education Policy, Curriculum and Instruction or a closely related field.
• Minimum of 5-7 years of progressive experience in secondary education programming, with demonstrated expertise in:
  • a) STEM pedagogy and instructional practices at the secondary school level.
  • b) Competency-based curriculum implementation (lower and upper secondary).
  • c) Designing or supporting teacher professional development in STEM subjects.
• Strong technical understanding of STEM education in Uganda, including:
  • a) The National Curriculum Framework (lower secondary reform).
  • b) Subject-specific pedagogies in Mathematics, Physics, Chemistry, Biology, and ICT.
  • c) Learner-centred and inquiry-based STEM methodologies.
  • d) Assessmentt approaches for STEM learning (practical, projects,and continuous).
• Experience supporting teachers or school leaders through:
  • a) Classroom observations and coaching in STEM lessons.
  • b) Developing training manuals, lesson guides, or facilitation materials.
  • c) Leading professional learning communities or school-based CPD.
• Demonstrated experience engaging with national education systems, including collaboration with MoES departments, NCDC, UNEB, teacher training institutions, District Education Offices, and Ed

• Provide secondary education and STEM expertise during the design of MEL frameworks, indicators, tools, and methodologies aligned with the LIT Program Theory of Change.
• Contribute to the development, adaptation, and validation of baseline, monitoring, and evaluation tools.
• Support the interpretation of MEL data and findings from an education and curriculum perspective to ensure contextual relevance and technical accuracy.
• Participate in baseline studies, evaluations, learning reviews, and assessments, including tool piloting, data quality assurance, and results validation.
• Provide technical guidance on Uganda's secondary education reforms, including the Lower Secondary Curriculum, competency-based education, and assessment practices.
• Support alignment of MEL activities with national education policies, frameworks, and standards set by MoES, NCDC, UNEB, and teacher training institutions.
• Review and contribute to technical learning products, briefs, and reports.
• Support in the capacity assessment, capacity building plan and implementation.
• Learning-focused reflection and adaptive management.
• Contribute to the development of training materials, facilitation guides, and practical tools.
• Maintain mentorship, coaching, and training logs and contribute to post-training assessments.
• Support learning events, reflection sessions, and annual MEL capacity reviews with LGF and consortium partners.
• Translate MEL findings and research evidence into actionable recommendations for teachers, school leaders, and program implementers.
• Document best practices, lessons learned, and emerging innovations in STEM education and teacher professional development.
• Contribute to validation workshops and learning dissemination processes, including preparation of reports and presentations.
• Engage with key education stakeholders, including MoES departments, NCDC, UNEB, teacher training institutions, District Education Offices, and education partners, as required by the MEL assignments.
• Represent AfriChild's in relevant meetings, technical working groups, and forums.
• Prepare high-quality technical inputs for MEL reports, capacity strengthening reports, validation workshop reports, and learning products.
• Provide regular updates to the Technical Lead–MEL on progress, challenges, and emerging learning needs.

• STEM pedagogy and instructional practices at the secondary school level.
• Competency-based curriculum implementation (lower and upper secondary).
• Designing or supporting teacher professional development in STEM subjects.
• Technical understanding of STEM education in Uganda, including the National Curriculum Framework (lower secondary reform).
• Subject-specific pedagogies in Mathematics, Physics, Chemistry, Biology, and ICT.
• Learner-centred and inquiry-based STEM methodologies.
• Assessment approaches for STEM learning (practical, projects, and continuous).
• Classroom observations and coaching in STEM lessons.
• Developing training manuals, lesson guides, or facilitation materials.
• Leading professional learning communities or school-based CPD.
• Engaging with national education systems, including collaboration with MoES departments, NCDC, UNEB, teacher training institutions, District Education Offices, and education partners.

• Master's degree in education, Education Policy, Curriculum and Instruction or a closely related field.
• Minimum of 5-7 years of progressive experience in secondary education programming.
• Demonstrated expertise in STEM pedagogy and instructional practices at the secondary school level.
• Demonstrated expertise in Competency-based curriculum implementation (lower and upper secondary).
• Demonstrated expertise in designing or supporting teacher professional development in STEM subjects.
• Strong technical understanding of STEM education in Uganda, including the National Curriculum Framework (lower secondary reform).
• Strong technical understanding of subject-specific pedagogies in Mathematics, Physics, Chemistry, Biology, and ICT.
• Strong technical understanding of learner-centred and inquiry-based STEM methodologies.
• Strong technical understanding of assessment approaches for STEM learning (practical, projects, and continuous).
• Experience supporting teachers or school leaders through classroom observations and coaching in STEM lessons.
• Experience developing training manuals, lesson guides, or facilitation materials.
• Experience leading professional learning communities or school-based CPD.
• Demonstrated experience engaging with national education systems, including collaboration with MoES departments, NCDC, UNEB, teacher training institutions, District Education Offices, and education partners.