Data Quality Assurance Officer
Company Description
EDUCATION DEVELOPMENT CENTER (EDC) is one of the world’s leading nonprofit research and development firms. Established in 1958, EDC designs, delivers and evaluates innovative programs to address some of the world’s most urgent challenges in education, health, and economic opportunity. Our services include research, training, educational materials, and strategy, with activities ranging from seed projects to large-scale national and international initiatives.
The goal of the five-year, USAID-funded Integrated Child and Youth Development (ICYD) Activity is for Ugandan children and youth, especially the most vulnerable, to receive the support and services necessary to lead resilient, healthy, and productive lives. The ICYD Activity is expected to achieve the following:
1. Children and youth have improved learning outcomes;
2. Children and youth are safe and healthy in their community and learning environments; and
3. Youth practice positive behaviors and are able to make informed decisions about their lives and relationships.
Working in partnership with Ministry of Education and Sports (MoES) and Ministry of Gender, Labor and Social Development (MGLSD), district and zonal officials, and other Ugandan government and civil society partners, ICYD will comprise a series of activities to: support improved basic education for Ugandan children; address school-related and gender-based violence; facilitate enhanced child protection and support for vulnerable youth; provide support to HIV-affected orphans and vulnerable children (OVC) and their caregivers/families; and support HIV care and treatment outcomes in close collaboration with clinical and community structures. ICYD will also contribute to improved systems within the MoES and MGLSD to promote Early Grade Reading (EGR) and child protection.
Safe learning environments (SLE) are fundamental to a do no harm approach in education programming. SLE contribute to the ultimate goal of the USAID Education Policy, which is that all children and youth have access to safe, quality, relevant education that helps them gain literacy, numeracy, and social emotional skills. ICYD will conduct annual Safe Learning Environments Assessments in a sample of 250 project-supported schools located in 35 districts in order to ascertain whether there are improvements in school safety as a result of Journeys Plus activities implemented by ICYD. The data from SLE Assessments will be used to report on status of ICYD indicator ES. 1-51: Number of learning environments supported by USG assistance that have improved safety conditions according to locally defined criteria. ICYD will also use the results of the SLE assessments to determine how best to target interventions aimed at ensuring that children and youth are protected, safe, and healthy in their homes, communities, and learning environments. The SLE Assessment will consist of three instruments: 1. Learner questionnaire, 2. School personnel questionnaire, and 3. Questionnaire for School Management Committee/caregivers.

Position Description
Overview of the Early Grade Reading Assessment (EGRA)
Research the world over has shown that the ability to read is one of the most fundamental skills for learning, particularly at the early grades of primary education. The Early Grade Reading Assessment (EGRA) measures key skills that are necessary for children to read fluently and comprehend text. They are tested based on research regarding a comprehensive approach to reading acquisition across languages. The test is conducted orally and one-on-one with pupils.

ICYD Cohort 3 Baseline
To capture data prior to launch of reading interventions in Cohort 3 districts, ICYD will conduct a baseline reading assessment from October to November 2022. The baseline assessment will use the EGRA tool to measure reading levels and will test a representative sample of schools targeted by ICYD in Cohort 3 Leblango and LebAcoli speaking districts (Agago, Gulu, Kwania, Oyam, Apac, Kitgum, Lira, Dokolo, Kole and Omoro). The reading assessment will target pupils in P2. Data from this baseline will be used to measure progress over the project’s five-year period. The results of the baseline will be shared with USAID, the Ministry of Education and Sports and other donors working in education. The baseline assessment will consist of four critical instruments: 1) A standardized literacy test, based on key foundational skills that a child needs to master to be able to read fluently, and adapted to Leblango and LebAcoli; 2) Learner context tool; 3) Teacher interview; and 4) Headteacher interview.

Position Summary
ICYD will recruit two (2) Data Quality Assurance Officers who will be responsible for planning and facilitating training of supervisors and assessors, guiding field teams during data collection to adhere to the set procedures, daily upload of data collected, ensuring security of the equipment assigned to the team, and preparation and submission of a fieldwork report.
The Data Quality Assurance Officers will be contracted for a maximum period of 25 working days (October – November 2022). All honoraria and expenses will be paid by ICYD.
** Please note that this is a local temporary position. Eligibility is limited to Ugandan nationals**

Responsibilities
• Participate in the planning meeting to review EGRA data collection tools;
• Provide active leadership and participation in assessor training, including preparation and recording of gold standards to be used during IRRs and uploading of tools on to the tablets for all teams;
• Ensure that with the help of supervisors, all teams have necessary supplies and equipment needed to undertake both electronic and paper data collection;
• Organize transport for each team to get to the school before lessons start for the day. Program hired vehicles will be available for this purpose;
• Ensure that data is collected in a standard fashion by making routine spot checks/team audits to ensure that the teams are in their assigned areas and that the sampled respondents are actually the people who are being interviewed;
• Complete “assessor observation checklist” for each assessor once during the first week of field work, then sporadically after that.
• Quickly communicate any problems arising to the ICYD M&E team;
• Routinely check assessments for completeness and errors.
• Provide guidance to the teams using the compiled data reports from the quality checks
• Participate in team daily debrief sessions.
o Collect the tablets, ensure that they are in good working order, and they are charged for the next day’s field work
o Count and review the material used during the day and see what needs to be replenished,
o Review progress made on the routes assigned and if necessary, restructure according to needs,
• Collect all completed consent forms and UPLOAD all data onto the cloud

Qualifications
Experience, Education and Skills
The minimum qualifications are:
• Bachelor’s degree in Humanities, Social Sciences, Arts, Economics, Statistics or Education
• Previous experience facilitating EGRA or other data collection trainings.
• Previous experience as an EGRA Supervisor preferred.
• Other research experience with public and/or private education preferred.
• Experience managing diverse teams of data collectors/assessors.
• Previous experience using electronic data collection software.
• Fluency in English and Leblango or LebAcoli required. Please indicate language fluency in your application

Early Grade Reading Assessment Supervisors (10)
Company Description
EDUCATION DEVELOPMENT CENTER (EDC) is one of the world’s leading nonprofit research and development firms. Established in 1958, EDC designs, delivers and evaluates innovative programs to address some of the world’s most urgent challenges in education, health, and economic opportunity. Our services include research, training, educational materials, and strategy, with activities ranging from seed projects to large-scale national and international initiatives.
The goal of the five-year, USAID-funded Integrated Child and Youth Development (ICYD) Activity is for Ugandan children and youth, especially the most vulnerable, to receive the support and services necessary to lead resilient, healthy, and productive lives. The ICYD Activity is expected to achieve the following:
1. Children and youth have improved learning outcomes;
2. Children and youth are safe and healthy in their community and learning environments; and
3. Youth practice positive behaviors and are able to make informed decisions about their lives and relationships.
Working in partnership with Ministry of Education and Sports (MoES) and Ministry of Gender, Labor and Social Development (MGLSD), district and zonal officials, and other Ugandan government and civil society partners, ICYD will comprise a series of activities to: support improved basic education for Ugandan children; address school-related and gender-based violence; facilitate enhanced child protection and support for vulnerable youth; provide support to HIV-affected orphans and vulnerable children (OVC) and their caregivers/families; and support HIV care and treatment outcomes in close collaboration with clinical and community structures. ICYD will also contribute to improved systems within the MoES and MGLSD to promote Early Grade Reading (EGR) and child protection.
Safe learning environments (SLE) are fundamental to a do no harm approach in education programming. SLE contribute to the ultimate goal of the USAID Education Policy, which is that all children and youth have access to safe, quality, relevant education that helps them gain literacy, numeracy, and social emotional skills. ICYD will conduct annual Safe Learning Environments Assessments in a sample of 250 project-supported schools located in 35 districts in order to ascertain whether there are improvements in school safety as a result of Journeys Plus activities implemented by ICYD. The data from SLE Assessments will be used to report on status of ICYD indicator ES. 1-51: Number of learning environments supported by USG assistance that have improved safety conditions according to locally defined criteria. ICYD will also use the results of the SLE assessments to determine how best to target interventions aimed at ensuring that children and youth are protected, safe, and healthy in their homes, communities, and learning environments. The SLE Assessment will consist of three instruments: 1. Learner questionnaire, 2. School personnel questionnaire, and 3. Questionnaire for School Management Committee/caregivers.

Position Description
Overview of the Early Grade Reading Assessment (EGRA)
Research the world over has shown that the ability to read is one of the most fundamental skills for learning, particularly at the early grades of primary education. The Early Grade Reading Assessment (EGRA) measures key skills that are necessary for children to read fluently and comprehend text. They are tested based on research regarding a comprehensive approach to reading acquisition across languages. The test is conducted orally and one-on-one with pupils.

ICYD Cohort 3 Baseline
To capture data prior to launch of reading interventions in Cohort 3 districts, ICYD will conduct a baseline reading assessment from October to November 2022. The baseline assessment will use the EGRA tool to measure reading levels and will test a representative sample of schools targeted by ICYD in Cohort 3 Leblango and LebAcoli speaking districts (Agago, Gulu, Kwania, Oyam, Apac, Kitgum, Lira, Dokolo, Kole, and Omoro). The reading assessment will target pupils in P2. Data from this baseline will be used to measure progress over the project’s five-year period. The results of the baseline will be shared with USAID, the Ministry of Education and Sports and other donors working in education. The baseline assessment will consist of four critical instruments: 1) A standardized literacy test, based on key foundational skills that a child needs to master to be able to read fluently, and adapted to Leblango and LebAcoli; 2) Learner context tool; 3) Teacher interview; and 4) Headteacher interview.
Position Summary
ICYD will recruit ten (10) EGRA Supervisors who will undergo training to equip them for the exercise. The supervisors will be responsible for packing materials for fieldwork, guiding the assessors to adhere to set data collection procedures, collecting data and supporting the Data Quality Assurance Officer with the upload to the cloud. The supervisors will be expected to fill a school summary sheet for each of the schools visited and submit all assigned equipment in good working conditions at the end of data collection.
The EGRA Supervisors will be contracted for a maximum period of 21 working days (October – November 2022). All honoraria and expenses will be paid by ICYD
** Please note that this is a local temporary position. Eligibility is limited to Ugandan nationals**

Responsibilities
• Distribute tasks across assessors before and during each school visit, such as counting and organizing materials before and after arrival at the school;
• Ensure the team arrives on-time at each school before lessons start for the day with all the necessary materials and equipment;
• Introduce study team and explain the purpose of the visit to the Headteacher.
• Ensure that the sample of pupils to be assessed at each school is drawn following proper randomized procedure agreed upon during training;
• Supervise the work of assessors during the assessment to guarantee friendly and professional treatment of pupils and correct application of instructions for each subtest;
• Ensure that every instrument administered is collected, in order and complete;
• Assist with the troubleshooting of the Tangerine application and ensure that assessors strictly adhere to the protocol. Also, ensure that the results of assessment are displayed on the results menu and serialized by order of assessment;
• Interview the Headteacher and P2 teacher of reading in a one-on-one session.
• Undertake school inventory and correctly complete the school field work visit summary;
• Deliver all packages of instruments and signed consent forms collected from all schools assigned to your team to the Data Quality Assurance Officer every day without fail
• Maintain constant contact with the Data Quality Assurance Officer to resolve problems that arise and communicate work progress;
• Support the Data Quality Assurance Officer to ensure that all of the assessments are uploaded to the server;
• Deliver other materials assigned to your team that were used in the data collection exercise. These include tablets, chargers, fieldwork bags, etc. Final payment will only be based on safe delivery of these materials, while still in working condition.

Qualifications
Experience, Education and Skills
The minimum qualifications are:
• Bachelor’s degree in Humanities, Social Sciences, Arts, Economics, Statistics or Education
• Previous experience as an EGRA Assessor preferred.
• Experience conducting assessments with children.
• Previous experience using electronic data collection software.
• Previous experience leading data collection teams.
• Fluency in English and Leblango or LebAcoli required. Please indicate language fluency in your application


Early Grade Reading Assessment Assessors (20)
Company Description
EDUCATION DEVELOPMENT CENTER (EDC) is one of the world’s leading nonprofit research and development firms. Established in 1958, EDC designs, delivers and evaluates innovative programs to address some of the world’s most urgent challenges in education, health, and economic opportunity. Our services include research, training, educational materials, and strategy, with activities ranging from seed projects to large-scale national and international initiatives.
The goal of the five-year, USAID-funded Integrated Child and Youth Development (ICYD) Activity is for Ugandan children and youth, especially the most vulnerable, to receive the support and services necessary to lead resilient, healthy, and productive lives. The ICYD Activity is expected to achieve the following:
1. Children and youth have improved learning outcomes;
2. Children and youth are safe and healthy in their community and learning environments; and
3. Youth practice positive behaviors and are able to make informed decisions about their lives and relationships.
Working in partnership with Ministry of Education and Sports (MoES) and Ministry of Gender, Labor and Social Development (MGLSD), district and zonal officials, and other Ugandan government and civil society partners, ICYD will comprise a series of activities to: support improved basic education for Ugandan children; address school-related and gender-based violence; facilitate enhanced child protection and support for vulnerable youth; provide support to HIV-affected orphans and vulnerable children (OVC) and their caregivers/families; and support HIV care and treatment outcomes in close collaboration with clinical and community structures. ICYD will also contribute to improved systems within the MoES and MGLSD to promote Early Grade Reading (EGR) and child protection.
Safe learning environments (SLE) are fundamental to a do no harm approach in education programming. SLE contribute to the ultimate goal of the USAID Education Policy, which is that all children and youth have access to safe, quality, relevant education that helps them gain literacy, numeracy, and social emotional skills. ICYD will conduct annual Safe Learning Environments Assessments in a sample of 250 project-supported schools located in 35 districts in order to ascertain whether there are improvements in school safety as a result of Journeys Plus activities implemented by ICYD. The data from SLE Assessments will be used to report on status of ICYD indicator ES. 1-51: Number of learning environments supported by USG assistance that have improved safety conditions according to locally defined criteria. ICYD will also use the results of the SLE assessments to determine how best to target interventions aimed at ensuring that children and youth are protected, safe, and healthy in their homes, communities, and learning environments. The SLE Assessment will consist of three instruments: 1. Learner questionnaire, 2. School personnel questionnaire, and 3. Questionnaire for School Management Committee/caregivers.

Position Description
Overview of the Early Grade Reading Assessment (EGRA)
Research the world over has shown that the ability to read is one of the most fundamental skills for learning, particularly at the early grades of primary education. The Early Grade Reading Assessment (EGRA) measures key skills that are necessary for children to read fluently and comprehend text. They are tested based on research regarding a comprehensive approach to reading acquisition across languages. The test is conducted orally and one-on-one with pupils.

ICYD Cohort 3 Baseline
To capture data prior to launch of reading interventions in Cohort 3 districts, ICYD will conduct a baseline reading assessment from October to November 2022. The baseline assessment will use the EGRA tool to measure reading levels and will test a representative sample of schools targeted by ICYD in Cohort 3 Leblango and LebAcoli speaking districts (Agago, Gulu, Kwania, Oyam, Apac, Kitgum, Lira, Dokolo, Kole and Omoro). The reading assessment will target pupils in P2. Data from this baseline will be used to measure progress over the project’s five-year period. The results of the baseline will be shared with USAID, the Ministry of Education and Sports and other donors working in education. The baseline assessment will consist of four critical instruments: 1) A standardized literacy test, based on key foundational skills that a child needs to master to be able to read fluently, and adapted to Leblango and LebAcoli; 2) Learner context tool; 3) Teacher interview; and 4) Headteacher interview.

Position Summary
ICYD will recruit 20 EGRA Assessors that will be responsible for collecting data for the baseline assessment in the Leblango and LebAcoli targeted speech communities. Assessors will undergo a training to equip them for the data collection exercise. They will be responsible for the standardized administration of the EGRA tools and survey instruments and will organize the assessment materials, ensure their security, and submit the materials to ICYD at the end of field work. The Assessors will follow the directions set out by the ICYD M&E Team. They will receive oversight from the assigned Supervisors, Data Quality Assurance Officer and the ICYD M&E Team.
The Assessors will be contracted for a maximum period of 21 working days (October – November 2022). All honoraria and expenses will be paid by ICYD.
** Please note that this is a local temporary position. Eligibility is limited to Ugandan nationals**

Responsibilities
• Administer the EGRA instrument to P.2 pupils objectively and in a technically correct and friendly manner;
• Interview the P2 teacher of reading. The assessor may be assigned by the supervisor to interview the P2 teacher in a one-on-one session;
• Ensure that the information in all completed EGRA instruments is clear, complete, and consistent,
• Submit completed EGRA instruments and signed consent forms to your supervisor;
• Check to ensure that all assessment have been stored on the tablets;
• Inform the supervisor of any problems or difficulties encountered during EGRA administration and help identify appropriate solutions;
• Follow the supervisor’s instructions according to the training received.
• Take very good care of the gadgets assigned to you.
• Behave and dress professionally;

Qualifications
Experience, Education and Skills
The minimum qualifications are:
• Bachelor’s degree in Humanities, Social Sciences, Arts, Economics, Statistics or Education
• Previous experience as an EGRA Assessor preferred.
• Experience conducting assessments with children
• Previous experience using electronic data collection software.
• Fluency in English, and Leblango or LebAcoli required. Please indicate language fluency in your application