Building Tomorrow (BT) is launching its new Education System Strengthening (ESS) Coordinator program in summer 2024. The ESS Coordinators will continue the work of the Fellows and work to transition ownership and administration of community-based learning over to local governments so that after the ESS Coordinators’ three year tenure, BT is able to exit those districts and ensure the continuity of programming as well as continued improved educational outcomes.
The Frontlines team was asked to partner with BT to support the new ESS Coordinator program. For an ESS Coordinator to be effective in helping strengthen the education systems of Uganda, ESS needs to be clearly defined. We have broken down the elements of ESS into seven pillars based on the Ugandan National Education Sector Strategic Plan and our time in-country. The seven pillars are buildings and materials, inclusive and quality education, parental support, community influences, role of teachers, funding, and continuous monitoring and evaluation.
Based on the team's research, interviews and observations throughout the semester and time in the country, here are general recommendations. Specific documents were provided to BT to implement as soon as they deemed appropriate.
Previous R2R Community Placement
We recommend placing ESS Coordinators in communities that are already familiar with Roots to Rise (R2R) programming and BT. The role of the ESS Coordinator will be to ensure the sustainability of R2R initiatives by identifying and addressing gaps, and helping to develop and refine a model for ESS that can be replicated in new areas. The Community Education Volunteers (CEVs) will continue to run the R2R camps, while the Fellows will recruit and train new CEVs and Head Teachers on R2R practices before they leave. By allowing the ESS Coordinator to focus on the system-level rather than the local level, we can ensure a greater program sustainability and impact for learners.
Contingency Plan
Fieldwork can be challenging and unpredictable, so it is important to have plans in place in case something goes wrong or unexpected challenges arise. The RCs are essential to the success of the ESS Coordinators, as they have deep relationships with district officials who are essential to the success of the ESS Coordinator. Should the RC quit within the first year of the ESS Coordinator arriving on-site in the district, the ESS Coordinator should work with BT headquarters to reach out to past Fellows who worked in the area and work with those Fellows to help make introductions at where the Fellows worked and help give credibility to the ESS Coordinator without the RC there to provide the necessary introductions. Suppose the RC quits after the ESS Coordinator has been in the district for a year or longer. In that case, the ESS Coordinator should have established the relationships necessary at the district level, and further assistance from past Fellows or BT headquarters should be optional. If an ESS Coordinator quits, the same replacement criteria and process as replacement of the Fellows should be used unless less than a year is left in the ESS Coordinator's tenure, as there will not be enough time to build relationships and make meaningful progress.
Job Description
The Job Description document is a ready-to-share job posting highlighting the ESS Coordinator's key responsibilities, including program benchmarking and evaluation, capacity building, community engagement, quality assurance, and policy advocacy at the sub-county level. Candidates should have a background in education or related fields, with experience in teaching, policy advocacy, or education program management, preferably in a non-profit or international development context. The role requires strong analytical skills, experience with data collection, and the ability to engage effectively with community and government stakeholders.
Scope of Work
The Scope of Work document provides a comprehensive framework for clarifying the ESS Coordinator's role, focusing on five strategic objectives. These objectives include benchmarking BT’s existing education initiatives, implementing transition plans for headteachers, SMCs, and CDOs, assessing community needs and identifying effective partners and practices, cultivating stakeholder support for long-term sustainability, and enhancing the effectiveness of MEL practices. For each objective, the document specifies actionable deliverables, quantitative and qualitative performance metrics, and clearly defined outcomes aimed at improving educational outcomes and ensuring the sustainability of BT’s R2R programming.
30-60-90 Plan
The 30-60-90 Plan is a document that provides a structured onboarding and integration plan for new ESS Coordinators. The plan is divided into three phases:
The first 30 days will focus on orienting the ESS Coordinator with BT's mission, values, and specific responsibilities. The activities during this time will include introductory sessions, reviews of organizational documents, stakeholder mapping, and initial community immersion. The goal is to ensure that the coordinator has a thorough understanding of the educational landscape and internal operations of BT.
During the next 60 days, the ESS Coordinator will be immersed deeper into project environments and community engagements. Key activities involve coordinating post-Fellow transition plans, resource mobilization, advocacy, and training and capacity building within the community and among stakeholders. The focus is on fostering relationships and ensuring the continuity and sustainability of educational programs.
The final 90 days are dedicated to executing advocacy strategies, further stakeholder mobilization, and sharing knowledge gained from initial assessments. This includes conducting gap analyses, organizing community forums for knowledge sharing, and continual benchmarking and evaluation of educational outcomes. The objective is to strengthen stakeholder relationships and enhance educational programs for sustainable development.
Regular check-ins with the ESS Manager are scheduled at the end of each period to review progress, discuss challenges, and adjust strategies as necessary. This ensures effective role adaptation and contribution to BT's goals.
Onboarding Calendar
The Onboarding Calendar document details the comprehensive onboarding schedule for ESS Coordinators spanning from June 1 to August 31, 2024. The calendar is structured into weekly segments that include various activities such as welcome meetings, introductory presentations, benchmarking assessments, community engagement sessions, and strategic planning meetings. Each month focuses on escalating the depth of integration into the organization, from initial introductions and familiarization with critical objectives and stakeholders in the first month to deeper engagement with policy advocacy and community relationships in subsequent months. The onboarding process is designed to equip the ESS Coordinators with the necessary tools, knowledge, and relationships.
Day One Orientation Presentation and Additional Readings
The Day One Orientation presentation details the ESS Coordinator's introduction to BT. This slide presentation should be a helpful tool for the ESS Manager to use when onboarding the ESS Coordinators. The presentation outlines several core aspects, including the expansion of the R2R literacy and numeracy program, effective models of foundational learning, the ESS pillars, and the significant progress achieved in literacy and numeracy among Ugandan learners. The presentation also emphasizes the organization's community approach, involving Fellows and CEVs, and showcases the impact of their work through randomized controlled trials. In addition to the Day One Presentation, there are additional readings about best practices for the ESS Coordinator to read and familiarize themselves with before starting in the field.