Job Vacancies at Creative Associates International

Creative Associates International is a fast-growing, social impact company that specializes in the areas of education, economic growth, democratic transitions, and stabilization in post-conflict environments. Based in Chevy Chase, Maryland, this global development organization has a field presence is more than 25 countries and a strong client portfolio of that includes the U.S. Agency for International Development and the State Department. Since its founding in 1977 by four enterprising women, Creative has earned a solid reputation among its clients and is well-regarded by competitors and partners alike. Creative Associates International has been working in Nigeria for more than a decade to support education programs in Nigeria.

PROGRAM DESCRIPTION

Funded by the U.S. Agency for International Development and in close partnership with federal partners and select Nigeria States (designated as legacy [Bauchi and Sokoto], launching and technical assistance), the five-year Leveraging Education Assistance Resources in Nigeria (LEARN) project will support sustainable improvements in reading outcomes for first and second grade pupils. The goal of LEARN is to strengthen and scale early grade reading (EGR) best practice by ensuring that standards-based, context-appropriate assessment, materials, training, and administrative supports needed to improve literacy skills for P1-2 pupils are embedded within the federal policy, funding, and monitoring frameworks, and state and local authorities have the implementation protocols, capacity, and resources to carry out and sustain standards-based, data-driven EGR reform. The project objective is to instill ownership in and build capacity of school-community, local, state, and federal systems to establish a base for adequate, consistent data-driven funding, monitoring and performance that increase the equity, inclusion, and wellbeing necessary to achieve sustained EGR gains. LEARN will therefore be building on lessons learned from prior Nigeria reading programs to introduce a flexible, cost- efficient EGR intervention model that can be tailored to state contexts.

POSITION SUMMARY

The consultant will identify the mother tongue, or first languages (L1) spoken by pupils in the target communities to determine instructional methods and tools that are needed to address pupil needs whose first language is not Hausa or other network language of instruction (e.g., Igbo, Yoruba, or English). The study detail the procedures/requirement of approving a particular language as language of instruction within the Nigeria education system; and be able to use those requirements and do thorough eligibility analysis which will help the project, stakeholders and decision makers that will use the result of the language mapping to understand what it takes to have a language used for instruction within the Nigeria's multilingual setting; empower project, stakeholders and decision makers to understand the rationale and (or) politics of language of instruction; determine other languages that qualified (meet required criteria) to be used as language of instruction so that it inform further policy discussion/engagement to approved as language of instructional thereby increased number of languages used for instruction and by extension increases education access and inclusivity.
The consultant will use appropriate methodologies such as secondary census data, triangulated with primary data collection through a representative sample of communities to ascertain the degree of proficiency dominance of language that children have in each language they speak and understand. This activity will be held in LEARN’s launching state(s).

REPORTING & SUPERVISION

The Language Mapping Consultant reports to the Chief of Party.
Core and Supporting Questions

• Through the language mapping exercise, the consultant will seek to address the following questions.
• What predominant local languages are used in various communities in the selected states?
• What are the main determinants for a language to qualify as a language of instruction?
• What local languages are commonly used by children between 5 and 13 years of age in each of the selected communities?
• What other languages can be considered to meet the criteria of a language of instruction in the immediate environment?
•  What dialectical differences interfere with the standard form?
• Do these languages have written orthography and are they part of the nine network languages recognized by NERDC?

PRIMARY RESPONSIBILITIES

Primary responsibilities include but are not limited to the following:

• Conduct comprehensive literature review of language mapping exercises conducted prior to this assignment if any.
• Develop tools that will generate data necessary to respond to the above study questions.
• Map out communities in each of the selected states.
• Administer the tools developed to a representative sample of the communities mapped out.
•  Analyze and report the data to achieve the stated requirements.
• Other tasks as assigned.

Result/Deliverable (Total LOE -26 days (100%)

• Milestone plan and notional calendar prior to start of assessment 1day
• Inception report detailing the study framework: research questions, methodology, and instruments development, mapped-out communities 4 days
• Data collection 10 days
• Oral PowerPoint presentation upon completion of field work and delivery of annotated outline for report/Validation of the findings 3days
• Draft language mapping report 5 days
• Final language mapping report 3 days

Required Skills & Qualifications:

• Master’s degree in languages or related field.
• First degree in languages/linguistics/stylistics.
• At least 3 years research experience in quantitative and qualitative data analysis.
• Previous work experience in research methodologies.
• Evidence of experience conducting language mapping or language related exercises.
• Previous experience working in Sub-Saharan Africa, preferably Nigeria.
• Fluency in English Language.

Skills & Abilities:

• Strong analytical and research skills.
• Excellent capacity building skills, with demonstrated experience in effective training, coaching and facilitation.
• Good organization skills and ability to maintain and foster relationships with teams and stakeholders
• Excellent communication and facilitation skills
• Ability to work under short deadlines and efficiently handle multiple tasks.
• Attention to detail and the ability to function well in a team.

go to method of application »

BACKGROUND

Creative Associates International is a fast-growing, social impact company that specializes in the areas of education, economic growth, democratic transitions, and stabilization in post-conflict environments. Based in Chevy Chase, Maryland, this global development organization has a field presence is more than 25 countries and a strong client portfolio of that includes the U.S. Agency for International Development and the State Department. Since its founding in 1977 by four enterprising women, Creative has earned a solid reputation among its clients and is well-regarded by competitors and partners alike. Creative Associates International has been working in Nigeria for more than a decade to support education programs in Nigeria.

PROGRAM DESCRIPTION

Funded by the U.S. Agency for International Development and in close partnership with federal partners and select Nigeria States (designated as legacy [Bauchi and Sokoto], launching and technical assistance), the five-year Leveraging Education Assistance Resources in Nigeria (LEARN) project will support sustainable improvements in reading outcomes for first and second grade pupils. The goal of LEARN is to strengthen and scale early grade reading (EGR) best practice by ensuring that standards-based, context-appropriate assessment, materials, training, and administrative supports needed to improve literacy skills for P1-2 pupils are embedded within the federal policy, funding, and monitoring frameworks, and state and local authorities have the implementation protocols, capacity, and resources to carry out and sustain standards-based, data-driven EGR reform. The project objective is to instill ownership in and build capacity of school-community, local, state, and federal systems to establish a base for adequate, consistent data-driven funding, monitoring and performance that increase the equity, inclusion, and wellbeing necessary to achieve sustained EGR gains. LEARN will therefore be building on lessons learned from prior Nigeria reading programs to introduce a flexible, cost- efficient EGR intervention model that can be tailored to state contexts.

POSITION SUMMARY

The process of conducting a book supply chain analysis (BSCA) entails meeting with all pertinent private and public stakeholders at centralized and decentralized levels to gather technical expertise, individual knowledge, and operational systems in order to make recommendations for doable steps to establish efficient book supply chains that deliver children's books when they're in need.

Governments, funders, implementing organizations, and private sector partners can function as effectively as possible in terms of book provision with the help of book supply chain analyses (BSCA), which offer the data and analysis they require. In addition to identifying opportunities in the book supply chains and appropriate measures to take advantage of them, the BSCA should also identify holes in the current book supply chain and propose actionable solutions.
Creative Associates seeks to engage the services of a Book Supply Chain Analysis consultant to provide technical support to the LEARN to Read project. The consultant will conduct analysis to examine the book supply chain, ranging from Universal Basic Education Commission (UBEC) policies, publishing and printing to delivery and distribution, to determine accuracy and timeliness of procurement/orders, facility of local suppliers to fill orders, capacity of states and LGEAs to warehouse, manage inventory and ensure delivery to schools per schedule, and school capacity to store, manage and lend books.
The consultant will work with the Teacher Professional Development Advisor and coordinate with technical leads across multiple LEARN to Read components.

REPORTING & SUPERVISION

The Book Supply Chain Analysis Consultant reports to the Chief of Party.

Core and Supporting Questions

The initial core questions are listed below, but the consultant will refine core questions and propose supporting ones prior to designing the data collection approaches and instruments using standardized tools.

• What are the process and cost of getting books and learning materials to the children?
• What are the challenges/ bottleneck to getting quality teaching and learning materials for active use?
• What are the procurement laws and policies available to aid planning?
• How does the book supply chain affect the availability of children’s book?

PRIMARY RESPONSIBILITIES

Primary responsibilities include but are not limited to the following:

• Conduct comprehensive literature review and refine research questions. Ensure the literature review also captures similar work done by other USAID projects in Nigeria.
• Develop instruments and methods in consultation with UBEC, printers/publishers, state and LGEA departments and institutions, and schools.
• Review of documented supply chain structure, procedures, protocols and delivery reports.
• Organize a meeting to clarify initial questions, present methodology and draft research plan for confirmation.
• Identify and interview key-informants along the supply chain.
• Document key supply chain principles currently implemented such as multiple ports of entry, processing of pick and pack to prepare for delivery and warehouse
• Document if any gaps in the Educational Management Information System (EMIS) data, track and trace systems and Electronic Records Management Systems (ERMs).
• Document book supply chain promising practices or standards observable for LEARN to Read.
• Observation of prints, warehouses, and school storage facilities.
• Survey of purposive sample of schools about delivery requirements and management issues.
• Analyze the six main phases of book supply chain, planning and forecasting, title development, publishing and printing, procurement, distribution management and active use.
• Analyze implications and provide recommendations based on findings from the study.
• Document all findings from the interviews, which can be quality assured by LEARN to Read.
• Organize a synthesis workshop to address initial findings. A PowerPoint presentation is recommended for the purposes of this task.
• Coordinate with the MERLA Advisor and other component leads to ensure successful completion of the study.
• Other tasks as assigned.

Result/Deliverable (Total LOE -20 days (100%)

• Milestone plan and notional calendar prior to start of assessment 1 day
• Secondary data review (documents review) report 2days
• Study framework: research questions, methodology, and instruments development 3 days
• Data collection  5 days
• Presentation of draft findings 2 days
• Draft BSCA report 5 days
• Final BSCA Report that includes systems map 2 days

Required Skills & Qualifications:

• Masters’ degree in supply chain management, logistics, education policy & management, international development, or a related field (or, alternately, a bachelor’s degree in a relevant field and 8 additional years of relevant experience).
• At least 3 years research experience in quantitative and qualitative data analysis.
• Strong analytical and research skills.
• Demonstrated extensive technical experience in designing and implementing book supply chain activities with both theoretical and practical background in logistics management.
• Proven ability to work productively with a variety of stakeholders to run participatory processes and meet tight deadlines with an emphasis on producing quality products.
• Experience with USAID-funded programs preferred.
• Have a good grasp of issues related to marginalized groups’ participation in education.
• Excellent capacity building skills, with demonstrated experience in effective training, coaching and facilitation.
• Previous work experience with international donors/NGOs, preferably USAID.
• Previous work experience in research methodologies and project monitoring and evaluation desirable.
• Previous experience working in Sub-Saharan Africa, preferably Nigeria.
• Fluency in English Language.

go to method of application »

BACKGROUND

Creative Associates International is a fast-growing, social impact company that specializes in the areas of education, economic growth, democratic transitions, and stabilization in post-conflict environments. Based in Chevy Chase, Maryland, this global development organization has a field presence is more than 25 countries and a strong client portfolio of that includes the U.S. Agency for International Development and the State Department. Since its founding in 1977 by four enterprising women, Creative has earned a solid reputation among its clients and is well-regarded by competitors and partners alike. Creative Associates International has been working in Nigeria for more than a decade to support education programs in Nigeria.

PROGRAM DESCRIPTION

Funded by the U.S. Agency for International Development and in close partnership with federal partners and select Nigeria States (designated as legacy [Bauchi and Sokoto], launching and technical assistance), the five-year Leveraging Education Assistance Resources in Nigeria (LEARN) project will support sustainable improvements in reading outcomes for first and second grade pupils. The goal of LEARN is to strengthen and scale early grade reading (EGR) best practice by ensuring that standards-based, context-appropriate assessment, materials, training, and administrative supports needed to improve literacy skills for P1-2 pupils are embedded within the federal policy, funding, and monitoring frameworks, and state and local authorities have the implementation protocols, capacity, and resources to carry out and sustain standards-based, data-driven EGR reform. The project objective is to instill ownership in and build capacity of school-community, local, state, and federal systems to establish a base for adequate, consistent data-driven funding, monitoring and performance that increase the equity, inclusion, and wellbeing necessary to achieve sustained EGR gains. LEARN will therefore be building on lessons learned from prior Nigeria reading programs to introduce a flexible, cost- efficient EGR intervention model that can be tailored to state contexts.

POSITION SUMMARY

Social Network Analysis is a methodology for identifying and understanding relationships between people and address critical knowledge gap.  Using data to see behavior relationship at the micro level (individual, institutional) and patterns at the macro or network level. The approach visually displays relationships and strength among network stakeholders, providing evidence on how to more effectively work with and leverage their relationships for change.

Creative Associates seeks to engage the services of a social network analysis consultant to provide technical support to the LEARN to Read project. The consultant will conduct a social network analysis (SNA) to help learn understand better  interrelationships among various stakeholders in supporting EGR. It is expected that the consultant will examine key social network analysis domains such as - network size, density, reciprocity, edges, shortest path, and degree centralization. In addition, the study will compare the SNA findings to the LEARNs’ theory of change validating the extent towards which EGR stakeholders and actors are connected.

The consultant will work closely with Senior Monitoring Evaluation Research Learning and Adapting (MERLA) Advisor and coordinate with technical leads across multiple LEARN to Read components.

REPORTING & SUPERVISION

The Social Network Analysis Consultant reports to the Chief of Party.
Core and Supporting Questions

The initial core questions are listed below, but the consultant will refine core questions and propose supporting ones prior to designing the data collection approaches and instruments using standardized tools.

• Who are the core actors promoting EGR at the Federal, state and LGEA levels?
• What is the existing network structure of coordination and collaboration between and within stakeholders (Federal, state, LGEA) in the promoting EGR?
• To what extent are the core actors playing assigned institutional roles, areas, density and vectors of influence with impacts on EGR?
• What is the observable time bound changes in stakeholders’ collaboration and engagements
• What impacts stakeholder agendas and behaviors to identify internal and external forces acting for/against change?
• What opportunities exists and who are the change champions at all levels (Federal, State, LGEA)?
• PRIMARY RESPONSIBILITIES

Primary responsibilities include but are not limited to the following:  

• Conduct comprehensive literature review and refine research questions. Ensure the literature review also captures similar work done by other USAID projects in Nigeria.
• Develop interview protocol, including customization for different types of actors/stakeholders as necessary.
• Identify an initial list of key stakeholders for interviews and focus groups and schedule accordingly
• Organize a meeting to clarify initial questions, present methodology and draft research plan for confirmation.
• Undertake semi-structured interviews with key stakeholders, including additional stakeholders identified during the study.
• Organize focus group discussions with key interest groups.
• Analyze implications and provide recommendations based on findings from the study.
• Document all findings from the interviews, which can be quality assured by LEARN to Read.
• Organize a synthesis workshop to address initial findings. A PowerPoint presentation is recommended for the purposes of this task.
• Track coordination and analyze collaboration between and across federal and state ministries, agencies and commissions using network measures.
• Coordinate with the MERLA Advisor and other component leads to ensure successful completion of the study.
• Other tasks as assigned.

Result/Deliverable (Total LOE -20 days (100%)

• Milestone plan and notional calendar prior to start of assessment            1day
• Secondary data review (documents review) report 2days
• Study framework: research questions, methodology, and instruments development 3 days
• Data collection  5days
• Presentation of draft findings 2 days
• Draft SNA report. 5 days
• Final SNA Report that includes a systems map. 2 days

Required Skills & Qualifications:

• Masters’ degree in sociology, demography, education policy & management, international development, or a related field (or, alternately, a bachelor’s degree in a relevant field and 8 additional years of relevant experience).
• At least 3 years research experience in quantitative and qualitative data analysis.
• Strong analytical and research skills.
• Demonstrated extensive technical experience in designing and implementing social structure related activities in education and intersectionality, with both theoretical and practical background in Social Network Analysis and skilled in social and education research methodologies.
• Proven ability to work productively with a variety of stakeholders to run participatory processes and meet tight deadlines with an emphasis on producing quality products.
• Experience with USAID-funded programs preferred.
• Have a good grasp of issues related to marginalized groups’ participation in education.
• Excellent capacity building skills, with demonstrated experience in effective training, coaching and facilitation.
• Previous work experience with international donors/NGOs, preferably USAID.
• Previous work experience in research methodologies and project monitoring and evaluation desirable.
• Previous experience working in Sub-Saharan Africa, preferably Nigeria.
• Fluency in English Language.