Background information about VVOB
VVOB – education for development is an international non-profit organisation with 40 years of experience in improving the quality of education systems. The ambition of VVOB is to ensure learners around the world enjoy their fundamental human right to quality education, without exception. In striving for that ambition, we place our values ‘commitment’, ‘integrity’, ‘respect’, ‘quality’ and ‘innovation’ central.
To this end, VVOB enters long-term partnerships with Ministries of Education around the world. VVOB also draws on an extensive knowledge network consisting of like-minded international organisations and a range of educational actors in Belgium, where its headquarters are located. VVOB is supported by some of the world’s leading education foundations, including the LEGO Foundation and Mastercard Foundation, and by committed institutional donors such as Belgian International Cooperation.
Project Description
VVOB in Zambia is implementing a pilot project in Foundational Learning called Closing the Learning Gap, that aims to strengthen literacy and numeracy in Grade 2 and later Grade 1 to ensure children are attaining expected foundational learning levels. VVOB in Zambia has a long history of supporting the Ministry of Education in the Catch Up programme, which uses the Teaching at the Right Level (TaRL) methodology in Grade 3-5 to support learners to reach the expected grade level. In line with the Ministry, VVOB would like to support more of Grade 1 and 2 to reduce overall learning poverty and the need for remedial learning later. In this line, VVOB is looking for a SEA consultant to support in review of existing materials and to support the development of our vision in foundational learning.
Technical Specifications – Strategic Education Advisor (Foundational Learning)
1. Task and Profile
The Strategic Education Advisor (SEA) will provide high-level technical leadership and strategic guidance with a focus on foundational learning (literacy and numeracy) and learner-centred pedagogies. The SEA will work closely with the Country Programmes Manager (CPM), the Education Manager, the other SEAs, and the implementation team to ensure the pilot is pedagogically sound, contextually relevant, and aligned with national education priorities. The SEA will lead the revision of instructional materials, support capacity building, and contribute to the learning agenda and policy dialogue.
Specific Responsibilities
Responsibility 1: Technical Leadership and Quality Assurance
- Lead on developing training manuals for foundational learning trainings ensuring clarity and integration of best practices.Provide technical oversight during implementation, including classroom observations, coaching and feedback loops in Zambia.
- Provide technical quality and oversight in design of new innovations, projects, proposals and materials in Zambia to support foundational learning.
Responsibility 2: Strategic Engagement and Policy Influence
- Support the leadership of the overall strategic vision and direction for Zambia’s work on Foundational Learning in Zambia and support the teams to put these visions into programmatic plans.
- Provide high technical expertise and support to Ministry of Education in Zambia during their revision of the FLN frameworks.
- Contribute to internal policy discussions and strategic planning processes related to foundational learning.
- Contribute to internal discussions and strategic planning on strengthening school leadership to support foundational learning.
Responsibility 3: Capacity Strengthening and Knowledge Sharing
- Facilitate professional development for education advisors, and government counterparts.
- Lead documentation of lessons learned, good practices, and innovations for dissemination.
Required Essential Expertise and Experience
Educational Background
- Master’s degree or higher in Education, Curriculum Studies, International Development, or a related field with specialization in foundational learning or pedagogy.
Professional Experience
- Minimum of 7 years of experience in education systems strengthening, with a focus on early grade learning, or curriculum reform.
- Proven experience working with Ministries of Education, curriculum institutes, and teacher education systems in sub-Saharan Africa, preferably in Zambia.
- Demonstrated leadership in designing and implementing learner-centred pedagogies.
Technical Expertise (preferably in Zambia)
- Deep understanding of foundational literacy and numeracy.
- Experience in curriculum integration, instructional design, and teacher professional development.
- Familiarity with formative assessment, differentiated instruction, and inclusive education principles. • Familiarity with VVOB’s work in foundational learning and knowledge of existing materials is an asset.
- Deep understanding and experience in materials development processes for a Competency Based Curriculum in Early Grade Literacy and Numeracy is an asset.
Strategic and Advisory Skills
- Strong analytical and problem-solving skills, with experience in adaptive programming and systems thinking.
- Excellent facilitation and capacity-building skills across diverse stakeholder groups.
Coordination and Communication
- Exceptional written and verbal communication skills in English (CEFR Level C1).
- Experience in knowledge management, technical writing, and documentation of innovations.
- Ability to work collaboratively in multicultural and multidisciplinary teams.
Other Requirements
- Willingness to travel to/within Zambia for longer periods of time (4+ weeks at a stretch).
- Ability to work independently and manage complex technical portfolios.
- Commitment to equity, inclusion, and child-centred education.
Required Competences
Core Competences
- Strategic thinking and systems-level analysis
- Strong interpersonal and communication skills
- Results-oriented and proactive
- Cultural sensitivity and adaptability Role-Specific Competences
- Expertise in foundational learning and remediation
- Experience in curriculum and teacher development
- Ability to lead technical processes and influence policy •
- Strong documentation and knowledge-sharing skills
Nationality and Location
This assignment is open to all nationalities.
Location Options:
- Lusaka-based: Preferred for candidates for proximity to implementation zones and government partners.
- Remote-based: Considered for highly qualified candidates with strong virtual collaboration skills and availability for regular field visits (up to two weeks/month).
Duration and Start Date
- Duration: 9 months (estimated quantity of 135 working days; 1 working day = 8 hours)
- Start Date: 1st April 2026
Deliverables
All deliverables are to be delivered according to the time frame below:
Review and complete lesson guides for Grade 2 Term 1-3 Literacy and Numeracy
- Review and align the Literacy and Numeracy lesson guides for Grade 2, based on the Scope & Sequence and in line with the CBC syllabus for Grade 2.
- Ensure that all aspects of content explanation are clearly set out and that they give clear instructional examples for the teachers to deliver these lessons.
Timeframe: Term 1 and 2 to be completed before end of April. Term 3 by the end of July
Complete the Training Framework and Facilitator Guide for Closing the Learning Gap pilot in Zambia
- Develop a follow up training guide for Master trainer training Term 2 and 3 (2 x 3 days), Teacher training (2 x 4 days), and Mentor training (2 x 1 day). This guide must include agendas, PPTs, additional material list and a comprehensive hourly schedule for Master Trainers from MoE to follow in delivering the content to the teachers. The sessions need to be practical and clear, with some demos on activities to improve understanding.
- Develop additional training sessions on structured pedagogy components like formative assessment, positive discipline and mentorship.
Timeframe: Term 2 training completed by end April and Term 3 training completed by end July
Advisory role on the development of Foundational Learning in Zambia
- Compile a detailed analysis on the current Numeracy and Literacy frameworks linked to the Competency Based Curriculum, clearly outlining the challenges and recommendations for improvements.
- Contribute to the revision trajectory under Ministry of Education to ensure an aligned and refined framework for FLN in Zambia.
- A strategic document summarizing the vision and potential strategic direction for VVOB in Zambia on foundational learning including risks, opportunities, and recommendations for scale-up and integration into national systems.
- Where applicable, integrate this into programme formulation and support in programme formulation including on strengthening school leadership for foundational learning.
- Based on agreed needs, support new projects at design, inception and implementation phase.
- Facilitate capacity development workshops with the Ministry on foundational learning.
- Lead on reviews, revisions and updates of materials in early grade numeracy and literacy.
- Engage with stakeholders including donors to support VVOB’s work on foundational learning.
- Other relevant deliverables related to Foundational Learning as needed and agreed between VVOB and the consultant.
Timeframe: Completed by end December 2026
Application Process Applications will be accepted on a rolling basis with a start date preferred on 1st April 2026. Deadline for applications is 8th March 2026.
