Technical Partner for Accelerated Learning & Reintegration Pilot for Out-Of-School Learners

• Increasing support for adolescent girls and young women to be in control of their health and educational choices;
• Increasing ability of community & school groups to actively promote girls' access to education;
• Increasing capacity of teachers & education leaders to create safe, inclusive & gender-transformative schools & learning environment;
• Increasing knowledge & application of promising practices to support safe, inclusive & gender-transformative education systems.

• Accelerated: Covers key primary competencies in a condensed timeframe (3-6 months).
• Flexible: Adaptable to the non-linear learning gaps of returnees and OOS girls.
• Evidence-Based: Utilises proven pedagogical approaches (e.g., digital learning, TaRL, or condensed ALP curricula).

• Provide or adapt an existing instructional framework (digital or otherwise) aligned with the South Sudan National Curriculum or relevant curriculum standards.
• Ensure materials are gender-responsive and inclusive of the lived experiences of SCALE's target project participants, including adolescent girls who may be young mothers or refugee returnees.
• Integrate content that directly responds to the needs of target learners (to be identified through a needs assessment being completed by WUSC).
• Define the minimum package of competencies required for a learner to be deemed ready to re-enter formal education.
• Delivery and Facilitation Management

• Support WUSC to establish and equip Learning Hubs (utilising community structures or existing learning spaces).
• Support WUSC to recruit and train community-based facilitators to effectively deliver the learning model, including any specific methodology (e.g. blended learning, active pedagogy, or remedial instruction).
• Support WUSC and its relevant partners to design and conduct community engagement activities to a) identify and mobilise learners to participate in the pilot, and b) generate support for the learning and reintegration model.
• Provide ongoing coaching and quality assurance support to ensure instructional fidelity.
• Assessment and Transition Tracking

• Develop tools and approaches to conduct pre-entry diagnostic assessments to determine individual learner levels.
• Implement formative and summative assessments to track progress.
• Produce individual competency profiles that provide clear evidence of a learner's grade-readiness, which will form the basis of re-entry discussions with school head teachers.
• Evidence and Learning Generation

• Design and execute a monitoring and research agenda to evaluate the pilot's effectiveness related to learning gains and transition outcomes.
• Document and package evidence and learning into agreed learning products summarising impact, optimal facilitation requirements, lessons learned, and recommendations for scale-up.

• Inception Report: Detailed implementation plan, including the proposed pedagogical model, assessment tools, community engagement strategy, and learning agenda.
• Facilitator Training Manual and Training of Trainers: Documentation of the training provided to local staff.
• Community Engagement Strategy: A documented plan for mobilisation, caregiver sensitisation, and local leadership buy-in, including risk mitigation plan for gender-based barriers.
• Learner Progress Dashboard/Report: Monthly data on attendance, competency gains, and participation.
• Final Transition Report: Data on the 240 learners, including their Competency Profiles and confirmed grade placements in formal schools.
• Evidence and Scalability Learning Product/s: Documenting evidence of success and scalability of the learning and reintegration model.

• Proven experience designing and implementing effective accelerated education, non-formal education, or second chance learning in fragile or conflict-affected settings, preferably in South Sudan, with demonstrable results;
• Strong knowledge of the education sector in South Sudan, including national education priorities and Alternative Education Program (AEP) policies and practice;
• Technical expertise in gender-transformative education, inclusive education, curriculum design, teacher training and/or youth programming;
• Optional but preferred: Experience with EdTech or low-resource technology solutions for education.
• Strong analytical, research, design, and documentation skills;
• Demonstrated ability to deliver high-quality outputs within tight deadlines;
• Excellent interpersonal and cross-cultural communication skills;
• Full professional fluency in English. Knowledge of Juba Arabic or local languages is an asset.

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