Jr. Researcher, Pre-Primary Education Study

Social Impact (SI) is a global development management consulting firm. We provide monitoring, evaluation, strategic planning, and capacity building services to advance development effectiveness. We work across all development sectors including democracy and governance, health and education, the environment, and economic growth. Since 1997 we have worked in over 100 countries for clients such as U.S. government agencies, bilateral donors, multilateral development banks, foundations, and nonprofits.

Project Objective:

Under the Middle East Education Research, Training and Support (MEERS) initiative, the USAID Middle East Bureau has requested a study on Pre-Primary Education in the Middle East and North Africa (MENA) in preparation for further support to this education sub-sector. Under the current USAID Education Strategy, the education programs funded by the Agency support host countries to achieve specific, measurable results by improving reading skills for children; strengthening higher education and workforce development programs; and expanding access to education in crisis and conflict states. On September 8, 2017, Congress passed P.L. 115-56, the Reinforcing Education Accountability in Development (READ) Act, which called for USAID to develop a comprehensive international education strategy in consultation with other relevant U.S. Government Departments and Agencies by September 2019. As part of this process, USAID examined the role of pre-primary education in supporting reading programs globally. In addition, the COVID pandemic and uncertain economic conditions in the region has turned the attention of policy makers to the private sector, where most pre-primary education services in the MENA region are situated, as potential development partners.

This study aims to examine various themes including financing, access, and quality pertaining to pre-primary education, using 2 case study countries, Lebanon and Morocco. In particular, it will seek to address the following questions:

1. What makes for good quality in pre-primary education?

2. What is happening in the pre-primary education context for these countries, including challenges?

3. What are the gaps between high-quality pre-primary and the current experience?

4. What recommendations could be offered to enhance quality within the existing context and constraints?

Position Description:

Social Impact Inc. is seeking an individual to fulfill the role of Jr. Researcher on this Study. The Jr. Researcher will be part of the research team (RT) and support the data collection process. In addition, the Jr. Researcher is responsible for contributing to research activities and the production and completion of the two country write-ups. The Jr. Researcher will participate in data collection and compilation, support key informant interviews by notetaking; conduct data analysis and provide technical inputs, and contribute to the drafting and finalizing of write-ups.

This is a remote, part-time consulting position requiring 20 days of work from February to June 2022.

Responsibilities:

General

• Maintain clear and regular communication with the Team Lead and HQ support staff and ensure the HQ team is made aware of any risks, problems, or challenges that arise in a timely manner.

• Contribute to the development and finalization of project deliverables, including data collection/analysis, notetaking, draft and final write-ups, and presentations.

• This is a remote position.

Minimum Qualifications

• 5 years of experience conducting qualitative research and coding on early childhood education, including education access, financing, and quality.

• Bachelor’s degree (Master’s preferred) in education, public policy, sociology, anthropology, social work or other relevant field with a focus on topics related to international development

• 2-3 years of experience conducting qualitative research in the Middle East and/or North Africa preferred

• Experience in qualitative data collection with key stakeholders, such as international actors and government officials

• Exceptional organizational, analytical, writing, and presentation skills

• Fluency in English speaking, reading, and writing

• Fluency in Arabic speaking, reading, and writing

• Experience working with USG clients preferred