Position: Social Mobilizer, Girls’ Education Program

Organization: Room To Read

Location: Uttar Pradesh

Apply: https://osv-rtr.wd5.myworkdayjobs.com/en-US/RoomToRead/job/Social-Mobilizer--Girls--Education-Program_R-01892

Duties & Responsibilities:

A. Program planning, implementation

• Develop a thorough understanding of Room to Read’s Girls’ Education program design, objectives, and outcomes

• Implement program activities as per design maintaining fidelity 

• Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions etc.

• Participate in program planning in consultation with Supervisor and other state level staff. 

• Regularly attend weekly and monthly workshops where weekly and monthly plans are made and reviewed.

• Participate in fortnightly and monthly team meetings.

• Attend mandatory training of Social Mobilizers; render support to the state team in developing the content for the training of the state team; also act as trainer whenever required in both demonstration and custom projects

B. Family, School and Community Engagement

• Have a thorough understanding of social issues, safety concerns and child protection issues affecting girl participants and an awareness of available social safety net mechanisms, schemes and referrals. (With child protection and safety issues of girls that emerged through a study done in India last year and the new mentoring module that requires the program to address such issues, we need a social mobilizer who is well networked and well acquainted with existing social safety net mechanisms, schemes and referrals; this skill was not required for our current social mobilizers).

• Engage with parents and caregivers through phone at least once a month.

• Organize and lead family and community meetings and consultations with school staff, parents, and community members/organizations as per design; discuss life skill content and issues with them in a tactful manner (especially sensitive/taboo issues like early marriage and attending school during menstrual cycle) both in virtual medium as well as at the field level as per the situation and requirement.

• Seek opportunities for networking at local level and create a resource pool to be used as a referral if there is a need

• Hold the School level Workshops with all the teachers and school administrations as per the program plan and design; regularly coordinate with the School Focal Point Person and other teachers and update them about the program and create space innovatively to engage them at the field level activities.

• Facilitate visits of donors, INCO and SO team members

• Facilitate and support SO/INCO team members in conducting research/ survey/ study/ data collection/ baseline etc.

• Engage in celebration of relevant days (virtual or physical) to support Girls Education.

C. Working with Girls

• Conduct in person life skills sessions for 80 to 100 girls in batches of 20-25 as per the prescribed session content and as per agreed plan.

• Conduct 2 sessions in a month via phone-based programming for each girl. Each girl will need to be provided with a minimum number of prescribed life skills sessions in one year as per allotted either at the school level or through virtual medium. This would require a thorough understanding of the content and skills of delivering it tactfully (especially the content related to reproductive health).

• Devote adequate preparation time for the delivery of the life skill sessions and develop content understanding.

• Distribute the newsletter GUPSHUP either at the field or through virtual medium, initiate discussion around it and hold follow-up activities. (This requires an ability to engage with text in a magazine format written for girls – to eventually lead them into an analysis of the magazines/mass media and inspire them to express and deconstruct gender stereotypes)

• Help girls to develop wall magazines and write for state-level Gupshup so that their voices can be captured.

• To ensure that rapport building calls with new entrants as they happen and are implemented with a well thought out and coordinated preparation.

• Engage actively and directly in the GEP campaign in the prescribed design and collect evidence for documentation.

• Facilitate and ensure smooth material distribution planned for the girls.

• Mentoring: Conduct group mentoring sessions for 80 to 100 girls in batches of 10-12 girls as per prescribed content guidelines and record each session. Plan out the group mentoring sessions in association with the Program Associate, taking into account the needs expressed by the girls. Conduct individual mentoring sessions as needed following the IM SOP. This may need creation of new content wherever needed (The new mentoring module being introduced requires social mobilizers to be barefoot counselors – not just mentoring girls in groups but also identifying challenges being faced by girls, developing sessions to address the challenges, identifying the content for these sessions and developing the content if needed) 

• Do the need assessment for material need of the girls as per the plan and program design; render support to the state team in data entry and provide other support as and when required.

• Implement the bridge course with the girls as and when required as per the program planning.

• Hold alumnae meet up with the girls in the virtual mode as per the prescribed design.

• Direct engagement in filling up the Socio Economic Profile of the Girls.

D. Setting up Life skills Centres /Gender Resource Centres:

• Setting up a Gender resource Centre (GRC) for life skills in schools /community for life skills sessions

• Ensuring proper functioning and usage of GRC as per discussion with state GEP teams

• Ensure the space is clean, safe and welcoming to  girls

• Ensure the space is well stocked with drawings/articles/ expressions of children’s voices ; changing and putting up the articles/drawings/paintings on bulletin board periodically at least once a month

E. Home visits

• Mapping data as per the risk and response protocol and then making specific home visits. (The objective of the risk and response protocol is to take action based on an analysis of the four risk factors for girls dropping out. This involves tracking of each girl, understanding the risk, flagging concerns, suggesting solutions, motivating the girls to take necessary action and ultimately preventing the girl from dropping out. All this requires a very high level of analytical and strategic thinking skills, which is not currently available in the SMs). 

• Make effective plans to prevent drop out of critical girls upon the findings of the HV in consultation of the supervisor.

• Handling any critical matters that may emerge from these interactions

• Organizing/conducting programmatic activities at school and community as per mutually agreed plan and responsible for managing relationships with school, community and respond to issues that may arise.

• The quality of home visits is expected to be of high as the expectation is of higher levels of engagement and effective mentoring and outreach to families

F. Record keeping, Reporting and Monitoring

• Fill and update online trackers, fill survey monkey forms as per the required quality standards.

• Update records of attendance and parent meetings regularly

• Prepare and submit weekly plans during weekly reviews

• Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets , parents meetings, drop outs etc

• Filling up socio-economic profile of the girls

• Regular physical verification of girls on sample basis

• Periodic cohort risk assessment and analysis of it. Flagging issues of concern. It is expected that Social Mobilizers will undertake risk mapping of the entire cohort as many girls drop out during transition from grade 8 and grade 11. They would need to flag these cases and identify local solutions that may keep the girls in the schools.

• Identify case studies of girls, schools/communities and best practices and gather all related data and information.

• Maintaining stock register at school/center level

• Provide a list of materials required for the girls to the supervisors.

Qualifications:

Required:

• Bachelor Degree in education / social sciences or equivalent/ or higher 

• Minimum experience of 2yrs.( 1-2 years of relevant experience in the education /development sector including internships)

• Good verbal and written communication skills in Eng