About the Aga Khan Foundation
The Aga Khan Foundation (AKF) is an Agency of the Aga Khan Development Network (AKDN), a group of private, non-denominational development agencies that share a mission to improve the living conditions and opportunities for marginalized communities across some target countries in Africa and Asia. AKF was established by His Highness the Aga Khan in Switzerland in 1967 and began working in East Africa in 1974. Globally, AKF seeks sustainable solutions to long-term problems of poverty, hunger, illiteracy, and ill-health, with special emphasis on the needs of rural communities in mountainous, coastal, and other resource-poor areas. AKF was established in Uganda in 1994 and has been implementing programs focused on Education, Early Childhood Development and Civil Society, aimed at improving the quality of life of all boys and girls, women, and men in the Central and West Nile regions of Uganda. All the Uganda Country programs are embedded in government and community interests and structures, and work to promote social inclusion, equity, and pluralism.
About Schools2030
AKF, in partnership with a global consortium of private foundations, is co-launching Schools2030, a 10-year (2020-2030) learning improvement programme. The ten-year initiative is a participatory action research and learning improvement programme in 1,000 government schools across the ten countries. Using the principles of Human-Centred Design (HCD) and focusing on the key transition years of ages 5, 10 and 15, Schools2030 seeks to catalyse locally rooted education solutions that can inform systems-level approaches for improving holistic learning outcomes. In Uganda, AKF will partner with 100 sites (schools and youth development partners) to drive classroom level innovation to enable teacher generated solutions to identify and inform ‘what works in education’ for Uganda.

Scope of work
School2030 will conduct a series of school‐level HCD workshops for the partner schools and youth development partners to design their own solutions to addressing the deficits emerging from the child learning outcomes and learning environment assessments undertaken by teachers.
The school-level HCD workshops will be co-facilitated by a team for 3 external facilitators who will be tasked with providing further support to schools in designing and implementing their solution.
The HCD facilitators with support with AKF Staff will be responsible for facilitating the delivery of the school-level HCD workshops for the 100 sites.

About the role
The identified candidates will facilitate HCD trainings and feedback sessions to support Schools2030 school sites, identify challenges at their campuses, design and iterate solutions which will be pitched at district and national platforms.

Role of the HCD facilitators
• Prepare the facilitators’ training content, guided by the Schools2030 HCD tools and resources and deliver the training.
• Provide support to facilitators on delivering HCD trainings to schools and partners.
• Support the schools to design, test, and adapt classroom and school level solutions to improve learning environments and learning outcomes.
• Support the youth development partners to design, test, and adapt youth-based solutions to strengthen youth pathways to education, empowerment, and employment.
• Provide the Schools2030 programme feedback on the HCD schools and facilitator training, including recommendations for improvement.
• Schedule feedback sessions to support teachers reflect and iterate the developed prototypes.

Duration
The HCD facilitators will be engaged for a period of 4 months, 1st August 2021 to November 2021. This period is further defined by the following key activities:
• HCD facilitators’ virtual training: 40 hours
• HCD facilitators’ physical training: 40 days
• HCD school-level training: 20 days
• HCD Regional showcase event: 2 days
• HCD National showcase event: 1 day

Deliverables
• Prepare for and facilitate HCD facilitators’ training.
• Facilitate HCD school-level training. (Virtual and Physical)
• Provide support to facilitators and schools during the design process.
• Prepare and submit HCD report; including, but not limited to:
• Process documentation
• Anecdotes and stories from participants
• Highlight of solutions developed.
• Review of HCD tools and resources
• Training attendance and commitment
• Comments on additional support and follow up plan.

Key Qualifications and Experience
• Relevant undergraduate qualification
• Relevant experience working in schools and/or education programmes.
• Proven experience using Human Centred Design (design research / design thinking) research methodologies preferred.
• Proven experience delivery of HCD training courses.
• Proven experience producing high quality reports.
• Excellent communication and inter-personal skills.
• Ability to establish and maintain effective working relationships with a diverse range of stakeholders.
• Ability to prioritise and handle multiple work assignments.
• Excellent verbal and written English
• Excellent ICT skills with basic Microsoft software.