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Education Technology Specialist at Right To Play Rwanda: (Deadline 26 October 2020)

Education Technology Specialist at Right To Play Rwanda: (Deadline 26 October 2020)
  • Full Time
  • Rwanda

Right To Play Rwanda

Right To Play Rwanda

Education Technology Specialist at Right To Play Rwanda: (Deadline 26 October 2020)


Right To Play is a global organization that protects, educates, and empowers children using all forms of play – games, sport, poetry, performance, dance, art, and music. We work with children in some of the most difficult and dangerous places on earth, empowering children with the knowledge and skills to drive change in their lives, their families, and their communities. In 2019, Right To Play transformed the lives of 2.35 million children in 15 countries around the world, working in collaboration with teachers, governments, communities, and parents.

Right To Play is headquartered in Toronto, Canada, and has operations in North America, Europe, the Middle East, Africa, and Asia.

The Rwanda country office is currently recruiting for a qualified and self-driven candidate to join a team of professionals in Rwanda as Education Technology Specialist.




The Education Technology Specialist will not supervise or manage any staff either directly on in a technical capacity.


The Education Technology Specialist is expected to provide advice and technical support to partners, the Rwanda Education Board, textbook boards, teacher training institutions, and Education Officials where applicable, in relation to Right To Play’s educational material and tools.



Programme planning, implementation, and delivery

  • Together with the Program Manager leads the design and development of Learning through Play with Technology (LTPT) program strategies in close coordination with the Global Program Unit and Education Specialists at Rwanda and HQ level to ensure alignment with RTP’s global theory of change. The can include new projects for which funding is granted.
  • In partnership with colleagues in Rwanda and globally, and project partners, identifies the program approach and technical solutions and applications which can contribute towards it.
  • Together with the Program Manager leads technical planning and implementation of the project.
  •  Leads in developing SET curricula, lesson plans, and resources for LTPT programs at primary school level as needed, working in collaboration with the Global Program Unit, the Rwanda program team, and key stakeholders including Government, NGOs, and private sector partners.
  •  Works closely with the Rwanda Education Board, MINEDUC, teacher training, and related curriculum development institutions and technology partners, to integrated LTPT methodology into SET curriculum, teacher guides, training curriculum, and ultimately classroom SET teaching.
  •  Develops and promotes support-materials for incorporating play-based and activity-based learning methods for SET teachers, using robotics, creative coding, and making/tinkering.
  • Builds networks, and share knowledge and program findings, with other Education Specialists within RTP, and at global level, to support cross-learning with other RTP programs.
  •  Supports the Program Manager in project planning, implementation, and reporting.
  • Supports the Program Manager in developing LTPT focused project proposals and concept notes for new projects.
  •  Identifies and develops new partnerships with LTPT -focused organizations from the private sector and civil society (NGOs, CSOs, FBOs).
  • In coordination with Country Director, Program Manager, the Gender Specialist and program staff ensures that issues of gender equality, inclusion, child protection, and safeguarding, sexual exploitation and abuse, accountability, risk, and vulnerability are addressed and monitored throughout all LTPT programs.
  • Stays abreast of new developments and opportunities to develop new initiatives to improve SET education outcomes for children, both in Rwanda and globally, using LTPT, in particular, initiative related to robotics, creative coding, and making/tinkering approaches.
  • Provides technical leadership on the procurement and/or development of appropriate teaching and learning materials, training manuals, and education resources for LTPT projects, especially with reference to robotics and creative coding tools appropriate for primary school level.
  • In close coordination with the Training Officer, conducts needs assessments in support of designing training for education departments, teachers and District Education Officers (DEO), District Directors of Education (DDE), Sector Education Officers or Inspectors (SEO or SEI), and RTP strategic and implementing partners, where applicable.
  • Regularly develops lessons learned and best practices and shares them with the RTP Programs and MEL teams, stakeholders, and HQ, ensuring that program lessons are being used to promote improved program delivery.
  •   Collaborates with the MEL team to develop appropriate systems, tools, and procedures for the monitoring and evaluation of LTPT programs



Representation, advocacy, and policy engagement

  •  Participates in a global community of practice with the Lego Foundation (LF), three LF technical specialists in robotics, coding, and making/tinkering (including the Lifelong Kindergarten Group at the Massachusetts Institute of Technology (MIT) Media Lab) and LF partners in 4 other countries.
  •   In close coordination with the Program Manager and the Country Director, lead RTP’s advocacy and policy efforts in regards to SET in the education sector by participating in national coordination forums and national strategic planning for the education sector, relevant technical working groups, and other key coordination platforms, as applicable.
  •  Represents RTP in various platforms and maintains positive relationships with government stakeholders, and other relevant stakeholders (e.g. relevant tech/SET educational start-ups and NGOs), regarding RTP activities.
  •  Contributes to updating RTP’s stakeholder analysis for the SET education sector, in particular key actors working with robotics, coding and making and tinkering in basic education, and ensures that RTP is engaging with, and is visible to, the most influential actors.
  • Coordinates research and advocacy interventions related to the program at the national and international level, using data from school-level interventions to advocate for national-level policy development/implementation, in close coordination with the MELO.
  •  Leads and develops RTP’s analysis and best practices in LTPT programming in the country and disseminates through documents and position papers with education stakeholders and within RTP, including the RTP Education Community of Practice.
  •  Provides technical inputs to strategies, policies, and resources related to LTPT and education programming to ensure that country experience and realities are well-reflected.



Capacity building support

  •  Ensures that country staff are properly supported with the technical knowledge and skills necessary to deliver LTPT program interventions.
  • Contributes to building capacity at a global level, and in other country teams, on LTPT as required.
  • Conducts regular visits to the field to provide technical support to program teams.



Performs other duties as assigned.



 The incumbent is expected to provide technical input into planning and implementing the LTPT program of the country office, with a particular focus on robotics, creative coding, and making/tinkering. The incumbent is required to have some flexibility in the plan to respond to urgent needs.



Bachelor’s degree in Computer science/engineering, ICT, or related field; or equivalent combination of experience.


  • 5 years’ experience designing and implementing SET educational programs with children, ideally at primary school level, which use technology, in particular robotics, creative coding, and/or making/tinkering.
  • Proven experience in building relationships, and successfully implementing projects in partnership, with government Education officials.
  • Proven experience in project planning, report writing, and working within NGOs.
  • Significant experience in designing and delivering training and/or the development or use of Learning Through Play with Technology materials and resources.


  • Communication and persuasion skills and the confidence to articulate complex ideas about the application of robotics, coding, and making/tinkering to primary education in a simple fashion.
  • Excellent interpersonal communication skills to build rapport with staff, partners, government officials, donors, and community leaders.
  • Superior organizational skills and ability to multi-task on a constant basis.
  • Ability to work under pressure meeting deadlines in a fast-paced fluid environment.
  • Can design and develop implementation plans.
  • Creative and flexible with problem-solving skills.
  • Demonstrated professionalism and diplomacy.
  • Ability to confidently represent oneself and Right To Play to high-level officials.
  • Strategy planning skills for education or LTPT initiatives.
  • People management, particularly influence management.


  • Experience making technical knowledge on at least one of robotics, or creative coding or making/tinkering (e.g. making play, utility, and learning objects) attractive to children, especially at the Primary School level. Ideally, you will have knowledge of all three.
  • Hands-on experience working with children using robotics or coding software or hardware aimed at Primary school children, (eg ScratchJr, Kodable, Minecraft for Education, WeDo, Mindstorms, Botley, others)
  • Understanding of how to design and implement SET lessons using robotics, creative coding or making/tinkering within the current Rwandan SET curriculum for Primary Schools.
  • Knowledge of the Competence-Based Curriculum, and in particular the current SET curriculum and the ICT in Education Framework, in Rwanda at the Primary School level.
  • Ability to design training for in-service and pre-service teacher training in Robotics, creative coding and, tinkering and making, ideally using a play-based approach.
  • Understanding of learning through play approaches and child-centered pedagogy (also referred to as active learning, student-centred learning, interactive pedagogy, etc.).
  • Knowledge and understanding of best practices in basic education programs, including technical experience in teacher training and resource and curriculum development.
  • Strong MS Office skills.


Fluency in spoken and written English.


  • Batchelor’s or Master’s degree in robotics or coding.
  • Fluency in Kinyarwanda is highly desirable.
  • Experience of working with, or for, REB on curriculum development in Rwanda.
  • Experience in working for, or with, academic, private, and civil society organizations with technical expertise in robotics, creative coding, and making/tinkering.
  • Experience of using a play-based learning approach.
  • Knowledge/experience in child protection and gender mainstreaming particularly as it applies to robotics, coding, and making/tinkering in primary school settings.
  • Knowledge of adult learning.
  • Experience of designing and delivering training, especially training of teachers and Education Officials.
  • Knowledge and experience with programmatic approaches related to life skills, social emotional learning or 21st Century skills
  • Knowledge and experience in education research, quantitative, and qualitative methods.
  • Ability to advocate for the integration of Learning through Play with Technology at important national, international, and virtual forums.
  • Experience of program/project management.



The incumbent is expected to deal with variable problems using analysis, problem definition, and alternative solutions development.   Seeks the support of the Program Manager, Country Director, and Education Specialists (in Rwanda and at HQ) when required.


 The incumbent is expected to generate reports and share findings from program experiences to inform quality programming at the country level. The incumbent is also expected to share experience at the national and global level both internally and externally.


 The incumbent is responsible for observing and evaluating LTPT programs and activity implementation and recommending changes and amendments accordingly.


The incumbent is expected to enhance relationships with partners by staying in regular contact and requesting feedback on ongoing projects. He/she is also responsible for maintaining positive relationships with all staff including at HQ.


(A)    Internal

The Program Manager, the Country Director, the Education Specialists in Rwanda, the Global Technical Lead, Education and the Education Specialist HQ, the Monitoring, Evaluation and Learning team, and the Global Programs Unit.

(B)    External

Rwanda Education Board, MINEDUC, Private Sector and Civil Society, Strategic and Implementing Partners, and donors



 The incumbent will be dividing his/her time between the Kigali office and the field, based on the need to attend stakeholders meetings, conduct field visits, and follow up on project implementation.


 The incumbent’s job requires concentration, accuracy, and attention to detail. 


 The incumbent’s job requires attention to deadlines and the ability to deal with pressure and deadlines.


If you are interested in applying for this position, please send your CV and application letter to: [email protected] and kindly include “Education Technology Specialist” in the subject line. Whilst this position is open until filled candidates are advised to submit their application not later than 5:00 pm on 26th October 2020.

While we thank all applicants for their interest, only those selected for interviews will be contacted. Right To Play is a child-centered organization and our recruitment and selection procedures reflect our commitment to the safety and protection of children in our programs.

 To learn more about who we are and what we do, please visit our website at

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