Social Mobilizer, GEP

World Change Starts with Educated Children

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IMPORTANT: All applicants must be legally eligible to work in the country where the position is located. Room to Read is not able to provide sponsorship.

Position Summary:

The Girl's Education Program is currently operating in 7 States across India – Chhattisgarh, Rajasthan, New Delhi, Uttarakhand, Telangana, Madhya Pradesh, and Maharashtra. Specifically, the program seeks to achieve increased years of schooling for girls and increase girls' self-awareness, decision-making and problem-solving skills. The Social Mobilizers are responsible for implementing the Girls' Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of the program. The social mobilizer will report to the Program Associate. The position will be field based; she will be responsible for a group of 90 girls as their mentor, support system and motivator.

Responsibilities:

Program planning, implementation:

• Develop a thorough understanding of Room to Read's Girls' Education program design and implement activities basis the Inputs from the State GEP teams.
• Responsible for ongoing implementation of the Girls' Education program, as per the Global design.
• Program planning (in consultation with State Office and program associate).
• Attend regular weekly and monthly workshops where weekly and monthly plans are made and reviewed – also attend mandatory training of social Mobilizers.
• To Support program team in implementing the programmatic activities.
• Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions etc.

Family and Community engagement:

• Lead and organize Teachers, family, and community meeting and consultation with school staff, teacher, parents, and community members/organizations as per design with input of Program Associate.
• Facilitating donor, INCO (India County Office), SO (State Office) team members visit.
• Looking after all logistics required to conduct any activity at school level.
• Facilitating and supporting SO/INCO team members to conduct any research/survey/study/data collection/baseline etc.
• Seeking the opportunities for networking at local level to create a resource pool to be used as a referral if there is a need.
• Ensure the sustainability of the program with the help of Bal Sakha program and other collaborations with school.

Working with girls on Life skills, Mentoring, Life skills clubs:

• Conducting life skills sessions for 90 girls in batches of 20-25 as per the prescribed session content and as per agreed plan. Each girl will receive 16 life skills sessions in one year.
• Life skills clubs/Children group formation and facilitating the group members to hold regular meetings as planned per the state Budget- 8 meetings a year with all girls.
• Conducting group mentoring sessions for 90 girls in batches of 10-12 girls regularly per prescribed content guidelines and records each session.
• Plays an active role in fleshing out the group mentoring sessions with the Program Associate basis inputs from Girls on what is required.
• Conduction individual mentoring sessions as needed.

Setting up Life skills centers /Gender Resource Centers:

• 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 (Girls Education program) 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.

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 act 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 are not currently available in the SMs (Social Mobilizer).
• Undertaking regular school visits.
• 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.

Record keeping, Reporting and monitoring:

• 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, parent 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.
• Filling the individual mentoring form.
• Supporting PA (Program Associate) in filling the PIMS (Program Implementation Monitoring Sheet).

Qualifications:

Required:

• Bachelor's degree in education / social sciences or equivalent/ or higher.
• Minimum experience of 2 years (1-2 years of relevant experience in the education /development sector including internships).
• Good verbal and written communication skills in English / Hindi and the local language of the state where position is based.

Preferred:

• Counselling diploma and/or experience of having worked on mentoring /counselling issues
• Experience working on life skills/gender /adolescents.
• Strong planning and project implementation skills.
• Ability to work in remote area and travel to communities for meetings.
• Ability to work effectively with schools and communities.
• Strong written and oral communication skills
• Good interpersonal skills and a team player.

Compensation:

Room to Read offers a competitive salary with excellent benefits. Benefits include thirteenth month bonus, health insurance and a retirement plan. The non-monetary compensation includes a unique opportunity to be part of an innovative, meaningful, and rapidly growing organization that is changing transforming the lives of millions of children in developing countries on literacy and gender equality in education.

Child Protection Principles

• Room to Read is committed to the education and welfare of children and protecting them from abuse and exploitation
• Room to Read has zero tolerance for child abuse and exploitation.
• All children have the right to be free from abuse and exploitation, including neglect, maltreatment, and physical, mental or sexual violence, injury or abuse.
• All children should be treated with respect and dignity.
• The well-being of the child is Room to Read's first priority when dealing with all identified or suspected cases of child abuse.
• Room to Read shall integrate child protection into all its organizational strategies, structures and work practices.

Protection from Sexual Exploitation and Abuse (PSEA) Principles

• Room to Read Representatives must create and maintain an environment that prevents sexual exploitation and sexual abuse.
• Room to Read has zero tolerance for adult sexual exploitation and abuse.
• Sexual exploitation and abuse are serious violations of fundamental human rights and will not be accepted or tolerated.
• All adults should be treated with respect and dignity.
• Room to Read implements a survivor-centered approach, putting the survivor's rights and dignity at the forefront.
• Survivors referred to available professional assistance (e.g. mental health counselling), upon consent.

Room to Read is an equal opportunity employer committed to identifying and developing the skills and leadership of people from diverse backgrounds.

Read is a child-safe organization; all personnel must adhere to Room to Read's Child Protection Policy, Child Protection Code of Conduct and Prevention of Sexual Exploitation and Abuse (PSEA) Policy.

About Room to Read:

Founded in 2000 on the belief that World Change Starts with Educated Children, Room to Read envisions a world free from illiteracy and gender inequality, where all children have room to read, learn and grow – creating lasting change. Through our Literacy Portfolio, we train and coach teachers of the early grades in literacy instruction; create and publish quality books and curricular materials in local languages; and establish children's libraries filled with diverse children's books that can be enjoyed at school and home. Our Gender Equality Portfolio supports adolescents, particularly girls, in developing life skills that promote gender equality, helping them to pursue lifelong learning and make informed decisions.

We support young people of all genders to overcome gender biases and build the knowledge and skills to create a gender-equal world. Room to Read collaborates with local communities, partner organizations, publishers, and governments to test and implement innovative models that can be integrated into the education system to deliver positive outcomes for children at scale. To date, Room to Read has benefited more than 50 million children in 28 countries.

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