68 Jobs in Kakiri
Program Manager II – Monitoring, Evaluation, Accountability, and Learning (MEAL)
Kampala, Kampala
Catholic Relief Services
Posted 2 days ago
Job Viewed
Job Description
Job Title: Program Manager II – Monitoring, Evaluation, Accountability, and Learning (MEAL)
Department: Programming br>Report to: Head of Programming
Duration: Full-time
Job Location: Uganda/Kampala
About CRS:
Catholic Relief Services is the official international humanitarian agency of the Catholic community in the United States. CRS works to save, protect, and transform lives in need in more than 100 countries, without regard to race, religion, or nationality. CRS’ relief and development work is accomplished through programs of emergency response, HIV, health, agriculture, education, microfinance, and peacebuilding. < r>Job Summary:
The Uganda Country Office MEAL Manager will provide technical and management leadership of Monitoring, Evaluation, Accountability, and Learning (MEAL) activities for the CRS Uganda Country Office. The MEAL Manager’s technical skills and knowledge will enable program teams to design effective monitoring systems, ensure accountability to beneficiaries and donors, deliver effective evaluations, and advance learning, in alignment with donor and agency standards. Your work will ensure that CRS collects quality data that enables adaptive management, learning, and positioning. Your management skills will support MEAL and program staff to develop MEAL capabilities and enable the CP to ensure high-quality programming and continuously work towards improving the impact of its programming. < r>Roles and Key Responsibilities:
Provide management support, guidance, and technical oversight of all MEAL systems in new and existing projects, supporting throughout the project cycle to ensure effective design, start-up, implementation, and close-out are in line with CRS policies and procedures, donor guidelines, and industry best practices.
ffectively coach MEAL talent, supporting their routine work as well as helping advance MEAL quality. Develop strategically tailored individual development plans and support the performance planning cycle for MEAL staff. Advise on MEAL objectives for non-MEAL staff.
Coordinate and oversee the development of data management systems, and ensure systems are fit for purpose, functional, and supportive of adaptive management.
In collaboration with Country Office Information, Communications, and Technology (ICT) staff, support the integration and utilization of ICT4D tools to enhance data collection, analysis, reporting, and learning processes across projects, ensuring digital solutions align with MEAL standards and promoting timely, accurate, and actionable insights.
Support the establishment of FCRM systems and periodically review their effectiveness and functionality, ensuring accountability to beneficiaries and timely use of feedback information.
Design evaluation processes that enable learning and documentation of results. Develop TORs that are robust and appropriate to the project scope and context.
Identify opportunities for cross-learning and facilitate data-informed learning events. Support research and facilitate the dissemination of promising practices to contribute to the agency and regional learning agenda. Support effective knowledge management and generation of data-rich marketing/comms products.
Ensure integration of innovations and best practices, including advancing use of technology in MEAL.
Contribute to the proactive pursuit of opportunities for new funding to ensure responsible growth in line with agency, regional, and CP strategic priorities. Support Serve as the MEAL lead to ensure quality proposals per agency and donor standards. Contribute to MEAL budgeting and staffing plans and activities for proposals.
Design and deliver capacity-strengthening activities in MEAL for staff and partner organizations.
Oversee the timely and appropriate project MEAL expenditures in line with financial plans and efficient use and stewardship of project material sources.
Engage and share learning and resources with and learn from MEAL colleagues at the global level, as well as with CRS MEAL staff in other East and Southern African country offices.
Basic Qualifications and Experience
Bachelor’s degree in international development, statistics, economics, or a relevant field. Additional experience may substitute for some education. < r> A minimum of 8 years' experience in relevant field-based experience is required, with preferably at least 3 years’ working experience in MEAL. < r> S rong quantitative skills, with proven ability to work with statistical software such as SPSS and ICT4D applications such as POWER BI, CommCare, GIS, etc.
Experience in the use of key qualitative methods and tools.
Experience in managing MEAL systems in moderately complex projects.
Preferred Qualifications and Experience
Master's Degree.
Staff management experience with the ability to promote a collaborative and learning-oriented environment.
Experience in designing and overseeing the implementation of program studies and evaluations, and use of findings to support adaptive management.
Knowledge, Skills and Abilities
Staff management experience and ability to foster a learning-oriented environment.
Proficiency in MS Windows, MS Office packages (Excel, Word, PowerPoint), web conferencing applications, and information management systems.
Strong experience in project and grants management, including project design, preferably with multiple public donors such as USAID.
Demonstrated ability to write high-quality technical proposals.
Experience engaging and collaborating effectively with partner organizations.
Strong analytical and problem-solving skills with the ability to exercise sound judgment and offer innovative solutions.
Excellent relationship management skills with the ability to engage effectively at all organizational levels, both internally and externally.
Good presentation and facilitation skills.
Proactive, resourceful, solutions-oriented, and results-driven.
Agency-wide Competencies (for all CRS Staff)
Agency competencies clarify expected behaviors and attitudes for all staff. When demonstrated, they create an engaging workplace, help staff achieve their best, and help CRS achieve agency goals. These are rooted in the mission, values, and guiding principles of CRS and used by each staff member to fulfill his or her responsibilities and achieve the desired results.
Personal Accountability—consistently takes responsibility for one’s own actions.
B ilds and Maintains Trust—shows consistency between words and actions. < r> C llaborates with Others—works effectively in intercultural and diverse teams. < r> O en to Learn—seeks out experiences that may change perspective or provide an opportunity to learn new things. < r>
Agency Leadership Competencies:
L ad Change—continually looks for ways to improve the agency through a culture of agility, openness, and innovation. < r> D velops and Recognizes Others—builds the capacity of staff to reach their full potential and enhance team and agency performance. < r> S rategic Mindset—understands role in translating, communicating, and implementing agency strategy and team principles. < r>
MEAL Competencies (for CRS MEAL Program Staff)
Each staff member in this position is expected to have advanced knowledge and ability and can apply the following competencies in new or complex situations. Guides to other professionals:
M AL in Design
Monitoring
Evaluation
Accountability
Learning
Analysis and Critical Thinking
Management in MEAL
ICT4D
Required Languages—English fluency required. Additional languages are a plus. < r>Travel—Must be willing and able to travel to the field up to 40%. < r>Key Working Relationships:
Supervisory Responsibilities: None
Internal: Head of Programming, Deputy Head of Programming, Program Managers, Program MEAL Staff, CP Technical Advisors, and CP Finance and Operations Staff.
External: Partner staff, district and local government officials, and project and community stakeholders.
“Disclaimer: This job description is not an exhaustive list of the skills, effort, duties, and responsibilities associated with the position.”
How to apply
CRS is an Equal Opportunity Employer: We encourage all qualified candidates to apply for this position, including women, individuals from marginalized backgrounds and people with disabilities. Please ensure you follow the instructions outlined below when applying.
This po ition is open to Ugandan nationals only.
Submit your application no later than 5:00 PM on September 11, 2025.
Applications will only be accepted electronically via the following link: Note: Only shortlisted candidates will be contacted.
Department: Programming br>Report to: Head of Programming
Duration: Full-time
Job Location: Uganda/Kampala
About CRS:
Catholic Relief Services is the official international humanitarian agency of the Catholic community in the United States. CRS works to save, protect, and transform lives in need in more than 100 countries, without regard to race, religion, or nationality. CRS’ relief and development work is accomplished through programs of emergency response, HIV, health, agriculture, education, microfinance, and peacebuilding. < r>Job Summary:
The Uganda Country Office MEAL Manager will provide technical and management leadership of Monitoring, Evaluation, Accountability, and Learning (MEAL) activities for the CRS Uganda Country Office. The MEAL Manager’s technical skills and knowledge will enable program teams to design effective monitoring systems, ensure accountability to beneficiaries and donors, deliver effective evaluations, and advance learning, in alignment with donor and agency standards. Your work will ensure that CRS collects quality data that enables adaptive management, learning, and positioning. Your management skills will support MEAL and program staff to develop MEAL capabilities and enable the CP to ensure high-quality programming and continuously work towards improving the impact of its programming. < r>Roles and Key Responsibilities:
Provide management support, guidance, and technical oversight of all MEAL systems in new and existing projects, supporting throughout the project cycle to ensure effective design, start-up, implementation, and close-out are in line with CRS policies and procedures, donor guidelines, and industry best practices.
ffectively coach MEAL talent, supporting their routine work as well as helping advance MEAL quality. Develop strategically tailored individual development plans and support the performance planning cycle for MEAL staff. Advise on MEAL objectives for non-MEAL staff.
Coordinate and oversee the development of data management systems, and ensure systems are fit for purpose, functional, and supportive of adaptive management.
In collaboration with Country Office Information, Communications, and Technology (ICT) staff, support the integration and utilization of ICT4D tools to enhance data collection, analysis, reporting, and learning processes across projects, ensuring digital solutions align with MEAL standards and promoting timely, accurate, and actionable insights.
Support the establishment of FCRM systems and periodically review their effectiveness and functionality, ensuring accountability to beneficiaries and timely use of feedback information.
Design evaluation processes that enable learning and documentation of results. Develop TORs that are robust and appropriate to the project scope and context.
Identify opportunities for cross-learning and facilitate data-informed learning events. Support research and facilitate the dissemination of promising practices to contribute to the agency and regional learning agenda. Support effective knowledge management and generation of data-rich marketing/comms products.
Ensure integration of innovations and best practices, including advancing use of technology in MEAL.
Contribute to the proactive pursuit of opportunities for new funding to ensure responsible growth in line with agency, regional, and CP strategic priorities. Support Serve as the MEAL lead to ensure quality proposals per agency and donor standards. Contribute to MEAL budgeting and staffing plans and activities for proposals.
Design and deliver capacity-strengthening activities in MEAL for staff and partner organizations.
Oversee the timely and appropriate project MEAL expenditures in line with financial plans and efficient use and stewardship of project material sources.
Engage and share learning and resources with and learn from MEAL colleagues at the global level, as well as with CRS MEAL staff in other East and Southern African country offices.
Basic Qualifications and Experience
Bachelor’s degree in international development, statistics, economics, or a relevant field. Additional experience may substitute for some education. < r> A minimum of 8 years' experience in relevant field-based experience is required, with preferably at least 3 years’ working experience in MEAL. < r> S rong quantitative skills, with proven ability to work with statistical software such as SPSS and ICT4D applications such as POWER BI, CommCare, GIS, etc.
Experience in the use of key qualitative methods and tools.
Experience in managing MEAL systems in moderately complex projects.
Preferred Qualifications and Experience
Master's Degree.
Staff management experience with the ability to promote a collaborative and learning-oriented environment.
Experience in designing and overseeing the implementation of program studies and evaluations, and use of findings to support adaptive management.
Knowledge, Skills and Abilities
Staff management experience and ability to foster a learning-oriented environment.
Proficiency in MS Windows, MS Office packages (Excel, Word, PowerPoint), web conferencing applications, and information management systems.
Strong experience in project and grants management, including project design, preferably with multiple public donors such as USAID.
Demonstrated ability to write high-quality technical proposals.
Experience engaging and collaborating effectively with partner organizations.
Strong analytical and problem-solving skills with the ability to exercise sound judgment and offer innovative solutions.
Excellent relationship management skills with the ability to engage effectively at all organizational levels, both internally and externally.
Good presentation and facilitation skills.
Proactive, resourceful, solutions-oriented, and results-driven.
Agency-wide Competencies (for all CRS Staff)
Agency competencies clarify expected behaviors and attitudes for all staff. When demonstrated, they create an engaging workplace, help staff achieve their best, and help CRS achieve agency goals. These are rooted in the mission, values, and guiding principles of CRS and used by each staff member to fulfill his or her responsibilities and achieve the desired results.
Personal Accountability—consistently takes responsibility for one’s own actions.
B ilds and Maintains Trust—shows consistency between words and actions. < r> C llaborates with Others—works effectively in intercultural and diverse teams. < r> O en to Learn—seeks out experiences that may change perspective or provide an opportunity to learn new things. < r>
Agency Leadership Competencies:
L ad Change—continually looks for ways to improve the agency through a culture of agility, openness, and innovation. < r> D velops and Recognizes Others—builds the capacity of staff to reach their full potential and enhance team and agency performance. < r> S rategic Mindset—understands role in translating, communicating, and implementing agency strategy and team principles. < r>
MEAL Competencies (for CRS MEAL Program Staff)
Each staff member in this position is expected to have advanced knowledge and ability and can apply the following competencies in new or complex situations. Guides to other professionals:
M AL in Design
Monitoring
Evaluation
Accountability
Learning
Analysis and Critical Thinking
Management in MEAL
ICT4D
Required Languages—English fluency required. Additional languages are a plus. < r>Travel—Must be willing and able to travel to the field up to 40%. < r>Key Working Relationships:
Supervisory Responsibilities: None
Internal: Head of Programming, Deputy Head of Programming, Program Managers, Program MEAL Staff, CP Technical Advisors, and CP Finance and Operations Staff.
External: Partner staff, district and local government officials, and project and community stakeholders.
“Disclaimer: This job description is not an exhaustive list of the skills, effort, duties, and responsibilities associated with the position.”
How to apply
CRS is an Equal Opportunity Employer: We encourage all qualified candidates to apply for this position, including women, individuals from marginalized backgrounds and people with disabilities. Please ensure you follow the instructions outlined below when applying.
This po ition is open to Ugandan nationals only.
Submit your application no later than 5:00 PM on September 11, 2025.
Applications will only be accepted electronically via the following link: Note: Only shortlisted candidates will be contacted.
This advertiser has chosen not to accept applicants from your region.
0
QSSU -BK- HDT -Head of Digital Transformation
256 Mpigi District
Q-Sourcing
Posted 2 days ago
Job Viewed
Job Description
About this job:
Q-Sourcing Limited trading as Q-Sourcing Servtec is a manpower management solutions firm operating in the East African Region in the countries of Uganda, Kenya, Tanzania, Rwanda, and South Sudan.
On behalf of our client in Uganda in the Banking Sector , we are looking for a competent and experienced Head of Digital Transformation to work in Kampala Uganda.
P urp os e of the Role:
The Head of Digital Transformation (HDT) is responsible for driving and implementing the digital transformation agenda of the Bank; aiming to become a modern digitized Bank with market leadership in operational excellence and customer service. The role-holder actively participates in the development of both retail and corporate business plans; supporting business leads to identify and prioritize digital innovations that will result in a quantum leap uplift in customer experience and efficiency.
KEY ACCOUNTABILITIES:
•Actively participate in the development, and lead implementation of, an innovation and digital-transformation strategy that measurably enhances the bank’s competitive position.
•Revamp the bank’s digital platforms to enhance efficiency & customer experience.
•Modernize technology infrastructure to enable digital solutions and support third party integrations.
•Use modern techniques such as LEAN, Agile methodology, Automation, Business Process Reengineering to create more customer value without increasing resources.
•Work collaboratively with Business leads and the Marketing & Customer Solutions Domain to develop the bank’s portfolio of products, in-line with winning value propositions; modernize applications and technology to support rapid delivery of products to market
•Develop a strong culture of risk and compliance management across the department, take responsibility for the implementation of risk-management controls and for statutory compliance.
•Support effective implementation of new or improved systems; ensure that users are provided with training, expert advisory, and speedy resolution of any post-go-live problems
•Work closely with the Business Technology Department to create efficiency and effectiveness on the Bank’s digital channels.
•Domain Budget
RequirementsEducation&Training
· A Bachelor’s Degree in Computer Science, Engineering, Information Technology, Business Computing or another related field.
· A Master’s degree will give an added advantage
A professional qualification in Technology (e.g., TOGAF, Cloud Architect, etc), Banking (e.g., ACIB) or Project Management (e.g., Agile, Prince II) would be an added advantage
KNOWLEDGE, SKILLS AND EXPERIENCE REQUIRED:
• At least 10 years’ work experience, 5 of which should be in a Senior Technology or Digital Transformation position at a large financial services institution.
• Adept at Financial Technology, Digital Transformation & Innovation
• Demonstrated experience in driving innovation and change agendas in Financial Services.
• Demonstrated ability to link and apply complex technologies to business strategies.
• A deep understanding of the use of novel technologies to drive Digital Transformation (e.g., Cloud, Robotics, Artificial Intelligence, Machine Learning, Human-Centred design, User experience, Blockchain technology etc.)
• Strong understanding of Banking operations, FinTech, and global Product development trends
• Demonstrated expertise in the Digital Banking, Financial services, Fintech, and telecommunication industry in Uganda
• Strong skills in business process analysis and redesign.
• Strong interpersonal skills with a focus on Business engagement, Industry networking, Coaching and Mentorship
This advertiser has chosen not to accept applicants from your region.
1
Communications, Advocacy, and Fundraising Manager
Kampala, Kampala
Child's i Foundation
Posted 3 days ago
Job Viewed
Job Description
Job Title: Communications, Advocacy, and Fundraising Manager
Location: Child’s i Foundation - Kampala, Uganda (with local travel) br>Department: Communications, Advocacy, and Fundraising
Reports to: Country Director
Direct Reports: Communications & Advocacy Coordinator, Communications Officer
Collaborates: Business Development Lead UK and fundraising and communications consultants
Job Purpose
The Communications, Advocacy, and Fundraising Manager will lead Child’s i Foundation’s efforts to align communications, advocacy, and fundraising with its mission to promote family care and strengthen child protection systems. Working closely with the Country Director and CEO, the role will drive strategies to increase public awareness, stakeholder engagement, and resource mobilization at both national and international levels.
Having already achieved transformative success—reducing institutional care facilities to zero in one Ugandan district through government and community collaboration—Child’s i continues to scale its impact by building partnerships and strengthening local capacities.
T e Communications, Advocacy, and Fundraising Manager will play a pivotal role in amplifying this work, ensuring every child has the opportunity to grow up in a safe and loving family, while contributing to the progressive elimination of reliance on institutional care.
Key Responsibilities
1. Strategic Leadership
Develop and oversee the implementation of the Communications, Advocacy, and Fundraising strategies.
ntegrate initiatives across the three functions to ensure a cohesive approach to achieving the organization’s goals. < r> S rve as a key representative of Child’s i Foundation, fostering relationships with government officials, NGOs, media, and corporate sponsors, primarily in Uganda. < r> C llaborate with the Senior Leadership Team (SLT), CEO, and Business Development Lead- UK to develop and lead on the Uganda Fundraising Calendar and oversee its execution with support from the SLT and the Uganda Board.
2. Communications
Lead the development and dissemination of engaging communication materials, press releases, and digital campaigns to enhance the organisation’s profile. < r> O ersee content creation for blogs, social media, and newsletters, ensuring consistency in messaging and alignment with the organisation's mission.
Strengthen the organisation's communications by ensuring the challenges we aim to address are clear and our solutions are communicated compellingly to inspire action and support.
Act as the primary media contact for the organisation, addressing press inquiries and promoting key initiatives.
Collaborate with the Business Development Lead in the UK to develop and implement communication plans aligned with fundraising strategies, emphasising strong ethical storytelling and conveying the urgency of the issues the organisation seeks to address.
3. Advocacy
Implement and evaluate the National Advocacy Strategy, focusing on promoting Family care and Child Protection as well as Inclusivity
Build and manage relationships with key stakeholders, including policymakers, influencers, and advocacy networks.
Spearhead initiatives like the Ugandans Adopt Campaign to drive community and national-level impact.
4. Fundraising
Design and execute fundraising strategies to achieve financial targets, collaborating with the UK fundraising team.
Contribute to the development of compelling grant applications and proposals for donors, charitable trusts, and statutory bodies.
Manage donor relationships, ensuring accountability and consistent engagement through tailored care programs.
Provide regular reports on donor acquisition and fundraising activities, ensuring Uganda’s fundraising plans remain on track while identifying challenges and suggesting mitigations or alternative courses of action. < r> W rk closely with the Senior Leadership Team (SLT) and the Uganda Board to strengthen and expand existing public fundraising activities.
5. Monitoring and Reporting
Track and evaluate the impact of communication, advocacy, and fundraising efforts, providing regular updates to the Country Director.
Contribute to the annual report and organizational KPIs by documenting achievements and lessons learned.
6. Team Leadership
Mentor and manage the Communications Advocacy and Fundraising team, ensuring individual and departmental performance aligns with organisational objectives.
Provide guidance on strategic priorities and operational improvements.
Qualifications & Working Experience
University Degree in Mass Communication, Public Relations or Journalism (undergraduate)
Minimum of 5 years previous experience in an executive position involving communications and management
Previous experience in digital/online communications such as social media channels for communications and/or fundraising purposes
Experience creating and managing websites through Wix and Wordpress
Previous experience and a good understanding of the dynamics with Ugandan media and civil society spaces
Experience of developing and delivering organisation-wide fundraising strategies and tactical plans with a proven track record of managing fundraising targets
Experience of donor stewardship with understanding of donor needs
Proven track record of successfully organising cultivation events.
Good understanding of communications strategy and tactics, particularly in relation to brand, marketing and digital:
Experience of establishing systems for monitoring and evaluating communications and fundraising and measuring long term impact
Up to date and thorough knowledge of the principles, practice and legislation relating to fundraising, campaigning and communications in a charity setting.
Experience of having managed third-party suppliers/agencies
Skills & Abilities
Strong relationship building and management skills and evidence of effective donor reporting skills and experience.
Confident and engaging interpersonal skills with the ability to network, influence and build relationships at all levels.
Excellent leadership and team management skills with a successful track record of managing, developing and motivating staff
Excellent project management skills
Ability to prioritise workload of self and others.
Good budget management skills
Excellent written and verbal communication skills including report writing, public speaking and presentations
Good computer skills including Microsoft Word, Excel, PPT and Wordpress
Experience with graphics software i.e. Adobe Photoshop or In Design
Good photography skills or an interest in photography
Confident decision-making ability: ability to analyse data and information, engage stakeholders and weigh up options to make clear decisions.
Ability to engage in strategic thinking, and to work in a growth-mindset environment focused on learning
Problem solving skills; proactive and forward thinking.
Personal Attributes: (can be related to company core values)
Thrives on working with others, is motivated by working closely with other people, building and managing relationships and meeting new people.
Excellent at motivating others and building resilience in the team.
Positive and resilient.
Thrives in a fast-paced environment, with a 'can do' attitude.
Self-motivated and open: reflects on self, willing to be open and honest about self-reflection and seeks personal improvement.
Enthusiasm, energy and willingness to meet challenging demands and work to deadlines.
Outgoing and proactive personality
Proven ability to work as a member of a team and independently with minimal direction or supervision
Ability to work to tight deadlines and under pressure, and balance varied projects
Interest in alternative care and child protection issues
How to apply
Send your updated application letter and CV ONLY to
The closing date for applications is 19th September 2025 at 17:00 EAT. Only shortlisted candidates will be contacted.
Child’s i Foundation is committed to safeguarding vulnerable children and adults from sexual exploitation and other forms of harassment and abuse. Rigorous background and reference checks will be conducted in the course of the recruitment process.
Location: Child’s i Foundation - Kampala, Uganda (with local travel) br>Department: Communications, Advocacy, and Fundraising
Reports to: Country Director
Direct Reports: Communications & Advocacy Coordinator, Communications Officer
Collaborates: Business Development Lead UK and fundraising and communications consultants
Job Purpose
The Communications, Advocacy, and Fundraising Manager will lead Child’s i Foundation’s efforts to align communications, advocacy, and fundraising with its mission to promote family care and strengthen child protection systems. Working closely with the Country Director and CEO, the role will drive strategies to increase public awareness, stakeholder engagement, and resource mobilization at both national and international levels.
Having already achieved transformative success—reducing institutional care facilities to zero in one Ugandan district through government and community collaboration—Child’s i continues to scale its impact by building partnerships and strengthening local capacities.
T e Communications, Advocacy, and Fundraising Manager will play a pivotal role in amplifying this work, ensuring every child has the opportunity to grow up in a safe and loving family, while contributing to the progressive elimination of reliance on institutional care.
Key Responsibilities
1. Strategic Leadership
Develop and oversee the implementation of the Communications, Advocacy, and Fundraising strategies.
ntegrate initiatives across the three functions to ensure a cohesive approach to achieving the organization’s goals. < r> S rve as a key representative of Child’s i Foundation, fostering relationships with government officials, NGOs, media, and corporate sponsors, primarily in Uganda. < r> C llaborate with the Senior Leadership Team (SLT), CEO, and Business Development Lead- UK to develop and lead on the Uganda Fundraising Calendar and oversee its execution with support from the SLT and the Uganda Board.
2. Communications
Lead the development and dissemination of engaging communication materials, press releases, and digital campaigns to enhance the organisation’s profile. < r> O ersee content creation for blogs, social media, and newsletters, ensuring consistency in messaging and alignment with the organisation's mission.
Strengthen the organisation's communications by ensuring the challenges we aim to address are clear and our solutions are communicated compellingly to inspire action and support.
Act as the primary media contact for the organisation, addressing press inquiries and promoting key initiatives.
Collaborate with the Business Development Lead in the UK to develop and implement communication plans aligned with fundraising strategies, emphasising strong ethical storytelling and conveying the urgency of the issues the organisation seeks to address.
3. Advocacy
Implement and evaluate the National Advocacy Strategy, focusing on promoting Family care and Child Protection as well as Inclusivity
Build and manage relationships with key stakeholders, including policymakers, influencers, and advocacy networks.
Spearhead initiatives like the Ugandans Adopt Campaign to drive community and national-level impact.
4. Fundraising
Design and execute fundraising strategies to achieve financial targets, collaborating with the UK fundraising team.
Contribute to the development of compelling grant applications and proposals for donors, charitable trusts, and statutory bodies.
Manage donor relationships, ensuring accountability and consistent engagement through tailored care programs.
Provide regular reports on donor acquisition and fundraising activities, ensuring Uganda’s fundraising plans remain on track while identifying challenges and suggesting mitigations or alternative courses of action. < r> W rk closely with the Senior Leadership Team (SLT) and the Uganda Board to strengthen and expand existing public fundraising activities.
5. Monitoring and Reporting
Track and evaluate the impact of communication, advocacy, and fundraising efforts, providing regular updates to the Country Director.
Contribute to the annual report and organizational KPIs by documenting achievements and lessons learned.
6. Team Leadership
Mentor and manage the Communications Advocacy and Fundraising team, ensuring individual and departmental performance aligns with organisational objectives.
Provide guidance on strategic priorities and operational improvements.
Qualifications & Working Experience
University Degree in Mass Communication, Public Relations or Journalism (undergraduate)
Minimum of 5 years previous experience in an executive position involving communications and management
Previous experience in digital/online communications such as social media channels for communications and/or fundraising purposes
Experience creating and managing websites through Wix and Wordpress
Previous experience and a good understanding of the dynamics with Ugandan media and civil society spaces
Experience of developing and delivering organisation-wide fundraising strategies and tactical plans with a proven track record of managing fundraising targets
Experience of donor stewardship with understanding of donor needs
Proven track record of successfully organising cultivation events.
Good understanding of communications strategy and tactics, particularly in relation to brand, marketing and digital:
Experience of establishing systems for monitoring and evaluating communications and fundraising and measuring long term impact
Up to date and thorough knowledge of the principles, practice and legislation relating to fundraising, campaigning and communications in a charity setting.
Experience of having managed third-party suppliers/agencies
Skills & Abilities
Strong relationship building and management skills and evidence of effective donor reporting skills and experience.
Confident and engaging interpersonal skills with the ability to network, influence and build relationships at all levels.
Excellent leadership and team management skills with a successful track record of managing, developing and motivating staff
Excellent project management skills
Ability to prioritise workload of self and others.
Good budget management skills
Excellent written and verbal communication skills including report writing, public speaking and presentations
Good computer skills including Microsoft Word, Excel, PPT and Wordpress
Experience with graphics software i.e. Adobe Photoshop or In Design
Good photography skills or an interest in photography
Confident decision-making ability: ability to analyse data and information, engage stakeholders and weigh up options to make clear decisions.
Ability to engage in strategic thinking, and to work in a growth-mindset environment focused on learning
Problem solving skills; proactive and forward thinking.
Personal Attributes: (can be related to company core values)
Thrives on working with others, is motivated by working closely with other people, building and managing relationships and meeting new people.
Excellent at motivating others and building resilience in the team.
Positive and resilient.
Thrives in a fast-paced environment, with a 'can do' attitude.
Self-motivated and open: reflects on self, willing to be open and honest about self-reflection and seeks personal improvement.
Enthusiasm, energy and willingness to meet challenging demands and work to deadlines.
Outgoing and proactive personality
Proven ability to work as a member of a team and independently with minimal direction or supervision
Ability to work to tight deadlines and under pressure, and balance varied projects
Interest in alternative care and child protection issues
How to apply
Send your updated application letter and CV ONLY to
The closing date for applications is 19th September 2025 at 17:00 EAT. Only shortlisted candidates will be contacted.
Child’s i Foundation is committed to safeguarding vulnerable children and adults from sexual exploitation and other forms of harassment and abuse. Rigorous background and reference checks will be conducted in the course of the recruitment process.
This advertiser has chosen not to accept applicants from your region.
2
Sales Specialist (Corporate Gifts & Branding)
Kampala
Career Directions Limited (CDL)
Posted 4 days ago
Job Viewed
Job Description
Job Title: Sales Specialist (Corporate Gifts & Branding) Our client is seeking a dynamic and proactive professional to drive new business growth by securing clients for corporate gift sets and branding solutions. The successful candidate will play a key role in expanding market presence and increasing revenue.Duties: • Identify, pursue, and secure new business opportunities by prospecting and pitching corporate gift and branding solutions to potential clients.• Build and maintain strong client relationships, ensuring exceptional customer service, repeat business, and long-term partnerships.• Develop and deliver persuasive sales presentations and proposals that effectively communicate product value and align with client needs.• Achieve and exceed monthly and quarterly sales targets by executing strategic sales plans and maintaining a strong sales pipeline.• Collaborate with internal teams (design, production, and operations) to ensure timely delivery of customized solutions that meet client expectations.RequirementsKey Requirements for the Ideal Candidate: • Smart & Professional: Presents a sharp, credible, and professional image that reflects our brand standards.• Qualifications: A minimum of a Diploma in Sales, Marketing, Business Administration, or a related field. A Bachelor's degree will be a distinct advantage.• Experience: At least 3 years of proven experience in a selling corporate gift sets and branding solutions, with a demonstrable track record of meeting and exceeding targets. • Presentable & Professional: Must be impeccably presented as the role involves constant interaction with high-level corporate clients. They should possess a sharp, credible, and professional demeanor that reflects our brand standards.• Client-Focused: Highly attentive to client needs with exceptional relationship-building and customer service skills.• Self-Motivated: Able to work effectively under minimal supervision, demonstrating strong initiative and self-discipline.• Results-Driven: Possesses a proven track record in sales and is able to meet and exceed ambitious monthly and quarterly targets.• Resilient: Maintains a positive and persistent attitude in a competitive market.BenefitsBenefits• A competitive commission structure will be paid on all confirmed sales, offering significant earning potential for high performers.
This advertiser has chosen not to accept applicants from your region.
3
Customer Service Representative - IT Outreach Specialist
Kampala, Kampala
M365Connect
Posted 6 days ago
Job Viewed
Job Description
Customer Service Representative - IT Outreach Specialist
Location: Remote | Job Type: Full-time
About Us: At M365Connect, we specialize in connecting elite Microsoft professionals with leading European IT companies. Our commitment to delivering exceptional service and innovative recruitment solutions drives us to excel. Join us in shaping the future of IT recruitment and building strong, professional networks.
The Role: We are seeking a motivated and tech-savvy Customer Service Representative to join our outreach team. This role is crucial in maintaining and expanding our client base by engaging with top-tier IT companies and skilled Microsoft freelancers across Europe. Your mission will be to initiate contact, foster relationships, and articulate our unique value proposition to both potential clients and candidates.
Key Responsibilities:
- Conduct cold calls and outreach efforts to potential IT clients and freelancers, explaining our services and the value we bring.
- Maintain a high level of professionalism and resilience, continuing to engage prospects despite challenges or initial rejections.
- Utilize excellent English communication skills to clearly convey messages and foster relationships.
- Manage communications across multiple channels, ensuring all interactions align with our brand and service standards.
- Collaborate with recruitment and marketing teams to align strategies and enhance outreach effectiveness.
- Demonstrate a high awareness level of industry trends to effectively engage with tech-savvy clients and candidates.
Requirements:
- Proven experience in customer service, particularly in making cold calls and conducting client outreach.
- Exceptional command of the English language, both written and spoken.
- Strong ability to handle pressure and maintain motivation, even when faced with challenges or no response.
- Tech-savvy, with a keen understanding of IT and recruitment industries, especially in the context of Microsoft technologies.
- Excellent interpersonal skills, with a talent for building relationships and influencing decision-makers.
What We Offer:
- A competitive salary and benefits package.
- A supportive environment that fosters professional growth and development.
- The opportunity to work with major IT companies and talented freelancers across Europe.
- A culture that values persistence, resilience, and a positive attitude in the face of challenges.
How to Apply: Interested candidates should submit their resume along with a cover letter detailing their experience in customer service and outreach, particularly within the IT or recruitment sector. Please send your application to by clicking the apply button
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4
Pedagogy Coach
Kampala, Kampala
Aga Khan Foundation
Posted 7 days ago
Job Viewed
Job Description
Terms of Reference (TOR) for Schools2030 Pedagogy Coach
Position Title: Pedagogy Coach br>Location: Kampala City
Reports To: Schools2030 National Coordinator
Duration: October 2025 to April 2026
Aga Khan Foundation Uganda
The Aga Khan Foundation (AKF), founded by His Highness the Aga Khan in 1967, is a member of the Aga Khan Development Network (AKDN), one of the world’s leading poverty solutions networks. AKDN’s integrated approach makes long-term investments, builds permanent institutions, and cultivates an active civil society, impacting tens of millions of people annually in 30 countries. Alongside its sister AKDN agencies, AKF implements innovative, community-driven solutions that are based in decades of experience, learning and evaluation. In Uganda, AKF is managing a robust and expanding portfolio of multi-sectorial initiatives that includes investments in education, early childhood development, sustainable economic development, and civil society strengthening.
Schools2030 is a ten-year participatory learning improvement programme based in 1,000 government schools across ten countries. Using the principles of human-centred design and focusing on the key transition years of ages 5, 10 and 15 years old, Schools2030 supports teachers and students to design and implement education micro-innovations. These low-cost innovations will inform and transform education systems to improve holistic learning outcomes for the most marginalised learners worldwide. In Uganda, AKF will partner with 100 school sites in Kampala. to drive classroom level innovation to enable teacher generated solutions to identify and inform ‘what works in education’. The sites include 30 pre-primary schools, 30 primary schools, 30 secondary schools and 10 youth development partners/civil society organisation.
Ultimately, the project will ensure that 5,000,000 (500,000 in Uganda) marginalised children and youth in ten countries over ten years are equipped with the knowledge, skills, attitudes, and values to help them interact effectively with the world and become contributing members of a pluralistic society.
Scope of work
The programme has shifted to a demand-driven approach in engaging 200 teachers in design thinking (making up 20 to 30 design teams). The Pedagogy coaches are expected to engage directly with sites and design teams covering all three age cohorts to work with the teachers in the assigned schools to fulfil the goal of Schools2030 as concerns the teachers and delivery of the role of the Pedagogy Coach.
Objectives:
The primary objective of the Pedagogy Coach (PC) is to provide direct support and guidance to teachers to answer two big questions.
How can teachers use their innovation to deliver teaching and learning as per the curriculum standards for a given level?
ow does a teacher know that his or her innovation is supporting delivering teaching and learning at a specific level?
The PC will mentor and coach the teachers in developing assessment items for validating the application of innovation during teaching and learning, link the innovative solution to teaching and learning and generate evidence for proof of concept that the innovations supporting teaching and learning and addressing deliverables of the curriculum for the given level.
Key Responsibilities:
As a Pedagogy Coach, you will support the Schools2030 project: -
Participate in innovation implementation and other Design related workshop and offer support to teachers
Participate in HCD training to understand the process
Work with the teachers/schools assigned to refine their innovations to improve teachers’ practices. < r> W rk closely with teachers to obtain evidence of how their innovation is supporting teaching and learning and collaboratively work with teachers to refine their innovation to support delivering teaching and learning with a bias in learner achieving the learning outcomes.
Work with the teachers in linking innovative solutions to pedagogy and the curriculum.
Mentor the teachers in generating evidence to show how the innovative solution works at pedagogy level
Help the teachers improve their professional practices during the HCD process.
Work with the teachers to develop the list and specifications of the materials for the Flexible Response Fund support during the testing and eventual implementing of the innovation
Prepare the teachers to showcase their innovations during story telling events.
Work closely with HCD Coaches attached to the schools/teachers to strengthen the supporting system for teachers during design process.
Help the teachers document their pedagogical journey and success stories using the tools developed.
Work with the teachers to document their innovations using the tools development for reference.
Undertake any other such duties assigned, aligned to offering support to teaching and learning
Expectation.
To accomplish the above, the PC will be expected to make weekly visits to the schools (physical visits to the school at least once a week) and be in constant contact with the teachers through phone calls, WhatsApp etc.
Deliverables
Each Pedagogy coach will be assigned to not more than six teams spanning six schools. While working with the assigned team, the following deliverables will be expected: -
Conduct a minimum of eight in person coaching sessions and another eight remote coaching sessions (online/phone) with the teams spending at least ten days with the teams in a month.
Each in-person session will be at least one hour, and the remote coaching session will not exceed 90 minutes with each team respectively.
Pedagogy Coach will draw up a coaching plan and agree with Schools2030 on its implementation.
Pedagogy coach will share a weekly comprehensive report on the coaching progress and a detailed monthly report on work done with photos and videos.
Expected Teacher Outputs as a result of the Pedagogy Coaching support.
Teachers test the evidence gathering tools and contextualize the design challenge.
Teachers link their innovations to pedagogical practices
Teachers test their innovations during their pedagogical practices
Teachers to document their innovations using the Storytelling template
Teachers tell and document their achievements – success stories < r> T achers showcase their achievements.
Teachers produce evidence answering the questions of: “How did you know your innovation works?”
Reports
Prepare Monthly reports on work done based on tasks assigned
Develop tools, reports and documents related to Schools2030 work with the teachers
Duration
The engagement will run for a period of four months between October 2025 and April 2026. Deliverables will be agreed upon on months engaged, aligned with the evolving needs of the program design and implementation. Activities may occur at varying intervals throughout the four-month period, depending on program requirements.
Key Qualifications and Experience
Academic qualifications
Min mum of a Degree in Education.
At least 5 years of proven experience in teaching or training educators
Professional Competencies
Strong ability to build rapport and foster productive, respectful dialogue
Open-minded, proactive, and resilient in dynamic environments
Innovative thinker with a solution-oriented mindset
Fast learner with high adaptability and intentionality in approach
Excellent communication skills with strong command of English
Familiarity with Human-Centered Design (HCD) is a plus
Prior experience as a pedagogy coach is highly desirable.
How to apply
Interested consultants are invited to submit:
A cover letter
Technical (not more than two pages) and financial proposal (budget inclusive of all costs)
CV (maximum 3 pages per CV)
Two samples of similar works completed in the last 3 years.
Individual profile and references
Only apply as individuals.
All documents should be submitted in one PDF document.
Submissions must be received by AKF no later than Friday 5th September 2025. E-mail these documents to with ‘Schools2030 Pedagogy Coach’ in the subject line. Only shortlisted candidates will be contacted.
Position Title: Pedagogy Coach br>Location: Kampala City
Reports To: Schools2030 National Coordinator
Duration: October 2025 to April 2026
Aga Khan Foundation Uganda
The Aga Khan Foundation (AKF), founded by His Highness the Aga Khan in 1967, is a member of the Aga Khan Development Network (AKDN), one of the world’s leading poverty solutions networks. AKDN’s integrated approach makes long-term investments, builds permanent institutions, and cultivates an active civil society, impacting tens of millions of people annually in 30 countries. Alongside its sister AKDN agencies, AKF implements innovative, community-driven solutions that are based in decades of experience, learning and evaluation. In Uganda, AKF is managing a robust and expanding portfolio of multi-sectorial initiatives that includes investments in education, early childhood development, sustainable economic development, and civil society strengthening.
Schools2030 is a ten-year participatory learning improvement programme based in 1,000 government schools across ten countries. Using the principles of human-centred design and focusing on the key transition years of ages 5, 10 and 15 years old, Schools2030 supports teachers and students to design and implement education micro-innovations. These low-cost innovations will inform and transform education systems to improve holistic learning outcomes for the most marginalised learners worldwide. In Uganda, AKF will partner with 100 school sites in Kampala. to drive classroom level innovation to enable teacher generated solutions to identify and inform ‘what works in education’. The sites include 30 pre-primary schools, 30 primary schools, 30 secondary schools and 10 youth development partners/civil society organisation.
Ultimately, the project will ensure that 5,000,000 (500,000 in Uganda) marginalised children and youth in ten countries over ten years are equipped with the knowledge, skills, attitudes, and values to help them interact effectively with the world and become contributing members of a pluralistic society.
Scope of work
The programme has shifted to a demand-driven approach in engaging 200 teachers in design thinking (making up 20 to 30 design teams). The Pedagogy coaches are expected to engage directly with sites and design teams covering all three age cohorts to work with the teachers in the assigned schools to fulfil the goal of Schools2030 as concerns the teachers and delivery of the role of the Pedagogy Coach.
Objectives:
The primary objective of the Pedagogy Coach (PC) is to provide direct support and guidance to teachers to answer two big questions.
How can teachers use their innovation to deliver teaching and learning as per the curriculum standards for a given level?
ow does a teacher know that his or her innovation is supporting delivering teaching and learning at a specific level?
The PC will mentor and coach the teachers in developing assessment items for validating the application of innovation during teaching and learning, link the innovative solution to teaching and learning and generate evidence for proof of concept that the innovations supporting teaching and learning and addressing deliverables of the curriculum for the given level.
Key Responsibilities:
As a Pedagogy Coach, you will support the Schools2030 project: -
Participate in innovation implementation and other Design related workshop and offer support to teachers
Participate in HCD training to understand the process
Work with the teachers/schools assigned to refine their innovations to improve teachers’ practices. < r> W rk closely with teachers to obtain evidence of how their innovation is supporting teaching and learning and collaboratively work with teachers to refine their innovation to support delivering teaching and learning with a bias in learner achieving the learning outcomes.
Work with the teachers in linking innovative solutions to pedagogy and the curriculum.
Mentor the teachers in generating evidence to show how the innovative solution works at pedagogy level
Help the teachers improve their professional practices during the HCD process.
Work with the teachers to develop the list and specifications of the materials for the Flexible Response Fund support during the testing and eventual implementing of the innovation
Prepare the teachers to showcase their innovations during story telling events.
Work closely with HCD Coaches attached to the schools/teachers to strengthen the supporting system for teachers during design process.
Help the teachers document their pedagogical journey and success stories using the tools developed.
Work with the teachers to document their innovations using the tools development for reference.
Undertake any other such duties assigned, aligned to offering support to teaching and learning
Expectation.
To accomplish the above, the PC will be expected to make weekly visits to the schools (physical visits to the school at least once a week) and be in constant contact with the teachers through phone calls, WhatsApp etc.
Deliverables
Each Pedagogy coach will be assigned to not more than six teams spanning six schools. While working with the assigned team, the following deliverables will be expected: -
Conduct a minimum of eight in person coaching sessions and another eight remote coaching sessions (online/phone) with the teams spending at least ten days with the teams in a month.
Each in-person session will be at least one hour, and the remote coaching session will not exceed 90 minutes with each team respectively.
Pedagogy Coach will draw up a coaching plan and agree with Schools2030 on its implementation.
Pedagogy coach will share a weekly comprehensive report on the coaching progress and a detailed monthly report on work done with photos and videos.
Expected Teacher Outputs as a result of the Pedagogy Coaching support.
Teachers test the evidence gathering tools and contextualize the design challenge.
Teachers link their innovations to pedagogical practices
Teachers test their innovations during their pedagogical practices
Teachers to document their innovations using the Storytelling template
Teachers tell and document their achievements – success stories < r> T achers showcase their achievements.
Teachers produce evidence answering the questions of: “How did you know your innovation works?”
Reports
Prepare Monthly reports on work done based on tasks assigned
Develop tools, reports and documents related to Schools2030 work with the teachers
Duration
The engagement will run for a period of four months between October 2025 and April 2026. Deliverables will be agreed upon on months engaged, aligned with the evolving needs of the program design and implementation. Activities may occur at varying intervals throughout the four-month period, depending on program requirements.
Key Qualifications and Experience
Academic qualifications
Min mum of a Degree in Education.
At least 5 years of proven experience in teaching or training educators
Professional Competencies
Strong ability to build rapport and foster productive, respectful dialogue
Open-minded, proactive, and resilient in dynamic environments
Innovative thinker with a solution-oriented mindset
Fast learner with high adaptability and intentionality in approach
Excellent communication skills with strong command of English
Familiarity with Human-Centered Design (HCD) is a plus
Prior experience as a pedagogy coach is highly desirable.
How to apply
Interested consultants are invited to submit:
A cover letter
Technical (not more than two pages) and financial proposal (budget inclusive of all costs)
CV (maximum 3 pages per CV)
Two samples of similar works completed in the last 3 years.
Individual profile and references
Only apply as individuals.
All documents should be submitted in one PDF document.
Submissions must be received by AKF no later than Friday 5th September 2025. E-mail these documents to with ‘Schools2030 Pedagogy Coach’ in the subject line. Only shortlisted candidates will be contacted.
This advertiser has chosen not to accept applicants from your region.
5
Consultancy- Conduct End Evaluation for Third Millennium- Tusobola Project – Improved Equitable Q...
Kampala, Kampala
Right To Play
Posted 7 days ago
Job Viewed
Job Description
Third Millennium – Tusobola Project - Improved equitable quality education and health-related outcomes for children and youth
Endline Evaluation br>Terms of Reference (ToR)
AUGUST 2025
Project Title: Improved equitable quality education and health-related outcomes for children and youth
Project Duration: 3 years (1st April 2023 to 31st December 2025)
Type of Study: Endline Evaluation Study
Project Location: Kampala (Naguru, Kinawataka)
Donor: Third Millennium Foundation
Duration of assignment: Approximately 42 working days
Expected start/ end of assignment: 5th Sept 2025 to 4th - December - 2025
Introduction:
Right To Play (RTP) is an international organization committed to improving the lives of children and youth. Established in 2000, Right To Play has pioneered unique play-based approach to learning and development that focuses on quality education, life skills, health, gender equality, child protection, and a building peaceful community Our global headquarters is in Toronto, Canada, and we are actively involved in communities worldwide, including Uganda. For more information, please visit our website: To Play Uganda seeks a qualified independent evaluation provider to conduct the Endline Evaluation for the Tusobola Project, titled “Improved Equitable Quality Education and Health-Related Outcomes for Children and Youth.” This 3-year project, funded by the Third Millennium Foundation, has been implemented from April 2023 to December 2025 in the low-income settlements of Naguru and Kinawataka) in Kampala City. It leverages Play-Based Learning (PBL) to improve education quality, life skills, and the adoption of safe, healthy, and sustainable WASH, MHM, and environmental protection practices among children and youth.
Leveraging Right To Play’s Play-Based Learning (PBL) methodology, the Tusobola Project was designed to contribute to two overall outcomes: < r>2. Overall outcomes: (Intended Impact)
ncreased integration of PBL approaches by education authorities, teachers, and coaches into the curriculum, classroom teaching, and sports sessions, leading to improved learning quality and life skills among children and youth.
Increased adoption of safe, healthy, and sustainable WASH, MHM, and environmental protection practices among children and youth, contributing to better health, hygiene, and environmental behaviours in schools and communities.
3. Key Outputs (Direct Deliverables)
Teachers and coaches trained in PBL methodologies, positive learning environments, WASH, MHM, and environmental protection practices.
Head Teachers, School Management Committees, and Parent-Teacher Associations trained on child safeguarding, safe learning environments, and WASH facility maintenance.
Parents, caregivers, and community members sensitized on MHM, WASH, and environmental protection.
Provision of WASH and MHM materials and installation of recycling bins in schools.
Engagement of children and youth in structured play-based activities to improve numeracy, literacy, and life skills.
4. Project Participants
The project has directly reached 6,408 in-school children and 73 teachers across nine schools: Naguru Katali Primary School, Police Children Ntinda Primary School, St. Paul Banda Primary School, Mbuya COU Primary School, St. Jude Naguru, Kyambogo Primary School, East Kololo Primary School, Shimon Demonstration School, and Nobles Junior School Naguru.
Additionally, the project engaged 1,206 out-of-school youth and 40 coaches in the Communities. Indirect beneficiaries included parents and community members in Kinawataka and Naguru.
Implementation is implemented in partnership with community-based organizations, ie, the Christian Youth Missionary Group (Kinawataka) and the Bazanye Sports Foundation.
5. Purpose of the evaluation.
This final and endline evaluation is being commissioned to assess the Relevance, Coherence, Effectiveness, Efficiency, Impact and Sustainability of the Tusobola project after 3 years of implementation, and how effective the project was in reaching the desired impact and outcomes. It also aims to build a pool of lessons learned, challenges and evidence to inform the design of a potential next phase of scaling up the project in other districts of Kampala, as well as to support learning and accountability for both implementing partners and donors. The findings will contribute to donor reporting as well as support the communities and beneficiaries in sustaining the results.
The purpose of the final evaluation are:
To assess the project’s achievements against the Logic Model, measuring the extent to which intended outcomes and impacts were realized, and documenting lessons learned from implementation. < r> T generate evidence and actionable recommendations that will inform the design of a potential next phase of the Tusobola Project and guide similar future interventions in Kampala’s low-income settlement. < r>
The evaluation will cover and assess all five components of the project including access to quality education, life skills development, Menstrual Hygiene Management (MHM), Water, Sanitation and Hygiene (WASH)and environmental protection as well as examining what has worked well or less well in this regard and in different project locations. The evaluation will look at the intended and unintended effects of the project and collect key learning from different partners.
6. Scope of the evaluation
The evaluation will cover Kinawataka and Naguru communities, engaging project staff, children, youth, parents, teachers, coaches, and KCCA officials to assess results, outcomes, and lessons across education, life skills, WASH, MHM, and environmental protection interventions.
7. Evaluation Objectives
The objectives of the evaluation are to cover areas of result and impact; process and implementation; as well as learnings for future use. The objectives are to:
M asure and ascertain the level of change in life skills, knowledge, attitude and practices among children and youths on menstrual hygiene management, sanitation, hygiene and environmental protection.
Assessing/examining the extent to which the project has achieved its intended/unintended outcomes.
Assess the relevance, coherence, effectiveness, efficiency, and sustainability of a specific development intervention, in line with certain evaluation criteria
Generate actionable learning and recommendations to inform the design and implementation of a potential next phase of the project.
Identify aspects of the project that are sustainable and/or scalable and provide recommendations for adapting or expanding successful elements in future programming.
Produce a user-friendly final evaluation 2 pager report, that will include outcome data, stories of change ,participant quotes, and clear evidence-based lessons that can support donor reporting, communication, and advocacy.
Evaluation Questions
Relevance
a. How well did the Tusobola project address the specific needs of children and youth in Naguru, and Kinawataka settlements?
b. How appropriate was the use of play-based learning (PBL), WASH, MHM, and environmental protection interventions for the local context?
c. To what extent were the views and priorities of children, youth, teachers, parents, and community leaders reflected in the design and delivery of the project?
d. Was the training content for teachers and coaches aligned with the educational and developmental needs of the participants?
2. Coherence
a. How well did Tusobola interventions align with Uganda’s education and health sector policies and strategies? < r>
b. How did Tusobola complement or duplicate other interventions by development actors in similar areas?
c. Were there any synergies between Tusobola and other RTP projects or Third Millennium-funded efforts in Uganda?
3. Effectiveness
a. What worked, and what did not work to improve life skills and health practices among children and youth? g
b. What was the quality and depth of PBL adoption in classrooms and sports sessions by teachers and coaches?
c. Were targeted WASH and MHM practices adopted by the intended groups? What challenges were faced?
d. Did the project promote gender equality, child protection, and inclusion effectively during implementation?
e. To what extent were planned outputs and outcomes achieved?
4. Efficiency
a. How well were project resources (funds, staff, time) used to deliver the intended results?
b. Was the project’s three-year implementation timeline realistic and adhered to? < r>
c. What mechanisms were in place to track costs and outputs?
d. Were the monitoring systems used cost-effective and timely in informing decisions?
5. Impact
a. What changes in knowledge, attitudes, and behavior occurred among children and youth in relation to play-based learning, MHM, WASH, and environmental protection?
b. Did Tusobola contribute to increased Stress Management, Empathy, Perseverance, Solving Conflict, Learning Environment safety, Self-Concept, End of Survey among the children?
c. Were there any unintended impacts (positive or negative) at household, school, or community level?
d. What changes in parental knowledge, attitudes, and practices have occurred regarding menstrual hygiene, sanitation, and environmental protection because of the project?
6. Sustainability
a. What practices, systems, or capacities have been institutionalized in schools, communities, or among government actors?
b. Are teachers, coaches, and education officials likely to continue using PBL and promoting WASH/MHM after the project ends?
c. What has been the role of local stakeholders (e.g. parents, school committees, KCCA) in sustaining project outcomes?
d. What are the risks to sustaining the project’s results, and how can they be mitigated? < r>
8. Evaluation Design and Methodology
Provide a summary of what has been done so far under MEL, what is already available (eg baseline, midline) and that the final evaluation will build on the existing data and methodology.
Methodology Background
The Tusobola baseline employed a correlational non-experimental design, integrating quantitative and qualitative methods. This approach assessed relationships between variables while capturing children’s and youth’s lived experiences in life skills, Menstrual Hygiene Management (MHM), Water, Sanitation, Hygiene (WASH), and environmental protection. Qualitative methods included Key Informant Interviews and Focus Group Discussions, ensuring stakeholder voices particularly youth remained central. All baseline tools are available for the consultant’s review.
S mpling followed Yamane’s (1967) formula: a stratified three-stage cluster sampling selected 380 respondents (313 in-school, 67 out-of-school) from 7,614 children/youth, with a 95% confidence level (±5% margin of error). Qualitative data is utilized in purposive sampling to capture diverse perspectives. Pre and post test Evaluations we also conducted for some indicators.
Monitoring & Quality Assurance
The project tracked enrollment using the Ministry of Education and Sports classroom attendance registers. Attendance forms recorded participation in trainings, community events, and classroom activities, while an event monitoring tool captured reach during play days, awareness campaigns, and advocacy events.
Quality checks included:
Class Observation tools (schools, focused on Play-Based Learning)
Coach Observation tools (communities focused on sports for development)
Joint supervision was conducted by Right To Play (RTP) staff alongside Kampala Capital City Authority (KCCA) officials, supplemented by MOES key performance indicators for primary education.
Expected Methodology for Endline
The Consultant will develop a detailed, robust non-experimental mixed-methods methodology for the endline study, ensuring technical soundness and comprehensiveness. This methodology requires Right To Play’s approval before field engagement. It must include: < r>Clear participatory qualitative approaches to collect leaners’ voices, emphasizing contextual learnings in environmental protection, PBL, MHM, and WASH. < r>Detailed sampling techniques and sample sizes to ensure study integrity.
A thorough review of the project’s Theory of Change and Results Framework, critically analyzing assumptions, risks, and mitigation strategies while verifying logical connections between result levels. < r>Right To Play prioritizes qualitative insights from participatory methods, centering stakeholder voices (Parents, KCCA Officials, Teachers, In school children and youths). The Consultant will adapt or develop user-friendly, inclusive data collection tools in collaboration with the Project Team. Existing tools are available for refinement.
Methodologies must be rigorous and replicable, enabling consistent data collection across baseline and endline evaluations to generate credible, comparable evidence for decision-making and impact assessment.
9. Proposed Budget
Budget (Provide a summarized budget proposal, inclusive of Consultancy logistics and professional fees to be subjected to WHT)
10. Management:
The Consultant will report to the Country Director/ Designate & MEL Officer, who will provide overall accountability and coordination for the evaluation study. Technical guidance and quality assurance related to monitoring, evaluation, and learning will be provided by the MEL Officer at Right to Play. The Project Coordinators will offer day-to-day operational support throughout the assignment.
11. Deliverables
Roles and Deliverables- Tusobola Endline Evaluation
Right To Play Responsibility
Activity/ Deliverable
Logistics; Oversee a d support advert process, 21st- 31st Aug 2025
Shortlist and review of interview questions; Lead shortlisting process and prepare interview questions, 1st- 5th Sept 2025
Interviews; participating in interviews, 8th Sept 2025
Signing the contract; Sign contract, 9th Sept 2025
Inception report (including refined methodology and evaluation matrix); Review and provide feedback, date to be agreed
Updated data collection tools aligned with endline indicators; Provide existing tools and review final tools, date to be agreed
Training session for data collectors; Financially and logistically facilitate training, date to be agreed
Data collection exercise; Provide supervision support Financially and logistically facilitate the data collection, date to be agreed
Virtual Data Validation; Participating in validation, date to be agreed
Draft Endline Evaluation Report (including annexes and PowerPoint summary); Review and provide feedback, date to be agreed
Final Report; Sign Off, date to be agreed
2-page external-facing summary brief with key findings, quotes, and impact stories; Review and approve final versions, 30th Nov 2025
Participation in an Endline Physical Validation Meeting to present and discuss results; Facilitate logistics and stakeholder engagement, 3rd Dec 2025
Endline dissemination PowerPoint, Review and provide feedback, date to be agreed
Consultant Responsibility
Activity/ Deliverable
Signing the contract; Sign contract, 9th Sept 2025
Inception report (including refined methodology and evaluation matrix); Prepare Inception Report, date to be agreed
Updated data collection tools aligned with endline indicators; Review existing tools and add questions, date to be agreed
Training session for data collectors; Lead training of enumerators, date to be agreed
Data collection exercise; Lead and supervise data collection, date to be agreed
Clean and analyze dataset following data collection; Conduct analysis and gender disaggregation, Date to be agreed
Virtual Data Validation; Lead validation process, date to be agreed
Draft Endline Evaluation Report (including annexes and PowerPoint summary); Prepare and submit first draft, date to be agreed
Final Report; Prepare and submit first draft, date to be agreed
2-page external-facing summary brief with key findings, quotes, and impact stories; Prepare and submit final reports, 30th Nov 2025
Participation in an Endline Physical Validation Meeting to present and discuss results; Present Findings and co- facilitate meeting, 3rd Dec 2025
Endline dissemination PowerPoint; Prepare dissemination presentation, date to be agreed
Two- page brief and final endline report
Ultimate Outcome: Improved equitable quality education and health-related outcomes for children and youth
Project logical Model
Intermediate Outcome 1: Increased integration of play-based learning (PBL) approaches by education authorities, teachers, and coaches into the curriculum, classroom teaching, and sports sessions
Immediate Outcome 1.1: Improved knowledge on pedagogical practices (PBL) and positive learning environments among teachers and coaches
Immediate Outcome 1.2: Increased capacity of local supervisors to provide coaching and mentoring support for teachers
Output 1.1.1: Teachers and coaches are trained in pedagogical practices (PBL) and positive learning environments
Output 1.2.1: Local government supervisors are trained in PBL, coaching, and mentorship
Activity 1.1.1.1: Train teachers and coaches in pedagogical practices (PBL) and positive learning environments
Activity 1.1.1.2: Engage children and youth in play-based activities to strengthen their numeracy, literacy, and life skills
Activity 1.2.1.1: Train local government supervisors on PBL, coaching, and mentorship.
Activity 1.2.1.2: Conduct classroom and community club observations
Intermediate Outcome 2: Increased adoption of safe, healthy, and sustainable Water, Sanitation and Hygiene (WASH), Menstrual Hygiene Management (MHM), and environmental protection practices among children and youth
Immediate Outcome 2.1: Improved knowledge on safe, healthy, and sustainable WASH, MHM, and environmental protection among teachers, coaches, head teachers, School Management Committees and Parent-Teacher Associations
Immediate Outcome 2.2: Improved knowledge on child safeguarding, WASH, MHM, and environmental protection among parents and community members
Output 2.1.1: Teachers and coaches are trained in safe, healthy, and sustainable WASH, MHM, and environmental protection practices
Output 2.1.2: Head teachers, School Management Committees, and Parent-Teacher Associations are trained on child safeguarding, positive learning environments, and the proper maintenance of gender equitable, safe, and clean WASH facilities in the project schools
Output 2.2.1: Sensitize parents, caregivers, and community members on MHM, WASH, and environmental protection
Activity 2.1.1.1: Train teachers and coaches in WASH, MHM, and environmental protection practices
Activity 2.1.1.2: Provide WASH and MHM materials (in particular soap, reusable sanitary napkins, and raw materials for reusable sanitary napkins)
Activity 2.1.1.3: Install recycling bins in schools and instruct school clubs and teachers on their use
Activity 2.1.2.1: Train head teachers, School Management Committees, and Parent-Teacher Associations on child safeguarding, positive learning environments, and the maintenance of WASH facilities
Activity 2.2.1.1: Sensitize parents, caregivers, and community members on MHM, WASH, and environmental protection
12. Qualifications:
The Consultant should have a proven and extensive background in primary education, life skills, and health-related program evaluations, with specific experience in Play-Based Learning (PBL), WASH, Menstrual Hygiene Management, and environmental protection interventions. The ideal candidate must meet the following qualifications, experience, and skills:
Expertise and Qualifications
The Consultant must have:
PhD or MSc in Education, Public Policy, Social Work, Policy Analysis, Public Health, or related fields.
Additional qualifications in Monitoring and Evaluation (M&E) are an advantage.
Minimum of 5 years’ professional experience designing and implementing MEL systems for education and health programs, including endline evaluations of multi-year projects. < r> P oven track record in evaluating Play-Based Learning (PBL), WASH, MHM, and environmental protection interventions.
Demonstrated experience in projects targeting children and youth in low-resource urban settings, with a focus on education and health outcome measurement.
Strong contextual knowledge of Uganda, with preference for experience in Kampala’s low-income settlements such as Naguru and Kinawataka. < r> E pertise in mixed-methods research:
Quantitative: Survey design, stratified sampling, statistical analysis (SPSS/STATA), and PMF-aligned indicator tracking.
Qualitative: Participatory approaches such as storytelling, safe-space mapping, vignettes, and role-play to center children and youth voices.
Experience using phenomenological designs to explore lived experiences of marginalized groups.
Skill in adapting or developing child-friendly tools for assessing life skills, WASH, and MHM.
Proven ability to generate actionable, gender-disaggregated reports with recommendations for scalability and sustainability.
Strong proficiency in Outcome Harvesting and other impact evaluation methodologies.
Excellent analytical, documentation, and presentation skills, with clear written and verbal communication in English.
Ability to engage effectively with diverse stakeholders including community members, government, and donor representatives.
Proficiency with relevant data collection and analysis software and tools.
Share proof of similar past works experience
13. Other Requirements:
Knowledge of context in the program’s implementation areas (e.g., Kampala slums) is considered an asset. < r>A strong commitment to safeguarding principles, as well as adherence to fraud and bribery policies.
14. Criteria for Evaluation of Proposal:
Only those applications which are responsive and compliant will be evaluated. Offers will be evaluated according to the Combined Scoring method – where the educational background and experience on similar assignments will be weighted at 70%and the price proposal will weigh as 30% of the total scoring. The applicant receiving the Highest Combined Score that has also accepted the General Terms and Conditions will be awarded the contract. < r>Selection Criteria
Qualified Individual Consultant is expected to submit both the Technical and Financial Proposals. Individual Consultants will be evaluated based on Cumulative Analysis as per the following scenario:
Tec nical Criteria weight is 70%
Financial Criteria weight is 30%
15. Application requirements
Interested evaluators or firms are requested to submit.
Cover letter indicating availability for the assignment.
Technical proposal that includes:
Understanding of the assignment and proposed approach for conducting the evaluation
Anticipated challenges and proposed mitigation measures
Approach to ensuring quality of work
Key deliverables and a detailed workplan
Team composition, if applicable, indicating who will lead and who will support (Report writers, Data analyst, communications), with clear roles and responsibilities
Updated CV(s) of all proposed team members, including two references from previous assignments
Financial proposal with a detailed cost breakdown, including daily rates and any additional costs, aligned with the proposed workplan.
Evidence of past work, including at least two recent evaluation reports and examples of previous evaluations or reporting styles, plus evidence of contracts executed in the last three years to email address: by 31st Aug 2025, 12:00 am.
Confidentiality:
The Individual Consultant shall not either during the term or after termination of the assignment, disclose any proprietary or confidential information related to the consultancy service without prior written consent. Proprietary interest on all materials & documents prepared by the consultants under the assignment shall become & remain properties of Right To Play
How to apply
Submit your proposal to email address: by 31st Aug 2025, 12:00 am
Endline Evaluation br>Terms of Reference (ToR)
AUGUST 2025
Project Title: Improved equitable quality education and health-related outcomes for children and youth
Project Duration: 3 years (1st April 2023 to 31st December 2025)
Type of Study: Endline Evaluation Study
Project Location: Kampala (Naguru, Kinawataka)
Donor: Third Millennium Foundation
Duration of assignment: Approximately 42 working days
Expected start/ end of assignment: 5th Sept 2025 to 4th - December - 2025
Introduction:
Right To Play (RTP) is an international organization committed to improving the lives of children and youth. Established in 2000, Right To Play has pioneered unique play-based approach to learning and development that focuses on quality education, life skills, health, gender equality, child protection, and a building peaceful community Our global headquarters is in Toronto, Canada, and we are actively involved in communities worldwide, including Uganda. For more information, please visit our website: To Play Uganda seeks a qualified independent evaluation provider to conduct the Endline Evaluation for the Tusobola Project, titled “Improved Equitable Quality Education and Health-Related Outcomes for Children and Youth.” This 3-year project, funded by the Third Millennium Foundation, has been implemented from April 2023 to December 2025 in the low-income settlements of Naguru and Kinawataka) in Kampala City. It leverages Play-Based Learning (PBL) to improve education quality, life skills, and the adoption of safe, healthy, and sustainable WASH, MHM, and environmental protection practices among children and youth.
Leveraging Right To Play’s Play-Based Learning (PBL) methodology, the Tusobola Project was designed to contribute to two overall outcomes: < r>2. Overall outcomes: (Intended Impact)
ncreased integration of PBL approaches by education authorities, teachers, and coaches into the curriculum, classroom teaching, and sports sessions, leading to improved learning quality and life skills among children and youth.
Increased adoption of safe, healthy, and sustainable WASH, MHM, and environmental protection practices among children and youth, contributing to better health, hygiene, and environmental behaviours in schools and communities.
3. Key Outputs (Direct Deliverables)
Teachers and coaches trained in PBL methodologies, positive learning environments, WASH, MHM, and environmental protection practices.
Head Teachers, School Management Committees, and Parent-Teacher Associations trained on child safeguarding, safe learning environments, and WASH facility maintenance.
Parents, caregivers, and community members sensitized on MHM, WASH, and environmental protection.
Provision of WASH and MHM materials and installation of recycling bins in schools.
Engagement of children and youth in structured play-based activities to improve numeracy, literacy, and life skills.
4. Project Participants
The project has directly reached 6,408 in-school children and 73 teachers across nine schools: Naguru Katali Primary School, Police Children Ntinda Primary School, St. Paul Banda Primary School, Mbuya COU Primary School, St. Jude Naguru, Kyambogo Primary School, East Kololo Primary School, Shimon Demonstration School, and Nobles Junior School Naguru.
Additionally, the project engaged 1,206 out-of-school youth and 40 coaches in the Communities. Indirect beneficiaries included parents and community members in Kinawataka and Naguru.
Implementation is implemented in partnership with community-based organizations, ie, the Christian Youth Missionary Group (Kinawataka) and the Bazanye Sports Foundation.
5. Purpose of the evaluation.
This final and endline evaluation is being commissioned to assess the Relevance, Coherence, Effectiveness, Efficiency, Impact and Sustainability of the Tusobola project after 3 years of implementation, and how effective the project was in reaching the desired impact and outcomes. It also aims to build a pool of lessons learned, challenges and evidence to inform the design of a potential next phase of scaling up the project in other districts of Kampala, as well as to support learning and accountability for both implementing partners and donors. The findings will contribute to donor reporting as well as support the communities and beneficiaries in sustaining the results.
The purpose of the final evaluation are:
To assess the project’s achievements against the Logic Model, measuring the extent to which intended outcomes and impacts were realized, and documenting lessons learned from implementation. < r> T generate evidence and actionable recommendations that will inform the design of a potential next phase of the Tusobola Project and guide similar future interventions in Kampala’s low-income settlement. < r>
The evaluation will cover and assess all five components of the project including access to quality education, life skills development, Menstrual Hygiene Management (MHM), Water, Sanitation and Hygiene (WASH)and environmental protection as well as examining what has worked well or less well in this regard and in different project locations. The evaluation will look at the intended and unintended effects of the project and collect key learning from different partners.
6. Scope of the evaluation
The evaluation will cover Kinawataka and Naguru communities, engaging project staff, children, youth, parents, teachers, coaches, and KCCA officials to assess results, outcomes, and lessons across education, life skills, WASH, MHM, and environmental protection interventions.
7. Evaluation Objectives
The objectives of the evaluation are to cover areas of result and impact; process and implementation; as well as learnings for future use. The objectives are to:
M asure and ascertain the level of change in life skills, knowledge, attitude and practices among children and youths on menstrual hygiene management, sanitation, hygiene and environmental protection.
Assessing/examining the extent to which the project has achieved its intended/unintended outcomes.
Assess the relevance, coherence, effectiveness, efficiency, and sustainability of a specific development intervention, in line with certain evaluation criteria
Generate actionable learning and recommendations to inform the design and implementation of a potential next phase of the project.
Identify aspects of the project that are sustainable and/or scalable and provide recommendations for adapting or expanding successful elements in future programming.
Produce a user-friendly final evaluation 2 pager report, that will include outcome data, stories of change ,participant quotes, and clear evidence-based lessons that can support donor reporting, communication, and advocacy.
Evaluation Questions
Relevance
a. How well did the Tusobola project address the specific needs of children and youth in Naguru, and Kinawataka settlements?
b. How appropriate was the use of play-based learning (PBL), WASH, MHM, and environmental protection interventions for the local context?
c. To what extent were the views and priorities of children, youth, teachers, parents, and community leaders reflected in the design and delivery of the project?
d. Was the training content for teachers and coaches aligned with the educational and developmental needs of the participants?
2. Coherence
a. How well did Tusobola interventions align with Uganda’s education and health sector policies and strategies? < r>
b. How did Tusobola complement or duplicate other interventions by development actors in similar areas?
c. Were there any synergies between Tusobola and other RTP projects or Third Millennium-funded efforts in Uganda?
3. Effectiveness
a. What worked, and what did not work to improve life skills and health practices among children and youth? g
b. What was the quality and depth of PBL adoption in classrooms and sports sessions by teachers and coaches?
c. Were targeted WASH and MHM practices adopted by the intended groups? What challenges were faced?
d. Did the project promote gender equality, child protection, and inclusion effectively during implementation?
e. To what extent were planned outputs and outcomes achieved?
4. Efficiency
a. How well were project resources (funds, staff, time) used to deliver the intended results?
b. Was the project’s three-year implementation timeline realistic and adhered to? < r>
c. What mechanisms were in place to track costs and outputs?
d. Were the monitoring systems used cost-effective and timely in informing decisions?
5. Impact
a. What changes in knowledge, attitudes, and behavior occurred among children and youth in relation to play-based learning, MHM, WASH, and environmental protection?
b. Did Tusobola contribute to increased Stress Management, Empathy, Perseverance, Solving Conflict, Learning Environment safety, Self-Concept, End of Survey among the children?
c. Were there any unintended impacts (positive or negative) at household, school, or community level?
d. What changes in parental knowledge, attitudes, and practices have occurred regarding menstrual hygiene, sanitation, and environmental protection because of the project?
6. Sustainability
a. What practices, systems, or capacities have been institutionalized in schools, communities, or among government actors?
b. Are teachers, coaches, and education officials likely to continue using PBL and promoting WASH/MHM after the project ends?
c. What has been the role of local stakeholders (e.g. parents, school committees, KCCA) in sustaining project outcomes?
d. What are the risks to sustaining the project’s results, and how can they be mitigated? < r>
8. Evaluation Design and Methodology
Provide a summary of what has been done so far under MEL, what is already available (eg baseline, midline) and that the final evaluation will build on the existing data and methodology.
Methodology Background
The Tusobola baseline employed a correlational non-experimental design, integrating quantitative and qualitative methods. This approach assessed relationships between variables while capturing children’s and youth’s lived experiences in life skills, Menstrual Hygiene Management (MHM), Water, Sanitation, Hygiene (WASH), and environmental protection. Qualitative methods included Key Informant Interviews and Focus Group Discussions, ensuring stakeholder voices particularly youth remained central. All baseline tools are available for the consultant’s review.
S mpling followed Yamane’s (1967) formula: a stratified three-stage cluster sampling selected 380 respondents (313 in-school, 67 out-of-school) from 7,614 children/youth, with a 95% confidence level (±5% margin of error). Qualitative data is utilized in purposive sampling to capture diverse perspectives. Pre and post test Evaluations we also conducted for some indicators.
Monitoring & Quality Assurance
The project tracked enrollment using the Ministry of Education and Sports classroom attendance registers. Attendance forms recorded participation in trainings, community events, and classroom activities, while an event monitoring tool captured reach during play days, awareness campaigns, and advocacy events.
Quality checks included:
Class Observation tools (schools, focused on Play-Based Learning)
Coach Observation tools (communities focused on sports for development)
Joint supervision was conducted by Right To Play (RTP) staff alongside Kampala Capital City Authority (KCCA) officials, supplemented by MOES key performance indicators for primary education.
Expected Methodology for Endline
The Consultant will develop a detailed, robust non-experimental mixed-methods methodology for the endline study, ensuring technical soundness and comprehensiveness. This methodology requires Right To Play’s approval before field engagement. It must include: < r>Clear participatory qualitative approaches to collect leaners’ voices, emphasizing contextual learnings in environmental protection, PBL, MHM, and WASH. < r>Detailed sampling techniques and sample sizes to ensure study integrity.
A thorough review of the project’s Theory of Change and Results Framework, critically analyzing assumptions, risks, and mitigation strategies while verifying logical connections between result levels. < r>Right To Play prioritizes qualitative insights from participatory methods, centering stakeholder voices (Parents, KCCA Officials, Teachers, In school children and youths). The Consultant will adapt or develop user-friendly, inclusive data collection tools in collaboration with the Project Team. Existing tools are available for refinement.
Methodologies must be rigorous and replicable, enabling consistent data collection across baseline and endline evaluations to generate credible, comparable evidence for decision-making and impact assessment.
9. Proposed Budget
Budget (Provide a summarized budget proposal, inclusive of Consultancy logistics and professional fees to be subjected to WHT)
10. Management:
The Consultant will report to the Country Director/ Designate & MEL Officer, who will provide overall accountability and coordination for the evaluation study. Technical guidance and quality assurance related to monitoring, evaluation, and learning will be provided by the MEL Officer at Right to Play. The Project Coordinators will offer day-to-day operational support throughout the assignment.
11. Deliverables
Roles and Deliverables- Tusobola Endline Evaluation
Right To Play Responsibility
Activity/ Deliverable
Logistics; Oversee a d support advert process, 21st- 31st Aug 2025
Shortlist and review of interview questions; Lead shortlisting process and prepare interview questions, 1st- 5th Sept 2025
Interviews; participating in interviews, 8th Sept 2025
Signing the contract; Sign contract, 9th Sept 2025
Inception report (including refined methodology and evaluation matrix); Review and provide feedback, date to be agreed
Updated data collection tools aligned with endline indicators; Provide existing tools and review final tools, date to be agreed
Training session for data collectors; Financially and logistically facilitate training, date to be agreed
Data collection exercise; Provide supervision support Financially and logistically facilitate the data collection, date to be agreed
Virtual Data Validation; Participating in validation, date to be agreed
Draft Endline Evaluation Report (including annexes and PowerPoint summary); Review and provide feedback, date to be agreed
Final Report; Sign Off, date to be agreed
2-page external-facing summary brief with key findings, quotes, and impact stories; Review and approve final versions, 30th Nov 2025
Participation in an Endline Physical Validation Meeting to present and discuss results; Facilitate logistics and stakeholder engagement, 3rd Dec 2025
Endline dissemination PowerPoint, Review and provide feedback, date to be agreed
Consultant Responsibility
Activity/ Deliverable
Signing the contract; Sign contract, 9th Sept 2025
Inception report (including refined methodology and evaluation matrix); Prepare Inception Report, date to be agreed
Updated data collection tools aligned with endline indicators; Review existing tools and add questions, date to be agreed
Training session for data collectors; Lead training of enumerators, date to be agreed
Data collection exercise; Lead and supervise data collection, date to be agreed
Clean and analyze dataset following data collection; Conduct analysis and gender disaggregation, Date to be agreed
Virtual Data Validation; Lead validation process, date to be agreed
Draft Endline Evaluation Report (including annexes and PowerPoint summary); Prepare and submit first draft, date to be agreed
Final Report; Prepare and submit first draft, date to be agreed
2-page external-facing summary brief with key findings, quotes, and impact stories; Prepare and submit final reports, 30th Nov 2025
Participation in an Endline Physical Validation Meeting to present and discuss results; Present Findings and co- facilitate meeting, 3rd Dec 2025
Endline dissemination PowerPoint; Prepare dissemination presentation, date to be agreed
Two- page brief and final endline report
Ultimate Outcome: Improved equitable quality education and health-related outcomes for children and youth
Project logical Model
Intermediate Outcome 1: Increased integration of play-based learning (PBL) approaches by education authorities, teachers, and coaches into the curriculum, classroom teaching, and sports sessions
Immediate Outcome 1.1: Improved knowledge on pedagogical practices (PBL) and positive learning environments among teachers and coaches
Immediate Outcome 1.2: Increased capacity of local supervisors to provide coaching and mentoring support for teachers
Output 1.1.1: Teachers and coaches are trained in pedagogical practices (PBL) and positive learning environments
Output 1.2.1: Local government supervisors are trained in PBL, coaching, and mentorship
Activity 1.1.1.1: Train teachers and coaches in pedagogical practices (PBL) and positive learning environments
Activity 1.1.1.2: Engage children and youth in play-based activities to strengthen their numeracy, literacy, and life skills
Activity 1.2.1.1: Train local government supervisors on PBL, coaching, and mentorship.
Activity 1.2.1.2: Conduct classroom and community club observations
Intermediate Outcome 2: Increased adoption of safe, healthy, and sustainable Water, Sanitation and Hygiene (WASH), Menstrual Hygiene Management (MHM), and environmental protection practices among children and youth
Immediate Outcome 2.1: Improved knowledge on safe, healthy, and sustainable WASH, MHM, and environmental protection among teachers, coaches, head teachers, School Management Committees and Parent-Teacher Associations
Immediate Outcome 2.2: Improved knowledge on child safeguarding, WASH, MHM, and environmental protection among parents and community members
Output 2.1.1: Teachers and coaches are trained in safe, healthy, and sustainable WASH, MHM, and environmental protection practices
Output 2.1.2: Head teachers, School Management Committees, and Parent-Teacher Associations are trained on child safeguarding, positive learning environments, and the proper maintenance of gender equitable, safe, and clean WASH facilities in the project schools
Output 2.2.1: Sensitize parents, caregivers, and community members on MHM, WASH, and environmental protection
Activity 2.1.1.1: Train teachers and coaches in WASH, MHM, and environmental protection practices
Activity 2.1.1.2: Provide WASH and MHM materials (in particular soap, reusable sanitary napkins, and raw materials for reusable sanitary napkins)
Activity 2.1.1.3: Install recycling bins in schools and instruct school clubs and teachers on their use
Activity 2.1.2.1: Train head teachers, School Management Committees, and Parent-Teacher Associations on child safeguarding, positive learning environments, and the maintenance of WASH facilities
Activity 2.2.1.1: Sensitize parents, caregivers, and community members on MHM, WASH, and environmental protection
12. Qualifications:
The Consultant should have a proven and extensive background in primary education, life skills, and health-related program evaluations, with specific experience in Play-Based Learning (PBL), WASH, Menstrual Hygiene Management, and environmental protection interventions. The ideal candidate must meet the following qualifications, experience, and skills:
Expertise and Qualifications
The Consultant must have:
PhD or MSc in Education, Public Policy, Social Work, Policy Analysis, Public Health, or related fields.
Additional qualifications in Monitoring and Evaluation (M&E) are an advantage.
Minimum of 5 years’ professional experience designing and implementing MEL systems for education and health programs, including endline evaluations of multi-year projects. < r> P oven track record in evaluating Play-Based Learning (PBL), WASH, MHM, and environmental protection interventions.
Demonstrated experience in projects targeting children and youth in low-resource urban settings, with a focus on education and health outcome measurement.
Strong contextual knowledge of Uganda, with preference for experience in Kampala’s low-income settlements such as Naguru and Kinawataka. < r> E pertise in mixed-methods research:
Quantitative: Survey design, stratified sampling, statistical analysis (SPSS/STATA), and PMF-aligned indicator tracking.
Qualitative: Participatory approaches such as storytelling, safe-space mapping, vignettes, and role-play to center children and youth voices.
Experience using phenomenological designs to explore lived experiences of marginalized groups.
Skill in adapting or developing child-friendly tools for assessing life skills, WASH, and MHM.
Proven ability to generate actionable, gender-disaggregated reports with recommendations for scalability and sustainability.
Strong proficiency in Outcome Harvesting and other impact evaluation methodologies.
Excellent analytical, documentation, and presentation skills, with clear written and verbal communication in English.
Ability to engage effectively with diverse stakeholders including community members, government, and donor representatives.
Proficiency with relevant data collection and analysis software and tools.
Share proof of similar past works experience
13. Other Requirements:
Knowledge of context in the program’s implementation areas (e.g., Kampala slums) is considered an asset. < r>A strong commitment to safeguarding principles, as well as adherence to fraud and bribery policies.
14. Criteria for Evaluation of Proposal:
Only those applications which are responsive and compliant will be evaluated. Offers will be evaluated according to the Combined Scoring method – where the educational background and experience on similar assignments will be weighted at 70%and the price proposal will weigh as 30% of the total scoring. The applicant receiving the Highest Combined Score that has also accepted the General Terms and Conditions will be awarded the contract. < r>Selection Criteria
Qualified Individual Consultant is expected to submit both the Technical and Financial Proposals. Individual Consultants will be evaluated based on Cumulative Analysis as per the following scenario:
Tec nical Criteria weight is 70%
Financial Criteria weight is 30%
15. Application requirements
Interested evaluators or firms are requested to submit.
Cover letter indicating availability for the assignment.
Technical proposal that includes:
Understanding of the assignment and proposed approach for conducting the evaluation
Anticipated challenges and proposed mitigation measures
Approach to ensuring quality of work
Key deliverables and a detailed workplan
Team composition, if applicable, indicating who will lead and who will support (Report writers, Data analyst, communications), with clear roles and responsibilities
Updated CV(s) of all proposed team members, including two references from previous assignments
Financial proposal with a detailed cost breakdown, including daily rates and any additional costs, aligned with the proposed workplan.
Evidence of past work, including at least two recent evaluation reports and examples of previous evaluations or reporting styles, plus evidence of contracts executed in the last three years to email address: by 31st Aug 2025, 12:00 am.
Confidentiality:
The Individual Consultant shall not either during the term or after termination of the assignment, disclose any proprietary or confidential information related to the consultancy service without prior written consent. Proprietary interest on all materials & documents prepared by the consultants under the assignment shall become & remain properties of Right To Play
How to apply
Submit your proposal to email address: by 31st Aug 2025, 12:00 am
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6
ToR – Independent Evaluation Provider for Multi-Tusobola Project
Kampala, Kampala
Right To Play
Posted 7 days ago
Job Viewed
Job Description
Call for Proposals – Endline Evaluation Consultancy
Multi-Tusobola Project – Right To Play Uganda br>Right To Play Uganda is seeking a qualified independent evaluation provider to conduct the Endline Evaluation for the Multi - Tusobola Project, a 3-year initiative funded by the Third Millennium Foundation. The project has been implemented from April 2023 to December 2025 in the low-income settlements of Naguru and Kinawataka, Kampala.
Purpose of the Evaluation
The endline will assess the project’s relevance, coherence, effectiveness, efficiency, impact, and sustainability. It will measure progress against the Results Framework, document lessons learned, and provide recommendations for scaling and replication. < r>Key Areas of Focus
Play-Based Learning (PBL) adoption in classrooms and sports sessions
ASH, Menstrual Hygiene Management (MHM), and environmental protection practices
Education and life skills outcomes for children and youth
Sustainability of interventions beyond the project period
Qualifications Required
PhD or MSc in Education, Public Policy, Public Health, Social Work, Policy Analysis, or related field
Minimum 5 years’ experience in MEL for education and health programs, including endline evaluations of multi-year projects < r> P oven track record in PBL, WASH, MHM, and environmental protection evaluations
Strong contextual knowledge of Uganda, preferably Kampala low-income settlements
Proficiency in mixed-methods research, gender-responsive reporting, and participatory approaches
Assignment Details
Location: Kampala (Naguru, Kinawataka)
Duration: ~42 working days
Expected start: September 9, 2025
Expected end: December 4, 2025
For More Information:
To see the full Terms of Reference here.
How to apply
Interested candidates or firms should submit these to
1. Cover letter indicating availability for the assignment.
2. Technical proposal that includes:
Understanding of the assignment and proposed approach for conducting the evaluation
Anticipated challenges and proposed mitigation measures
Approach to ensuring quality of work
Key deliverables and a detailed workplan
Team composition, if applicable, indicating who will lead and who will support (Report writers, Data analyst, communications), with clear roles and responsibilities
Updated CV(s) of all proposed team members, including two references from previous assignments
3. Financial proposal with a detailed cost breakdown, including daily rates and any additional costs, aligned with the proposed workplan.
4. Evidence of past work, including at least two recent evaluation reports and examples of previous evaluations or reporting styles, plus evidence of contracts executed in the last three years.
Deadline: Sunday, 31st August 2025
Submission: Email proposals to
Multi-Tusobola Project – Right To Play Uganda br>Right To Play Uganda is seeking a qualified independent evaluation provider to conduct the Endline Evaluation for the Multi - Tusobola Project, a 3-year initiative funded by the Third Millennium Foundation. The project has been implemented from April 2023 to December 2025 in the low-income settlements of Naguru and Kinawataka, Kampala.
Purpose of the Evaluation
The endline will assess the project’s relevance, coherence, effectiveness, efficiency, impact, and sustainability. It will measure progress against the Results Framework, document lessons learned, and provide recommendations for scaling and replication. < r>Key Areas of Focus
Play-Based Learning (PBL) adoption in classrooms and sports sessions
ASH, Menstrual Hygiene Management (MHM), and environmental protection practices
Education and life skills outcomes for children and youth
Sustainability of interventions beyond the project period
Qualifications Required
PhD or MSc in Education, Public Policy, Public Health, Social Work, Policy Analysis, or related field
Minimum 5 years’ experience in MEL for education and health programs, including endline evaluations of multi-year projects < r> P oven track record in PBL, WASH, MHM, and environmental protection evaluations
Strong contextual knowledge of Uganda, preferably Kampala low-income settlements
Proficiency in mixed-methods research, gender-responsive reporting, and participatory approaches
Assignment Details
Location: Kampala (Naguru, Kinawataka)
Duration: ~42 working days
Expected start: September 9, 2025
Expected end: December 4, 2025
For More Information:
To see the full Terms of Reference here.
How to apply
Interested candidates or firms should submit these to
1. Cover letter indicating availability for the assignment.
2. Technical proposal that includes:
Understanding of the assignment and proposed approach for conducting the evaluation
Anticipated challenges and proposed mitigation measures
Approach to ensuring quality of work
Key deliverables and a detailed workplan
Team composition, if applicable, indicating who will lead and who will support (Report writers, Data analyst, communications), with clear roles and responsibilities
Updated CV(s) of all proposed team members, including two references from previous assignments
3. Financial proposal with a detailed cost breakdown, including daily rates and any additional costs, aligned with the proposed workplan.
4. Evidence of past work, including at least two recent evaluation reports and examples of previous evaluations or reporting styles, plus evidence of contracts executed in the last three years.
Deadline: Sunday, 31st August 2025
Submission: Email proposals to
This advertiser has chosen not to accept applicants from your region.
7
Risk and Compliance Manager
Kampala, Kampala
Catholic Relief Services
Posted 10 days ago
Job Viewed
Job Description
Job Title: Risk and Compliance Manager
Department: Operations br>Report to: Head of Operations
Duration: Full-time
Job Location: Uganda/Kampala
About CRS:
Catholic Relief Services is the official international humanitarian agency of the Catholic community in the United States. CRS works to save, protect, and transform lives in need in more than 100 countries, without regard to race, religion, or nationality. CRS’ relief and development work is accomplished through programs of emergency response, HIV, health, agriculture, education, microfinance, and peacebuilding. < r>Job Summary:
The Uganda Country Office Risk and Compliance Manager is the focal point person for adoption of the global risk management and compliance strategy and its implementation in Uganda. That is to:
Provide strategic direction and oversight to the implementation of risk and compliance systems in Uganda, internal and external.
anage risk and compliance programs and portfolios and implement the Global Risk Management and Compliance Model in Uganda.
Manage and deter fraud through effective fraud allegation management in Uganda.
Roles and Key Responsibilities:
Fraud Oversight and Investigation: Under the guidance of the Fraud Oversight Team (FOT), implement the steps and timeline outlined in the Allegation Management Policy and Procedure. This includes preparing credibility assessments, developing investigative scopes, conducting reviews and investigations, compiling donor reports, and executing remediation or corrective action plans.
Internal Audits and Reviews: Collaborate with country office management to plan and execute internal audits, control reviews, special reviews, investigations, and compliance assessments. Analyze findings and provide recommendations to enhance system integrity.
Audit Liaison: Serve as a liaison for both external and internal audits, coordinating action plans to address and resolve audit findings.
Risk Management and Compliance Implementation: Work with the country office senior management team (SMT) to lead the adoption and implementation of the Risk Management and Compliance Model at the country level. This includes planning and conducting internal control reviews and providing recommendations for improvement.
Donor Requirements and Safeguarding: Maintain a deep understanding of relevant donor requirements, with a focus on fraud and safeguarding policies. Ensure partner fraud and safeguarding policies align with CRS standards and build partner capacity in these areas.
Partner Operations Monitoring: Assess and monitor partner operations to ensure that internal controls, systems, processes, and procedures comply with the Sub Recipient Financial Management policy.
Talent Management and Team Support: Manage and support team dynamics and staff well-being. Provide coaching, tailor individual development plans, and conduct performance assessments for direct reports.
Preferred Qualifications and Experience
A bachelor's degree is required.
Master's degree in accounting, business administration, finance, or a related discipline preferred.
Accounting or audit certification (CIA, CFE, CPA, or similar) preferred.
Minimum of 5 years of related work experience, ideally with an international organization, with progressive responsibility in operations and/or programming. At least 3 of these years involved experience in risk management, compliance, audit, and finance.
Knowledge and experience of audit standards and compliance regulations; knowledge of COSO’s Internal Control Framework or The Institute of Internal Audit’s International Standards for the Professional Practice of Internal Auditing.
Knowledge, Skills and Abilities
Pro icient in accounting systems, MS Office (Excel, Word, PowerPoint, and Visio), and information management systems.
Strong knowledge of data analytics techniques and process performance improvement practices.
Excellent written and oral communication skills, with expertise in report writing.
Strong analytical, organizational, and systems thinking abilities.
Extensive experience working with public and private donors, including a deep understanding of partnership principles.
Skilled in relationship management, networking, and building relations with donors, peer organizations, and partners.
Sound judgment and decision-making capabilities.
Proven coaching and training abilities.
Adherence to ethical conduct based on professional and organizational codes of ethics.
Proactive, resourceful, and results-oriented with a focus on compliance and policy requirements.
Ability to integrate a survivor-centered approach into all aspects of work.
In-depth understanding of donor requirements, especially related to fraud and safeguarding.
Required Languages—English fluency required. Additional languages are a plus. < r>Travel—Must be willing and able to travel up to 25% - 40% each year. < r>Agency-wide Competencies (for all CRS Staff)
Agency competencies clarify expected behaviors and attitudes for all staff. When demonstrated, they create an engaging workplace, help staff achieve their best, and help CRS achieve agency goals. These are rooted in the mission, values, and guiding principles of CRS and used by each staff member to fulfill his or her responsibilities and achieve the desired results.
Per onal Accountability—consistently takes responsibility for one’s own actions.
B ilds and Maintains Trust—shows consistency between words and actions. < r> C llaborates with Others—works effectively in intercultural and diverse teams. < r> O en to Learn—seeks out experiences that may change perspective or provide an opportunity to learn new things. < r>
Agency Leadership Competencies:
L ad Change—continually looks for ways to improve the agency through a culture of agility, openness, and innovation. < r> D velops and Recognizes Others—builds the capacity of staff to reach their full potential and enhance team and agency performance. < r> S rategic Mindset—understands role in translating, communicating, and implementing agency strategy and team principles. < r>
Key Working Relationships:
Supervisory Responsibilities: The job holder will supervise the Senior Risk and Compliance Officer and Senior Safeguarding Officer.
Internal: Head of Operations; Head of Programs; Chiefs of Party; Country Representative; Risk & Compliance Unit (Country & Region & Global); Safeguarding Team (Country & Region & Global); Regional Directors/Deputy Directors; Uganda Country Office staff, including Programs and Operations; Members of the Safeguarding Working Group.
External: Caritas International (CI), partner staff, donor compliance, and safeguarding focal points.
“Disclaimer: This job description is not an exhaustive list of the skill, effort, duties, and responsibilities associated with the position." < r>
How to apply
CRS is an Equal Opportunity Employer: We encourage all qualified candidates to apply for this position, including individuals from marginalized backgrounds and people with disabilities. Please ensure you follow the instructions outlined below when applying.
Thi position is open to Ugandan nationals only.
Submit your application no later than 5:00 PM on September 2, 2025.
Applications will only be accepted electronically via the following link: Note: Only shortlisted candidates will be contacted.
Department: Operations br>Report to: Head of Operations
Duration: Full-time
Job Location: Uganda/Kampala
About CRS:
Catholic Relief Services is the official international humanitarian agency of the Catholic community in the United States. CRS works to save, protect, and transform lives in need in more than 100 countries, without regard to race, religion, or nationality. CRS’ relief and development work is accomplished through programs of emergency response, HIV, health, agriculture, education, microfinance, and peacebuilding. < r>Job Summary:
The Uganda Country Office Risk and Compliance Manager is the focal point person for adoption of the global risk management and compliance strategy and its implementation in Uganda. That is to:
Provide strategic direction and oversight to the implementation of risk and compliance systems in Uganda, internal and external.
anage risk and compliance programs and portfolios and implement the Global Risk Management and Compliance Model in Uganda.
Manage and deter fraud through effective fraud allegation management in Uganda.
Roles and Key Responsibilities:
Fraud Oversight and Investigation: Under the guidance of the Fraud Oversight Team (FOT), implement the steps and timeline outlined in the Allegation Management Policy and Procedure. This includes preparing credibility assessments, developing investigative scopes, conducting reviews and investigations, compiling donor reports, and executing remediation or corrective action plans.
Internal Audits and Reviews: Collaborate with country office management to plan and execute internal audits, control reviews, special reviews, investigations, and compliance assessments. Analyze findings and provide recommendations to enhance system integrity.
Audit Liaison: Serve as a liaison for both external and internal audits, coordinating action plans to address and resolve audit findings.
Risk Management and Compliance Implementation: Work with the country office senior management team (SMT) to lead the adoption and implementation of the Risk Management and Compliance Model at the country level. This includes planning and conducting internal control reviews and providing recommendations for improvement.
Donor Requirements and Safeguarding: Maintain a deep understanding of relevant donor requirements, with a focus on fraud and safeguarding policies. Ensure partner fraud and safeguarding policies align with CRS standards and build partner capacity in these areas.
Partner Operations Monitoring: Assess and monitor partner operations to ensure that internal controls, systems, processes, and procedures comply with the Sub Recipient Financial Management policy.
Talent Management and Team Support: Manage and support team dynamics and staff well-being. Provide coaching, tailor individual development plans, and conduct performance assessments for direct reports.
Preferred Qualifications and Experience
A bachelor's degree is required.
Master's degree in accounting, business administration, finance, or a related discipline preferred.
Accounting or audit certification (CIA, CFE, CPA, or similar) preferred.
Minimum of 5 years of related work experience, ideally with an international organization, with progressive responsibility in operations and/or programming. At least 3 of these years involved experience in risk management, compliance, audit, and finance.
Knowledge and experience of audit standards and compliance regulations; knowledge of COSO’s Internal Control Framework or The Institute of Internal Audit’s International Standards for the Professional Practice of Internal Auditing.
Knowledge, Skills and Abilities
Pro icient in accounting systems, MS Office (Excel, Word, PowerPoint, and Visio), and information management systems.
Strong knowledge of data analytics techniques and process performance improvement practices.
Excellent written and oral communication skills, with expertise in report writing.
Strong analytical, organizational, and systems thinking abilities.
Extensive experience working with public and private donors, including a deep understanding of partnership principles.
Skilled in relationship management, networking, and building relations with donors, peer organizations, and partners.
Sound judgment and decision-making capabilities.
Proven coaching and training abilities.
Adherence to ethical conduct based on professional and organizational codes of ethics.
Proactive, resourceful, and results-oriented with a focus on compliance and policy requirements.
Ability to integrate a survivor-centered approach into all aspects of work.
In-depth understanding of donor requirements, especially related to fraud and safeguarding.
Required Languages—English fluency required. Additional languages are a plus. < r>Travel—Must be willing and able to travel up to 25% - 40% each year. < r>Agency-wide Competencies (for all CRS Staff)
Agency competencies clarify expected behaviors and attitudes for all staff. When demonstrated, they create an engaging workplace, help staff achieve their best, and help CRS achieve agency goals. These are rooted in the mission, values, and guiding principles of CRS and used by each staff member to fulfill his or her responsibilities and achieve the desired results.
Per onal Accountability—consistently takes responsibility for one’s own actions.
B ilds and Maintains Trust—shows consistency between words and actions. < r> C llaborates with Others—works effectively in intercultural and diverse teams. < r> O en to Learn—seeks out experiences that may change perspective or provide an opportunity to learn new things. < r>
Agency Leadership Competencies:
L ad Change—continually looks for ways to improve the agency through a culture of agility, openness, and innovation. < r> D velops and Recognizes Others—builds the capacity of staff to reach their full potential and enhance team and agency performance. < r> S rategic Mindset—understands role in translating, communicating, and implementing agency strategy and team principles. < r>
Key Working Relationships:
Supervisory Responsibilities: The job holder will supervise the Senior Risk and Compliance Officer and Senior Safeguarding Officer.
Internal: Head of Operations; Head of Programs; Chiefs of Party; Country Representative; Risk & Compliance Unit (Country & Region & Global); Safeguarding Team (Country & Region & Global); Regional Directors/Deputy Directors; Uganda Country Office staff, including Programs and Operations; Members of the Safeguarding Working Group.
External: Caritas International (CI), partner staff, donor compliance, and safeguarding focal points.
“Disclaimer: This job description is not an exhaustive list of the skill, effort, duties, and responsibilities associated with the position." < r>
How to apply
CRS is an Equal Opportunity Employer: We encourage all qualified candidates to apply for this position, including individuals from marginalized backgrounds and people with disabilities. Please ensure you follow the instructions outlined below when applying.
Thi position is open to Ugandan nationals only.
Submit your application no later than 5:00 PM on September 2, 2025.
Applications will only be accepted electronically via the following link: Note: Only shortlisted candidates will be contacted.
This advertiser has chosen not to accept applicants from your region.
8
QSSU - BK - QAL - QUALITY ASSURANCE LEAD
256 Mpigi District
Q-Sourcing
Posted 18 days ago
Job Viewed
Job Description
About this job:
Q-Sourcing Limited trading as Q-Sourcing Servtec is a manpower management solutions firm operating in the East African Region in the countries of Uganda, Kenya, Tanzania, Rwanda, and South Sudan.
On behalf of our client in Uganda in the Banking Sector, we are looking for a competent and experienced QUALITY ASSURANCE LEAD to work in Kampala Uganda.
P urp os e of the Role:
QUALITY ASSURANCE LEAD
Reporting to the Program Controller, the role holder will be to coordinate and manage User Acceptance Tests and project quality assurance to ensure that the outputs are fit for purpose.
KEY ACCOUNTABILITIES:
• Prepare test plans, test scenarios and cases in liaison with key stakeholders to comprehensively review the quality of the solutions to be released.
• Prepare Defect, bug, and issue Tracking reports to follow up with the respective project team members for resolution within agreed timelines.
• Actively participate and contribute to review meetings, Change Advisory Board sessions to articulate/explain the approach of testing, results and supporting evidence.
• Create test data, set-up required test beds, run automated tests during build and deployment of patches.
• Support the Application, project support teams during deployment of patches or release packages.
• Report work progress to the Test Lead, Project Manager and other stakeholders as required.
• Take on the role of Test Lead when required and Liaise with the vendors or external quality assurance experts or application development team for defect resolution.
RequirementsKNOWLEDGE, SKILLS AND EXPERIENCE REQUIRED:
• University degree in Computer Science, Business Computing, Computer Engineering, Information Technology/Systems, or related field.
• Certifications in Software Quality Assurance.
• Certifications in Project Management is an added advantage.
• 3 years working experience, one of which should be in this role.
• At least 2 years of systems automation testing, quality assurance, testing lifecycle management experience in a busy dynamic IT environment.
• A good understanding and at least one years’ experience of Financial Institution Applications, Fintech Solutions, and Integrations.
• Good Knowledge and use of Quality Assurance methodologies, tools, and processes.
• Has experience with Programming Languages such as Java, Python, JavaScript, or other.
• Has experience with Integrated Development Environments such as Visual Studio Code, Atom, Android Studio, NetBeans, Dev C++, Microsoft Visual Studio, OS -Windows Linux or other.
• Has worked with databases such as PostgreSQL, MySQL, Oracle or other.
• Organizational and planning skills.
• Being able to think logically as well as creatively.
This advertiser has chosen not to accept applicants from your region.
9
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