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Survey Analyst
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Компания: World Bank Yerevan Office Другое
Длительность: Short Term, 8 weeks
Дата начала: 15 September 2024
Крайний срок: 12 August 2024

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ОПИСАНИЕ ДОЛЖНОСТИ : 

The survey analyst will conduct online interviews with school directors from different regions of Armenia, under the supervision of the project manager.

ОБЯЗАННОСТИ : 

The tasks of the survey analyst include, in particular:
- Participating in a training program and engaging with the team to fully understand the methodology, which consists of assessing practices against a grid and assigning a score to each response;
- Checking in with the supervisor and team daily and participating in weekly calibration team exercise;
- Conducting interviews according to pre-arranged schedule, under the supervision of the team supervisor;
- Listening in to other team members’ interviews to ensure consistency of scoring within teams;
- Filling-in interview and reporting forms.

The main products to be delivered by the Survey Analyst will be:
1. Interview logs.
2. Filled-in forms for survey and reporting.

ТРЕБУЕМАЯ КВАЛИФИКАЦИЯ : 

- Undergraduate degree in related areas such as social sciences or education. Previous experience conducting surveys (in any format) is preferred;
- Fluency in Armenian and English;
- Availability to work 6-8 hours daily during the period from September 15 to November 30;
- The ability to communicate effectively verbally and in writing;
- The ability to work as part of a team;
- Demonstrated ability to listen and respectfully solicit multiple points of view;
- Persistence and resilience to reach the job goals.

ПРОЦЕДУРА ПОДАЧИ ЗАЯВОК : 

All interested candidates are welcome to send their CVs and a cover letter in English to: [email protected]

Подавая на вакансию, пожалуйста укажите Career Center как источник информации о вакансии и сайт www.careercenter.am. Спасибо!

О ПРОГРАММЕ : 

Despite global calls for improvements in education, progress towards learning for all is slow. This deficit is particularly pronounced for disadvantaged children. But why do some students learn more in some schools than others? While there are many contributing factors at system, school, and household-level, one consideration receiving growing attention is school management - the processes and practices used by principals day-to-day as they run their schools (World Development Report 2018). Armenia faces a key challenge in accounting for the role of management practices in the performance of their education system and ensuring that school principals are accountable for the quality of the management practices they implement: it is difficult to measure school management accurately and cost-effectively at scale. While the quality of management practices has been shown to be an important determinant of school performance in many countries, there has not yet been a consensus on which instrument can best captures the quality of management practices in schools in a way that is both accurate and scalable.
This ASA would support Armenia in developing a set of instruments measuring management concepts in different ways, to be tested through a survey experiment.
The Armenian Ministry of Education, Science, Culture and Sports (MoESCS) is currently undertaking a revision of the career framework for school principals and is interested in learning more about potential ways to measure the quality of management practices in Armenia and to evaluate the work of school principals. The MoESCS will gain from the World Bank's support in this area, within the broader framework of the ongoing general education reforms in Armenia.

О КОМПАНИИ : 

Education is central to achieving the World Bank Group’s twin goals. It is a reliable route out of poverty, and it drives economic growth. It is also a prime vehicle for promoting shared prosperity. The main challenge in the sector is to achieve “learning for all, learning for life”—that is, to ensure that all children and young people acquire the knowledge and skills they need for their lives and livelihoods. The WBG and the broader education development community are increasingly shifting focus to learning outcomes. Because traditional programs often fail to promote learning, the WBG’s education strategy highlights the need for a more comprehensive systems approach to education reform, investments, and service delivery. These efforts are increasingly guided by the need to invest early; invest smartly; and invest for all.
ECA serves over 30 diverse clients in a region with a population of nearly 500 million people. Clients range from large sophisticated middle-income countries to IDA countries.
Staff in ECA typically engage with clients in in-depth technical assistance and policy discussions, design, supervision, and evaluation of education sector projects, and leading and participating in Analytical and Advisory Activities (AAA) tasks such as Education Sector Policy Studies, Public Expenditure Reviews, Impact Evaluations, Country Economic Memoranda, Social Assessments, Institutional Assessments, and Regional Studies. They also lead and participate in other multi-sectorial lending operations, including Development Policy Lending and performance-based operations. The ECA portfolio also includes a significant number of Reimbursable Advisory Services (RAS) where quality and timeliness of delivery are at the heart of the growth of this line of business. Recent research and policy dialogue has centered around the impact of COVID-19 on education, estimating learning losses, and providing policy advice on building resilient education systems post COVID-19.
The Armenia portfolio includes the Education Improvement Project implementation, the Mental Health and Psychosocial Support in Armenian schools project with both Bank-executed and Recipient-executed activities under pilot implementation and evaluation phases, and South Caucasus Advisory Services and Analytics (ASA) tasks. This activity will be part of the South Caucasus Advisory Services and Analytics task titled “Improving School Management in Armenia”.