Officer- Numeracy

1. POSITION VACANT: Officer, Numeracy, Room to Read India, New Delhi

2. ORGANISATION BACKGROUND:

Room to Read India was established in 2003 and presently has programmes in twelve states – Bihar, Chhattisgarh, Delhi, Himachal Pradesh, Jharkhand, Karnataka, Madhya Pradesh, Maharashtra, Rajasthan, Telangana, Uttarakhand and Uttar Pradesh. Room to Read is an organisation transforming the lives of millions of children by focusing on literacy and gender equality in education.

For more information about Room to Read India , please visit:

3. JOB DESCRIPTION / RESPONSIBILITIES:

Reporting to the Director, Literacy , the Officer, Numeracy will be based at the New Delhi India Country Office and support the design, implementation, and strengthening of foundational numeracy programs across states. The position will involve frequent travel to field offices and regular engagement with education officials, partners, school administrators, teachers, and students.

Key Job Responsibilities:

(A) Program Design & Development:

(1) Develop a thorough understanding of Room to Read’s Literacy program design and Numeracy domain needs aligned with the organization’s FLN (Foundational Literacy and Numeracy) strategy;

(2) Provide technical support to the state in System Strengthening and knowledge transfer. Update oneself regarding new programs/interventions of the like-minded organizations in states and changing trends and any new national/state level policies etc, as announced by the government;

(3) Support in the preparation of Numeracy based conceptual notes, learning frameworks, operation, guidance notes, and related toolkits in alignment with project requirements;

(4) Support the development of FLN numeracy-focused Teaching Learning Material’s review/revision for various FLN/numeracy projects, which are aligned with the state and/or the projects.

(5) Explore and ideate the creation of new content for Numeracy, including edtech resources for RtR programs;

(6) Analysing Govt’s TLM (Teacher Learning material), tools, processes or procedures of states FLN program to identify gaps;

(7) Contribute to the co-creation of foundational Numeracy resources with State Education department and other government departments;

(8) Design professional development frameworks/modules for educators and/or academic leadership teams across states (SRGs, DIETs (District Institute of education and Training), BRC/CRC (Block Resource person/Cluster Resource person) resource groups);

(9) Facilitate the translation of all training content, manuals, and handbooks into local languages, as when needed;

(10) Develop/refine the Facilitator Guides of professional development for internal staff. Develop nationwide workshop designs, facilitation modules, and academic resource toolkits for capacity building of state, district, and block academic teams;

(11) Lead the creation of nationally aligned numeracy assessment frameworks, classroom

observation tools, academic monitoring formats, and quality benchmarks;

(12) Formulate strategies for strengthening academic capacity-building systems for CACs and other sub-state academic cadres across all partner states;

(13) Facilitate high-level FLN academic sessions during national training events, partner forums, or capacity-building workshops for academic leadership teams;

(14) Review emerging implementation/SLO trends on monthly basis, across projects, to ensure

implementation is on track, also design course-correction strategies based on identified

implementation or SLO gaps, if needed.

(B) National Planning, Review & Governance:

(1) Develop or refine national annual and quarterly academic plans for numeracy-focused

demonstration and scale-up projects;

(2) Conduct structured periodic reviews with state focal points to ensure alignment with national

goals and academic design standards;

(3) Document key academic processes, innovations, learnings, and progress for national knowledge management repositories;

(4) Provide need-based technical planning and design support to states and regional technical

teams for academic program strengthening;

(5) Prepare national-level academic reports—monthly, quarterly, and annual—consolidating

insights and progress from multiple states;

(6) Facilitate national review meetings, cross-state learning discussions, and thematic planning

workshops with state academic representatives;

(7) Support in developing detail implementation plans for program interventions, and support state in negotiation of such plans with the respective state governments;

(8) Support in designing and roll‑outing intervention/s across designated state/states;

(C) Monitoring, Evaluation & Data Systems (National Design & Analysis):

(1) In consultation with the RME team design and governance of national data systems for academic assessments (informal, periodic, and third-party);

(2) Support the RME team with the interpretation of assessment and monitoring data to derive

trends, insights, and evidence-based recommendations;

(3) Maintain consolidated national academic datasets related to schools, teachers, enrolment,

officials, and academic cadres to support strategic decision-making;

(4) Create and manage a centralized master data architecture for academic indicators and program monitoring metrics.

(D) Academic Monitoring Framework (Governance-Level Oversight):

(1) Ensure the presence of a standardized national academic monitoring framework guiding school level observations conducted by state and district academic teams;

(2) Review and refine tools and formats used across states to ensure academic rigor and alignment with national FLN goals;

(3) Track academic monitoring data from all states via centralized dashboards and use these insights to inform national planning and academic redesigns;

(4) Provide strategic direction on quality assurance, academic consistency, and monitoring standards across the entire program geography.

(E) Government Liaison and Technical Support:

(1) Serve as a technical resource and attend government meetings, discussions and committees on FLN/numeracy and use those forums to advocate for enabling policies and government orders in support of RtR FLN/numeracy programme;

(2) Interact with key stakeholders (government departments and officials such as

CDEO/ADPC/DEEO/RPs/DIET etc.) on a day-to-day basis to ensure delivery on program

objectives and explore opportunities for systemic integration;

(3) Strengthen district’s capacity to achieve improved learning outcomes on foundational numeracy/FLN;

(4) Provide technical support to DIET in multiple areas; foundational numeracy/FLN, research, assessment, trainings under the recommendation from National Education Policy 2020 and NIPUN Bharat (National Initiative for proficiency in Reading with understanding and Numeracy).

(F) Team Coordination and Capacity Building:

(1) Provide operational oversight to program Coordinators and program associates and support them and Identify gaps in the operational capabilities and plan for their capacity building in discussion with the state manager;

(2) Provide technical oversight to program Coordinators and program associates to support and mentoring them in their coaching and communication with government officials and schools. Identify gaps in their capabilities and plan for their capacity building in discussion with the state manager and IDTS unit;

(3) Manage performance evaluation, capacity building and coaching of Program Associates and program coordinators;

(4) Coordination with state program officer to share program updates, getting technical support as required in program and support in alignment of state level plans and priorities.

(G) Participate in Meeting/Workshops at State and INCO Level:

(1) Participate in IDTS workshops on material development, training module development and

training of trainers;

(2) Attend review meetings at the state/national level and provide reflective feedback on program implementation and design issues. At the same time acts as the conducive way to transfer innovative ideas and practices from the national level (or from other states) on to the field. Escalate any concern/gap areas in the implementation in a timely manner;

(H) Planning, Reporting and Documentation:

(1) Responsible for preparing regular (monthly, quarterly, and yearly basis, including program data) qualitative reports and documenting event reports, case studies and best practices.

(2) Responsible for high stake donor reporting, developing their annual, half yearly, quarterly and monthly work plan for implementation;

(3) Responsible for preparing Implementation calendar, cash forecast, PRs budget outlook, AP&B and regular tracking of budget management;

(4) Assist in preparing all programmatic and financial reports as required.

4. QUALIFICATIONS, EXPERIENCE AND COMPETENCIES:

Qualifications and Experience

(1) Master’s degree in education / social sciences or equivalent preferred;

(2) Minimum 5 years of relevant experience in the education sector. Minimum 2 years of

program management experience, preferably in education;

(3) In-depth knowledge of foundational numeracy, early-grade mathematics practices and approaches;

(4) Conceptual knowledge, lesson, and curriculum planning skills in Numeracy;

(5) Strong written and oral communication skills;

(6) Proven ability to work effectively with schools and communities;

(7) Ability to travel regularly to project sites in remote locations.

Skills and Competencies

(1) Critical-thinking and analytical skills;

(2) Strong interpersonal skills and the ability to work effectively as a team member;

(3) A proven track record of achieving results;

(4) Capacity to tailor learning insights to decision-making needs within RtR.

5. IDEAL CANDIDATE PROFILE:

The ideal candidate is an education-sector professional with 5+ years of relevant experience, including at least 2 years of programme management experience, preferably in education. The candidate should have strong knowledge of Foundational Literacy and Numeracy (FLN), with specific conceptual understanding of Numeracy, lesson planning and curriculum development. They should have experience in teacher/academic capacity building, TLM/content development, assessment and academic monitoring, and be comfortable working with government stakeholders, schools, teachers and communities. Strong written and oral communication skills, analytical and planning abilities, and willingness to travel regularly to remote project locations are essential.

6. COMPENSATION OFFERED:

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

7. NUMBER OF VACANCIES: One

8. LOCATION: New Delhi

9. REFERENCE: ON-RTR

10. CONTACT INFORMATION:

Team SAMS

Strategic Alliance Management Services Pvt. Ltd.

1/1B, Choudhary Hetram House, Bharat Nagar,

New Friends Colony, New Delhi –

Tel: ;

11. APPLICATION PROCESS:

Eligible candidates interested in this position are requested to apply online using the link below on or before September 30, 2026.

Application Link:

Room to Read is an equal opportunity employer committed to identifying and developing the skills and leadership of people from diverse backgrounds. Room to Read is a child-safe organisation; all personnel are expected to adhere to Room to Read’s Child Protection Policy and Child Protection Code of Conduct.