Data Entrants / Enumerators – MECPU Programme Support Pool (2026–2028)

**Background**

The Madrasa Early Childhood Programme, an affiliate of the Aga Khan Foundation, was established in Mombasa in 1986 to improve access and quality of Early Childhood care and services in marginalized communities on the Coast of Kenya. Evidence-based success and growing interest across East Africa led to MECP being established in Zanzibar in 1990 and Uganda in 1993. Over the last 35 years, more than 8,000 teachers have graduated from MECP professional development courses and over 1 million children reached through the programming. MECP is seeking to better bring this experience, expertise, and learning and create impact and influence at scale.

Evaluations have demonstrated the positive impact MECP has had on access and quality of pre-primary education and on the educational outcomes of boys and girls.

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.

AKF and MECP have collaborated and worked in partnership with and through Partners to improve the wellbeing of boys and girls aged 0-8 in the districts of Kampala, Wakiso, Mukono, Luwero, and Butambala Districts.

**Position Background**

The Madrasa Early Childhood Programme Uganda (MECPU) implements a range of Early Childhood Development (ECD) programmes aimed at improving learning, caregiving, parenting practices, school readiness, and child wellbeing across multiple districts in Uganda. MECPU’s interventions are implemented through different projects and partnerships, including but not limited to Kulea Watoto (KW), The Early Steps Initiatives (TESI), and Gender Equitable Early Learning and Development (GEELD) projects.

As part of programme implementation, MECPU routinely generates large volumes of quantitative and qualitative data through parenting sessions, VHT home visits, classroom observations, school readiness assessments, monitoring visits, surveys, baseline studies, annual reviews, endline evaluations, and learning activities.

To ensure timely, accurate, and high-quality data collection, entry, verification, and management across all programme interventions, MECPU seeks to establish and maintain a pool of qualified Data Entrants / Enumerators who will be engaged on assignment basis to support data-related activities across projects over the next three years.

The data entrants/enumerators will support various programme and research activities including but not limited to:

- Parenting session data entry and verification
- VHT home visit data management
- BEQI and IDELA assessments
- Baseline, annual, midline, and endline assessments
- Routine monitoring and survey data collection
- Digital and paper-based data entry assignments
- Data cleaning, validation, and compilation activities

**Purpose of the Assignment**

The purpose of this assignment is to support MECPU in ensuring efficient, timely, accurate, and ethical collection, entry, verification, and management of Programme and assessment data across multiple ECD projects and learning initiatives.

**Objectives of the Assignment**

The specific objectives are to:

1. Support accurate and timely collection and entry of programme and assessment data across MECPU projects.
2. Ensure completeness, consistency, and quality of datasets generated from field activities and assessments.
3. Support implementation of digital and paper-based data management processes in line with MECPU standards and donor requirements.
4. Facilitate proper documentation, organization, and submission of data and related field materials.
5. Support ethical and confidential handling of beneficiary and assessment information throughout the assignment period.

**Specific roles and responsibilities of Data Entrants**

The Data Entrants / Enumerators will undertake the following responsibilities depending on assignment needs:

**Data Collection Responsibilities**

- Conduct household, caregiver, teacher, school, and community interviews using approved tools and methodologies.
- Administer quantitative and qualitative assessment tools including surveys, questionnaires, BEQI, IDELA, and other approved ECD assessment tools.
- Conduct digital data collection using tablets, phones, Kobo Collect, ODK, Excel, or other approved systems.
- Participate in field mobilization and respondent identification activities where required.