Room to Read India
Social Mobilizer
Social, Gender, Education, Youth, Child
Delhi Uttarakhand Chhattisgarh
Application Email :


Job Type

Full Time

Closing Date

Jul 02 2021


Job Description


Position: Social Mobilizer


Program: Girls’ EducationProgram


Locations:  Delhi, Uttarakhand, Chhattisgarh


Start Date: 3 June 2021


End Date: 2 July 2021



Room to Read India was established in 2003 and presently have programs in 9 states- Chhattisgarh, Delhi NCR, Karnataka, Madhya Pradesh, Maharashtra, Rajasthan, Telangana, Uttarakhand and Uttar Pradesh. Our Literacy Program has been implemented in 15642 government schools, training 25,741 teachers trained in library management and reading activities. Over the same period our Girls’ Education & Gender Equality Program has benefitted over 62,457 girls.


Room to Read is a global organization transforming the lives of millions of children in low-income communities by focusing on literacy and gender equality in education. Founded in 2000 on the belief that World Change Starts with Educated Children®, our innovative model focuses on deep, systemic transformation within schools during two time periods that are most critical in a child’s schooling: early primary school for literacy acquisition and secondary school for girls’ education. We work in collaboration with local communities, partner organizations, and governments to develop literacy skills and a habit of reading among primary school children and ensure girls can complete secondary school with the skills necessary to negotiate key life decisions. By focusing on the quality of education provided within the communities and ensuring these outcomes are measured, we have created a model that can be replicated, localized and sustained by governments. With its, global headquarters in San Fransisco, Room to Read has benefited 18 million children across over 30,000 communities in Bangladesh, Cambodia, Grenada, Honduras, India, Indonesia, Jordan, Laos, Myanmar, Nepal, Rwanda, South Africa, Sri Lanka, Tanzania, Vietnam, and Zambia. Room to Read India has received several awards and recognition over the years including recognition as one of the top ten NGOs to work for during the past six years by the Great Places to Work Institute., and Zambia.


Position Overview:


The Girl’s Education Program is currently operating in 6 States across India – Chhattisgarh, Rajasthan, New Delhi, Uttarakhand, Telangana and Maharashtra. Specifically, the program seeks to achieve increased years of schooling for girls and increase girls’self-awareness,decision-making and problem- solving skills.


TheSocial Mobilizers are responsible for implementing the Girls’Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of theprogram.


The social mobilizer will report to the Program Associate. The position will be field based; she will be responsible for a group of 80 girls as their mentor, support system and motivator.


Role and Responsibilities:


A.                     Program planning,implementation

  • Develop a thorough understanding of Room to Read’s Girls’ Education program design, objectives andoutcomes

  • Implement program activities as per design maintaining fidelity

  • Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessionsetc

  • Participate in program planning in consultation with Program Associate and other state level staff.

  • Regularly attend weekly and monthly workshops where weekly and monthly plans are made andreviewed

  • Attend mandatory training of Social Mobilizers

B.                      Family and Communityengagement

  • Have a thorough understanding of social issues, safety concerns and child protection issues affecting girl participants and an awareness of available social safety net mechanisms, schemes and referrals. (With child protection and safety issues of girls that emerged through a study done in India last year and the new mentoring module that requires the program to address such issues, we need a social mobilizer who is well networked and well acquainted with existing social safety net mechanisms, schemes and also referrals; this skill was not required for our current socialmobilizers)

  • Organize and lead family and community meetings and consultations with school staff, parents and community members/organizations as per design; discuss life skill content and issues with the minatactfulmanner (especiallysensitive/taboo issues like early marriage and attending school during menstrualcycle).

  • Seek opportunities for networking at local level and create a resource pool to be used as a referrals if there is aneed

  • Facilitate visits of donors, INCO and SO teammembers

  • Facilitate and support SO/INCO team members in conducting research/ survey/ study/ data collection/ baselineetc.

C.                      Working withgirls

  • Conduct life skills sessions for 80 girls in batches of 20-25 as per the prescribed session content and as per agreed plan. Each girl will need to be provided with a minimum of 16 life skills sessions in one year.This would require at horough understanding of the content and skills of delivering it tactfully (especially the content related to reproductive health).Thereproductive health sessions that has been introduced in the worldwide GEP modules require more experienced professionals who are well equipped to deliver the content as well as handle queries of parents and convince them on the need for thesesessions.

  • Form Life skills clubs/Children groups and facilitate regular meetings and discussions of these groups; at least 8 meetings are to be held every year. Ensure that through these groups the girl participants develop skills of articulation and self-expression and initiate action on issues they face in their lives. This would require the social mobilizer to have excellent facilitation skills and understanding of the principles of childparticipation.

  • Distribute the news letter GUPSHUP, initiate discussion around it and hold follow-upactivities. (This requires an ability to engage with text in a magazine format written for girls – to eventually lead them into an analysis of the magazines/mass media and inspire them to express and deconstruct genderstereotypes)

  • Help girls to develop wall magazines and write or state-level Gupshup so that the irvoices can be captured

  • Mentoring: Conduct group mentoring sessions for 80 girls in batches of 10-12 girls as per prescribed content guidelines and record each session. Plan out the group mentoring sessions in association with the Program Associate, taking into account the needs expressed by the girls. Conduct individual mentoring sessions as needed. This may need creation of new content wherever needed (The new mentoring module being introduced requires social mobilizers to be barefoot counselors – not just mentoring girls in groups but also identifying challenges being faced by girls, developing sessions to address the challenges, identifying the content for these sessions and developing the content ifneeded)

D.                     Setting up Life skills centres /Gender ResourceCentres:

  • Setting up a Gender resource Centre (GRC) for life skills in schools /community for life skills sessions

  • Ensuring proper functioning and usage of GRC as per discussion with state GEPteams

  • Ensure the space is clean, safe and welcoming togirls

  • Ensure the space is well stocked with drawings/articles/ expressions of children’s voices ; changing and putting up the articles/drawings/paintings on bullet in board periodically at least once amonth

E.                      Home visits

  • Mapping data as per the risk and response protocol and then making specific home visits.(The objective of the risk and response protocol is to take action based on an analysis of the four risk factors for girls dropping out. This involves tracking of each girl, understanding the risk, flagging concerns, suggesting solutions, motivating the girls to take necessary actionand ultimately preventing the girl from dropping out.All this requires a very high level of analytical and strategic thinking skills, which is not currently available in theSMs).

  • Undertaking regular schoolvisits

  • Handling any critical matters that may emerge from theseinteractions

  • Organizing/conducting programmatic activities at school and community as per mutually agreed plan and responsible for managing relationships with school,community and respond to issues that may arise.

  • The quality of home visits is expected to be of high as the expectation is of higher levels of engagement and effective mentoring and outreach tofamilies

F.                      Record keeping, Reporting andmonitoring

  • Update records of attendance and parent meetingsregularly

  • Prepare and submit weekly plans during weeklyreviews

  • Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets , parents meetings, drop outsetc

  • Filling up socio-economic profile of thegirls

  • Regular physical verification of girls on samplebasis

  • Periodic cohort risk assessment and analysis of it. Flagging issues of concern. It is expected that Social Mobilizers will undertake risk mapping of the entire cohort as many girls drop out duringtransitionfromgrade8andgrade11.Theywouldneedtoflagthesecasesandidentify local solutions that may keep the girls in theschools.

  • Identify case studies of girls, schools/communities and best practices and gather all related data andinformation.

  • Maintaining stock register at school/centerlevel

  • Provide a list of materials required for the girls to thesupervisors.

Qualification & Experience:



  • Bachelor’s Degree in education / social sciences or equivalent/ orhigher

  • Minimumexperienceof2yrs (1-2 years of relevant experience in the education/development sector including internships)

  • Good verbal and written communication skills in English / Hindi and the local language of the state where position is based. Like Marathi for Mumbailocation.


  • Master’s degree in education / social sciences or equivalent preferred

  • Counseling diploma and/or experience of having worked on mentoring /counseling issues

  • Experience working on life skills/gender/adolescents

  • Strong planning and project implementationskills

  • Ability  to work in remote area and travel to communities formeetings

  • Ability to work effectively with schools andcommunities

  • Strong written and oral communicationskills

  • Good interpersonal skills and a teamplayer

To be successful as a member of the Room to Read team, you will also:

  • Have a passion for our mission and a strong desire to impact adynamicnon-profitorganization

  • Be innovative and creative – not afraid to try something new and inspire others to doso

  • Have a solution orientedapproach

  • Have a very high level of personal and professional integrity andtrustworthiness

  • Have a strong work ethic and require minimaldirection

  • Work well independently as well as part of ateam

  • Thrive in a fast-paced and funenvironment

Vacancies: Delhi (4 vacancies); Uttarakhand (5 Vacancies); Chhattisgarh (6 vacancies) 




The salary range for this position will be determined based upon the experience of the candidate hired. Health benefits are also provided. The non-monetary compensation includes a unique opportunity to be part of an innovative, meaningful, and rapidly growing organization that is changing the world through the lifelong gift of education.


Application Procedure:


Please CLICK HERE to apply for “DELHI LOCATION”





Due to the high volume of applicant response, not all applicants may receive a response from Room to Read. Regret the inconvenience. Room to Read is an equal opportunity employer committed to identifying and developing the skills and leadership of people from diverse backgrounds. We always encourage women to apply.