CHARITY JOBS IN AFRICA

Organization: Government of Somalia
Country: Somalia
Closing date: 13 Feb 2015

Objective of the Consultancy

The objective of this consultancy is to review and assess the 2014 Education Action Plan and the Somaliland Education Sector Strategic Plan (ESSP) 2012-2016 to evaluate the performance of the education sector in improving access to quality education in Somaliland.

In particular, the consultancy is to assess the progress against the Annual Action Plan and Aide Memoire which ultimately links with the implementation of the Education Sector Strategic Plan (ESSP) 2012-2016 in cooperation and partnership with the Ministry of Education and Higher Studies (MoEHS) and the Education Sector Committee. The assessment will feed into a JRES workshop (March 2015) which will provide an opportunity for the MoEHS and partners to convene to jointly analyze the sector, drawing upon the assessments. The results will then feed into the development of an Education Action Plan 2015-2016 and an Aide Memoire.

Expected Results & Deliverables

A draft report and a powerpoint presentation on field visits carried out jointly with Somaliland authorities and implementing partners to public and private, formal and non-formal education institutions at primary, secondary and higher education levels, to vocational education and training institutions, as well as to central and decentralised Somaliland authorities supporting the education sector.

Assess the implementation and progress of the Education Action Plan 2014-2015 and the extent to which the recommendations in the Aide Memoire have been implemented

Review of the ESSP 2012-2016 and identification of achievements made so far as well as of remaining gaps.

Support to the MoEHS in Somaliland in undertaking the second annual JRES, including the preparation for and support during a workshop with wide sector participation.

Based on the analysis from the JRES preparation and workshop, the development of a costed Education Action Plan 2015-2016.

Aide Memoire that captures sector review preparations - including field visits -, discussions, key findings and recommendations developed.

Please download the ToR for further details.

How to apply:

Please send your Expression of Interest (EoI) with a cost estimation (which includes proposed daily fee, DSA, flight to/from Hargeisa and other miscellaneous costs) and a curriculum vitae, all in English, not later than 13th February 2015 at 1200hrs local time (GMT+3) to dg.moe@hotmail.com with copy to syamamoto@unicef.org

Organization: UN Children's Fund
Country: Rwanda
Closing date: 26 Feb 2015

Background

For the period 2013-2018, the Education Sector Strategic Plan (ESSP) identifies the goal of improving the quality of education as one of the three strategic area to be prioritised, to contribute to the goals of the national Economic Development and Poverty Reduction Strategy (EDPRS II). The ESSP recognises that the quality of education is largely dependent on the appropriateness and relevance of the curriculum and its associated assessment practices, the extent to which this curriculum is resourced, and the calibre, skill and numbers of teachers and school managers who deliver it. Following the adoption of the ESSP the education sector began a comprehensive curriculum reform process which is currently underway under the leadership of REB. As part of this wider curriculum review, UNICEF worked with the Rwanda Education Board during 2014 to develop a new pre-primary school curriculum, to be introduced in all schools from January 2016. The challenge for 2015 onwards is to prepare all schools and teachers for the implementation, which will involve communicating the child-centred and play-based approach of the new curriculum to relevant stakeholders, disseminating the curriculum to all schools and providing teachers with the teaching and learning materials, knowledge and skills to deliver the new curriculum.

To kick-start the promotion of play-based learning in pre-primary, the Ministry of Education requested UNICEF to provide play materials to 1260 pre-schools in Rwanda. One teacher from each of these schools participated in a workshop on play-based learning and additional workshops trained local government officials to supervise and support these teachers in their pre-schools on the longer term. This system of supportive supervision is being piloted from January 2015 and aims to strengthen the quality of play-based learning in 1260 classrooms. However, follow-up is needed to ensure sustainable and effective impact and there is a need to document the project to feed into future programming.

Moreover, to supplement and further promote the play-based learning agenda, a package of local teaching and learning materials needs to be developed. Appropriate guidance for pre-school teachers will be included in a teacher’s guide, which will be developed and implemented in 2015. To increase the quality of pre-school education, teachers will have to be trained on play-based learning through pre- and in-service teacher development courses.

This will contribute to achieving the national pre-primary goals, which are an emerging priority in the education sector as outlined in the ESSP and the national ECD policy.

UNICEF is seeking technical support from a consultant with suitable technical expertise and experience to promote and strengthen the implementation of play-based learning by supporting the development of local teaching and learning materials and to strengthen pre-and in service training of pre-primary teachers on play-based learning, to support the preparation of the new pre-primary school curriculum.

PURPOSE OF THE JOB

The overall objective of the consultancy is to support, through partnering with the Government and relevant stakeholders, the implementation of play-based learning in pre-primary education as outlined in the new curriculum that will be launched in 2016.

KEY AREAS OF RESPONSIBILITY

To support the preparation of the implementation of the new pre-primary school curriculum, there are 5 specific tasks to be undertaken by the consultant:

1. Promote and increase capacity for play-based learning at local level

To plan and coordinate a national capacity building exercise of pre-primary caregivers on play-based learning to implement the new curriculum, including in emergency contexts, while building on the lessons learned from the 2014 capacity building exercise of 1260 caregivers and 416 Sector Education Officers. A focus on strengthening planning and reporting skills of development partners will be integrated in the project.

2. Strengthen national structures to monitor and support pre-school practices

In collaboration with REB, a system will be developed to regularly monitor pre-schools around the country in order to gather information and actively promote best practices. Sector Education Officers will be trained on M&E and online reporting and the capacity of REB will be strengthened to take ownership and analyse results, to be used for future advocacy and programming. The system will sustainably enhance the quality of pre-primary education around the country.

3. Support the development, procurement and use of pre-primary reading materials

Support REB in the development, procurement and use of pre-primary reading materials to implement the new curriculum, including in emergency settings, while developing appropriate specifications and evaluation criteria.

1. Promote and enhance the production and use of local LTMs

The capacity to locally produce low-cost visual aids and supplementary materials, complementary to procured reading materials, needs to be developed and strengthened in collaboration with a range of development partners. By consulting and engaging with the communities around the pre-schools, caregivers and parents will be trained to develop appropriate local play materials and visual aids. Also, the local industry that manufactures supplementary pre-school equipment and materials will be strengthened.

5. Documenting and reporting

The planning, coordination and results of the capacity building exercise and the development of the wide array of pre-primary learning and teaching materials will be documented for purposes of evidence-based programming and advocacy, while relevant expertise and recommendations can be shared with development partners and colleagues in and outside of the country.

EXPECTED DELIVERABLES

• Report on capacity building of pre-primary teachers and the development of pre-primary learning and teaching materials, to prepare the implementation of the new pre-school curriculum. (March-April 2015)
• Distribution of 950 additional ECD kits planned for and overseen along with implementation of plan for training of users (May-December 2015)
• A well-functioning and government-owned monitoring and support system of pre-school practices, with a focus on implementing the new curriculum, in place. (By October 2015)
• A package of pre-primary reading materials compiled, distributed and its users trained (March – September 2015)
• The capacity of pre-schools, communities and the local industry to develop local pre-primary learning and teaching materials, enhanced. (By December 2015)
• Contribution to the development of a pre-primary Teacher’s Guide to be used in teacher training (By December 2015)
• Contribution to capacity building initiatives for REB, Sector Education officers and development partners in the area of early childhood education. (April – December 2015)

MINIMUM QUALIFICATIONS AND EXPERIENCE

· Master’s university degree in education and/or international development;

· A minimum of 3 years relevant working experience in international development or education;

· Experience with the UN system, and UNICEF in particular, is desirable;

· Experience in developing learning and teaching materials, community engagement and in planning and coordinating capacity building programmes with government partners, teachers and development partners would be a strong asset;

· Experience in monitoring capacity building initiatives and evaluation the impact of those trainings on education outcomes;

· Strong planning, reporting and documenting skills;

· Fluency in English and good knowledge of French is required. Knowledge of the local language, Kinyarwanda, is an asset.

COMPETENCY PROFILE

Core Values: Commitment; Diversity and Inclusion; Integrity

Core Competencies: Communication [II]; Working with People [I]; Drive for Results [I]

Functional Competencies: Formulating Strategies and Concepts [I]; Analyzing [II]; Applying Technical Expertise [II]; Learning and Researching [II]; Planning and Organizing [II];

Specific Technical Knowledge: Essential professional knowledge of Basic Education programmes; Essential Technical Knowledge of theories, principles and methods in areas of: Education; Primary Education, teacher education; school-based quality improvement.

PAYMENT SCHEDULE

Payment will be on Monthly basis tied to a monthly progress report and updated activity plan.

MANAGEMENT ARRANGEMENTS

The consultant will report to the Chief of Education but will work very closely with other staff within the concerned sections as well with the national ECE Technical Working Group.

He/She will be based in Kigali but will be requested to travel frequently to schools across the country.

He/She shall not make use of any unpublished or confidential information, made known to him in the course of performing his duties under the terms of this agreement, without written authorization. He/She shall respect the habits and customs of the local population and abstain from interfering in the country's political affairs.

How to apply:

Qualified individuals are requested to submit their cover letter, CV and P11 form (which can be downloaded from: http://www.unicef.org/about/employ/files/P11.doc), to Human Resources at: rwajobs@unicef.orgby February 26^th 2015, with subject: “Consultancy to support the Implementation of a Play based Curriculum in Pre-pri mary Education.”

You may also submit to: Human Resources Specialist, UNICEF Rwanda, P.O. Box 381, Kigali, Rwanda.

UNICEF IS A NON-SMOKING WORKING ENVIRONMENT.UNICEF IS COMMITTED TO GENDER BALANCE AND DIVERSITY WITHOUT DISTINCTION AS TO RACE, SEX OR RELIGION, AND WITHOUT DISCRIMINATION OF PERSONS WITH DISABILITIES.

Organization: Development Alternatives, Inc.
Country: Liberia
Closing date: 09 Jan 2015

On behalf of our program partner, Louisiana State University Agricultural Center ( the LSU Ag Center), DAI seeks a Vocational Agriculture Education Specialist for a long-term field assignment the USAID Liberia Food and Enterprise Development (FED) project. The Vocational Agriculture Education Specialist will serve as a long-term technical assistance employee of the LSU AgCenter under the supervision of the FED Chief of Party or his/her delegate.

BACKGROUND

FED is a USAID-funded project that aims to increase productivity, profitability, and access within the rice, cassava, vegetable, and goat value chains; improve nutrition; and strengthen food security. FED is focused on four priority counties (Grand Bassa, Bong, Nimba and Lofa) and two secondary counties, (Marghibi and Montserrado) The FED Program is being implemented to achieve the following component objectives:

• Component 1: Increase agricultural productivity and profitability and improve human nutrition
• Component 2: Stimulate private enterprise growth and investment;
• Component 3: Build local technical and managerial human resources to sustain and expand accomplishments achieved under components one and two.

This assignment focuses on Component 3. This component focuses on workforce development and building the technical and managerial capabilities of Liberians to engage in agriculture and related business. These activities complement FED’s other components by increasing the number of Liberians with the right skills and training. The Vocational Training and Non-Formal Education Specialist should assist in making curricula dynamic and practical to the current needs of the job market and design programs and incentives to link students and their teachers to growth areas of the Liberian work force and the economy.

POSITION DESCRIPTION

Component Three of the FED project focuses on workforce development and building the technical and managerial capabilities of Liberians to engage in agriculture and related business. These activities complement FED’s other components by increasing the number of Liberians with the right skills and training. Generally, the main challenge with Vocational Educational schools in developing countries is to make their teaching relevant to the current needs of the local job market. There are a lot of things that constrain their ability to do this - including poor education levels of Voc Ed students, outdated and overly theoretical curricula, lack of incentives to connect students to the job market, and lack of connections between the Voc Ed staff and current industry needs. The Vocational Agriculture Education Specialist will assist in making curricula dynamic and practical to the current needs of the job market and design programs and incentives to link students and their teachers to growth areas of the Liberian work force and the economy.

The Vocational Agriculture Education Specialist will provide expertise in a number of areas: to help the Government of Liberia [GOL] and the Liberian staff upgrade four institutions: the Booker Washington Institute (BWI) in Kakata and the community colleges in Grand Bassa, Nimba, and Lofa Counties. These activities will include new approaches to training, including in-service courses, internships, work-study, and use of ITC, etc. Development of appropriate modern curriculum and innovative training methods to provide the skills for new entrants into commercial agribusiness will be a key outcome. It is important that all curricula developed by the project be gender sensitive and socially inclusive to appropriately transfer relevant knowledge to a variety of audiences.

PRINCIPAL DUTIES AND RESPONSIBILITIES

The Louisiana State University Agricultural Center is a sub-contractor to Development Alternatives, Inc.; the Vocational Agriculture Education Specialist will serve as a Long-Term Technical Assistance employee of the LSU AgCenter under the supervision of the FED Chief of Party or his/her delegate.

The Vocational Agriculture Education Specialist will embrace a gender-sensitive and socially inclusive capacity building approach to all interventions in the three community colleges and BWI and support the other components to establish a network of suitable training partners in the FED counties. The Vocational Agriculture Education Specialist will undertake a number of innovative non-traditional approaches to gender sensitive and socially inclusive educational programs and workforce development. The Vocational Agriculture Education Specialist will ensure that interventions that are implemented to improve the performance of vocational education schools are sustainable by continually obtaining Liberian input from the various organizations engaged in training.

The Vocational Agriculture Education Specialist will work to sustainably build Liberian capacity to provide the right kind of training, in the right place and time and tailored to Liberia. FED’s interventions will enhance the capacity of the vocational colleges to become Centers of Excellence [COEs] in vocational education and outreach. The Vocational Agriculture Education Specialist will be responsible for developing programs to attract more women into these institutions. The Vocational Agriculture Education Specialist will work with the Ministries of Youth and Sport and Education to build upon the accomplishments of the USAID’s other education programs, to expand adult education opportunities particularly to women and to youth.

The following are key areas in which the Vocational Agriculture Education Specialist will focus:

1. Provide leadership, guidance and oversight in the implementation of FED Component 3 activities that are part of the workplan such as the National Degree of Agriculture curriculum roll out with one graduating class by the end of the project and greater youth enrollment; implementation of the science lab establishment and procedures for use and sustainability; and developing innovative practical learning exercises that are woven into the syllabi and lesson plans to ensure students gain practical skills from the program.
2. Work with FED’s Component 1 staff to define the real labor and skill needs of the agricultural sector, in general, and FED’s value chains in particular; and to define the necessary career skills for the vocational graduates, develop internships with industry players, as well as clarify the roles of the various GoL institutions and private sector organizations.
3. Take the lead in the continued development of four existing vocational centers into Centers of Excellence for vocational agricultural education through curricula and instructional capacity improvement, facilities establishment/upgrading, community outreach expansion and institutional systems strengthening.
4. Capacity-building of the agriculture departments of CoEs via coaching and exposure visits to profitable enterprises.
5. Ensure that the curricular, facilities and instructional capacity improvement activities align with the upgrading strategies for FED’s priority value chains in FED’s counties of operation, including establishment of demonstration farms showcasing the improved technologies that FED is promoting.
6. Plan and work closely with the GOL ministries and other organizations engaged in this sector to develop local technical and managerial human resources, which include supporting the trainings provided by the other Components.
7. Work with other complementary USAID and other donor-funded projects.
8. Take the lead in customizing interventions for each institution’s specific situation and needs and ensure that such assistance will be guided by the demand for skills, thus ensuring alignment of skill enhancement with specific labor market needs and commercial opportunities.
9. Ensure that curricula revisions are transformational and promote the entrance of men and women in nontraditional roles.
10. Work with vocational training center staff, students, returning Liberian expatriates and the existing alumni organizations to link students to previous graduates for career opportunities.
11. Perform other tasks as needed and requested by the Chief of Party.

QUALIFICATION REQUIREMENTS:The minimum required qualifications for this position are as follows:

1. An MS or a combination of education and experience in agricultural vocational education, rural development or related field;
2. Ten years experience in international agricultural education including development of programs.
3. Excellent personnel management, interpersonal, networking and team building skills
4. Effective writing and organizational skills to prepare reports, complete analyses and make presentations.
5. Excellent written and spoken English; and
6. Computer/software skills, including the use of MS Word, Excel and PowerPoint.

An applicant having the following preferred qualifications will receive additional consideration:

1. Knowledge of African agricultural development and familiarity with Sub-Saharan African countries particularly in agriculture, vocational education and workforce development;
2. Previous position in the field of vocational education or workforce development;
3. Knowledge of Liberia’s agriculture and workforce development in recent years;
4. Successful experience in actual enterprise management or private sector experience;
5. Experience working with information technology experts or in non-traditional education;
6. A minimum of 5 years of experience working on a USAID-funded field project; and
7. Knowledge of training approaches and curriculums for use in low literate environments.

SALARY AND BENEFITS:The successful candidate will be an employee of the LSU AgCenter’s International Programs office. Employment is anticipated to begin on or about February 2, 2015. The position will be based in Monrovia, Liberia. Applicable USG mandated allowances for an expatriate professional approved under the DAI contract and approved by the LSU AgCenter will be provided.

Salary will be commensurate with qualifications and experience. The LSU AgCenter has an attractive benefits package with a wide variety of benefit options. Benefits offered include retirement, multiple medical insurance options, supplemental insurances (dental, life, long-term disability, accident, vision, long-term care, etc.), Tax Saver Flexible Benefits Plan (saves tax dollars on some child care and medical expenses), university holidays (14 per year, typically includes a week off at Christmas), generous annual (vacation) and sick leave benefits, Employee Assistance Program, and possible educational leave and tuition exemption for coursework at campuses of the LSU System. Specific benefits depend on job category, percent effort and length of employment.

APPLICATION DEADLINE: January 9, 2105 or until suitable candidate is located.

How to apply:

Must apply online at https://lsusystemcareers.lsu.edu/ by attaching cover letter, resume, three references, a writing sample of up to three pages on a topic of the applicant’s choice, and salary requirements. Paper, faxed or e-mailed application materials will not be accepted. For more information, contact:

Carl Motsenbocker

International Programs

LSU AgCenter

160 C Hatcher Hall

Baton Rouge, La. 70803
email: cmotsenbocker@agcenter.lsu.edu

Organization: UN Children's Fund
Country: South Sudan
Closing date: 06 Jan 2015

Purpose of the Position

UNICEF has been endorsed as the Managing Entity (ME) for South Sudan’s Global Partnership for Education Programme (GPEP) which is jointly funded by the GPE and USAID. The responsibility of the ME is demanding both in terms of technical assistance and procedural managerial support to the Ministry of Education Science and Technology.

Under the guidance and supervision of the GPE Manager, provide technical support towards the implementation of GPEP activities in compliance with UNICEF rules, regulations and policies whilst ensuring adherence to donor, i.e., USAID, guidelines and procedures. The Education Specialist will be accountable for planning, implementing, monitoring and evaluation of specific components of the programme and ensure efficiency and effectiveness of programme management towards the delivery and accomplishment of programme goals and objectives and in compliance with both established UNICEF and USAID guidelines and procedures.

The Education Specialist will be accountable for identifying inequalities including gender inequality and ensure the GPEP contribute to their reduction. S/He ensures that monitoring mechanisms are in place to track progress towards disparity reduction goals and targets in Education. S/he will prepare relevant documentation and technical reports for donors and periodic program updates. The Education Specialist will support GPEP implementation collaborating across the Education and Adolescent Development programme as well other sectors to promote inter-sectoral synergy and efficiency in order to ensure that progress benefits mutually Education and Adolescent Development and other programmes, in particular Water and Environmental Sanitation, Child Protection and Nutrition.
Contributes to synergize the work of United Nations agencies in Education for All goals including in humanitarian actions, working with the Education in Emergencies Unit and Education Cluster within the inter-agency standing committee (IASC), as may be required.

Key Expected Results

1. Timely input, support and collaboration to Education Sector Situation Analysis and its periodic update made for effective programme planning, development and management, in a gender-specific framework. Partnership with stakeholders, including knowledge institutions strengthened to further understanding of barriers to and opportunities for advancing the 3 priorities themes (the "3Es") - Equal access and universal primary completion, Empowerment through girls' education and gender mainstreaming, Emergencies and post-crisis education cluster interventions.
2. Knowledge management effectively promoted through drafting/finalizing key GPE programme documents and reports, sharing good practice, lessons learned, and knowledge/information exchange, with partnerships and collaborative relationships with all stakeholders, capitalizing on the know-how and network of knowledge institutions.
3. Rights-based Education programming effectively promoted, and coherence, synergy and value added to programme management process through results-based management. The four core partnerships as well as selective partnerships on specific issues and themes of concern, such as conflict sensitivity in education, inclusive education, Girls' Education, Alternative Education, i.e., for Out-of-School Youth, exploited efficiently in order to formulate common advocacy position, develop policy guidance and influence allocation of resources on behalf of education.
4. Work plan and activities formulated, implemented and monitored, ensuring alignment with the defined programme strategies and approaches, and gender mainstreaming across programmes and partnerships promoted for coordinated support of national efforts to achieve the MDGs 2 and 3.
5. Programme delivery, evaluation and reporting carried out efficiently and transparently in compliance with the established UNICEF and USAID guidelines and procedures.
6. UNICEF's global goals effectively promoted through advocacy and policy dialogue in the Education sector.
7. Proper and timely UNICEF and Government accountability ensured regarding supply and non-supply assistance as well as disbursement of programme funds for the Education sector. The four core partnerships in education - Education for All Global Action Plan (EFA - GAP), Education for All Fast Track Initiative (EFA - FTI), The United Nations Girls Education Initiative (UNGEI ) and Inter Agency Standing Committee (IASC) Education Cluster for Education in Emergencies - catalyzed to accelerate progress in achieving the Millennium Development Goals 2 and 3.
8. Effective communication and networking achieved through partnership and collaboration, focussing on the 3 priorities themes (the "3Es") and the 2 cross-cutting areas - Early Child Development and school readiness and Enhancing quality in primary and secondary education - which reflect UNICEF comparative advantage and expectation that donors and partners have on UNICEF ability to help the country to achieve the MDGs.

Qualifications of Successful Candidate

Education Background:
Advanced university degree in one or more of the disciplines relevant to the following areas: Education; Primary Education, or a Social Sciences field relevant to international development assistance.
*A first University Degree with a relevant combination of academic qualifications and experience may be accepted in lieu of Advanced University Degree.

Work Experience:

• At least five years of progressively professional work experience at national and international levels in field programmes relevant to Education.
• Experience working with the UN, USAID or other major international development organization is required. Global Partnership for Education (GPE) programme experience in a fragile environment would be an asset
• Experience in national level development assistance is an asset
• Experience with addressing gender disparities desirable
• Background/familiarity with Emergency and Conflict

Language Proficiency:

Fluency in English and a second UN language (Arabic is an asset)

Competencies of Successful Candidate

i) Core Values:

• Commitment
• Diversity and Inclusion
• Integrity

ii) Core Competencies:

• Communication
• Working with People
• Drive for Results

iii) Functional Competencies:

• Leading and Supervising
• Formulating Strategies and Concepts
• Analyzing
• Relating and Networking
• Persuading and Influencing
• Creating and Innovating

Remarks

* The successful candidate for this emergency recruitment MUST be available to commence work within 31 days of receiving an offer.

Please note that Juba, South Sudan is a non-family duty station.

How to apply:

If you would like to make an active and lasting contribution to build a better world for children, please apply to the link below no later than 06 January, 2015.
https://careers.unicef.org/sap/bc/webdynpro/sap/hrrcf_a_posting_apply?PARAM=cG9zdF9pbnN0X2d1aWQ9NTQ4QjEzRTYyMzE1NzA2MEUxMDAwMDAwOUU3MTBGMEYmY2FuZF90eXBlPUVYVA%3d%3d&sap-client=100&sap-language=EN&sap-accessibility=X

If you have not yet registered with UNICEF Employment, please click on the link below and complete the Registration form. https://careers.unicef.org/registration
UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization.

Organization: UN Children's Fund
Country: South Sudan
Closing date: 06 Jan 2015

Purpose of the Position

Conflict and insecurity are among the most significant development challenges of our time and considerable barriers to realising the right to education for all children and young people. UNICEF underlines the need for a more comprehensive approach to basic education for all children, irrespective of socio-economic status, location, ethnicity, gender, ability and other reasons that suggest that all children’s right to education is not being met.

Education has crucial linkages to a society's social, economic and political spheres. Education is central to identity formation, can promote cohesive societies and contribute to state-building. The goal of the Peacebuilding, Education and Advocacy (PBEA) project is to strengthen resilience, social cohesion and human security in conflict-affected contexts. Towards this end UNICEF works to invest in a more rigorous and comprehensive basic education system (both formal and non-formal) in South Sudan, one that advances the needs and rights of all children, including adolescents and working through a peacebuilding lens.

Accountable for planning, implementing, monitoring and evaluation of Peacebuilding, Education and Advocacy project to ensure overall efficiency and effectiveness of the programme management, delivery and accomplishment of programme goals and objectives. Across the PBEA as part of the Education and Adolescent Development programme, accountable for implementing programmes and identifying peacebuilding, human rights and gender inequalities in Education and Adolescent development and for developing innovative approaches and programmes to eliminating these inequalities. Collaborates across the programme(s) to ensure conflict sensitivity education and gender mainstreaming. Ensures that monitoring mechanisms are in place to track progress towards disparity reduction goals and targets in Education and promotes holistic adolescent development. Commitment for enhancement of gender-sensitive teamwork and capacity building, in support of achievement of planned objectives of the work plan, aligned with country programme goals and strategy.

Provision of roaming (based in Juba but with 60% roaming support to various field locations) technical support to field colleagues in the areas of Peacebuilding, Education and Conflict Sensitive Education, Life Skills and Peace Education.

Promotes inter-sectoral partnerships in PBEA as part of the larger Education and Adolescent Development Programme in order to ensure that progress benefits mutually Education, Peacebuilding and Adolescent Development and other programmes, in particular Child Protection, WASH, Health, Nutrition, Social Policy and Communications.

Contributes to synergize the work of United Nations agencies in Education for all Goals including in humanitarian actions, working closely with the Education cluster within the inter-agency standing committee (IASC). Contributes to synergize and strengthen local actions towards United Nations Youth sector wide approach (SWAP), Inter Agency Network on Youth.

**
Key Expected Results**

1. Timely sectoral analysis, input, support and collaboration to the Situation Analysis and its periodic update made for effective PBEA project contributing toward the Education and Adolescent Development programme planning, development and management, using a conflict sensitive and gender-specific framework. Partnership with the stakeholders, including government and knowledge institutions strengthened to further understanding of barriers to and opportunities advancing in education, peacebuilding and comprehensive adolescent development.
2. Knowledge management effectively promoted through drafting/finalizing key Education, Peacebuilding and Adolescent Development and overall sectoral programme documents and reports, sharing good practice, lessons learned, and knowledge/information exchange, with partnerships and collaborative relationships with all stakeholders, capitalizing on the know-how and network of knowledge institutions.
3. Rights-based Education, Peacebuilding and Adolescent Development programming effectively promoted, and coherence, synergy and value added to programme management process through results-based management. The core partnerships as well as selective partnerships on specific issues and themes or regional concern, such as "Achieving results for adolescents" (R4A), education and HIV, life skills and Peace building in education exploited efficiently in order to formulate common advocacy position, develop policy guidance and influence allocation of resources on behalf of education.
4. Sectoral work plan and activities formulated, implemented and monitored, ensuring alignment with the defined programme strategies and approaches, and conflict sensitivity, gender mainstreaming across programmes. UNICEF contribution reflected as part of the coordinated support of external partners to national efforts to achieve the MDGs 2 and 3.
5. Programme delivery, evaluation and reporting carried out efficiently and transparently in compliance with the established guidelines and procedures in support of Education and Adolescent Development.
6. UNICEF's global goals effectively promoted through advocacy and policy dialogue in the Education and Adolescent Development programme.
7. Proper and timely UNICEF and Government accountability ensured regarding supply and non-supply assistance as well as disbursement of programme funds for the Education and Adolescent Development.
8. Participatory education and adolescent and youth policy dialogue conducted, engaging all stakeholders, government counterparts, children, adolescents and youth to ensure development of a favorable pro-children and adolescent and youth policy environment.
9. Effective communication and networking achieved through partnership and collaboration;-which reflect UNICEF comparative advantage and expectation that donors and partners have on UNICEF ability to help country to achieve the education and adolescent participation-related MDGs.

**
Qualifications of Successful Candidate**

Education Background:
Advanced university degree in one or more of the disciplines relevant to the following areas: Education; Primary Education, Child and Adolescent Development, Behavioral or Social Sciences, Children Policy Development or another field relevant to international development assistance.
*A first University Degree with a relevant combination of academic qualifications and experience may be accepted in lieu of Advanced University Degree.

Work Experience:
Five years of progressively professional work experience at national and international levels in field programmes relevant to Education, life skills, peacebuilding, conflict-sensitive education, adolescent development and adolescent and youth programmes. Experience working in the UN or other international development organization an asset. Experience in national and sub-national level development assistance is an asset. Experience with addressing gender disparities and asset. Background/familiarity with Emergency. Field-level experience in conflict and humanitarian contexts for 2 years or more an asset.

Language Proficiency:
Fluency in English and local working language of the duty station

Competencies of Successful Candidate

i) Core Values:

• Commitment
• Diversity and Inclusion
• Integrity

ii) Core Competencies:

• Communication
• Working with People
• Drive for Results

iii) Functional Competencies:

• Leading and Supervising
• Formulating Strategies and Concepts
• Analyzing
• Relating and Networking
• Persuading and Influencing
• Creating and Innovating

**
Remarks**

* The successful candidate for this emergency recruitment MUST be available to commence work within 31 days of receiving an offer.
Please note that Juba, South Sudan is a non-family duty station.

How to apply:

If you would like to make an active and lasting contribution to build a better world for children, please apply to the link below no later than 06 January, 2015.
https://careers.unicef.org/sap/bc/webdynpro/sap/hrrcf_a_posting_apply?PARAM=cG9zdF9pbnN0X2d1aWQ9NTQ4QUFGOTQ4NjhCNzA2RkUxMDAwMDAwOUU3MTBGMEYmY2FuZF90eXBlPUVYVA%3d%3d&sap-client=100&sap-language=EN&sap-accessibility=X

If you have not yet registered with UNICEF Employment, please click on the link below and complete the Registration form. https://careers.unicef.org/registration
UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization.

Organization: Xavier Project
Country: Kenya
Closing date: 29 Dec 2014

Job Vacancy – EDUCATION SPECIALIST

Location – Nairobi, Kenya

Salary – 80,000 – 90,000 KSH per month (depending on experience of the applicant), basic medical insurance

Answers to – Xavier Project Kenya Education Director

Position for nationals only

Profile

Xavier Project is an international NGO working Kenya and Uganda. We aim to provide opportunities to refugees living in urban areas in Kenya and Uganda who are otherwise excluded from the means to live a fulfilled and dignified existence so that they will be able to take back control of their lives and make a positive change whether to their new communities or to their country of origin. Xavier Project is primarily an education focused NGO, and while we have media and livelihoods programmes educational interventions make up the core of our activities within these programmes.

Xavier Project is registered as a local NGO in Uganda, an international NGO in Kenya and a company and charity in UK. All operations are in Kenya and Uganda, but a majority of funds are raised in UK. We have a three way partnership agreement between the branches of Xavier Project and one executive team primarily based in the Xavier Project headquarters in Nairobi. Xavier Project currently employs 25 permanent staff and has an annual income of $250,000 which has been increasing by 50% every year since its founding in 2008.

Background

Urban refugees in East Africa face unique challenges. Culturally, it is difficult to assimilate into their new communities as they can be victims of xenophobia and can struggle from language differences. They cannot easily find jobs in a saturated and often nepotistic job market. There are administrative barriers to economic sustainability such as the challenge of obtaining work permits, and the rejection of foreign qualifications from employers and institutions. At present many refugees in Nairobi or Kampala do not have access to quality, relevant education delivered in a safe environment and their opportunities in education lag behind those of their local counterparts. In both Kampala and Nairobi there are over 10,000 refugee children who are not in formal education, amounting to around 50% in Nairobi and 60% in Kampala. 80% of those in formal education are not happy with the quality of the education they are receiving.

Added to this, most urban refugees are hoping to be resettled in developed countries, yet they know very little about the resettlement process, and their chances of being resettled. Less that 5% of urban refugees are resettled in any given year. Many refugees believe that the more vulnerable they are, or appear to be, the more likely their chances are of being resettled.

The pursuit of resettlement combined with the unique challenges faced by refugees leads to a negative attitude by refugees towards integration into their new community. This has a corrosive impact on the whole community. However, there are positive opportunities for refugees to take up in Kampala and Nairobi, whether offered by the government, NGO agencies or refugee run grass-roots organisations. Given their chances of resettlement it makes sense for refugees to make the most of the opportunities available to them in their host countries, such as education, livelihoods and vocational prospects offered by agencies. What is more, a more positive attitude and better communication among the refugee population should lead to vital innovation from refugees themselves. Tamuka media programme is educating refugees on the opportunities available to them and enabling them to communicate with each other and the wider world. Among other ambitions, the education programme is enabling refugees to receive an education that is more relevant to their challenges and their ambitions. Meanwhile, our livelihoods programme is enabling refugees to access affordable loans and learn the business skills they need to grow their careers.

Job Description and Expectations

As Education Partner for UNHCR in urban areas, Xavier Project is expanding a school visitation programme to 40 primary schools with high refugee populations. The visitation programme will visit each school once per week for a month and engage in various activities. Xavier Project is looking for an education specialist who will run capacity building sessions with the teachers that will cover all areas related to refugees, and work with teachers to improve the quality of the education they deliver. The team will engage with the senior management of the schools to ensure that each school has a governance structure in place, encourage the involvement of parents in the supervision of school activities, train PTAs and school management committees (SMCs) on good school management, establish student school committees (ideally with refugee members) and encourage exchange visits of PTAs and SMCs between schools. The team will also engage the senior management on the safety of refugee children in their schools, and review the protection policies in place. Teachers will learn about the impact that the trauma of being a refugee has on the learning of the students. The visitation team will work in partnership with other agencies to ensure that resources are saved and collaboration is maximised. An Education-in-Emergencies framework in each school will be established. The same schools will receive material support where necessary to build the capacities of the institution.

The Education specialist will work closely with the Xavier Project Director Edmund Page who is a qualified teacher, and the Kenya Director of Education to develop good working practice. The education specialist will also be a member of the Xavier Project executive committee and in that capacity will be expected to offer advice and support to other areas of the Xavier Project beyond the Education Programme

Requirements

Essential:

· Qualified Teacher

· Experience in training teachers

· At least 10 years’ teaching experience

· Excellent communication skills in English (both written and oral)

· Good knowledge of MS Office

· Ability to work sensitively with refugee population or demonstrated experience working with marginalised communities

· Excellent organisational skills

· Experience in managing budgets

· Willing to travel within Kenya

Desired:

· Master’s degree in a relevant discipline

· Competent in Kiswahili

· Experience in managing people from various backgrounds

· Experience working in a tough environment with vulnerable people

· Advanced experience working in the Kenyan Education sector

· Demonstrated success in fundraising

· Experience in writing reports and strategies

· Experience in government and private sector engagement

· Strong understanding of the challenges faced by urban refugees

Expectations of Xavier Project

The Xavier Project staff is a small and tight community and a strong support network is offered to all members. We are diverse and relatively young crowd representing seven nationalities. Xavier Project is committed to ensuring that all staff members enjoy their work and gain valuable experience and skills that will enhance their impact now and in the future, whether with Xavier Project or not. As such as we run regular staff capacity building programmes and we encourage all staff members to pursue opportunities which will help them to grow individually.

How to apply:

To apply, please send your CV and a cover letter highlighting why you would like to apply for the job to Edmund Page at jobs@xavierproject.org by 29th December with the email title KENYA EDUCATION SPECIALIST. Please also include the names and contact details of two referees. For more information on what we do please visit www.xavierproject.org and www.tamuka.org

Xavier Project is an equal opportunity employer and therefore does not discriminate on the basis of race, colour, origin, sex, sexual orientation or disability.

Country: Guinea
Closing date: 04 Jan 2015

Save the Children is the world's leading independent organisation for children. We work in 120 countries. We save children's lives; we fight for their rights; we help them fulfil their potential.

We work together, with our partners, to inspire breakthroughs in the way the world treats children and to achieve immediate and lasting change in their lives.

In Guinea we are working hard to help those affected by the Ebola crisis. We're scaling up our community awareness, contact tracing and outreach activities, and as a result are now looking for suitably experienced candidates for the role of Education Cluster Coordinator.

We are interested in hearing from you if you have experience of working in a similar role in an emergency response, or if you have demonstrable experience of working in similarly complex countries or environments.

You'll be in country for 8 weeks at any given time with 2 weeks R&R after each rotation or at the end of your contract. You will also be offered a competitive salary package including full medical insurance, accommodation and other benefits.

We are looking for candidates who can be deployed either immediately or over the course of the coming months - we know that this will be a longer term response and as such our recruitment activity will continue. Please do include your availability on your cover letter, and don't forget to also submit your CV (both should be submitted as one document.)

Prior to deployment to the field, a period of paid training will be provided which includes relevant organisation inductions, security training and external training on Ebola risk management.

Please note: due to the critical nature of this recruitment, applications will be reviewed as they are received and successful candidates contacted on an on-going basis.

We need to keep children safe so our selection process reflects our commitment to the protection of children from abuse.

How to apply:

Application Email: Please apply with a covering letter and up-to-date CV to: 'kpatel.18374.3830@savethechildrenint.aplitrak.com'

Organization: UN Children's Fund
Country: South Africa
Closing date: 28 Nov 2014

VA-2014-013

The United Nations Children’s Fund (UNICEF) in Pretoria is inviting applications from suitably qualified South African nationals for Temporary Appointment post of:

Education Officer (Early Childhood Development), NO-A

If you are a committed, creative professional and are passionate about making a lasting difference for children, the world’s leading child rights organization would like to hear from you.

UNICEF is mandated by the United Nations General Assembly to advocate for the protection of children's rights, to help meet their basic needs and to expand their opportunities to reach their full potential. Guided by the Convention on the Rights of the Child, it strives to establish children's rights as enduring ethical principles and international standards of behaviour and action towards children. In South Africa, UNICEF supports national efforts to realize children’s rights by promoting evidence-based policy advocacy and strategic partnerships as a means to leverage policies and resources for children, giving special attention to vulnerable children and disparity reduction. It works in the areas of health and nutrition, early childhood development; basic education; child protection and social policy, planning, monitoring and evaluation.

Temporary-Appointment

Duration: 01 January 2015 – 29 December 2015

PURPOSE OF THE POST:

Under the close supervision of an Education Specialist (Early Childhood Development), contributes to the early childhood development programme planning, administration, implementation and evaluation of programme/project activities, data analysis and progress reporting. Particular emphasis on supporting the advancement of play in early learning and development.

Responsibilities include:

• Providing basic technical support on play in early childhood through partners in government and non-governmental sectors; preparation of presentation and basic advocacy materials; support the development of resources on play; organise and participate in programme planning and monitoring missions, meetings and briefing sessions to identity and analyse bottlenecks; implement recommendations; engage with training institutions and implementing partners; assist in preparations of reports and briefings for donors.
• Collects and assembles data and background relating to early childhood programmes/projects and provides updated information on programme/project financial and administrative status for analysis and report purposes. Analyzes programme/project status, and recommends appropriate adjustments.
• Monitors the flow of supply and non-supply assistance. Drafts supply and financial documentation. Collects and records information on supply/non-supply inventory, distribution and utilization.
• Communicates with local authority counterparts on project details. Recommends courses of action to supervisor.
• Makes arrangements for visits to project sites for the government and other partners, and provides information and briefing on project activities and status.

· Drafts programme budgets, ensuring accuracy of coding in accordance with the PIDB/PROMS system. Drafts and issues updated status reports.

· Drafts sections of donor, annual and other reports as required by HQ.

· Undertakes ongoing field visits to UNICEF project sites for orientation to project activities and local conditions. Prepares routine reports on results of visits and the project’s progress.

· Investigates queries regarding authorization, delivery or payment and follows up with finance, administrative, supply and programme staff on the processing of payments, advances to governments and liquidation of accounts. Ensures that activities are in line with plans of action.

Desired Background and Experience:

• University degree or diploma in early childhood education, basic education, social Sciences (inclusive of completion of academic courses in early childhood development) or technical field related to the work of UNICEF.
• Knowledge on the pedagogy of play in early learning and development is essential.
• One year practical, professional work experience in project administration, including research and data analysis.

Sharing UNICEF Core Values of:

· Commitment • Diversity and Inclusion • Integrity

Proficiency in UNICEF Core Competencies of:

• Communication • Working with People • Drive for Results

Proficient in functional competencies of:

• Formulating Strategies and Concepts • Analyzing

• Applying Technical Expertise • Learning and researching • Planning and Organizing

How to apply:

All applications are to be accompanied by the attached completed and signed Personal History form (P11 Form), CV and application letter with a clear reference of the position being applied for. Applications are to be sent on or before 28 November, 2014to the following email address: safpretoriavacancy@unicef.org

Only South African nationals will be considered. If you have not been contacted within one month of the closing date, please accept that your application was unsuccessful. Regret letters will only be sent to interviewed candidates.

Incomplete applications will not be considered. Only complete applications consisting of detailed CV and P11 form will be reviewed.

UNICEF IS A SMOKE FREE ENVIRONMENT.

UNICEF is committed to gender balance and diversity without distinction as to race, sex or religion, and without discrimination of persons with disabilities. well qualified candidates are strongly encouraged to apply.

Organization: CARE
Country: Somalia
Closing date: 19 Nov 2014

In mid-2010 CARE Somalia/Somaliland initiated a change in its program structure and strategy - from working in technical sectors to working in more holistic programs focusing on the needs of particular ‘impact groups’. CARE has identified a number of particularly vulnerable groups in Somaliland, one of which is vulnerable rural women which the position report to. The aim of this program will be to work with these rural women and the communities they live in to address underlying causes of poverty, vulnerability and marginalization that affect them. CARE is looking for suitable candidate to fill the position of Senior Project Officer (Education) - Rural Women Programto be based in Las Anod, Somalilandwith frequent travel to other project areas.

I. Job Summary

The overall responsibility of the SPO - Education is to support education activities with the rural vulnerable women program including planning, implementation and evaluation of projects activities in Somaliland under the guidance and leadership of Area Manager_HE project. He/she ensures that efficient and effective systems and processes are in place to enable CARE to implement program activities in line with donor requirements. He/she will have frequent interaction with program technical, government and implementing partners.

II. Responsibilities

Project Implementation

• Lead all field work to conduct baseline, midline and end line studies, school assessments, and other studies that the project might undertake in the course of the project life.

• Working with the project team and MOE ensure that project intervention target marginalized children with special emphasis on the girl child.

• Train and coach CECs and head teachers in the development of school Improvement plans in collaboration with regional and district education officers.

• Working closely with the project engineer, ensure that all construction/rehabilitation works are in line with the designs and BOQs and are of high quality and meet the child friendly school criteria.

Pa**rtnership & Capacity Building**

• Train, support and coaching of education mentors, teachers and Community Education Committee (CECs) in order to ensure quality delivery of programs.

• Ensure the implementation of HE project promotes capacity building to the maximum degree possible for local communities, MOE, CBOs and government staff and agencies.

• Training and capacity building of CECs to oversee the management and administration of project schools.

Project Monitoring and review

• Collaborate with the regional and district officials of the MOE to oversee project implementation.

• Ensure that project/program monitoring and evaluation system/tools are applied and project progress (activities and outputs), results and immediate objectives (outcomes) and impacts are systematically tracked, documented and shared as appropriate on the basis of CARE and donors’ requirements.

• Travel to project sites of Education program and conduct regular monitoring of projects together with MOE and project team.

• Provide technical assistance to REOs, DEOs, teachers and mentors through developing standards, monitoring/supervision tools, guidelines and trainings and other mechanisms to ensure quality of primary education.

Reporting and representation

• Ensure the timely production of quality monthly and quarterly reports by collating reports of different field locations into one report and submission to Area Managers or other Key management staff.

• Prepare reports on each field visit conducted and submit to the report to Area Managers or other key management staff.

• Represent CARE in all relevant forums, stakeholders such as local authorities, community leaders, representatives of NGOs, UN agencies and government issues related to education sector.

Others

• Undertake any other duties as assigned by the area managers or other key management staff.

• Account for CARE’s assets and interests and safeguard from loss arising from fraud, waste, weak administration and poor value for money

• Carry out the responsibilities of the role in a way which reflects CARE’s commitment to delivering service to the needy beneficiaries.

Wo**rking Conditions**

Based in Laasanood and requires substantive travel to project sites covering all the regions of Somaliland.

Required Qualification

• University degree in social sciences or any other related field.

• At least 3 years working experience with INGOs in Education

Pe**rson specification**

• Strong command of English

• Good interpersonal and communication skills

• Good computer skills MS and Excel

• An individual with initiatives and strong team work skills

• Clearly conveying information and ideas through a variety of media to individuals or groups

• Establish courses of action for self and others to ensure work completed efficiently and effectively

How to apply:

Interested candidates who meet the criteria above are encouraged to send their application letters and detailed CVs to hrhargeisa@som.care.org by 19 No****v****e****m****b****er****, 2014 at 3:30 pm**. Please indicate**‘Senior Project Officer (Education) – Las Anod, Somaliland’ as the subject line of your email. Only shortlisted candidates will be contacted.

CA****R****E is an Equal Opportunity Employer promoting gender, equity and diversity. Female candidates are strongly encouraged to apply.

Our selection process reflects our commitment to the protection of children from abuse.

Organization: UN Children's Fund
Country: South Sudan
Closing date: 11 Nov 2014

Terms of Reference for Consultants & Individual Contractors

TitlePeacebuilding, Education and Advocacy (PBEA) consultant**Purpose** To provide technical and field support to the Peacebuilding, Education and Advocacy (PBEA) Unit within the Education Section of UNICEF in South Sudan.**Fees** Mid-level International Consultancy (P3 Level)**Location** Juba-based with regular field mission support**Duration** 6 months**Start Date** 20 November 2014 Reporting to Life Skills, Peacebuilding and Education Manager

Purpose of the Consultancy:

UNICEF South Sudan (Education Section) is looking for an experienced Peacebuilding and Education Specialist to provide solid technical and field based support towards the Peacebuilding, Education and Advocacy project in South Sudan.

Background:

South Sudan, a newly independent state with a population of about 8.4 million, 70% of whom constitute young people, is emerging from decades of conflicts recently compounded by what erupted on 15^th December 2013. The effects emerging from this protracted violence remain a primary development and emergency concern impinging on the achievement of the national strategies for sustainable peace as well as the various international instruments such as the Convention on the Rights of the Child and the Millennium Development Goals (MDG’s). The need for a comprehensive support peacebuilding strategy aimed at redressing the lost generation is something that requires the collective engagement of all hence PBEA programme aims to position education in promoting sustainable peace for all.

Justification:

The PBEA conflict analysis conducted in South Sudan identified various root causes some of which included limited resources, unemployment, poverty, gender-based violence, trauma to mention a few. Education that is conflict sensitive has the ability to serve as a spring board through which knowledge, attitudes and core values anchored on intellectual, interpersonal and psychosocial development necessary for effective management of everyday life challenges are learned and practiced.

The current institutional capacities are inadequately prepared to deal with these conflicting realities and it is imperative that all sectors are supported to work towards rebuilding and repositioning the new national recovery and development process. In particular, the education sector in South Sudan is greatly endowed with great potential and resources to contribute productively towards the national reconstruction phase and this needs to be well articulated and supported within a solid theoretical stance.

In 2011, UNICEF received funding for a new global programme on Peacebuilding, Education and Advocacy (PBEA) from the Government of the Netherlands and South Sudan was selected as one of the 14 participating countries. The country outcomes focus on institutional capacity building, individual engagement through community and youth participation as well as adequate generation and use of evidence and knowledge in policies and programming. This will subsequently help in establishing linkages between education, conflict and peacebuilding. Although some initiatives have already started, many others are part of the multi-dimensional response strategy that is still being implemented. Moreover, the international community is increasingly recognizing the untapped potential of resources and social services including education in restoring peace and stability hence the need to properly support educational interventions that promote the role of education in peacebuilding.

Main function of the consultancy;

The consultant will assist the Life Skills, Peacebuilding and Education Unit under the overall supervision of the Unit Manager

to achieve the following key tasks:

• Review the PBEA field support project to identify gaps and areas needing to be leveraged as the project draws to closure at the end of 2015.
• In consultation with partners, identify and/or develop strategies to support specific PBEA interventions so as to address the identified gaps and strengthen success components that are offering a greater comparative edge.
• Conduct at least six conflict sensitivity training including conflict sensitive spot checks with government, civil society and teachers at state level.
• Provide two new partners (PCAs) and support the already existing ones with technical expertise to innovatively strengthen results for Peacebuilding and life skills for transformative change such as Transitional Justice Education and Pastoralist Education.
• Produce three publishable human stories to show case experiences and lessons within the PBEA programme
• Support Media component by contributing articles to Newsletter, magazine and radio programmes for PBEA in South Sudan.
• Support the documentation of three case studies including the one on gender in the context of peace building.
• Establish functional inter-agency thematic groups in at least three new states and harness the capacity to maximize on peacebuilding synergies that promote sustainable peace for national development.

KEY DELIVERABLES

• Report on the rapid gap analysis on existing PBEA interventions and modalities for improved performance for results
• Report on appropriate field support focusing on existing interventions and specific modalities for leveraging their comparative edge in the current context.
• Four reports on Conflict Sensitivity trainings conducted with spot checks at state level covering at least 200 leaders at national and state level
• Four monitoring reports for partners reflecting innovative programming in PBEA.
• Three human stories published focusing on PBEA experiences and lessons
• Articles contributed frequently to operationalize with regularity the publicity for PBEA related issues at national and state level (e.g. radio, TV, Newsletter, magazine)
• Support documentation of three case studies including gender in peacebuilding
• Form and operationalize three inter-agency thematic groups in various implementing states to promote peace building.
• Support the monitoring and evaluation processes by facilitating the collection of data through field visits and follow ups.
• Generate evidence on working with the peace building team by supporting the overall accomplishments of the PBEA programme as deemed necessary.

Expected Deliverables

DeliverablesEstimated Duration

(may be rearranged by the expert) Dead-line

(2014) 1. Report on the revised existing field PBEA programmes to identify gaps for support. 2 weeks 20 - 30 Nov. 2014 2. Design and plan for supporting partners on specific interventions. 2 weeks 01 – 15 Dec. 2014 3. Conduct field visits in the states to offer support on identified gap areas. On-going process 17 Dec. - 14 Jan. 2015 4. Collect, document and publish 3 human stories on peace building programming. On-going process but reported every 4 weeks 15 – 31 Jan 2015 5. Produce with partners Media campaign for peace building on weekly Radio, Television and Print work on peacebuilding. On-going process but weekly reports February 2015 6. Report on pre and post results and the number of training workshops conducted to close identified gaps with at least 200 beneficiaries. On-going process reported on monthly 01 – 14 Mar. 2015 7. Report on functionally existing thematic groups on peacebuilding in three different states. Reported on every end of month 15 – 31 Mar. 2015 8. Conduct field visits and report on-going monitoring and evaluation data collection process. Reported on every end of month 01 - 14 April 15 9. Conduct or present in workshops, seminars and conferences conducted on PBEA findings. Reported on every end of month 15 – 30 April 15 10. Contribute to the comprehensive PBEA preparation for the country and global 2015 report. On-going but captured on monthly reporting May 2015 TOTAL

6 months 6 months

Reporting:

The consultant will report to the Unit Manager for Life Skills, Peacebuilding and Education.

QUALIFICATIONS OR SPECIALISED KNOWLEDGE/EXPERIENCE REQUIRED

Only those persons who satisfy the following requirements will be considered as potential candidates:

• A minimum of five years of progressively, responsible professional work experience at the national and international levels in programme planning and management in peacebuilding within the education sector
• Proven extensive, professional experience and expertise in the areas of both peacebuilding and education and or related areas, preferably with conflict-affected or post-conflict and sector planning programme experience for other national/international agencies or development organizations
• Experience in high data quality data collection, research and analysis and delivering support services at community level
• Experience in complex emergencies/conflict-affected contexts strongly preferred
• Demonstrated sufficient managerial technical capacity to undertake the assignment
• Advanced university degree in social sciences (sociology, psychology, education, peacebuilding, international and development studies or other related technical field);
• Significant knowledge and experience of humanitarian work with emphasis on coordination and capacity building
• Excellent facilitation and coordination skills
• Familiarity with South Sudan national development priorities and challenges is desirable
• Fluent in written and spoken English

v A first level university degree with relevant combination of academic qualifications and experience may be accepted in lieu of the advanced university degree.

COMPETENCIES REQUIRED

i) Core Values (Required)

• Commitment

• Diversity and Inclusion

• Integrity

ii) Core Competencies (Required)

• Communication [ II ]

• Working with People [ II ]

• Drive for Results [ II ]

iii) Functional Competencies (Required)

• Formulating Strategies and Concepts [ II ]

• Analyzing [ III]

• Relating and Networking [ II ]

• Deciding and Initiating Action [ II ]

• Applying Technical Expertise [ III ]

Policy both parties should be aware of:

Ø No contract may commence unless the contract is signed by both UNICEF and the consultant.

Ø ***Please consult with HR on classification, entitlements and UNICEF regulations.**

How to apply:

APPLICATIONS

Submission of Applications:

Applications will be considered only if accompanied by an updated CV and completed United Nations Personal History (P-11) form, as well as the two most recent performance appraisals or performance evaluation reports to: UNICEF South Sudan Country Office, Human Resources Unit via email: jubavacancies@unicef.org

The deadline for receipt of applications is 11 November 2014.

Organization: Save the Children
Country: Guinea
Closing date: 11 Nov 2014

Save the Children is the world's leading independent organisation for children. We work in 120 countries. We save children's lives; we fight for their rights; we help them fulfil their potential.

We work together, with our partners, to inspire breakthroughs in the way the world treats children and to achieve immediate and lasting change in their lives.

In Guinea we are working hard to help those affected by the Ebola crisis. We're scaling up our community awareness, contact tracing and outreach activities, and as a result are now looking for suitably experienced candidates for the role of Education Cluster Coordinator.

We are interested in hearing from you if you have experience of working in a similar role in an emergency response, or if you have demonstrable experience of working in similarly complex countries or environments.

You'll be in country for 8 weeks at any given time with 2 weeks R&R after each rotation or at the end of your contract. You will also be offered a competitive salary package including full medical insurance, accommodation and other benefits.

We are looking for candidates who can be deployed either immediately or over the course of the coming months - we know that this will be a longer term response and as such our recruitment activity will continue. Please do include your availability on your cover letter, and don't forget to also submit your CV (both should be submitted as one document.)

Prior to deployment to the field, a period of paid training will be provided which includes relevant organisation inductions, security training and external training on Ebola risk management.

Please note: due to the critical nature of this recruitment, applications will be reviewed as they are received and successful candidates contacted on an on-going basis.

We need to keep children safe so our selection process reflects our commitment to the protection of children from abuse.

How to apply:

Application Email: Please apply with a covering letter and up-to-date CV to: 'nfoames.56986.3830@savethechildrenint.aplitrak.com'

Organization: Save the Children
Country: South Sudan
Closing date: 11 Nov 2014

Save the Children is the world's leading independent organisation for children. We work in 120 countries. We save children's lives; we fight for their rights; we help them fulfil their potential.

We work together, with our partners, to inspire breakthroughs in the way the world treats children and to achieve immediate and lasting change in their lives.

We have over two million supporters worldwide and raised 1.9 billion dollars last year to reach more children than ever before, through programmes in health, nutrition, education, protection and child rights, also in times of humanitarian crises.

Following a major transition, our international programmes are now delivered through a merged operation with c15,000 staff, managed through seven regional hubs and reporting to a relatively small, central office. We're changing to become more efficient, more aligned, a better partner, a stronger advocate, a magnet for world-class people and relevant for the 21st century.

Contract length: 12 months

The roleThe Alternative Education for All program in South Sudan is being implemented in the two states of Jonglei and Lakes that have the poorest combination of education indicators in South Sudan, ranging from low percentages of trained teachers, high pupil teacher ratio and high numbers of over-age out of school children.

The Lakes State Project Manager will oversee the implementation of the program in four counties: Rumbek Centre, Rumbek East, Wulu and Cueibet in Lakes State. The project focuses on strengthening the capacity of the State Ministry of Education and increasing access of over-age out of school children, youth and adults to quality non-formal education. The project implements a combination of activities ranging from direct support, capacity building, community and children's participation, advocacy and policy influencing.

Qualifications and experience

Essential

• Proven international experience in managing education project of similar size and complexity.
• Experience and knowledge on implementing Accelerated Learning Programs, Vocational Training and Functional Adult Literacy
• Experience in working with partners, strengthening capacity of district level education authorities and improving the gender balance of education services
• Experience in donor reporting (preferably with DFID and CHF)
• Understanding and experience of monitoring & evaluation techniques
• At least three years management experience, including staff management, fund raising and budget management
• Experience of teacher-training and training of trainers
• Experience of working in an insecure or hardship environment
• Experience of working through systems of community participation
• Clear communication, presentation style as well as good interpersonal skills are essential.
• Excellent written English skills and familiarity with budgeting using MS Word and
• Excel;
• Excellent computer skills and competency in Word, Excel and PowerPoint;
• Willingness to be based in a remote field location

Desirable

• Previous experience in South Sudan

Familiarity with radio communication protocol

We need to keep children safe so our selection process reflects our commitment to the protection of children from abuse.

To see a full a job description, please visit our website at www.savethechildren.net/jobs

Please apply in English using your CV and covering letter as a single document, including your salary expectations for this role.

How to apply:

Application Email: Please apply with a covering letter and up-to-date CV to: 'jfawcett.37875.3830@savethechildrenint.aplitrak.com'

Country: Somalia
Closing date: 02 Nov 2014

In mid-2010 CARE Somalia/Somaliland initiated a change in its program structure and strategy - from working in technical sectors to working in more holistic programs focusing on the needs of particular ‘impact groups’. CARE has identified a number of particularly vulnerable groups in Somaliland, one of which is vulnerable rural women which the position report to. The Rural Women programming impact group are women headed families, where the husband is either absent, disabled or otherwise unable to contribute to the household livelihood that are particularly vulnerable. These women are particularly at risk of exclusion and marginalization. At the same time CARE identified that the impact of recurrent drought, excessive natural resource degradation and a lack of basic services are contextual factors that significantly influence the livelihoods of these rural women. These are causal factors behind many of them moving to cities and towns – often after losing most or all their livestock – and becoming part of the expanding population of urban poor. The aim of this program will be to work with these rural women and the communities they live in to address underlying causes of poverty, vulnerability and marginalization that affect them. CARE is looking for suitable candidate to fill the position of Senior Project Officer (Education)- Rural Women Programto be based in Hargeisawith frequent travel to other project areas.

I. Job Summary

The overall responsibility of the SPO- Education is to support education activities with the rural vulnerable women program including planning, implementation and evaluation of projects activities in Somaliland under the guidance and leadership of SOMGEP Initiative Manager and Area Managers. He/she ensures that efficient and effective systems and processes are in place to enable CARE to implement program activities in line with donor requirements. He/she will have frequent interaction with program technical, government and implementing partners.

II. Responsibilities

R1: Project Implementation

1.1 Lead all field work to conduct baseline, midline and end line studies, school assessments, and other studies that the project might undertake in the course of the project life.

1.2 Working with the program staff, MOE, and communities to identify support to target schools based on the assessment of need in all the districts of project operations.

1.3 Ensure that all the beneficiary communities participate fully in all the project work particularly in the prioritizing of community needs.

1.4 Working with the project team and MOE ensure that project intervention target marginalized children with special emphasis on the girl child.

1.5 Train and coach CECs and head teachers in the development of School Improvement Plans in collaboration with regional and district education officers.

1.6 Working closely with the project engineer, ensure that all construction/rehabilitation works are in line with the designs and BOQs and are of high quality and meet the child friendly school criteria.

1.7 Ensure that project intervention give special attention to the needs of girls and for children with special needs.

1.8 Working with CECs, school heads and Ministry of Health and MOE to promote life skills, hygiene and nutrition awareness among young learners especially girls in upper classes.

1.9 Collaborate with other rural women program activities for synergy in the implementation of project activities.

1.10 Design an overall operational plan for each region in consultation with the Regional Education Officers, CECs and other stakeholders.

1.11 Oversee the overall implementation of activities of SOMGEP project in accordance with requirements stipulated in the project documents.

1.12 Provide support to Project officers responsible for the implementation of SOMGEP in primary and secondary schools in both the Rural Women Program and the Urban Youth Program.

1.13 Assist Area Managers and Initiative Manager in producing project cash flow on monthly basis as per CARE minimum standards and donors’ requirements

1.14 Ensure that education program is implemented in close coordination with MOE and other actors of education projects

1.15 Establish good working relationship with MOE at regional and district levels, teachers and CECs and ensure that they take the leading role in planning, managing and monitoring of project activities.

1.16 Ensure that project procurement is properly planned and put into the Pamodzi system.

1.17 Work closely with the procurement officer to follow up the procurement process of the project goods and services.

R2. Partnership & Capacity Building

2.1 Train, support and coaching of education mentors, teachers and Community Education Committee (CECs) in order to ensure quality delivery of programs.

2.2 Ensure the implementation of SOMGEP project promotes capacity building to the maximum degree possible for local communities, MOE, CBOs and government staff and agencies.

2.3 Training and capacity building of CECs to oversee the management and administration of project schools.

2.4 To manage delegated budgets as require in liaison with the Area Managers to ensure that all project funds are spent in accordance with CARE and donor policies..

R3: Project Monitoring and review

3.1 Collaborate with the regional and district officials of the MOE to oversee project implementation.

3.2 Organize and participate in quarterly monitoring and evaluation of projects.

3.3 Ensure that project/program monitoring and evaluation system/tools are applied and project progress (activities and outputs), results and immediate objectives (outcomes) and impacts are systematically tracked, documented and shared as appropriate on the basis of CARE and donors’ requirements.

3.4 Travel to project sites of Education program and conduct regular monitoring of projects together with MOE and project team.

3.5 Ensure the participation of beneficiaries in M&E of project activities.

3.6 Provide technical assistance to REOs, DEOs, teachers and mentors through developing standards, monitoring/supervision tools, guidelines and trainings and other mechanisms to ensure quality of primary education.

R4. Reporting and representation

4.1 Ensure the timely production of quality monthly and quarterly reports by collating reports of different field locations into one report and submission to Area Managers or other Key management staff.

4.2 Document programme learning and disseminate lessons learned to key stakeholders in the field.

4.3 Prepare reports on each field visit conducted and submit to the report to Area Managers or other key management staff.

4.4 Prepare case studies and success stories in the course of your work with the project.

4.5 Represent CARE in all relevant forums, stakeholders such as local authorities, community leaders, representatives of NGOs, UN agencies and government issues related to education sector.

R.5 Others

5.1 Undertake any other duties as assigned by the area managers or other key management staff.

5.2 Perform other related tasks as requested by his/her immediate supervisor.

5.3 Account for CARE’s assets and interests and safeguard from loss arising from fraud, waste, weak administration and poor value for money

5.4 Carry out the responsibilities of the role in a way which reflects CARE’s commitment to delivering service to the needy beneficiaries.

5.5 To bring to the notice of the Area Managers any discrepancies, serious incidents or any urgent information which may need serious consideration regarding day to day program activities

5.6 To fulfill any additional assignments as deemed necessary by the organization.

III. Decision- Making authority

None

IV. Key Relationship /contacts

CARE sub – office staff

Staff of other CARE projects

Line ministries – MOE, MOLSA, MOH, MORA etc

Local partner organizations

Local authorities

CECs and communities

V. Direct Reports

None

VI. Working Conditions

Based in Hargeisa and requires substantive travel to project sites covering all the regions of Somaliland.

Required Qualification

· University degree in social sciences or any other related field.

· At least 3 years working experience with INGOs in Education

Person specification

· Strong command of English

· Good interpersonal and communication skills

· Good computer skills MS and Excel

· An individual with initiatives and strong team work skills

· Clearly conveying information and ideas through a variety of media to individuals or groups

· Establish courses of action for self and others to ensure work completed efficiently and effectively

How to apply:

Interested candidates who meet the criteria above are encouraged to send their application letters and detailed CVs to hrhargeisa@som.care.orgby2^nd November 2014 @ 3:30 pm**. Please indicate**‘Senior Project Officer (Education) – Rural Women Program’as the subject line of your email. Only shortlisted candidates will be contacted.

CARE is an Equal Opportunity Employer promoting gender, equity and diversity. Female candidates are strongly encouraged to apply. Our selection process reflects our commitment to the protection of children from abuse.

Country: Somalia
Closing date: 02 Nov 2014

CARE is an International NGO working in Somalia. CARE and its partners work with vulnerable communities to address the underlying causes of poverty and promote peace and development, through its strategic goal to reduce poverty by empowering women, enhancing access to resources and services, and improving governance. CARE is looking for suitable candidate to fill the position of Senior Project Officer (Education) for Rural Women Programto be based inGarowewith frequent travel to project areas.

JOB SUMMARY

The overall responsibility of the SPO- Education is to support education activities with the rural vulnerable women program including planning, implementation and evaluation of projects activities in Puntland under the guidance and leadership of SOMGEP Initiative Manager and Area Manager. He/she ensures that efficient and effective systems and processes are in place to enable CARE to implement program activities in line with donor requirements. He/she will have frequent interaction with program technical, government and implementing partners.

Key Roles and Responsibilities

R1: Project Implementation

1.1 Lead all field work to conduct baseline, midline and end line studies, school assessments, and other studies that the project might undertake in the course of the project life.

1.2 Working with the program staff, MOE, and communities to identify support to target schools based on the assessment of need in all the districts of project operations.

1.3 Ensure that all the beneficiary communities participate fully in all the project work particularly in the prioritizing of community needs.

1.4 Working with the project team and MOE ensure that project intervention target marginalized children with special emphasis on the girl child.

1.5 Train and coach CECs and head teachers in the development of School Improvement Plans in collaboration with regional and district education officers.

1.6 Working closely with the project engineer, ensure that all construction/rehabilitation works are in line with the designs and BOQs and are of high quality and meet the child friendly school criteria.

1.7 Ensure that project intervention give special attention to the needs of girls and for children with special needs.

1.8 Working with CECs, school heads and Ministry of health and MOE to promote life skills, hygiene and nutrition awareness among young learners especially girls in upper classes.

1.9 Collaborate with other rural women program activities for synergy in the implementation of project activities.

1.10 Design an overall operational plan for each region in consultation with the Regional Education Officers, CECs and other stakeholders.

1.11 Oversee the overall implementation of activities of SOMGEP project in accordance with requirements stipulated in the project documents.

1.12 Provide support to Project officers responsible for the implementation of SOMGEP in primary and secondary schools in both the Rural Women Program and the Urban Youth Program.

1.13 Assist Area Manager and Initiative Manager in producing project cash flow on monthly basis as per CARE minimum standards and donors’ requirements

1.14 Ensure that education program is implemented in close coordination with MOE and other actors of education projects

1.15 Establish good working relationship with MOE at regional and district levels, teachers and CECs and ensure that they take the leading role in planning, managing and monitoring of project activities.

1.16 Ensure that project procurement is properly planned and put into the Pamodzi system.

1.17 Work closely with the procurement officer to follow up the procurement process of the project goods and services.

R2. Partnership & Capacity Building

2.1 Train, support and coaching of education mentors, teachers and Community Education Committee (CECs) in order to ensure quality delivery of programs.

2.2 Ensure the implementation of SOMGEP project promotes capacity building to the maximum degree possible for local communities, MOE, CBOs and government staff and agencies.

2.3 Training and capacity building of CECs to oversee the management and administration of project schools.

2.4 To manage delegated budgets as require in liaison with the Area Manager to ensure that all project funds are spent in accordance with CARE and donor policies..

R3: Project Monitoring and review

3.1 Collaborate with the regional and district officials of the MOE to oversee project implementation.

3.2 Organize and participate in quarterly monitoring and evaluation of projects.

3.3 Ensure that project/program monitoring and evaluation system/tools are applied and project progress (activities and outputs), results and immediate objectives (outcomes) and impacts are systematically tracked, documented and shared as appropriate on the basis of CARE and donors’ requirements.

3.4 Travel to project sites of Education program and conduct regular monitoring of projects together with MOE and project team.

3.5 Ensure the participation of beneficiaries in M&E of project activities.

3.6 Provide technical assistance to REOs, DEOs, teachers and mentors through developing standards, monitoring/supervision tools, guidelines and trainings and other mechanisms to ensure quality of primary education.

R4. Reporting and representation

4.1 Ensure the timely production of quality monthly and quarterly reports by collating reports of different field locations into one report and submission to Area Manager or other Key management staff.

4.2 Document programme learning and disseminate lessons learned to key stakeholders in the field.

4.3 Prepare reports on each field visit conducted and submit to the report to Area Manager or other key management staff.

4.4 Prepare case studies and success stories in the course of your work with the project.

4.5 Represent CARE in all relevant forums, stakeholders such as local authorities, community leaders, representatives of NGOs, UN agencies and government issues related to education sector.

R.5 Others

5.1 Undertake any other duties as assigned bu=y the area manager or other key management staff.

5.2 Perform other related tasks as requested by his/her immediate supervisor.

5.3 Account for CARE’s assets and interests and safeguard from loss arising from fraud, waste, weak administration and poor value for money

5.4 Carry out the responsibilities of the role in a way which reflects CARE’s commitment to delivering service to the needy beneficiaries.

5.5 To bring to the notice of the Area Manager any discrepancies, serious incidents or any urgent information which may need serious consideration regarding day to day program activities

5.6 To fulfill any additional assignments as deemed necessary by the organization.

VI. Working Conditions

Based in Garowe and requires substantive travel to project sites covering all the regions of Puntland.

Required Qualification

· University degree in social sciences or any other related field.

· At least 3 years working experience with INGOs in Education

Person specification

· Strong command of English

· Good interpersonal and communication skills

· Good computer skills MS and Excel

· An individual with initiatives and strong team work skills

· Clearly conveying information and ideas through a variety of media to individuals or groups

· Establish courses of action for self and others to ensure work completed efficiently and effectively

How to apply:

Interested candidates who meet the criteria above are encouraged to send their application letters and detailed CVs to hrgarowe@som.care.org by 2^nd November 2014 @ 3:30 pm**. Please indicate**‘Senior Project Officer (Education) – Rural Women Program’as the subject line of your email. Only shortlisted candidates will be contacted.

CARE is an Equal Opportunity Employer promoting gender, equity and diversity. Female candidates are strongly encouraged to apply. Our selection process reflects our commitment to the protection of children from abuse.