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Education Advisor, Somalia

Listed on 02/09/2012

Organization:

Save the Children

Details:

Contract Period: 3 months
Duty station:  Nairobi, Kenya with frequent travel to the Somalia regions/zones
Line Management:
Abiti Tadele, Education Thematic Manager

 

Background:

Somalia is one of the harshest places on the planet, with an extreme environment that presents huge challenges to its people just in terms of simple survival. The combination of a hostile, predominantly arid environment, difficult terrain with settlements scattered over vast distances, the legacy of a nomadic way of life and a civil conflict that has shattered social structures has led to massive internal displacement of up to 1.5 million people. The displacement of people mainly into the North East Somalia has mainly been due to the relative stability and peace throughout the conflict in Somalia. Despite being relatively peaceful, the government and social infrastructures are very weak. The lack of central government in Somalia has rendered service provision, including education, the responsibility of individual regional or even district administrations who have limited capacity and resources to ensure children have access to basic quality education. Quality of education is poor with insufficient generally poor and inadequate learning spaces, absence of a standardised curriculum or medium of instruction, inadequately trained and poorly remunerated teachers, insufficient teaching and learning materials, large disparities in gender equity and a lack of a central education authority to regulate and coordinate education provision in the country.
Save the Children has education programmes in the affected areas of the Somali-region. In response to the drought crisis and declared famine in some areas, Save the Children has intensified its support to Puntland (IDP communities as well as host communities) and Galgaduud in South Central Somalia. 
Bossaso, Qardho and Garowe, though suffered a moderate level of physical destruction have to cope with poverty and environmental problems. Strongly affected by a large influx of IDPs, they have a limited absorption capacity because of their weak urban services. The local authorities lack capacity to provide basic services for its population. Hence, in towns like Bossaso and Garowe, there is limited space due to the influx of the IDPs, stiff competition for water resources, limited livelihood opportunities, limited access to basic schooling as well as access to basic health, sanitation and nutrition services. The net result is a major survival and well being gap among the IDPs who normally would have the last priority in accessing the above services. Save the Children has been supporting an integrated programme in Puntland with an outreach to 3,000 children in 10 schools. The EiE component of the programme has taken off well this year and a new phase of the integrated programme will be planned in December 2011.
In Galgaduud Save the Children is supporting emergency education in the districts of Abudwaq and Himan & Heeb.  The security situation in the two districts is relatively stable with traditional elders, community leaders and religious leaders playing a key role in the maintenance of peace and security in the area.  However, the perennial problems of civil insecurity in the region have caused multiple waves of displacement for residents, loss of life, destruction of homes and local infrastructure, including schools and water sources, and the destabilisation of livelihoods patterns for the affected communities.

Himan & Heeb is a self proclaimed state, south of Galmudug which was established in 2008.  It has a functioning government, with Mohamed Aden as president.  The Saleban (sometimes referred to as Suleman) sub clan of the Sa’ad clan predominates in this area.  Himan & Heeb is bordered by Abudwaq, Galmudug and stops just before Dhusamareeb.  There has been extensive investment into this region by Somali diaspora, co-ordinated by Mohamed Aden, resulting in the building of schools, hospitals, houses and roads. There is an approximate population of 324,688 in Himan & Heeb, of whom 139,152 are school age.  There are currently 25 primary schools in the district hosting 4,178 children (1,292 girls) which numbers to 3% of the school-age population.  124 teachers are teaching in these schools, 6 of whom are female.  None of them have received any formal teacher training.  There are still large areas of the district where there are no education activities at all.

Abudwaq, on the Ethiopian border, is administered by Ahlu Sunna.  Abudwaq has been stable for the past 2 years, and is also greatly under resourced with a high level of IDP camps and constant influx of displaced people from Mogadishu.  Abudwaq also has a functional airstrip.  Reports from Somali staff suggest there are large scale humanitarian needs, with a particular need to support the fragile education system.  2,759 children are enrolled (1,249 girls).  Data on the number of school-age children in the district is not yet available but estimates from the elders suggest a similarly low figure to that in Himan & Heeb (3%).  There are currently 15 primary schools in the district, 5 of which are operating within IDP camps, and several of these, under trees.  63 teachers are employed in these 15 schools, including 5 females.  10 among the 63 have been formally trained but the majority have not gone further than secondary level.

Two recent rapid assessments (August & October) carried out by the education cluster in Somalia confirm the need for support to emergency education. Parents, teachers and communities list their priority needs as school feeding, teacher incentives, learning materials and construction/reconstruction of schools. Both surveys raised the concerns of substantial student drop-out rates in South & Central Somalia if education was not supported. Save the Children in Somalia has since the drought crisis boosted the response to emergency education focusing on aspects such as providing temporary/semi permanent learning spaces, teacher training, provision of educational material etc. With the increased support to EiE programming across the Somalia regions/zones additional technical support is required to support the implementation of programmes.

Responsibilities:

Objective of the Mission         
1. Conduct assessment on EiE needs in Puntland and write a report
2. Develop a proposal based on the findings of the assessment as appropriate
3. Review the Mogadisho EiE assessment report and give feedback to the local partner
4. Support the technical capacity development of programme staff as needed in South Central Somalia and Puntland
5. Support the implementation of the education in emergencies programmes in South Central Somalia and Puntland

Mission Outputs          
 Progress on the EiE programmes in Puntland and South Central Somalia – documented in monthly progress reports
 Detailed report with practical recommendations for the implementation of the education components for 2012/2013
 Other work supported as required

More specific Responsibilities

1. Conduct assessment on EiE needs in Puntland and write a report
2. Develop EiE proposal based on the findings of the assessment as appropriate and scale up our EiE work in CSS and Puntland
3. Support the technical capacity development of programme staff as needed in South Central Somalia and Puntland
4. Support the implementation of the education in emergencies programmes in South Central Somalia and Puntland
5. Guide the EiE component of the ISVC programme both technically and strategically
6. Support the integrated element of the ISVC programme (coordinated with child resilience and disaster risk reduction)
7. Support and when necessary take part in coordination efforts to ensure that SCs interventions in Puntland and South Central Somalia are well coordinated with other EiE interventions in the areas.
8. Support the reporting and monitoring for the EiE programmes as necessary
9. Provide any other support required to facilitate the EiE implementation process, as requested by management 

Reporting
The Education Advisor will produce a short progress report every month and hand in an End of Mission Report to the line manager, Country director and SCD HO before completing the mission.

End of Mission Appraisal:

The line manager will be responsible for conducting a performance appraisal with the Education Advisor at the end of the mission

Appendices
- Project document and budget for Integrated Support to Vulnerable Children project (753 731)
- Project document and budget for the EiE programme in South Central Somalia
- Save the Children’s Child Protection Policy
- International Save the Children Alliance Protocol 1 incl. Staff Code of Conduct
- Child safeguarding Policy (upon arrival in Nairobi)

Requirements:

N/A

Timeline & Start Date:

N/A

Application Procedure:

Applications should be forwarded to: vacancies@scsom.org

Curriculum and Disaster Risk Reduction Consultant

Listed on 02/08/2012

Organization:

UNESCO

Details:

United Nations Educational, Scientific and Cultural Organization

Background:

UNESCO, in cooperation with UNICEF, is developing an international technical guidance tool for the effective inclusion of disaster risk reduction (DRR) into school curricula. UNESCO, as the lead agency of the UN Decade for Education for Sustainable Development (2005-2014), supports governments in their effort to integrate DRR into education sector policies, curricula and assessment with a long-term perspective towards developing a ‘culture of disaster resilience’. In preparation of this initiative, UNICEF and UNESCO commissioned a comprehensive Mapping of Global DRR Integration into Education Curricula that captures key national experiences and good practices with regard to the integration of DRR in school curricula. This exercise was based on a desk review of literature and consisted of country case study research on DRR-related curriculum development including pedagogy, student assessment, teacher professional development and guidance, learning outcomes and policy development, planning and implementation in 29 countries. The initiative should be seen in the context of the following developments: The UN International Strategy for Disaster Reduction (ISDR) Secretariat, tasked with supporting governments in the implementation of the Hyogo Framework, undertook a global campaign from 2005 to 2006 entitled Disaster Risk Reduction Begins at School. The aim was to mobilize global efforts to integrate disaster risk reduction (DRR) into school curricula and school safety infrastructures and procedures (UNISDR, 2007). During the Second Session of the ISDR Global Platform for Disaster Risk Reduction held in 2009, commitments were made to integrate DRR into school curricula by 2015, a commitment reinforced at the 2011 Third Session of the Global Platform (UNISDR, 2009, 2011a). In a compilation of national progress reports on the implementation of the Hyogo Framework from 2009 to 2011, the inclusion of DRR-related themes and topics is reported in just over half the 70 reporting countries, mainly at primary level (UNISDR, 2011b). Overall, there was a ready willingness on the part of governments to respond to the Hyogo imperative and to meet the 2015 deadline, but also a lack of understanding of the nature of DRR-related curricula and how to develop and implement them. The objective of this consultancy is to assist in the production of an international technical guidance document and tools to introduce DRR into education sector policies, curricula and assessment on DRR learning outcomes for primary and secondary school-age children. The specific aim of this work is to provide policy-makers and curriculum developers in governments, NGOs and UN agencies with guidance on how to effectively integrate DRR into school curricula. In keeping with UNESCO and UNICEF approaches to DRR in education, the guidance tool will promote Education for Sustainable Development (ESD) as a framework for teaching DRR in school. Disasters pose a serious threat to sustainable development; ESD offers the vision and tools to integrate DRR with a long-term development perspective that empowers vulnerable groups. This ultimately supports the pursuit of the Millennium Development Goals and other international development objectives. DRR in education should encompass considerations of disaster risk reduction and preparedness, disaster mitigation, vulnerability, and resilience-building; moreover, DRR should further be integrated across the curriculum and grade levels. ESD provides a pedagogical framework that promotes critical thinking and problem-solving and other social and emotional life skills that are essential to the empowerment of communities threatened or affected by disasters. DRR should also focus on the integration of school safety into teaching/learning processes.

Responsibilities:

The consultant shall be responsible for the following:
1) The development of an international technical guidance tool to integrate DRR into education policies, curricula and assessment schemes at primary and secondary school level. In particular, the work shall:
a) Include a rationale explaining why it is desirable to introduce DRR in the curriculum within the framework of ESD and the promotion of school safety initiatives;
b) Include a typology of and discussion on the different approaches and strategies for DRR integration in the curriculum;
c) Include guidance on the formulation of curricular goals and specific learning objectives;
d) Include a demonstration of alternative teaching approaches, the methods and sequencing of acquiring relevant knowledge, attitudes, and skills, and the development of supportive learning materials, related to DRR;
e) Provide benchmarks/reference standards to facilitate monitoring and evaluation of progress;
f) Draw upon the findings and lessons learned from the desk review entitled Mapping of Global DRR Integration into Education Curricula and, in particular, the recommendations outlined in Section 12;
g) Analyse, revise and adapt relevant sections of existing guidance tools on DRR, ESD and climate change education, such as the ESD Lens produced by UNESCO;
h) Include relevant tools such as planning, assessment, review and discussion tools which support DRR-related developments and reviews of curricula;
i) Present examples of successful integration of DRR into school curricula and practices;
j) Provide links to worldwide initiatives in DRR such as the ISDR Global Platform, DESD, INEE, School Safety Initiative, Child Friendly Schools;
k) Provide guidance and advice to facilitate the development of curriculum materials by teachers and communities, (e.g. suggesting guidelines that emphasize competency-building activities, leaving particular risks to be selected at the local level);
l) The guidance tool must be reader-friendly, practice-oriented and easy to use for the intended target audience.
2) The consultant should further participate in and facilitate a review meeting of the first draft of the guidance tool with the DRR advisory group to be held in Paris in May 2012.

Requirements:

• Advanced university degree (Masters or equivalent) in education, social sciences, public policy or related fields;
• Minimum 8 years professional experience in DRR and ESD with experience in working on education policy and curriculum development;
• Good knowledge of current DRR global trends and of education-specific DRR standards and policies;
• Good knowledge and experience in global education planning policies and curriculum development;
• Excellent analytical skills and demonstrate ability to integrate various information sources to develop quality analytical production with both attention to detail and the broader context;
• Strong inter-personal skills demonstrated by the ability to lead and gain the assistance and cooperation of others in a team endeavour; ability to build trust and develop and maintain effective work relationships in a multi-ethnic environment with sensitivity and respect for diversity;
• Excellent communication and negotiation skills, including ability to defend and explain difficult issues with respect to key decisions and positions to staff, senior officials and members of intergovernmental bodies. Demonstrated ability to organize and facilitate multi-stakeholders meetings / consultations;
• Sound computer skills, including proficiency in word processing, spread sheets, and presentation software;
• Fluency in English is required. Knowledge of French, Spanish, or Russian would be a significant advantage.

Timeline & Start Date:

Starting date is March 15, 2012, duration of assignment is 18 weeks

Application Procedure:

Applications must be sent with the title APPLICATION: CONSULTANCY DRR EDUCATION to j.heiss@unesco.org and a.leicht@unesco.org on or before 24 February 2012.

Programme Manager SME Development & Youth Entrepreneurship

Listed on 02/07/2012

Organization:

SPARK

Details:

SPARK develops higher education and entrepreneurship, so that young ambitious people are empowered to lead their post-conflict society into prosperity. SPARK is a dynamic and growing not-for-profit development organisation that helps young entrepreneurs to start or grow their business. Moreover, SPARK assists post-secondary education institutions to reform their curricula to better meet the needs of the labour market. Based in Amsterdam, SPARK has field offices in Belgrade, Bujumbura, Juba, Kigali, Monrovia, Mitrovica,Pristina and Ramallah.

The programmes within SPARK focuses mainly on three objectives; 1) poverty reduction (job creation) through starting and growing Small and Medium Enterprises (SMEs), 2) partner capacity building to enhance local entrepreneurship development services, 3) reducing barriers to doing business, and advocacy for the improvement of the socio-economic position of youth in fragile states.. These activities are implemented by local partners and supported by SPARK.

Background:

The successful candidate (m/f) is responsible for the overall programme coordination of one of SPARK’s SME development and Youth Entrepreneurship Programmes in fragile states. The Programme Manager is based in Amsterdam and part of a larger team including a SPARK’s Country Manager, the M&E Manager, and involving SPARK’s cooperation partners. He/she reports to the Board of Directors.

Responsibilities:

• Overall programme management & coordination, supervising and coaching country managers and other programme staff involved; 
• Overall programme planning, monitoring, evaluation & reporting;
• Financial program management;
• Quality management of programme activities;
• Training and coaching of programme partners and SPARK (field) staff on relevant topics relevant topics related to project management and business development;
• Program development, acquisition and fundraising.

Requirements:

• Minimum of 10 years programme management & coordination experience, including programme planning, monitoring, evaluation & reporting;
• Experienced in working with organizations and institutions in the public and private sector as well as with civil society organizations;
• Experience working on private sector development projects or in the private sector is a distinct advantage;
• Experience working in developing countries is essential - with experience in (post) conflict countries a distinct advantage;
• Political and cultural sensitivity;
• Good communication and social skill, diplomatic skills and the ability to (net)work in multicultural settings;
• Good verbal and written language skills in English. Knowledge of French or Arabic is an advantage
• Flexibility to travel frequently;
• Proven programme development and acquisition track record a distinct advantage.

Timeline & Start Date:

• Contract for 40 hours a week, one year contract with possibility for extension;
• Remuneration based on experience
• International, challenging and dynamic working environment
• Training opportunities.

Application Procedure:

For more information, please visit the SPARK website: www.spark-online.org. If interested, please send your letter of motivation and your CV to vacancy@spark-online.org before February 20th 2012. Reference: Vacancy Programme Manager . For questions please contact Karen Blanken at vacancy@spark-online.org or call +.31.20.7530311.

Business Development Manager

Listed on 02/07/2012

Organization:

SPARK

Details:

The Business Development Manager is part of an international team working closely together towards the development and implementation of (new) business/ programme/ project activities. S/he reports to SPARK Directors in Amsterdam. The Business Development Manager is stationed in Amsterdam, Belgrade, Brussels or East Africa.

Background:

SPARK is a growing, young, dynamic development NGO with 75 staff members in offices and Business Start-up Centres in Amsterdam, Belgrade, Bujumbura, Juba, Kigali, Monrovia, Mitrovica, Pristina and Ramallah. SPARK develops higher education and entrepreneurship, so that young ambitious people are empowered to lead their post-conflict society into prosperity. SPARK is achieving its mission by organizing business plan competitions, business skills training, SME coaching & mentoring, business incubation, SME financing, intensive higher vocational summer courses, curriculum development and quality assurance at universities and higher vocational education institutions. Find more information at http://www.spark-online.org. SPARK is currently expanding its activities in existing locations as well as to Northern Africa.

Responsibilities:

• Develop new business/ programme/project activities in SME development and higher (vocational) education, primarily in the above mentioned localities, both in response to open tenders as well as unsolicited;
• Coordinate and support efforts by SPARK field offices to develop new business/ programme/ projects;
• Raise funding for enhancement of ongoing programmes;
• Mobilise (in-kind) contributions from the business sector and broken NGO-business partnerships;

Requirements:

• Relevant university degree;
• Proven minimum of five to ten experience in business / project/programme development and/or management in higher education and private sector developments – or politicallobby activities in Brussels, preferably with the above mentioned regions/countries;
• Proven track record in successful programme / project development and acquisition (World Bank, UNDP, Europe Aid, etc.)
• Proven track record in successful acquisition of (in-kind) support of businesses to aid programmes;
• Strong relevant existing donor and/or business network;
• Awareness of relevant funding schemes, e.g. European Commission, World Bank as well as national funding opportunities;
• Familiar with project development, particularly project proposal writing (LFA method);
• Good (inter-cultural) communication and social skills;
• Good oral and written language skills in English and other relevant languages;
• Excellent presentation and networking skills and the ability to work independently. The position particularly requires an entrepreneurial and results-oriented approach.

Timeline & Start Date:

N/Avacancy@spark-online.org

Application Procedure:

SPARK offers:
• International and dynamic working experience;
• Training opportunities;
• Remuneration is partly performance-based. The fixed part of the remuneration depends on experience. The additional performance based part depends on funds raised.

If you are interested, please email your letter of motivation and your CV in English to vacancy@spark-online.org before 17 February 2012 (Reference: Business Development Manager). For more information about the vacancy, contact Karen Blanken at tel. +31 (0)20 7530277.

Education Programme Development Adviser

Listed on 02/06/2012

Organization:

Save the Children UK

Details:

Save the Children is the world’s leading independent organization for children. Our vision is a world in which every child attains the right to survival, protection, development and participation. Our education strategy for 2008–2011 focuses on five key areas of work:
• Participatory and inclusive school systems
• Education resourcing
• Children out of school because of poverty, discrimination or emergencies
• Improving quality learning experiences for children
• Capacity building of country programmes Save the Children has also adopted a strategic priority on ‘education in humanitarian crises’: so that children caught up in humanitarian crises can expect to get a basic education and education is established as a fundamental part of emergency response. No other UK or European NGO supports as much education work in both emergency and development settings. We are known for our strong programming work informed by the views and experiences of children themselves and through children speaking from their own experiences. DFID’s Bilateral Aid Review has indicated potential new opportunities which are relevant to our ambitious plans to expand the scale of our education work across five key areas, and in particular to support education in conflict affected fragile states. To enable us to maximise our success against these opportunities, Save the Children will deploy an advisor with relevant technical specialism to support countries in designing programmes that will deliver a step-change in the reach and impact of education programmes, particularly in crisis affected settings.

Background:

N/A

Responsibilities:

N/A

Requirements:

N/A

Timeline & Start Date:

N/A

Application Procedure:

Please apply online: www.savethechildren.org.uk/jobs (Reference 6952)

HEAD OF GIRLS’ EMPOWERMENT & ADOLESCENT PROGRAMMING

Listed on 02/03/2012

Organization:

CARE USA

Details:

CARE is seeking an experienced Head of Girls’ Empowerment and Adolescent Programming to provide strategic direction and intellectual leadership to CARE's effort in girls and adolescent empowerment by evolving its strategy, approaches, linkages and internal capacity to effectively address, promote and implement CARE's gender and development priorities. S/he will promote the fulfillment of the rights to equitable and quality education, as well as promoting the application of age-appropriate approaches for adolescents in other sectors. These will include fostering and promoting community-based models for preventing violence and child marriage and proactive engagement of men and boys. With support from the Senior Director for the Gender and Empowerment Unit, this role supports the refinement of CARE's strategies/approaches, incubates new products, promotes access to knowledge, leads and fosters collaboration with other teams and division across CARE, builds external partnerships and develops linkages to global expertise. The position requires excellent leadership and communications skills, a deep understanding of poverty issues, proven approaches to enhance adolescent development and leadership and the ability to develop strategic internal and external partnerships and teams, as well as lead policy and advocacy work. The position holder will have demonstrated experience and competence in strategic planning, program management and in successfully guiding, mentoring and supporting staff. The Head of Girls’ Empowerment and Adolescent Programming is also responsible for supporting the acquisition of financial and technical resources for field programs and for the global leadership and technical support capabilities. S/he will be responsible for working with individual and institutional fundraising teams to develop a robust pipeline of funding in order to implement CARE's gender transformative adolescent programming in multiple sectors. The Head of Girls’ Empowerment and Adolescent Programming will be expected to represent CARE externally around the issues of adolescents, gender, and rights (including rights to education), gender-based violence, and child marriage proactively reaching out to external organizations and coalitions, learning from external stakeholders and contributing lessons and findings from CARE’s work in gender transformative adolescent programming. CARE's programming recognizes that an end to poverty depends on the fulfillment of everyone's right to education, especially girls.

Background:

Our diversity is our strength; we encourage people from all backgrounds and experiences, particularly women, to apply. The closing date for this posting, if listed, is approximate. Job postings may be removed from CARE’s career website at any time.

Responsibilities:

•Provide ongoing supervision, leadership, support and guidance to three regional Technical Advisors and a Senior Technical Advisor, who oversees a team of 3 project coordinators.
•Provide intellectual leadership and institutional strengthening for gender transformative programming for adolescents, including education, working to utilize strategies that can be adapted to multiple sectors.
•Plan, develop and maintain strategic global partnerships and linkages with NGOs, research institutions, academic circles, foundations institutional donors, international organizations and multi-laterals.
•Work with Policy, Advocacy staff to ensure strategic policy analysis and the application of appropriate policy and advocacy strategies related to gender discrimination and promotion of leadership and empowerment among adolescents, especially girls.
•Coordinate and/or support the strategic acquisition of financial resources and their effective allocation in a manner that promotes innovation, scale-up, program integration and demonstrated impact.

Requirements:

•Master's degree in Social Sciences, Education, Public Health, International Development or related field
•Training in management or experience equivalent 6-8 years of progressively responsible professional work experience in the development, implementation, management and evaluation of programs, particularly working with children, youth, and women, marginalized groups and gender based programs in developing countries.
•5-7 years successful senior leadership in international development field with a focus on child rights, age-appropriate adolescent development, gender and education
•5-7 years experience managing and leading a complex development program
•Experience in managing USAID grants and/or contracts
•Advocacy experience that has resulted in policy change
•Experience in a previous position developing partnerships and building coalitions to advance organizational learning and program impact
•Program development skills
•Visioning and strategic development skills
•Demonstrated capacity in organizational learning and knowledge management
•Advanced written communication skills
•Effective interpersonal communication skills
•Significant technical competencies in at least two or more areas of adolescent leadership, education, and gendered programming targeting youth.
•Knowledge of policy development, management of policy implementation advocacy and community and social mobilization on adolescent and youth issues •Demonstrated ability to recruit, coach, mentor and supervise staff •Demonstrated financial management and budgeting skills Desired:
•Doctoral Degree in International Development
•Specialty in international development program management
•Direct program experience in implementing and promoting rights-based approaches.
•Experience in a previous position developing strategies for multi-donor support of gender programming
•Demonstrated teambuilding skills
•Training and Facilitation skills
•Advanced advocacy skills and competency in human rights
•Proficiency in a second language, preferably Spanish, French, Portuguese or Arabic.

Timeline & Start Date:

N/A

Application Procedure:

To apply for this post, please visit https://tbe.taleo.net/NA5/ats/careers/requisition.jsp?org=CAREUSA&cws=1&rid=1467

Finance and Grant Officer

Listed on 02/02/2012

Organization:

Radanar Ayar

Details:

Section/Dept: Operations Department
Staff Level: Senior Level Position (National)
Grade: NSP-(7) (Fixed-Term)
Budget Responsibility: Significant Budget Responsibility to

Project related accounts
Report To: Director of Operations
Reporting: Finance Assistant
Duty Station: Bogalay
Contract Type: One Year Initial Fixed Term Contract
with (3) months probation period
Starting Date: As soon as possible
Vacancy Reference: RAHR0201214-012MM

Background:

Details Scope of Work
Finance and Grant Officer – under the supervision with Operations Director and work closely with Programme Director and project staff, ensure and maintain day-to-day financial and grant management in using internationally accepted accounting system and general ledgers, ensure financial and grant management policies, standard vouching system, cash withdrawal, reimbursements, cash-counts and denominations, bank statements are being upheld. Finance and Grant Officer in close coordination with regards to LIFT Finance Officer and prepare for the Financial Statements to donors and collaborations with External Audits and UNOPS.

Responsibilities:

Financial management
 To be directly responsible for the day-to-day financial and grant management of the organisation and dealing with donors and partner agencies under the supervision of Operations Director.
 Assist Programme Director in tracking/monitoring day-to-day progress against project budget and activities, against procurement plans of the project.
 Undertaking financial basis and duly report on findings and develop grant management strategies for damage control and improvement in necessary in consultation with the Operations Director.
 Establish quarterly cash count, cash denomination and bank-statements with respective programme concerns and keep up-to-date.
 Supervise finance team performance and compliance to rules and regulations, assist in staff recruitment and periodical evaluation, manage team dynamics and optimize personal motivation, etc.
 Organize and train to project staff and community groups in the financial related activities in line with Donors and organizational financial management practices.
 Develop new standards-formats and share with other donors and programme concerns are up to date.
 Ensure and liaise with current banking system in Myanmar for any currencies and monitory firms.
 Assist in international and national audits requested by the Donors in their visits.
 Prepare annual organizational incomes that publish to outside in annual reports.

Grant Management
 Make determinations of risk profiles of prospective grantees and recommend appropriate approaches
 to mitigate the risks identified, including the development of special award conditions; In addition to pre-award assessments that follows to pre-award tasks:
 Provide technical assistance to staff and grantees on administrative policies and procedures for grants management. Technical assistance on the following topics will be provided in conjunction with other initiatives of Operations Director and Senior Management.
 Verify obligated funding available and data reported in the sub grant matrix for each project;
 Collect and maintain complete documentation of submission/transmittal of reports that are specific to grants under prime awards:
 Conduct investigations to resolve contractual issues/problems/disputes arising from grants and make recommendations to the Country Director and/or Director of Grants and Contracts for resolution;
 Routinely monitor the maintenance and control of the archive of grants;
 Ensure the final disposition of property acquired by grantee.
 Prepare and/or review documentation (selection, choice of instrument) of purchase orders and contracts financed under grants;
 Reviews organizational financial systems and report on compliance with the Radanar Ayar Finance Manual and the Generally Accepted Accounting Principles and Practices.
 Ensures that the audit procedures and work practices are in compliance with the Institute of Internal Auditors Standards for the Professional Practice of Internal Auditing (SPPIA).
 Develops a system to ensure the quality of work performed.
 Assists on donor audit assignments as required by Donor Agencies.
 Prepares financial management reports and recommendations to Senior Management on programs and projects including Head Office.

Safety and Security
 Promote a safe and secure work environment; foster a safety and security culture; and ensure consistent application of, and compliance with, Radanar Ayar’s safety and security policies and procedures in both financial and staff personnel. Safety and Security practices have to keep account in mindset and generally aware on current situations and prepare for safety plan.

Requirements:

Desirable
 B.Com, CPA or other internationally recognized accounting qualification and MBA is an asset.
 Must have prior financing and grant controlling experience of at least 5 years in a recognized organization and working with NGO is an asset. Experience in public accounting will be an advantage.
 Should have experience in dealing with management at a senior level.
 Computer literate with excellent working knowledge of computerized accounting systems especially ACCPAC is preferable or LCCI groups diplomas package.
 Should have good written and oral communication skills both in English and Myanmar Language.
 Able to work gracefully under pressure.
 Pleasant personality.

Term and Conditions
 Travel expenses will be covered for work purposes.
 Competitive salary and annual incensement will be considered upon the performance and budget conditions.
 Medical insurance will be also covered.
 Remuneration: as per organization scale and capacity skills.

Remarks
  Additional information will be required only in case of pre-selection and short listing.
  Only those who meet the basic requirements will be considered for the short listing
  Only those Shortlisted will be contacted for an Interview
  As the Post is required as soon as possible, Radanar Ayar reserves the right to select candidates and fill the position before the final date for applications.

Timeline & Start Date:

Application Procedure:

Qualified candidate should send an application letter with recent curriculum vitae, relevant documents and (2) reference letters refers to the following address or email to HRD Unit: radanar.ayar.recruitment@gmail.com not later than 15 February 2012 within office hours.

Attention:
The Search Committee
Radanar Ayar
Association for Rural Development in Myanmar
No-40, Bogyoke Aung Sann Road,
Ward-5, Bogalay 10231 Myanmar.
Phone: +959-4959-0446~8

Specialist, Child Protection and Education in Emergencies

Listed on 02/01/2012

Organization:

Save the Children

Details:

Save the Children is the leading independent organization for children in need, with programs in over 120 countries, including the United States. We aim to inspire breakthroughs in the way the world treats children, and to achieve immediate and lasting change in their lives by improving their health, education and economic opportunities. In 2010, we improved the lives of over 64 million children in need in the United States and around the world. Our goal is to reach more than 74 million children annually by the year 2012. Join our dedicated and diverse staff committed to improving the well-being of childre

Background:

The Specialist, Child Protection and Education in Emergencies provides intermediate-level technical support to Save the Children’s work in Child Protection and Education in Emergencies which aims to ensure that children are protected from harm and have access to quality educational opportunities in development, transition, and emergency settings. The position will promote collaboration and innovation between the two sectors, promote technical quality standards, build staff capacity, and document and disseminate good practice.

Responsibilities:

Provides technical assistance to regional and country offices in formulation of program during emergency response through deployment, as needed, and continued technical assistance from headquarters Provides assessment, design, implementation, monitoring and evaluation support to regional and country offices for disaster risk reduction. Builds capacity of country offices and other sector staff to design and implement quality programs on Child Protection and Education in Emergencies Monitors new developments in child protection and education programming and support SC to apply best practices in emergencies Supports development and submission of quality proposals in response to identified opportunities Establishes/maintains new/existing relationships with key donors (headquarters and regional/country level) and relevant SC colleagues.

Requirements:

Masters degree in a field related to child protection and education (child development, social work, education, psychology, sociology, anthropology, public health) Three years experience in child protection Field experience in development country settings, plus experience in emergency response deployments Understanding of child protection and education issues and knowledgeable about strategies and program design to address needs in emergencies Strong writing and editing skills, including experience developing proposals and other resource materials Experience in program implementation, monitoring, and reporting Ability to develop and conduct trainings Ability to travel, including deployment to emergency settings Ability to speak and work in UN languages a plus

Timeline & Start Date:

As soon as possible

Application Procedure:

Submit resume on-line to www.savethechildren.org under "Careers"

Education in Emergencies Specialist

Listed on 01/28/2012

Organization:

Plan International

Details:

Purpose / Role This position is responsible for assessment, response analysis, design and implementation of the education components of PLAN’s emergency response to the conflict situation in Pibor, Jonglei, South Sudan. S/he will need to co-ordinate with other Emergency Response team members and PLAN staff, especially Implementation Management, protection and other relevant technical sectors, to ensure a rapid, proportionate and effective response. S/he will need to ensure response to immediate education issues in Pibor, Jonglei with simultaneous consideration of longer term needs and possible scenarios. The specialist may be expected to take a very active role in technical co-ordination, support and advocacy with South Sudan Education Clusters and other stakeholders and technical agencies relevant to the sector. Duration: 3 months (with possible extension) Duty Station: Jonglei

Background:

N/A

Responsibilities:

Responsibilities and Tasks

1. Assessment
• Provide sectoral leadership and expertise in the assessment in Pibor, Jonglei, South Sudan.
• Conduct initial rapid assessment of current situation in collaboration with local specialists and affected population; determine priorities and immediate activities and resources
• Review, assess and update the education situation in areas affected by emergency
• Highlight education issues requiring a response – both immediate (less than 2 months) and medium term and make recommendations on specific PLAN actions required. Ensure core commitments to children are taken into consideration.
• Represent PLAN in the Education Clusters, stakeholders and Governmental and non-Governmental agencies (and military where present) for the purposes of the education aspects of the assessment.
• Assess in-country resources, human, material and financial for response with relevant staff and agencies and assist in capacity building of national staff.
• Identify potential partnerships in Pibor, Jonglei, South Sudan to implement recommendations, assess potential partners where available or make recommendations on how to fill gaps.

2. Program Design
• Define aims and objectives of the overall emergency education program (with support and feedback from the Global Education in Emergencies Specialist and country team members).
• In collaboration with national and international Education and Child Protection Actors, map current institutional response capacities – including conducting an education specific 3Ws. • In collaboration with Education Actors, develop a realistic evidence‐based, education program plan, including both programmatic and advocacy activities (results oriented).
• Design most appropriate education interventions based on the outcomes of assessments and the context.
• Ensure that issues of gender, protection, DRR, and conflict sensitivity are factored into the program design.
• Ensure PLAN’s guidelines and UN education cluster standards are considered and any departures documented.
• Work in close collaboration with other program specialists to ensure that emergency interventions build upon each other and link in to longer term programming.
• Develop an education Program Plan, concept papers, and proposals in respect of the above.

3. Response Management and Implementation
• Work closely with the relevant implementation manager(s) to ensure that the implementation of relevant activities are planned and implemented in a phased and prioritised manner in full consultation and co-ordination with all relevant agencies both governmental and non-governmental.
• Provide technical guidance and direction to PLAN for effective planning, implementation and monitoring of agreed education plans with special emphasis on the most vulnerable children and their families.
• Make frequent field visits to Pibor, Jonglei conflict affected areas to monitor implementation of activities, identify opportunities and constraints and any adjustments needed including additional staffing or staff training or other.
• Design and develop appropriate surveillance, monitoring and evaluation systems for education interventions.
• In coordination with Child Protection staff, support the Monitoring and reporting of child protection concerns and violations of child rights commitments embodied in the UNCRC, resolution 1612 and other legal instruments.
• Ensure early and rigorous implementation of quality and accountability mechanisms.

4. Response Reporting, Monitoring & Evaluation
• Develop a monitoring plan and monitoring tools (simple tools that national staff can easily use)
• Draft education interventions reports to serve as standalone deliverables or to be included in larger emergency response reports for both donor and internal purposes.

5. Information and Co-ordination
• Provide regular updates to Emergency Response Manager and emergency team on progress, priorities and constraints – verbally and in writing on an agreed frequency.
• Engage and follow up with relevant implementation manager(s)
• Represent PLAN to governmental and non-governmental groups as needed and agreed with the ERM.
• Support the implementation of, and represent PLAN in, emergency education coordination mechanisms including any relevant cluster.
• Brief updates and reports on sectoral activities/strategies to donors and other stakeholders. Key Internal Contacts Emergency Response Manager and other members of the Emergency Response team as appropriate Key External Contacts Other agencies and groups responding to the emergency, in particular those working in the emergency education sector. Global Education in Emergencies Specialist. Reporting lines Reports to Emergency Response Manager or designate

Requirements:

Selection Criteria Core Competencies
• People Skills: Ability to work independently and as a team player who demonstrates leadership and is able to support and train local and international staff and also able to work with disaster affected communities in a sensitive and participatory manner.
• Communication Skills: Well developed written and oral communication skills. Able to communicate clearly and sensitively with internal and external stakeholders as a representative of PLAN. This includes effective negotiation and representation skills.
• Integrity: Works with trustworthiness and integrity and has a clear commitment to PLAN's core values and humanitarian principles.
• Resilience/Adaptability and flexibility: Ability to operate effectively under extreme circumstances including stress, high security risks and harsh living conditions. Works and lives with a flexible, adaptable and resilient manner.
• Awareness and sensitivity of self and others: Demonstrates awareness and sensitivity to gender and diversity. Has the experience and the ability to live and work in diverse cultural contexts in a culturally appropriate manner. Has a capacity to make accurate self-assessment particularly in high stress and high security contexts.
• Work style: Is well planned and organized even within a fluid working environment and has a capacity for initiative and decision making with competent analytical and problem solving skills.
• Knowledge and skills: knowledge of PLAN policies and procedures (desired), Sphere and the Red Cross/ NGO Code of Conduct. Requires general finance, administration, information management and telecommunication skills and proficiency in information technology/ computer skills.
• Training skills: Knowledge of and ability to do training for Plan national staff and partners on Education in Emergencies
• 3 – 5 years humanitarian aid experience. • Fluency in English
• Multiple language skills desirable. Technical Competencies required for this position are
• Minimum of 5 years (of which at least 3 in the field) of progressively responsible professional experience in education in emergencies, or related fields.
• Minimum of two successful assignments in an emergency situation/context;
• All education specialists will have a good knowledge and understanding of DO NO HARM principles and established international child protection standards (especially UNCRC)
• Experience using the INEE Minimum Standards
• Experience with participatory approaches to education, emergency preparedness, crisis/emergency relief management, or other related area. Experience in the country of potential assignment is an asset.
• Experience with teacher training, non-formal education. Experience with peace education and conflict resolution, desired.
• University degree in Education or related field with good knowledge of Protection Principles and Emergency Response

Timeline & Start Date:

ASAP

Application Procedure:

Interested candidates should send a Cover Letter and CV to Sweta Shah, Global Education in Emergencies Specialist, sweta.shah@plan-international.org

Senior Advisor, Social Service Workforce Alliance

Listed on 01/27/2012

Organization:

IntraHealth International, Inc., CapacityPlus Project

Details:

Full-time, one-year consultancy. Opportunity for renewal

Background:

For many countries around the world, the social service workforce is weakened by unclear or overlapping mandates. Often there is little to no resource allocation, unclear or conflicting policy and programmatic mandates, little availability of quality training and education, and overwhelming demands for social welfare assistance. The concept of a Social Service Workforce Strengthening Alliance that would spearhead the new global movement to strengthen the social service workforce and contribute to stronger, more effective social service systems is under discussion. There is currently a nascent Alliance that facilitates ongoing support to country level actions following the November 2010 conference in Cape Town highlighting the challenges faced by the social service workforce as well as explored promising interventions to address these challenges. To give momentum to the Alliance, the Senior Advisor, Social Service Workforce Strengthening (SSWS) Alliance will principally work on scoping out the current global environment for such an Alliance. This would include identifying the common entry points, options for its organizational structure, and the development of a two year work plan for activities after 2012. The Advisor will also carry out ongoing activities currently being facilitated by the Interim Steering Committee. The Advisor will be supported by the Interim Steering Committee and by the CapacityPlus Project; he or she will be contracted through the CapacityPlus Project.

Responsibilities:

• Review policy directions for the social welfare workforce, building on initial work done by the interim steering committee in 2010-2011, to map existing networks and organizations currently involved in strengthening social welfare systems.
• Provide initial recommendations on an organizational structure for such an Alliance, including connections with other similar social service strengthening programs at global, regional and country levels.
• Provide initial recommendations on specific areas of work that the Alliance can engage in, has a comparative advantage in, or specific niche
• Support on going social service strengthening initiatives, and define the most appropriate way to ensure that lessons learned and good practice are accessible to these actors.
• Provide support to ongoing tasks for the ISC such as webinars, teleconferences and planning meetings
• Identify scope of work for the Alliance
• Develop an organizational plan
• Develop a programmatic work plan for the Alliance (beginning in 2013)
• Begin the process of setting up the Alliance
• Convene key stakeholders, facilitate relationships, and build a community of practice
• Organize and disseminate critical knowledge, resources, tools and best practices

Requirements:

• Post-graduate degree in social work or social sciences
• Minimum of 10 years’ experience working in organizational development and/or change management, with the ability to develop, review and present different global organizational models for the Alliance and the benefits/risks of each
• 8 years’ experience working within social service systems, preferably addressing social service workforce issues in low to middle income countries
• 4 years of demonstrated experience in communication with different stakeholders, preferably with inter-agency teams including multilateral, bilateral, government and NGO stakeholders
• Fluency in English required and knowledge of another United Nations official language is an advantage
• Highly developed strategic thinking skills, with proven ability to diagnose and assess complex organizational and development challenges, and to present the benefits and risks of different options to a diverse stakeholder mix
• Ability to develop strategic direction, and translate into plans and actions that lead to demonstrable results on the ground
• Synthesize information into clear, easily understandable talking points and presentations to a wide array of audiences
• Demonstrate a high degree of cultural competency • Strong networking, decision making and negotiation skills
• Strong writing skills

Timeline & Start Date:

Spring, 2012

Application Procedure:

This is a position with IntraHealth International in Washington, DC, New York or any other global location. For immediate consideration, please apply by visiting https://www6.ultirecruit.com/INT1028/JobBoard/ListJobs.aspx?__vt=ExtCan. Only applications submitted by February 15, 2012 will be considered.

Emergency Response Personnel (ERP) – Education Advisor

Listed on 01/26/2012

Organization:

Save the Children UK

Details:

TEAM/PROGRAMME: Humanitarian Department
GRADE: 3
POST TYPE: International LOCATION
Internationally Mobile: approximately 80% various field based positions, 20% Head Office (Farringdon, London) or Home based
REPORTS TO: Deputy Team Leader Programmes/Field Manager 
CHILD SAFEGUARDING: Level 3. 

The responsibilities of this post may require the post holder to have regular contact with children and young people. In the overseas context all posts are considered to be level 3.

WORKING CONDITIONS
All staff members on the ERP scheme are available and ready to be deployed anywhere in the world at short notice.  They will normally work unusual hours, undertake a lot of travel and are often working in stressful and insecure environments.  Save the Children UK will provide the necessary training, support and care to all members of the ERP Scheme.

Background:

Save the Children’s origins lie in emergency response, and this has remained central to our work ever since. Our approach integrates our emergency and development work, through the medium of our country programmes. With the increasing frequency and severity of emergencies world-wide the organisation is increasing its capacity to support programmes in both sudden onset and chronic emergency situations.  Our Emergency Response Personnel (ERP) play a key part with Save the Children’s humanitarian strategy.  Members of the ERP scheme are active members of Save the Children’s UK’s humanitarian department, and contribute to organisational learning and help build organisation capacity to respond effectively to emergencies world-wide.  Our Emergency Response Personnel are usually deployed for medium-term assignments for:
• An emergency response where Save the Children is scaling up and we need immediate emergency expertise
• Surge capacity to a country programme by either filling a vacant position and/or adding further skills and experience to country programmes
• Capacity building of individuals and/or country programmes to ensure that programmes are being run effectively

Responsibilities:

ROLE
An ERP Technical Education Advisor will generally be deployed to the field as the lead technical advisor in a small or medium-sized emergency or the 2nd phase of large emergency.  Alternatively they may be deployed as a field level technical coordinator in a complex, large-scale emergency.  On occasion they may also be asked to gap fill a senior technical advisory role in a chronic humanitarian country programme.  The ERP Technical Advisor will be expected to lead on sectoral assessment, programme design and masterbudgeting, coordination (including the Cluster), and support fundraising, recruitment and procurement liaising and linking with other sectors as appropriate. In most circumstances, the postholder will be expected to mentor and/or capacity build existing country programme staff.

MAIN RESPONSIBILITIES
The postholder will receive a context specific ToR for each deployment, which will draw upon the responsibilities outlined below.
Programme Support (typically will be for small or medium-sized emergencies):
• Lead on technical assessments in coordination with other SCUK thematic areas and/or other external sector agencies, ensuring assessment findings are documented and that all assessments include a specific analysis of children’s needs.
• Working with the Deputy Team Leader – Programmes or Team Leader develop sector response plans and masterbudgets and contribute to Save the Children’s overall response strategy ensuring that it is compatible with both the overall Education Sector Strategy (facilitated by the Education Cluster).
• Working closely with the Deputy Team Leader – Programmes or Team Leader, support fundraising for your sector, including development of high quality concept notes and proposals, and engagement with donors’ technical advisors.
• Prepare and oversee programme implementation to ensure timely delivery of programme activities (for example, monitoring against logframes, individual performance management workplans).
• Prepare timely programme and donor reports on project activities in compliance with internal SC requirements and any relevant external donor requirements.
• Working closely with the HR team, identify technical staffing needs (both national and international) for emergency programmes, and ensure rapid recruitment, induction and training of new staff.
• Identify programme supplies needs and coordinate with the logistics team to put in place a sensible phased procurement plan.
• Working closely with the Monitoring & Evaluation team put in place a sector M & E plan, ensuring this links to reporting requirements, and capacity build technical field staff in carrying out the work.
• Working closely with the Accountability lead put in place accountability activities for your thematic area, ensuring that feedback from all relevant stakeholders is considered in programme design.
• To ensure that the minimum standards of humanitarian relief are maintained in accordance with the Sphere Charter, the Red Cross Code of Conduct and with INEE Minimum Standards for Education in Emergencies.

Capacity Building:
• Identify learning and training opportunities for Save the Children staff and partners and work as a mentor and role model for less experienced staff and those with little or no education experience
Representation & Advocacy & Organisational Learning:
• Ensure that Save the Children's work is coordinated with efforts of other agencies and Government, and take a leadership role within Interagency Coordination forums (including the Education cluster), ensuring the specific needs of children are being addressed. This may involve taking the lead in coordination working groups.
• Take steps to document lessons learned for wider dissemination.
• In collaboration with senior programme staff, assist in advocacy activities that target decision-makers at all levels.
• In collaboration with the Humanitarian Technical Unit and Thematic Team, feed in learning, experiences and evidence to relevant global advocacy objectives.
• To identify opportunities and material to contribute to communications and media work, acting as a spokesperson when required.

General:
• Deliver high quality results in line with the terms of reference agreed in advance – to do this in a way which maintains the reputation of SCUK’s Humanitarian Department.
• Comply with Save the Children policies and practice with respect to child protection, code of conduct, health and safety, equal opportunities and other relevant policies and procedures.
• Help be responsible for the security of all staff. Ensure that the security, health and well being of staff are ensured and staff management and other processes and policies and systems reflect SC UK's principles of equity and fairness.
• To perform such other responsibilities as agreed with your line management.

CORE BEHAVIOURS
We look to recruit a quality workforce who have or can grow in the following core behaviours:

Understanding humanitarian contexts and application of humanitarian principles:
• Able to assess and analyse key issues in the humanitarian situation and formulate actions around them
• Actively engages in disaster coordination mechanisms and interagency cooperation
• Leads on the development of an organisational response based on an understanding of the contexts

Achieving results effectively:
• Ensures beneficiary and partner feedback is incorporated into programme design, planning and learning
• Demonstrates flexibility to adapt plans and make decisions in rapidly changing environments
• Actively manages risk and takes action to reduce risk
• Makes changes to improve performance as a result of information received
• Documents lessons learned and applies them to future projects

Maintaining and developing collaborative relationships:
• Develops strategies for teams to work across traditional boundaries, working in diverse environments
• Establishes clear objectives with teams and individuals and monitors progress and performance
• Fosters collaborative, transparent and accountable relationships through partners
• Uses negotiation and conflict resolution skills to support positive outcomes

Operating safely and securely:
• Demonstrates an understanding of wider UN/NGO security coordination and how the organisation can benefit from, and contribute to, those mechanisms
• Undertakes effective risk assessments and develops contingency plans
• Takes appropriate, coordinated and consistent action to handle situations of personal risk and risk for others

Managing yourself in a pressured and changing environment:
• Helps team members to practise stress management through prioritisation of workloads and modelling of appropriate self care
• Remains focused on the objectives and goals in a rapidly changing environment
• Remains effective and retains perspective in the face of difficult or demanding situations

Leadership: Action; Thinking; Self; Inspiring; Developing Others:
• Builds own awareness of the bigger global picture by using a broad range of sources to gather data
• Demonstrates managerial courage by confronting difficult situations and seeking resolution, and stating willingness to champion ideas
• Demonstrates approachability and trust by listening carefully to others and valuing their contribution, and making others feel comfortable by being open and honest about their thoughts and feelings
• Demonstrates self-development and management by taking responsibility for own development, and actively seeking out feedback to better understand their own strengths and weaknesses
• Openly talks about doing things differently, pushing the boundaries and ways of working
• Gives constructive feedback to enhance capabilities and responsibilities to another for the purpose of his/her development
• Works to ensure that the workplace is inclusive and the talents of individuals are harnessed to achieve business success

Requirements:

QUALIFICATIONS AND EXPERIENCE
Essential
• Minimum 3 years experience of working internationally in humanitarian programmes
• Previous first phase emergency response experience is essential
• Education to MSc/MA/MEng level in a relevant subject or equivalent field experience
• Demonstrated experience in leading assessment activities and of designing, managing, monitoring and evaluating education programmes in emergencies for international NGOs.
• Experience of applying relevant interagency humanitarian frameworks and standards in education in emergencies (for example INEE Minimum Standards)
• Previous experience of managing a team
• Previous experience of project management
• Experience of and commitment to working through systems of community participation and accountability
• Demonstrated monitoring and evaluation skills
• Ability to work both in an advisory and a hands on implementation capacity
• Proven capacity to supervise, train and coach staff
• Experience of representation and ability to represent SCUK effectively in external forums.
• Experience of preparing successful funding proposals for donors
• Ability to write clear and well-argued assessment and project reports
• Excellent communication skills
• Strong influencing skills and experience in advocacy
• Experience of representation, including Cluster coordination
• Politically and culturally sensitive with qualities of patience, tact and diplomacy
• A high level of written and spoken English
• The capacity and willingness to be extremely flexible and accommodating in difficult and sometimes insecure working circumstances.
• Commitment to the aims and principles of SC UK. In particular, a good understanding of the SC UK mandate and child focus and an ability to ensure this continues to underpin our support

Desirable
• Language skills in French, Spanish, and/or Arabic
• Experience or knowledge of working and living in relevant regions/contexts
• Specific experience of designing and managing DFID, ECHO and UNICEF projects
• Specific experience of working in consortia projects.

Timeline & Start Date:

Application Procedure:

To apply to this post, please visit http://www7.i-grasp.com/fe/tpl_savethechildren01.asp?s=SGpRoUZwJhYKpMmYhe&jobid=34306,5440568748&key=22973642&c=762545475221&pagestamp=sesrpsiqszgcwzatgd. This position closes at midnight on Sunday 19 February 2012.

Director, Education Resource Mobilization

Listed on 01/24/2012

Organization:

Save the Children

Details:

Save the Children is the leading independent organization for children in need, with programs in over 120 countries, including the United States. We aim to inspire breakthroughs in the way the world treats children, and to achieve immediate and lasting change in their lives by improving their health, education and economic opportunities. In 2010, we improved the lives of over 64 million children in need in the United States and around the world. Our goal is to reach more than 74 million children annually by the year 2012. Join our dedicated and diverse staff committed to improving the well-being of children.

Background:

The Director, Education Resource Mobilization provides support for Department of Education and Child Development’s (DECD) new business opportunities—both public and private, but with a strong focus on the public fundraising. S/he will work with the AVP-DECD, and the Senior Directors (4) to identify, pursue, and prepare funding opportunities in education and child development, including Basic Education, literacy, School Health and Nutrition, Early Childhood Development, and education in emergencies. S/he will 1) identify and track new opportunities, 2) prepare country offices to respond to requests for proposals, 3) work with the senior directors to develop the language for a number of key competencies of DECD (including literacy, teacher training, community pre-schools, and emergency education response), 4) be the lead technical writer on major proposals, 5) work with cost proposal leads to ensure technical components are appropriately reflected in cost proposals.

Responsibilities:

Lead DECD support for new business development, including organizing and coordinating DECD inputs, supporting documentation, capability statements, PPRs, etc. Lead proposal development and be the lead technical writer Collaborate with New Business Development and Resource Development in preparing annual strategies and plans in support of priorities. Liaise with and represent SC to donors and partners Work collaboratively with the Technical team, Knowledge Management, M & E Advisors and in-country education staff, to document education programming Support proposal development and prepare countries to respond to major public funded opportunities

Requirements:

Masters degree in education or a related field At least 8 years’ experience in work on international education programming
Previous experience in preparation of successful proposals Knowledge of USAID technical procurement procedures required
Very strong writing, editing, computer, and analytical skills. Ability to interact with established networks of senior level international education professionals, donors, universities and other partners
Team player with a good perspective of field programs
Strong interpersonal skills and ability to develop and maintain relationships with key groups (internal and external) to the organization
Previous developing country experience desirable Demonstrates SC Core Values

Timeline & Start Date:

As soon as possible

Application Procedure:

Submit resume on-line to www.savethechildren.org under "Careers"

Program Manager - Higher Education Support

Listed on 01/18/2012

Organization:

The Open Society Foundations

Details:

The Open Society Foundations work to build vibrant and tolerant democracies whose governments are accountable to their citizens. To achieve this mission, the Foundations seek to shape public policies that assure greater fairness in political, legal, and economic systems and safeguard fundamental rights. On a local level, the Open Society Foundations implement a range of initiatives to advance justice, education, public health, and independent media. At the same time, we build alliances across borders and continents on issues such as corruption and freedom of information. The Foundations place a high priority on protecting and improving the lives of people in marginalized communities. Investor and philanthropist George Soros established the Open Society Foundations, starting in 1984, to help countries make the transition from communism.  Our activities have grown to encompass the United States and more than 70 countries in Europe, Asia, Africa and Latin America.  Each Foundation relies on the expertise of boards composed of eminent citizens who determine individual agendas based on local priorities.

For more information about HESP, please see: http://www.soros.org/initiatives/hesp

Background:

The International Higher Education Support Program promotes the advancement of higher education within the humanities and social sciences by providing assistance to a network of institutions ranging from undergraduate universities to doctoral programs and centers for advanced study. The program works closely with Central European University, OSI Scholarship Programs, and Soros foundations to develop a variety of programs for students, academics, and education professionals at higher education institutions across Central, Eastern, and South Eastern Europe, the former Soviet Union, and Mongolia. The program has also started to expand beyond its traditional regions of activity by developing initiatives in Africa and Nepal. The program provides financial and technical assistance to both institutions and individuals. Institutional support focuses on curriculum and faculty development, improving methods for teaching and learning, and creating institutional networks that can advance higher education reforms. The program supports individuals through a number of regional programs that build the skills and capacity of academics working in the social sciences and humanities. In addition to finding new partners at universities in Georgia, Kosovo, Serbia, and Ukraine, the program recently began an initiative in Africa that will assist universities and faculty members in research and policy development to help the continent adapt to climate change.

Responsibilities:

• Under the supervision of HESP Director for Institutional Support, manage HESP institutional grant portfolio, including preparing grants for approval and reviewing the reports;
• Together with HESP Director and HESP Director for Institutional Support organize a regular review process of the Network Institutions;
• Together with HESP Director for Institutional Support prepare ISP reports to Higher Education Sub-Board and OSF Senior Management;
• Work with Network Institutions identifying their capacity-building needs; • Work with Network Institutions on developing their strategic plans;
• Contribute to the development of HESP ISP network-building initiatives; • Organize Program meetings and conferences;
• Organize Higher Education Sub-Board members’ visits to Network Institutions;
• As a member of HESP team, contribute to the development and implementation of our global strategy;
• Maintain familiarity with the developments in higher education and social, political and economic situation in the countries hosting Network Institutions;
• In the absence of a Program Coordinator, provide the administrative support necessary to every aspect of the running of the program, including preparation and updating of files, contracts, consultancy contracts, organizing events and trips as requested by the ISP Director or the HESP Director; and
• Generally speaking, accomplish any task required by the ISP Director or the HESP Director.

Requirements:

• Minimum Master’s degree or equivalent in Humanities or Social Sciences;
• Extensive higher education work experience in an international setting;
• Excellent written and oral English language skills;
• Working knowledge in Russian;
• Knowledge of other languages of the countries the Program operates would be an asset.
• Excellent organizational skills;
• Ability to work independently as well as to contribute to teamwork;
• Punctuality;
• High level of self-motivation and ability to work under pressure;
• Willingness to travel globally;
• Ability to work across a variety of cultures;
• Good knowledge of OSF computerized management systems would be an asset.

Timeline & Start Date:

Location: London, UK Start date: ASAP

Application Procedure:

Compensation: Salary range £45,000 to £48,000 per annum commensurate with qualifications and experience. Excellent benefits package. To Apply: Please send a cover letter, a CV and writing sample before Monday 13th February 2012 to: recruitment-IP@osf-eu.org and include job code in subject line: SPMHESP No phone calls, please. The Open Society Foundations is an Equal Opportunity Employer.

Deputy Chief of Party

Listed on 12/28/2011

Organization:

International Rescue Committee

Details:

Since its inception in 1933, the International Rescue Committee (IRC) has been a global leader in emergency response and providing durable solutions for conflict- and crisis-affected populations.

Background:

IRC seeks a Deputy Chief of Party (DCOP) for a USAID funded project focusing on supporting the Iraqi government on improving quality education for Iraqi children and youth. The DCOP will be expected to provide clear and coherent programmatic leadership to the partnership. This position will have a strong program quality focus, and together with the other members of the senior management team, will work to ensure that the activities of this project are implemented in accordance with established standards and recognized best practices.

Responsibilities:

Oversee the quality of Iraq Education program activities, through the oversight of service delivery under each of the program’s objectives and the identification and replication of best practices; Ensure that the partnership provides capacity development of local CSO partners and local education structures; Ensure that community mobilization efforts are aligned with best practices and contextual and cultural norms; Supervise the activities of the Education Technical staff of IRC and partners; DCOP will be expected to maintain productive working relationships with all members of the partnership and the Ministry of Education, conduct field monitoring and familiarization visits, and Ensure the final quality of all program outputs.

Requirements:

Minimum 10 years experience working in community education and / or supporting community organizations; Master’s Degree in education; PhD preferred; Strong personnel leadership skills, particularly mentoring skills; Experience in service delivery and community mobilization; Teaching and Training experience; Fluency in English required and working knowledge of Arabic; Regional experience preferred.

Timeline & Start Date:

March 1, 2012

Application Procedure:

For a detailed TOR and to apply online, visit our website, http://www.RESCUE.org/JOBS.

Deputy Chief of Party, Education

Listed on 12/20/2011

Organization:

IRC

Details:

IRC seeks a Deputy Chief of Party (DCOP)* for a $50 million Education Project in Iraq. The focus of the project will be to support the Iraq government on improving quality education for Iraqi children and youth.

Background:

The International Rescue Committee responds to the world’s worst humanitarian crises and helps people to survive and rebuild their lives. Founded in 1933 at the request of Albert Einstein, the IRC offers lifesaving care and life-changing assistance to refugees forced to flee from war or disaster.At work today in over 40 countries and in 22 U.S. cities, the IRC restores safety, dignity and hope to millions who are uprooted and struggling to endure. The IRC leads the way from harm to home.

The DCOP will provide clear and coherent programmatic leadership to the partnership. This position will have a strong program quality focus, and together with the other members of the senior management team will work to ensure that the activities of this project are implemented in accordance with established standards and recognized best practices. *Contingent upon award of contract.

Responsibilities:

• Oversee the quality of Iraq Education program activities, through the oversight of service delivery under each of the program’s objectives and the identification and replication of best practices;
• Ensure that the partnership provides capacity development of local CSO partners and local education structures;
• Ensure that community mobilization efforts are aligned with best practices and contextual and cultural norms;
• Supervise the activities of the Education Technical staff of IRC and partners
• Ensure proactive coordination and collaboration among partner agencies in areas relating to technical aspects of project activities;
• Liaise closely with the M&E Team to ensure coherence between M&E approaches on the one hand and program implementation on the other;
• Advise and assist the Chief of Party on matters related to partner compliance with programmatic standards and factors relating to achievement of the programmatic targets set by the program partners;
• As required, represent the program to national and local authorities and other relevant organizations;
• Replace the CoP for short-periods as required, and carry out additional duties as requested. The DCOP will be expected to maintain productive working relationships with all members of the partnership and the Ministry of Education, conduct field monitoring and familiarization visits, and ensure the final quality of all program outputs. The DCOP will be based in Baghdad. The DCOP should be prepared to implement programming in remote and insecure environments.

Requirements:

• Minimum 10 years experience working in community education and / or supporting community organizations
• Master’s Degree in education; PhD preferred • Strong personnel leadership skills, particularly mentoring skills.
• Experience in service delivery and community mobilization
• Experience in working with a diverse team
• Teaching and Training experience
• Excellent collaboration skills with local, national, and civil society stakeholders
• Good writing and critical thinking skills
• Monitoring and evaluation skills
• Fluency in English required and working knowledge of Arabic desired
• Regional experience preferred

Timeline & Start Date:

ASAP

Application Procedure:

http://tbe.taleo.net/NA2/ats/careers/requisition.jsp?org=IRC&cws=1&rid=7654

Deputy Director, Emergency Preparedness and Response Unit

Listed on 12/20/2011

Organization:

IRC

Details:

The Deputy Director of the Emergency Preparedness and Response Unit provides leadership to strategic unit initiatives, while also managing the Emergency Response Team within large responses. The Deputy Director will bring substantial skills and experience within the field of developing state of the art institutional systems. The IRC is looking for a candidate with the management depth and composure to assure consistent and responsive decision making while leading major emergency responses in fluid and often-volatile crisis environments.

Background:

The International Rescue Committee (IRC) responds to the world’s worst humanitarian crises and helps people to survive and rebuild their lives. Founded in 1933 at the request of Albert Einstein, the IRC offers lifesaving care and life-changing assistance to people affected by war or disaster. At work today in over 40 countries and 22 U.S. cities, we restore safety, dignity and hope to millions who are uprooted and struggling to endure. The IRC leads the way from harm to home.

The position of Deputy Director will collaborate frequently with other entities within IRC, as a team approach within emergencies is an agency wide priority. Key relations will be maintained both within field sites and at Headquarters (IRC-UK, technical units, regional units, and the Human Resources and Finance Departments). The Deputy Director reports to the Director of Emergency Preparedness and Response.

Responsibilities:

Emergency Response Policy Development and Implementation Management Develop a robust policy base upon which IRC launches all emergency response interventions. This policy will include both programmatic and operations focused content, with the Deputy Director leading on the development of the operations content. This should include content that stipulates how the IRC ensures: Responses are proportionately scaled and scoped to the size and severity of the crisis; Rapid and accountable start-ups of new projects and country/field offices; Appropriate field and project management during the emergency phase of assistance delivery, Proactive staff recruitment and retention practices, and; An organizational environment that promotes staff safety throughout all phases of IRC operations Inclusive and well managed transitions to post-emergency programming and management Work in collaboration with the Director (EPRU) to develop programmatic models for IRC emergency interventions. Work in collaboration with EPRU and Emergency Response Team colleagues to ensure consistent application of modeled programs during emergency responses – measuring suitability and refining where required. Lead the process of policy rollout; manage implementation to ensure compliance in conjunction with the Emergency Response Team during interventions. Emergency Preparedness Systems Management Develop and manage a training program for IRC emergency responders. The program should incorporate training for IRC roster participants, IRC staff working within high risk countries, and over time, a system by which the IRC will offer fellowships for young professionals. Train emergency responders in collaboration with colleagues from the EPRU and Emergency Response Team. Manage IRC emergency staffing rosters to ensure immediate access to qualified staff during rapid onset emergencies. Through proactive communication and support, ensure that IRC country programs understand how IRC Rosters function and how resources can be mobilized. Refine and manage the IRC’s prepositioned emergency stock system. Ensure that stocks are positioned in geographic locations to assure effective deployment. Work with IRC ERT and Country Programs to highlight deployment protocols. Emergency Response Team Management Working in collaboration with the Directors of the EPRU and IRC Technical Units supervise Emergency Response Team deployments. Assure that deployment protocols are efficient, clear and well publicized. Supervise ERT staff while on emergency deployment, within large responses, ensuring that programs are delivered to scale and to high level of quality and accountability. Other Contribute to the development of IRC global systems, policies and procedures, providing input on emergency needs and environment specific challenges

Requirements:

Minimum 7 years n senior management roles in humanitarian interventions, including experience in a variety of regions and emergency contexts (conflict/natural disaster; rapid onset/slow onset/chronic; direct implementation/partnerships); Experience in capacity building and training program development preferred; Graduate level degree in relevant field (management, public administration, finance, etc.) preferred; Ability in ‘big picture’ thinking and planning, but comfortable delving into micro issues as well. Demonstrated leadership, management, organizational skills, including systems and policy development. Ability to travel 25% of the time. French language skills preferred.

Timeline & Start Date:

ASAP

Application Procedure:

To apply for this job, please visit http://tbe.taleo.net/NA2/ats/careers/requisition.jsp?org=IRC&cws=1&rid=7612

Education Coordinator

Listed on 12/12/2011

Organization:

IRC

Details:

The Education Coordinator is responsible for the overall management and monitoring of Education programming in Iraq. This includes sector strategy development, proposal development, technical oversight, staff management and development, administrative supervision, budget management, grants compliance and local partner relations. The Education Coordinator will be based in Erbil and is expected to travel a minimum of 50% of her/his time to project locations, including Baghdad, taking into consideration IRC’s Iraq security protocols. S/he reports to the Deputy Director of Programs (DDP).

Background:

The International Rescue Committee (IRC) responds to the world’s worst humanitarian crises and helps people to survive and rebuild their lives. Founded in 1933 at the request of Albert Einstein, the IRC offers lifesaving care and life-changing assistance to refugees forced to flee from war or disaster. At work today in over 40 countries and 22 U.S. cities, we restore safety, dignity and hope to millions who are uprooted and struggling to endure. The IRC leads the way from harm to home.

Responsibilities:

New business development
• Develop and update the Education sector strategy and coordinate the expansion of education programming in close collaboration with the education team, DDP and the Child and Youth Protection and Development (CYPD) Technical Unit.
• Design and develop concept notes and proposals for new programming. Program management
• Ensure that all interventions are in compliance with the IRC’s program framework, international CYPD and educational standards and national policies.
• Ensure that programs are in line with INEE Minimum Standards and SPHERE Protection Standards.
• Oversee implementation of CYPD and education programs, management of budgets (budget forecasting, development of spending plans and budget follow-up) and reporting in accordance with IRC and donor regulations.
• Ensure that monitoring and evaluation systems are developed (including indicator tracking sheets) and implemented in all education programs, that activity, output and effect data are captured in an accurate and efficient manner, and that programs are continually tailored to optimize quality.
• Work with M&E Manager to design robust monitoring tools for remote monitoring and ensure program quality.
• Manage education teams, providing continuous support and ensuring capacity building of staff.
• Collaborate closely with other program departments and support departments. Representation and coordination
• Build strong relationships with Education Ministry officials, donors and other stakeholders, establishing IRC as a key actor in Education and other CYPD sectors.
• Serve on coordinating bodies and represent IRC CYPD in relevant stakeholder meetings.

Requirements:

• Advanced university degree in education or a related field.
• Understanding of policy issues and technical experience in areas of primary, non-formal, and emergency education as well as teacher training & psycho-social support.
• At least three years of international experience in education, including experience in emergency or post-conflict project management.
• Demonstrated experience in CYPD related field
• Strong strategic thinking and proposal writing skills
• Strong leadership, staff management and capacity building skills.
• Excellent communication skills, cultural sensitivity, flexibility, ability to improvise, team player.
• Ability to live and productively work under stress and in insecure and harsh environments while maintaining a sense of humor.

SPECIFIC SECURITY SITUATION/HOUSING
The Education Coordinator will be based in Erbil, Iraq with travel to Baghdad. The security situation in Iraq continues to be volatile. Security measures are in place (guarded compounds, communication systems, movement restrictions). The candidate should be prepared to implement programming in remote and insecure environments. This is a non-accompanied position. The Education Coordinator will live in shared housing.

Timeline & Start Date:

ASAP.

Application Procedure:

To apply for this job, please visit http://tbe.taleo.net/NA2/ats/careers/requisition.jsp?org=IRC&cws=1&rid=7630

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