TITLE:  Education Officer

TEAM/PROGRAMME: Programme Operations

LOCATION:  Unguja

GRADE: 4

CONTRACT LENGTH: 9 Months Specific Task Contract

CHILD SAFEGUARDING

Level 3: √ the post holder will have contact with children and/or young people either frequently (e.g. once a week or more) or intensively (e.g. four days in one month or more or overnight) because they work country programs; or are visiting country programs; or because they are responsible for implementing the police checking/vetting process staff.

SCOPE OF THE ROLE

Overall responsible for effective management of education project activities and budgets under Sida Integrated Project/Mradi Jumuishi in Unguja project districts in close collaboration with the authorities of respective communities/shehias, schools, wards, Kati and Kaskazini A Districts to ensure target children; girls and boys realize their right to safe school environment for regular attendance, retention, quality learning and wellbeing.  With the leadership support from Senior Programme Manager and technical support from Education Specialist, the job holder will work towards consolidation of Save the Children’s experience, strategies, approaches and learning from implementing education project in 28 primary schools in four districts of Unguja (Kaskazini A and Kati) and Pemba (Micheweni and Mkoani) to strengthen safe learning environment in and around 14 schools/communities in Kaskazini A and Kati  districts; 7 schools from each district (2022-2024) with the overall objective of improving children’s school attendance, retention, completion, learning and wellbeing outcomes 

Reports to : Senior Programme Manager (Zanzibar)   

Staff reporting to this post  : None

Budget Responsibilities       : None

 KEY AREAS OF ACCOUNTABILITY 

1.    Project Management (planning, budgeting, delivering, monitoring, reporting and evaluation)

1.1.  Planning and Budgeting: with support from the Senior Programme Manager prepare annual work plan and budget and subsequent quarterly plans and budgets as well as prepare/provides inputs for the Detailed Implementation Plan (DIP) and submit to SPM for review and or endorsement. Wherever feasible and as much as possible ensure the planning and budgeting process involves participation of rights-holders (male and female parents/caregivers, children/students and community members); duty-bearers (Shehia, ward leaderships as well as key district departments such as social welfare, community development, education, inclusive and life skills, and planning). All this aims at fostering ownership and sustainability of the project outcomes.

1.2.   Implementation: ensure the approved annual/quarterly/monthly work/activity plans and budgets are delivered on budget, time and with scope, and to the highest quality. Among other things ensure the use of impactful tools including, but not limited to quality benchmarks, relevant approaches and project management tools including but not limited to DIP, MEAL Plan and Procurement Plan. To keep planned activities and budgets are on track, the project officer is should ensure timely requisition of goods and services. The project officer is expected to ensure participation of key project stakeholders, partners and beneficiaries in the implementation processes, as seen feasible.

1.3.  Monitoring, Evaluation, Accountability and Learning (MEAL)

• Monitoring: the project officer should observe regular monitoring and follow ups of activities being implemented to ascertain progress against plans and based on the outcome of the evaluation take corrective actions or advice for such actions. The project officer should keep track of gathered data/information from monitoring to inform monthly/quarterly/yearly reports and to a certain extent an evaluation report. This should include, but not limited to monitoring of caregivers sessions and training and rollout of Pre-primary Teachers Continuous Professional Development (CPD).

• Evaluation: with technical supports from MEAL and education specialists and SPM the project officer will assist with generation of evidence-based data, information/learning on the outcomes of the project on target children’s learning and wellbeing.

• Accountability: the position holder is required to be accountable to children and communities by sharing appropriate and timely information, by supporting them to influence decision-making processes that affect them, by enabling them to provide feedback about our work, and by adapting our approaches based on the findings of these processes. Note that Save the Children’s principle and approach to being accountable tochildren and communities is closely linked to our mandate as a child rights organization.

• Learning: to support in improving the quality of Save the Children’s work for and with children the project officer should ensure systematic incorporation of lessons, recommendations and observations, including findings and evidence that emerge from monitoring, evaluation and accountability mechanisms. In the same vein, the job holder contribute in evidence for country’s Learning Agenda as well as draft reports including donor reports for review/endorsement by SPM.   

2.    Project Closure: in close collaboration with SPM ensure timely preparation for proper handover of the project to partners and or extension of project duration or expansion of the project scope. Ensure documentation of project results/lessons learned, what worked well and recommendations and share with relevant government departments, partners and representatives of key beneficiaries an exit meeting.

3.    Collaboration and Representation

• Represent Save the Children in relevant forums as assigned by the Senior Programme Manager r
• Liaise with key stakeholders, including head teachers, teachers, school committees, community-based structures and partners as well as participate actively in coordination meetings.
• Collaboration with other team members within the organization to ensure synergies and consistency in Save the Children’s programming approaches.

4.    Compliance: work in line 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.

BEHAVIOURS (Values in Practice)

Accountability:

·         holds self-accountable for making decisions, managing resources efficiently, achieving and role modelling Save the Children values;

·         holds the team and partners accountable to deliver on their responsibilities-giving them the freedom to deliver in the best way they see fit, providing the necessary development to improve performance and applying appropriate consequences when results are not achieved in the best interest of the children

Ambition:

·         sets ambitious and challenging goals for themselves and their team, takes responsibility for their own personal development and encourages their team to do the same;

·         widely shares their personal vision for Save the Children, engages and motivates others

·         future orientated, thinks strategically and on a global scale

Collaboration:

·         builds and maintains effective relationships, with their team, colleagues, Members and external partners and supporters;

·         values diversity, sees it as a source of competitive strength;

·         approachable, good listener, easy to talk to;

Creativity:

·         develops and encourages new and innovative solutions;

·         willing to take disciplined risks;

Integrity:

·         honest, encourages openness and transparency; demonstrates highest levels of integrity

QUALIFICATIONS AND EXPERIENCE 

Essential:

·         University or College qualification and minimum of three years professional experience with education/early childhood development work.

·         Strong knowledge and understanding of status of education sector in Tanzania, in particular basic education, especially early learning (successes, challenges and what to be done)    

·         Demonstrated commitment to improving the lives of children; girls and boys including those with special needs in schools and vulnerable and marginalized households.

·         Strong organizational skills.

·         Proven technical knowledge and skills in the development field, child participation, education and influencing policies and practices to foster children’s equitable access to safe and quality learning/education.

·         Ability to travel independently, including to rural communities and working long hours and maximum pressure.

• Strong verbal and written English and Kiswahili languages.
• Strong interpersonal skills and the ability to work collaboratively with others
• Strong reporting skills
• Good computer skills (MS Office, including Outlook for email)

·         Commitment  to  and  understanding  of  Save  the  Children’s  aims,  values  and principles  including rights-based approaches

Desired: Background in parenting and early learning (ECD and early grades including designing tools such as guidelines and modules) is an asset.

Additional job responsibilities

The duties and responsibilities as set out above are not exhaustive and the role holder may be required to carry out additional duties within reasonableness of their level of skills and experience.

Equal Opportunities

The role holder is required to carry out the duties in accordance with the SCI Equal Opportunities and Diversity policies and procedures;

Child Safeguarding

We need to keep children safe so our selection process, which includes rigorous background checks, reflects our commitment to the protection of children from abuse.

Safeguarding our Staff

The post holder is required to carry out the duties in accordance with the SCI anti-harassment policy

Health and Safety

The role holder is required to carry out the duties in accordance with SCI Health and Safety policies and procedures.