Content Development Coordinator

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Plan International is an independent development and humanitarian organisation that advances children’s rights and equality for girls.

We believe in the power and potential of every child. But this is often suppressed by poverty, violence, exclusion and discrimination. And it’s girls who are most affected.

Working together with children, young people, our supporters and partners, we strive for a just world, tackling the root causes of the challenges facing girls and all vulnerable children.

We support children’s rights from birth until they reach adulthood. And we enable children to prepare for – and respond to – crises and adversity. We drive changes in practice and policy at local, national and global levels using our reach, experience and knowledge.

We have been building powerful partnerships for children for over 80 years, and are now active in more than 70 countries.

ROLE PROFILE

Title Content Development Coordinator- Lego Play Matters Project
Functional Area Education
Reports to Project Manager- Lego Play Matters Project
Location Yumbe Travel required Yes
Contract duration  1 year    
Effective Date September 2021 Grade  

role PURPOSE

Plan International is an independent child rights and humanitarian organisation committed to children living a life free of poverty, violence and injustice. We actively unite children, communities and other people who share our mission to make positive lasting changes in children’s and young people’s lives. We support children to gain the skills, knowledge and confidence they need to claim their rights to a fulfilling life, today and in the future. We place a specific focus on girls and women, who are most often left behind. We have been building powerful partnerships for children for more than 78 years, and are now active in more than 70 countries.

The Content Development Coordinator will be responsible for development of Learning through Play (LTP) content materials for the technical areas that Plan International Uganda has been assigned to take lead on across the region working in collaboration with the Content Development and Partnership Coordinator. He/she will play an active role in the implementation of content materials with the field teams/project officers and support content development processes with consortium partner Organizations.

Dimensions of the Role

  • Lead in the development of primary school learning materials including subject matter content under Plan International Uganda mandate.
  • Support in identification of content development resource persons/consultants for the various technical areas
  • Supporting collection and review of existing subject-matter content, documents and curricula materials
  • Support content development and adaptation.
  •  Provide leadership in the translation of materials developed.
  • Support Field team in the distribution of Learning through Play materials
  • Support in the development of project work plans, budget and Monitoring Evaluation and Learning documents.
  • Support deliver and manage training of various stakeholders and consortium partners
  • Work closely with project field staff in implementing Learning through Play content materials and other broader stakeholders.

Child Protection and Gender Equality & Inclusion

Ensures that Plan International’s global policies for Safeguarding Children and Young People and Gender Equality and Inclusion are fully embedded in accordance with the principles and requirements of the policy including relevant Implementation Standards and Guidelines as applicable to their area of responsibility. This includes, but is not limited to, ensuring staff and associates are aware of and understand their responsibilities under these policies and Plan International’s Code of Conduct (CoC), their relevance to their area of work, and that concerns are reported and managed in accordance with the appropriate procedures.

Key relationships

  • The Content Development Coordinator will work in close collaboration with Content Development and Partnership Coordinator, project officers and Education stakeholders at district levels. H/she will specifically maintain regular working relationship with project coordinators, officers and education stakeholders relevant to the task assigned. In addition, H/she will also maintain regular working relationship with other partners implementing similar interventions in the project locations to ensure harmonized programming and implementation of project interventions.

High Level Contact:

Internal:

  • Program Area teams, and other focal points supporting similar activities.
  • Country Office teams supporting implementation of project activities

External :

  • Project Consortium members supporting implementation of project activities physically or virtually.
  • District stakeholders, other partners and communities supporting implementation of project activities.

Leadership and BUSINESS management COMPETENCIES

Leadership COMPETENCIES

  • Set and communicate ambitious but realistic work goals and priorities, explaining how these contribute to Plan International’s purpose.
  • Set high standards for self and others’ behavior, inside and outside work. Championing our values and commitment to rights, gender equality and safeguarding. Supporting the health, well-being and both physical and psychological safety of our staff, including their safety to speak out.
  • Hold self and others to account for what we have agreed, dealing with poor performance quickly, firmly and constructively.
  • Create a positive team spirit, helping people work well together, to reflect and continuously improve the efficiency and quality of what we do.
  • Collaborate with team members, colleagues and partners in finding creative solutions to problems by sharing information, experience and ideas and actively seeking their input.
  • Motivate and developing others by taking an interest, giving constructive feedback and praise, ensuring they are properly trained and helping them utilize their potential.
  • Accept change and support others in adjusting to it, helping them understand.

BUSINESS management COMPETENCIES

  • Understand relevant sectoral context including how the sector operates in terms of funding and governance and awareness of Plan’s purpose, values, and global strategy
  • Manage legal and reputational risk including risk assessment, communication, risk management and reporting in full compliance with risk-related standards, including in areas such as Child and Youth Safeguarding and Protection, Gender equality and inclusion, Counter Fraud, Safety and Security
  • Manage activities and resources including skills in strategic thinking, planning and organising, financial planning and monitoring, negotiation and programme and project management
  • Manage people and information including skills in assessment and coaching, evidence-based management, communication skills, both speaking and writing, and digital working, including personal digital skills.

Technical expertise, skills and knowledge

  • Bachelor’s or Master’s degree in Primary Education/Early Childhood, Child Development, Development Studies, Social Sciences or any relevant field with wide demonstrated relevant experience working with International Non-Governmental Organisations.
  • At least three years of progressively professional work experience in design, implementation and evaluation of Primary Education and or Early Childhood Development. Familiarity with Learning through Play strategies is an asset.
  • Excellent riding skills with possession of motorcycle riding permit is a MUST.
  • Excellent project implementation and organization skills.
  •  Able to work in a consortium arrangement and keep track of multiple priorities and adhere to deadlines
  • Demonstrated skills and experience in report writing and budget management.
  • Ability to Identify and synthesis best practices and lessons learned to promote knowledge management and sustainability.
  • Ability to work in hard to reach hard to stay areas and familiar with programming for vulnerable children especially young girls and boys.
  • Establishes effective partnerships with external stakeholders
  • Excellent communication (verbal and written) and interpersonal skills, with ability to work with people from diverse cultures
  • Strong computer skills and knowledge of Microsoft software including MS Word processing, Power point presentation, Excel spreadsheets, e-mail and web-based research.
  • Experience of gender mainstreaming, gender equality and inclusion in development programming
  • Experience working with Education or Child protection programmes in a humanitarian context.

Plan International’s Values in Practice

We are open and accountable

  • Promotes a culture of openness and transparency, including with sponsors and donors.
  • Holds self and others accountable to achieve the highest standards of integrity.
  • Consistent and fair in the treatment of people.
  • Open about mistakes and keen to learn from them.
  • Accountable for ensuring we are a safe organisation for all children, girls & young people

We strive for lasting impact

  • Articulates a clear purpose for staff and sets high expectations.
  • Creates a climate of continuous improvement, open to challenge and new ideas.
  • Focuses resources to drive change and maximise long-term impact, responsive to changed priorities or crises.
  • Evidence-based and evaluates effectiveness.

We work well together

  • Seeks constructive outcomes, listens to others, willing to compromise when appropriate.
  • Builds constructive relationships across Plan International to support our shared goals.
  • Develops trusting and ‘win-win’ relationships with funders, partners and communities.
  • Engages and works well with others outside the organization to build a better world for girls and all children.

We are inclusive and empowering

  • Seeks constructive outcomes, listens to others, willing to compromise when appropriate.
  • Builds constructive relationships across Plan International to support our shared goals.
  • Develops trusting and ‘win-win’ relationships with funders, partners and communities.
  • Engages and works well with others outside the organization to build a better world for girls and all children.

Physical Environment

Works in the Office and field as required- will require personal protective equipment to guard against Covid 19.

Level of contact with children

Medium level contact with children.

Location: Yumbe

Type of Role: 1 year

Reports to: Project Manager

Grade: C2

Closing Date: 12th August 2021

Equality, diversity and inclusion is at the very heart of everything that Plan International stands for.

We want Plan International to reflect the diversity of the communities we work with, offering equal opportunities to everyone regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex or sexual orientation.

Plan International is based on a culture of inclusivity and we strive to create a workplace environment that ensures every team, in every office, in every country, is rich in diverse people, thoughts, and ideas.

We foster an organisational culture that embraces our commitment to racial justice, gender equality, girls’ rights and inclusion.

Plan International believes that in a world where children face so many threats of harm, it is our duty to ensure that we, as an organisation, do everything we can to keep children safe. This means that we have particular responsibilities to children that we come into contact with and we must not contribute in any way to harming or placing children at risk.

A range of pre-employment checks will be undertaken in conformity with Plan International’s Safeguarding Children and Young People policy. Plan International also participates in the Inter Agency Misconduct Disclosure Scheme. In line with this scheme we will request information from applicants previous employers about any findings of sexual exploitation, sexual abuse and/or sexual harassment during employment, or incidents under investigation when the applicant left employment. By submitting an application, the job applicant confirms their understanding of these recruitment procedures.

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