Education Team Leaders (1 Adjumani and 1 Rhino/Imvepi),

Adjumani, Uganda and 1 more

Job Description

Generic responsibilities

These responsibilities shall be the same for all positions with the same title. The responsibilities shall be short and essential. Details belong in the Work- and Professional Development Plan.

Management of project staff
Implement plan of action for delegated portfolio of CC (Education) projects (activities, budget, and project documentation)
Day to day follow of progress in project implementation.
Ensure compliance with NRC policies CC tools, handbooks, and guidelines.
Ensure that projects target beneficiaries most in need and explore and asses new and better ways to assist.
Promote and share ideas for technical improvement.
Prepare periodic progress reports and other documents.
Ensure capacity building of project staff and transfer key skills.
Liaison and collaborate with relevant local authorities and stakeholders.
Promote the rights of IDPs/returnees in line with the advocacy strategy.
Specific responsibilities

These responsibilities shall be adapted to the particularities of the job location and context, phase of operation, strategic focus, and type of programme intervention. This section shall be revised whenever a new employee is hired or the context changes significantly.

Monitor, evaluate and suggest changes and improvements in the project and materials based on observations and discussions with the local staff and the PDM
Document technical issues and questions, and channel to the PDM
Support assessments for school selection and on-going out-of-school children’s data gathering
As requested, support in development of new proposals and budgets for education activities
Assess needs for capacity building among education staff and share with PDM to jointly address.
support sector coordination efforts and represent NRC at inter-agency meetings when PDM is not available.
Ensure Child Protection referral pathways are put in place and utilized in areas of implementation; liaise with Child Protection and other Education actors.
Travel to implementation areas regularly to manage local education authority relations.
Organize and lead trainings for project staff (and local MoES) based on technical requirements of projects.
Conduct teacher trainings and conduct follow up observations and spot checks.
Follow up on Procurement and Logistics processes in Arua Area office on behalf of the Education team.
Contribute to recruitment processes of education staff as necessary.
Support team in Education in Emergencies response preparedness as directed by PDM.
Any other task relevant to the position as requested by line manager.
Critical interfaces

By interfaces, NRC means processes and projects that are interlinked with other departments/units or persons. Relevant interfaces for this position are:

Project planning: CC Specialists
Area operations: Support Coordinators (field office coordinators)
Staff capacity building: CC Specialists, HR Development Officer
Implementation: CC Specialists
Scale and scope of position

Staff: Numbers and titles of staff directly managed by the postholder, and numbers of staff and daily workers/incentive staff responsible for overall in the unit (e.g., 5 project officers and 2 education assistants, 34 staff in total)

Stakeholders: Key external stakeholders the post has relationships with (e.g., UN agencies, INGOs, local NGOs, civil society, governmental bodies)

Budgets: List of budgets covered by postholder, and size of budget

Information: Brief description of the information resources the postholder is responsible for at CO level (e.g., GORS, Agresso, Webcruiter, Intranet)

Legal or compliance: Brief description of any legal or compliance responsibility the postholder has (term of employement, vendors, donors)

Competencies
Competencies are important for the employee and the organisation to deliver desired results. They are relevant for all staff and are divided into the following two categories: 1. Professional competencies

These are skills, knowledge and experience that are important for effective performance.

Generic professional competencies for this position:

Experience from working Education or Child Protection project implementation position in a humanitarian/recovery context
Previous experience from working in complex and volatile contexts.
Documented results related to the position’s responsibilities.
Knowledge about own leadership skills/profile
Fluency in English, both written and verbal
Context related skills, knowledge, and experience

Candidates with a university and/or advanced degree in Education
Post Graduate Qualification will be added Advantage.
At least five years of Experience in Education implementation with at least 2 years in leading teams
Experience in coordination and liaising with Ministry of Education Written and spoken fluency in English.
Experience supporting the start-up of a new project in a difficult area.
Knowledge of education context in West Nile; understanding of the circumstances, needs and challenges IDP/returnee and refugee children face and the sensitivity of the context.
Understanding of INEE minimum standards
Knowledge of Gender and Child Protection and psychosocial support
Experience working with children and/or educators; MoES-level experience a plus.
Experience managing, training, and building the capacity of others.
2. Behavioral competencies (max 6)

These are personal qualities that influence how successful people are in their job. NRC’s Competency Framework states 12 behavioural competencies, and the following are essential for this position:

Handling insecure environments
Managing resources to optimize results.
Empowering and building trust