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| | |Munuki SDA Compound |

| | |P.O Box 247 |

| | |Juba, South Sudan |

Job Title: Education Specialist (2)

Project: GESS

Job Location: Greater Eastern Equatoria (Torit & Kapoeta)

Qualification Candidates with BA in Education, a Diploma in Education, or training relevant field, with considerable experience in teaching or training will be considered

Experience At least 5 years of experience of working in the field of Education

Reports to: Project Manager _________________________________________________________

|Organization description |

|The Adventist Development and Relief Agency (ADRA) is the global humanitarian organization of the Seventh-day Adventist Church which has been |

|in operation for over 60 years. Through an international network, ADRA delivers relief and development assistance to individuals in more than |

|130 countries—regardless of their ethnicity, political affiliation, or religious association. By partnering with communities, organizations, |

|and governments, ADRA is able to improve the quality of life of millions through 9 impact areas, namely: Livelihoods and Agriculture; |

|Children; WASH, Community Health: Disaster Response: Economic Growth: Hunger and Nutrition: Social Justice and Gender Equity. |

| |

|For over 37 years, ADRA South Sudan has been making a difference in individual’s lives in one of the most difficult contexts in the world in |

|both development and emergency contexts. In South Sudan, we implement programmes in six thematic programme areas of Education; Primary Health|

|Care; Emergency Response and integrated programming including livelihoods and agriculture; HIV/AIDS; WASH; economic empowerment and gender. |

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|Summary of Position |

|Girls’ Education South Sudan (GESS) Programme aims at bringing and keeping more children in school. The GESS programme works in five areas: |

|Social and behaviour change |

|Financial support to girls (Cash Transfer) |

|Financial support to schools (Capitation Grants) |

|Improvement of quality of education |

|Research on what works in girls’ education in South Sudan |

|Position objective and description |

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|Implement GESS2 Teacher Professional Development Programme in selected schools; |

|Implement GESS2 Teaching and Learning Materials Programme in selected schools; |

|Recording lessons from the TPD implementation and sharing good practice; |

|Monitoring progress of schools included in the GESS2 TPD programmes; |

|Oversee progress related to implementation of the GESS2 activities supporting Alternative Education System; |

|Mainstreaming gender sensitive approaches in all undertaken work |

|Duties & Responsibilities |

|Participate in the induction training programme; |

|Build strong relations and liaise with the SMoE, CED and PES; |

|Build strong relations and liaise with Head Teachers of schools participating in TPD; |

|Liaise and coordinate work with other development partners working in the locality; |

|Work in close partnership with Payam Education Supervisors responsible for schools included in the GESS TPD; |

|Build strong relationship with the GESS School Officers working in the area; |

|Conduct situational analysis of the schools included in the GESS TPD programme; |

|Implement training for HT from selected schools |

|Implement training for teachers from selected schools |

|Shadow HT during lesson observations; |

|Participate in lesson observation feedback sessions conducted by the HT; |

|Review lesson observation reports prepared by the HT and provide verbal and written commentary and feedback on the quality of these reports, |

|and suggestions for improvement; |

|Reflect on the quality of training, training resources and support given to GESS TPD schools, make suggestions for changes and contribute to |

|the improved design of the GESS intervention; |

|Make suggestions for development of visual materials to inspire change in the performance of teachers; |

|Document work of at least 5 highly motivated, innovative teachers participating in the GESS TPD programme; |

|Document examples of at least 10 innovative teaching and learning materials developed from locally available resources; |

|Monitor and document progress of schools included in the GESS TPD programme; |

|Oversee the progress and implementation of activities related to the Accelerated Secondary Education Programme for Teachers; |

|The GESS SA Education Specialist might also be requested to perform other duties. |

|During the induction programme, the GESS SA Education Specialist will participate in a series of an in-depth conceptual and practical training|

|in the areas of the GESS TPD Programme. S/he will also participate in a training on how to: 1) organise training, 2) write training plan |

|including budget, 3) account for training expenses, 4) prepare monitoring plan, 5) achieve value for money in all undertaken activities, and |

|10) gender mainstreaming. |

|As part of the job, the GESS SA Education Specialist will be expected to build strong professional relations with the SMoE, County Education |

|Staff, Payam Education Supervisors, schools and GESS staff. The GESS SA Education Specialist will be expected to implement a practical, |

|school-based training for Head Teachers and Teachers in accordance to the set curriculum for that training. The GESS SA Education Specialist |

|will also take up a coaching role for Payam Education Supervisors. Ongoing monitoring and follow-up will also be an integral part of the job. |

|The GESS SA Education Specialist will produce regular reports based on the monitoring data. |

|The GESS SA Education Specialist will be expected to travel to the training and schools’ locations. All training will be organised in the |

|schools, and will be conducted at the Boma, Payam or County level – depending on school location. The venue of the training will be a school, |

|unless specified differently. |

|The end result: |

|At the end of the deployment the GESS SA Education Specialist would have: |

|Built capacity of at least 28 HT and improved quality of school leadership in approx. 28 schools; |

|Improved quality of display in approx. 28 HT offices; |

|Conducted 84 lesson observations, lesson observation feedback sessions and provided verbal and written feedback on 84 lesson observation |

|feedback forms and reports; |

|Built capacity of approx. 224 teachers and improved teachers’ lesson delivery skills in approx. 28 schools; |

|Helped approx. 224 teachers to develop teaching and learning materials from locally available resources; |

|Helped approx. 224 teachers to develop a simple classroom display; |

|Improved quality of learning environment in approx. 224 classrooms; |

|Documented work of highly motivated teachers, mentors for girls and raised teachers’ status in selected schools; |

|Recorded at least 10 examples of low-cost/no-cost teaching and learning materials and improved access to teaching and learning materials in |

|selected schools; |

|Recorded lessons from the TPD implementation and shared good practice; |

|Monitored progress of schools included in the GESS TPD programme; |

|Contributed to the improved design of the GESS TPD intervention |

|Key Performance indicators |

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|Fluency in English and simple Arabic/or a local language of the locality; |

|Gender mainstreaming skills (additional training will be provided); |

|Excellent communication skills; |

|Excellent training skills; |

|Strong writing and reporting skills; |

|Creativity, interest in craft, and ability to develop teaching and learning materials from locally available materials; |

|Excellent planning skills and ability to set priorities; |

|Strong organisational skills (planning and budgeting of training events. Additional training will be provided to the participants); |

|Strong networking and coordination skills |

|Other Valued Criteria: |

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|Willingness and flexibility to work as part of a team. |

|Social and cultural understanding |

|Computer literacy with very good working knowledge of of word processing, spreadsheet, PowerPoint and email software programs. |

|Honesty, integrity, interpersonal skills and ability to work under tight schedules with minimum supervision. |

|Willingness to work extra hours in order to meet tight deadlines. |

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|Instructions for applications: |

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|All application shall be addressed to HR Units – ADRA South Sudan P. O. Box 247 Juba C/O SDA Compound in Munuki. Or drop hard copy to ADRA |

|Office in Torit and Kapoeta |

|A CV of 4 pages less coupled with a one cover letter is acceptable. |

|Should you be interested, please send your CV and cover letter to jobs@ |

|Deadline: The deadline for receiving applications will be 22nd December, 2020. |

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