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 75 years, and are now active in more than 70 countries.

The role of the Education Officer is to provide technical support to the design, implementation and monitoring of the Alternative Learning program (ALP) activities in the project in the target project locations with a special focus on improving access to quality formal and non-formal education opportunities for Out Of School Children (OOSC) in Kassala State, through ensuring 2,000 out-of-school children are enrolled and retained in ALP and / or primary schools in the targeted localities.  The Education Officer will employ four strategies to address education demand and supply side barriers to help Out Of School Children (OOSC) access education:

1. community mobilization and empowerment.
2. service delivery that includes provision and improvement of learning spaces in schools and Alternative Learning Programme (ALP),
3. Capacity development for teachers, parent-teacher associations (PTAs) and children to participate in improving the learning environment and quality learning; and
4. Strengthening ALPs to provide an alternative education opportunity for OOSC who are not able to enroll in formal schools for various reasons.

Dimensions of the Role

The Program Officer – Child Protection is a key person among the teams, the areas of his/her role is mainly focus on the following 04 dimensions of roles:

1. Ensure that all project activities under his\her responsibility are implemented as planned and facilitate for smooth implementation.
2. Ensuring good management of project partners.
3. Ensure good working relationship with all the key stakeholders including, Kassala State’ Ministry of Education (SMOE), localities Level - Departments of Primary Education (DPE), PTAs and target communities.
4. Ensure and participate effectively in reporting for UNICEF and other partners reporting requirements-which are stated in the FAD and project agreements- in proper and timely manner..
5. Actively participate in the design and implementation of new initiatives that would improve the existing project. Lead these initiatives where appropriate.
6. Support proposal development for new project proposals, as necessary.

Accountabilities

1. Ensure that all project activities under his\her responsibility are implemented as planned and facilitate for smooth implementation:
   1. Ensure that Plan’s and UNICEF’ policies and procedures are continuously adhered to in all actions contributing to the design, planning, managing and monitoring of project activities.
   2. Ensure that project activities are implemented in compliance with Plan and UNICEF quality standards and performance measures.
   3. Work closely with the Project Manger to achieve project objectives and targets effectively and efficiently.
   4. Oversee that the approved projects activities are implemented according to the approved budget lines and time frames.
   5. Ensure that cost effectiveness is maintained in all implemented project activities.
   6. Maintain effective monitoring for the project’s interventions and in coordination with Project Manager undertake necessary corrective actions if need arises.
   7. Produce monitoring and progress reports on regular basis.
   8. Participate effectively in project reviews and evaluation.
   9. Achieve proper documentation of the project’s interventions under his\her scope of responsibility.
   10. Achieve proper management and achieve regular field visits and reports.
   11. Ensuring the incorporation of social and gender analysis and responsiveness at appropriate stages of the Project’s outputs and attention to the needs of males and females, persons with special education needs, and other minorities.
   12. Insure out of school children in the reporting year enrolled in grade one with direct support from the project.
   13. Insure of school children accessing formal or non-formal education including ALP with direct support from the project
   14. Insure school children in the reporting year enrolled in formal education with direct support from the project.
   15. Insure children received subsidies, scholarships, grants, or social assistance and/or learning and recreational materials from the project to attend school
   16. Insure School management committees (or parent teacher association or school communities or similar structure) with improved knowledge on how to develop school improvement plans that explicitly address quality learning and equity issues .
   17. Insure Schools that were supported by the project to become inclusive, safe and protective school environment with fully functioning gender-specific latrines and quality water supply
   18. Insure primary school teachers with enhanced knowledge to provide quality learning with support from the project.

2. Insure good management of project partners (two co-applicants SORD and JASMAR and targeted CBOs and CSOs).
   1. Monitor closely activities implemented by the 2 applicants and submit field visits reports.
   2. Insure partners advances were liquidated on time and that all needed documents were correct and meets donor compliances.
   3. Work closely with two co-applicants in order to strengthen their capacities while respecting the guidelines of this project.
   4. To be involved in the implementation of activities as noted 1. above – particularly technical support on capacity building activities, campaigns, managing the Financial Support to Third Parties (FSTP) and working with local level actors.
   5. Necessary information / training, performance monitoring skills acquired by the CBOs.
   6. Communities properly mobilized and well contributed in the project in order to lead their development process themselves. 
3. Ensure and participate effectively in reporting for UNICEF and other partners reporting requirements-which are stated in the FAD and project agreements- in proper and timely manner.
   1. Participate in developing  and  maintaining of  project  reporting  protocols,  both  narrative  and  financial,  and  ensure accurate and prompt reporting to all concerned (Plan International Sudan, donor, Government of Sudan, and other project stakeholders).
   2. Work with the project’ partner to ensure that lessons learned case studies are captured and properly documented and archived by carrying out regular project/program reviews.
   3. Collect and compile project data regularly to submit to the project Manager, including case studies, success stories and photographs of project activities.
   4. Support project manager ensure timely quarterly performance indicator tracking tables.
   5. Support project manager ensure grant/project management compliance with donor regulation.
4. Actively participate in the design and implementation of new initiatives that would improve the existing project. Lead these initiatives where appropriate.
5. Support proposal development for new project proposals, as necessary.
6. Other support

1. Ensures that Plan International’s global policies for Child Protection (CPP) and Gender Equality and Inclusion (GEI) 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

Internal Communication

• Project Manager – High level of Communication to report, seek approvals, sharing views to strengthen the project implementation and to ensure continues needed support.
• Other departmental heads in the Program Area – Regular communication with Program Area departments to share work progress and updates and technical follow up.
• Project key stakeholders: Build good working relationship with all the key stakeholders including, the 2 project partners SORD and JASAMR  Kassala State’ Ministry of Education (SMOE), localities Level - Departments of Primary Education (DPE), PTAs, and 15 target child focused CSOs and  target communities.
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External Communication

• Implementing Partners – high level of communication with implementing partners to understand their process and progress on implementation of the project and provide the required support.

Technical expertise, skills and knowledge

Skills

• Presentation skills
  1. Negotiation skills
  2. Facilitation skills s.
  3. Analytical and logical skill.
• Communication skills
  1. Good command of written and spoken English and Arabic languages.
  2. Good skills in spread sheet and word processing computer application
  3. Good skills in computer information and communication.
  4. Excellent skills in reading, writing, speaking, and listening skills.
  5. Ability to document progress and trend reports.
  6. Ability to think creatively to understand including risks associated to internet and social media and present appropriately.
  7. Strong interpersonal skills to cope up with stress and managing work effectively.

Knowledge and expertise

• The post holder is expected to have considerable knowledge of the inclusive gender responsive quality education.
• Substantial experience of working in education program at least 2-4 years.
• Considerable experience in working with CSOs, children participation and community mobilization.
• Knowledge of child friendly tools.
• Proven ability to communicate on Education topics with diverse groups.
• Ability to support in the development and roll out of Education project.
• Good development and facilitation skills, including catalysing, connecting, and building the capacity of community groups/ partners.
• Strong communicator at all levels with interpersonal skills, ability and commitment to listen to others.
• Working knowledge of programs/projects cycle management.
• Ability to maintain effective working relationships with staff and key partners.

Essential

• Bachelor’s Degree in Education, Social Sciences or other related fields.
• A high level of written and spoken English
• Excellent communication skills

Desirable

• Understanding and commitment to Plan International values, mission and mandate.
• Sensitization and mobilization of local communities, building capacities and skills of communities, refugees and migrant.

Plan International’s Values in Practice

We are open and accountable

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

We strive for lasting impact

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

We work well together

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

We are inclusive and empowering

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

Physical Environment

[In this section, state “typical office environment”, or conditions such as “must work outside in an extremely hot and humid climate”. Also note if any protective equipment is required.]

• Must work in busiest environment outside the office with multi stakeholders.
• Must work outside in an extremely hot and humid climate to perform her/is tasks.
• Must work under high stresses.
• Must work off hours after daily working hours when ever requirement arises.

Level of contact with children

[Please delete as applicable]

Medium level: Frequent interaction and communication with children.