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About this job
The Organisation
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 85 years, and are now active in more than 75 countries.
BACKGROUND
Plan International is an independent development and humanitarian organisation that advances children’s rights and equality for girls. Plan has over 80 years’ experience and works in more than 75 countries across the world. We strive for a just world, working together with children, young people, our supporters and partners.
Plan International has been working in Tanzania since 1991. Our work supports marginalised children and youth, especially adolescent girls, to grow up physically and mentally healthy and ready to shape their future. We create an enabling environment and empower girls to be active drivers of change in realising their rights. We prioritise working with partners, and ensuring all of our work is evidence based.
PROGRAM OVERVIEW
The UK aid funded Shule Bora programme aims to improve the quality of pre-primary and primary schools in Tanzania. The programme's Impact Statement is: Shule Bora will deliver improved quality, inclusiveness, and safety of learning for boys and girls. There are four outcomes:
Learning: All children are learning in school.
Teaching: UKAID supports the strengthening of Tanzania’s teaching workforce.
Inclusion: All children are in schools that are safe, offer an environment conducive to learning and that this enables children to complete primary education and progress to secondary education.
Systems building: UKAID supports government in strengthening the value for money of education provision at school, local and national level.
role PURPOSE
Cambridge Education (CE) is the technical assistance delivery partner for the FCDO-funded Shule Bora programme which runs from August 2021 to March 2027. The programme will be implemented with core partners Action on Disability and Development (ADD), Plan International, and the International Rescue Committee (IRC) and a number of associate partners. The programme will work in partnership with the Ministry of Education, Science and Technology (MOEST), President’s Office for Regional and Local Government and Administration (PO-RALG) and related agencies to achieve its outcomes.
The interventions specialist will support the implementation of programme interventions across the three regions under their zonal assignment. Each interventions specialist will have a specialism in addition to supporting school improvement – this role focuses on gender and girls education – and will provide additional support on that area across their zone.
Dimensions of the Role
Shule Bora is supporting regions and LGAs to implement interventions. In order to ensure that the interventions can be planned, implemented and monitored as intended, the programme needs additional technical support at regional level to work closely with government counterparts.
The interventions specialist will support the implementation of programme activities across the three regions under their zonal assignment in order to achieve programme outputs and outcomes. S/he will provide support across all the interventions as required in his/her region as well as providing specific support across his/her zone (see above) on either girl education and gender, safety and safeguarding or disability inclusion.
The interventions specialist will work closely with the programme regional coordinator to ensure that all interventions are delivered as planned in their region. This will involve close collaboration with technical leads and also regional and district stakeholders.
The interventions specialist will also provide support to the regional and district governments in planning, implementing and monitoring interventions to achieve disbursement-linked results under EPforR II.
Accountabilities
Assisting the programme regional coordinator to support regional and district offices in planning, implementing and monitoring Shule Bora interventions across all output areas
Providing support to technical leads and key advisers to programme and deliver interventions including preparation, planning, pre-testing and piloting of activities and materials
Drawing upon his/her organisation’s expertise (IRC = school safety, ADD = disability inclusion, and Plan = girls’ education/gender) to support government to develop and implement interventions to reflect their thematic focus.
Supporting the development of capacity building activities of community, school, district and regional education managers in the areas of teacher development, school leadership, planning and management, community participation and data management and use.
Following up on intervention activities within the region
Collecting data and information from regional and district partners as required
Identifying, solving and/or escalating challenges relating to programme delivery
Providing zonal support to implementation and trouble-shooting relating to inclusion activities (disability, safety and girls) in line with the inclusion strategy
Ensuring that all stakeholders across the region have a good understanding of Shule Bora and their role in the programme as pertains to them
Contribute to the writing of various reports, articles and other forms of communication
Communicate success, lessons learnt, programme best practice and evidence of impact
Ensure inclusion is mainstreamed and gender-sensitive and inclusive language is used in all programme communications
Deputising for the programme regional coordinator as required
Joining all programme meetings as required
Ensuring proper saving of all regional documents on sharepoint
Promote and abide by internal policies and procedures including but not limited to: Child Protection Policy; Code of Conduct; mandatory reporting responsibility
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
Internally
Programme regional coordinator, monitoring, evaluation, learning and communications team members
Externally
Regional, district and ward level education administrators, technical leads, key advisors
Technical expertise, skills and knowledge
Skills
Strong communicator with facilitation skills
Ability to prioritise and work under pressure
Ability to work in a collaborative team setting
Understanding of and sensitivity to cultural differences
Proficient in using MS packages, particularly Word, Excel, PowerPoint, Teams, Sharepoint
Strong organisational skills, reliability, and adherence to ethical standards
Excellent verbal and written communication skills
Fluency in written and spoken English, Kiswahili preferred
Experience
Experience in implementing programme activities relating to three or more of the programme interventions
Experience of being a teacher or teacher trainer preferred
Experience of designing, implementing and monitoring interventions to improve educational outcomes relating to girls, disability inclusion and/or safety in and around schools
Experience in capacity development
Experience in large-scale, international development projects
Experience with stakeholder engagement from schools to government levels
Knowledge
A Master’s Degree in Social Science, specifically Gender, Inclusive Education or related subjects with a minimum of three years progressive experience in a related field;
Good understanding of the Tanzanian education system
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
Typical Office environment with travel to the field (different regions)
Level of contact with children
Medium contact: Medium contact with Children
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 85 years, and are now active in more than 75 countries.
BACKGROUND
Plan International is an independent development and humanitarian organisation that advances children’s rights and equality for girls. Plan has over 80 years’ experience and works in more than 75 countries across the world. We strive for a just world, working together with children, young people, our supporters and partners.
Plan International has been working in Tanzania since 1991. Our work supports marginalised children and youth, especially adolescent girls, to grow up physically and mentally healthy and ready to shape their future. We create an enabling environment and empower girls to be active drivers of change in realising their rights. We prioritise working with partners, and ensuring all of our work is evidence based.
PROGRAM OVERVIEW
The UK aid funded Shule Bora programme aims to improve the quality of pre-primary and primary schools in Tanzania. The programme's Impact Statement is: Shule Bora will deliver improved quality, inclusiveness, and safety of learning for boys and girls. There are four outcomes:
Learning: All children are learning in school.
Teaching: UKAID supports the strengthening of Tanzania’s teaching workforce.
Inclusion: All children are in schools that are safe, offer an environment conducive to learning and that this enables children to complete primary education and progress to secondary education.
Systems building: UKAID supports government in strengthening the value for money of education provision at school, local and national level.
role PURPOSE
Cambridge Education (CE) is the technical assistance delivery partner for the FCDO-funded Shule Bora programme which runs from August 2021 to March 2027. The programme will be implemented with core partners Action on Disability and Development (ADD), Plan International, and the International Rescue Committee (IRC) and a number of associate partners. The programme will work in partnership with the Ministry of Education, Science and Technology (MOEST), President’s Office for Regional and Local Government and Administration (PO-RALG) and related agencies to achieve its outcomes.
The interventions specialist will support the implementation of programme interventions across the three regions under their zonal assignment. Each interventions specialist will have a specialism in addition to supporting school improvement – this role focuses on gender and girls education – and will provide additional support on that area across their zone.
Dimensions of the Role
Shule Bora is supporting regions and LGAs to implement interventions. In order to ensure that the interventions can be planned, implemented and monitored as intended, the programme needs additional technical support at regional level to work closely with government counterparts.
The interventions specialist will support the implementation of programme activities across the three regions under their zonal assignment in order to achieve programme outputs and outcomes. S/he will provide support across all the interventions as required in his/her region as well as providing specific support across his/her zone (see above) on either girl education and gender, safety and safeguarding or disability inclusion.
The interventions specialist will work closely with the programme regional coordinator to ensure that all interventions are delivered as planned in their region. This will involve close collaboration with technical leads and also regional and district stakeholders.
The interventions specialist will also provide support to the regional and district governments in planning, implementing and monitoring interventions to achieve disbursement-linked results under EPforR II.
Accountabilities
Assisting the programme regional coordinator to support regional and district offices in planning, implementing and monitoring Shule Bora interventions across all output areas
Providing support to technical leads and key advisers to programme and deliver interventions including preparation, planning, pre-testing and piloting of activities and materials
Drawing upon his/her organisation’s expertise (IRC = school safety, ADD = disability inclusion, and Plan = girls’ education/gender) to support government to develop and implement interventions to reflect their thematic focus.
Supporting the development of capacity building activities of community, school, district and regional education managers in the areas of teacher development, school leadership, planning and management, community participation and data management and use.
Following up on intervention activities within the region
Collecting data and information from regional and district partners as required
Identifying, solving and/or escalating challenges relating to programme delivery
Providing zonal support to implementation and trouble-shooting relating to inclusion activities (disability, safety and girls) in line with the inclusion strategy
Ensuring that all stakeholders across the region have a good understanding of Shule Bora and their role in the programme as pertains to them
Contribute to the writing of various reports, articles and other forms of communication
Communicate success, lessons learnt, programme best practice and evidence of impact
Ensure inclusion is mainstreamed and gender-sensitive and inclusive language is used in all programme communications
Deputising for the programme regional coordinator as required
Joining all programme meetings as required
Ensuring proper saving of all regional documents on sharepoint
Promote and abide by internal policies and procedures including but not limited to: Child Protection Policy; Code of Conduct; mandatory reporting responsibility
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
Internally
Programme regional coordinator, monitoring, evaluation, learning and communications team members
Externally
Regional, district and ward level education administrators, technical leads, key advisors
Technical expertise, skills and knowledge
Skills
Strong communicator with facilitation skills
Ability to prioritise and work under pressure
Ability to work in a collaborative team setting
Understanding of and sensitivity to cultural differences
Proficient in using MS packages, particularly Word, Excel, PowerPoint, Teams, Sharepoint
Strong organisational skills, reliability, and adherence to ethical standards
Excellent verbal and written communication skills
Fluency in written and spoken English, Kiswahili preferred
Experience
Experience in implementing programme activities relating to three or more of the programme interventions
Experience of being a teacher or teacher trainer preferred
Experience of designing, implementing and monitoring interventions to improve educational outcomes relating to girls, disability inclusion and/or safety in and around schools
Experience in capacity development
Experience in large-scale, international development projects
Experience with stakeholder engagement from schools to government levels
Knowledge
A Master’s Degree in Social Science, specifically Gender, Inclusive Education or related subjects with a minimum of three years progressive experience in a related field;
Good understanding of the Tanzanian education system
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
Typical Office environment with travel to the field (different regions)
Level of contact with children
Medium contact: Medium contact with Children