Girls Key Learning Advisor – Shule Bora Programme Plan International Tanzania

Girls Key Learning Advisor – Shule Bora Programme Plan International Tanzania

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

The Opportunity

Plan International seeks an outstanding Girls Learning Key Advisor [**Contingent on proposal award ** ] for the anticipated DFID funded Shule Bora programme to provide technical advice and support on girls’ education and learning (the outcome: Girls are learning, staying in school, and progressing to secondary education) during the 6 month design/inception period. There is scope for extension depending on the programme design that emerges during the design/inception period. The expected budget of the Shula Bora Programme will be approximately £80 million over five years.

The Girls’ Learning Key Advisor will be a part-time role, initially for a 6-month period. This role is open to both national and international candidates. The Key Advisor will report to the Team Leader and will support the Girls Learning Technical Lead.

The project will focus on improving the quality of pre-primary and primary education for girls and boys in Tanzania. The desired overarching outcome of the programme is improved quality, inclusiveness, and safety of learning for boys and girls.

Responsibilities

Technical delivery

• Provide technical advice on gender-transformative approaches to girls’ education programming to the Girls Learning Technical Lead and across the consortium during programme design/co-creation phase
• Support the Girls Learning Technical Lead to develop a framework for the design process of interventions under the Girls Learning outcome over the inception period, that draws on internationally recognised gender-transformative education planning and
• guidance[1] This will be done in collaboration with Government of Tanzania stakeholders.
• Mentor and support the Girls’ Learning Technical Lead through the programme design process, providing guidance and input on a regular basis
• Provide technical support to the Girls’ Learning Technical Lead, consortium partners to ensure the project design is in line with agreed minimum standards around gender equality and social inclusion[2]
• Support the Girls’ Learning technical Lead to ensure the programme design directly aligns with government strategies to address gender inequalities and girls’ education as outlined in the Government of Tanzania Education Sector Development Plan 2017
• Support Shule Bora in the development of the Theory of Change, Logframe and indicators and input into the development of M&E Framework as required
• Support and contribute to the writing of sections of the inception report to the donor as required
• Ensure the project design draws on global evidence and research as to what makes a difference in girls’ retention, progression and learning; clearly reference this evidence and research in the inception report
• Present to various audiences on the technical aspects of gender-transformative programme design and implementation as required
• Provide technical support to/build capacity of consortium partners/implementing partner organisations across other outcome areas on gender transformative programming and girls’ education as needs arise
• Support the Girls’ Learning Technical Lead in coordinating and liaising with other key regional and national stakeholders, consortiums, other relevant donor-funded projects as required

The Person

• In order to succeed in the challenging and varied role, you will have extensive experience in the following areas:
• Extensive technical knowledge in the thematic area of girls’ education and learning, including knowledge of recent global evidence and best practice as to what impacts girls’ learning
• Extensive knowledge of various strategies and interventions to support girls’ retention, progression and learning is essential
• Experience of liaising with and supporting government to deliver education strategies at different levels of the education system as part of an education ‘systems strengthening’ approach
• Expertise in coaching and guiding national teams as part of a programme design processes or throughout a project inception period
• Ability to build supportive, respectful, collaborative relationships at a distance
• Extensive experience of leading and/or advising on gender-transformative programmes at different stages of the project process including design, implementation, monitoring and learning
• Experience of working on large complex donor-funded education programmes, ideally DFID contracts
• Experience of working in Tanzania or other East African country with a similar context and a strong understanding of the contextual challenges faced by girls and communities in the country
• A minimum of 15 years’ experience of working in gender and education
• Strong public presentation skills and ability to represent the programme to a variety of audiences ranging from government representatives, donor, academic institutions.
• Familiarity with girl-cantered, participatory approaches to data collection
• Experience in supporting the design of both qualitative and quantitative M&E tools to capture changes in girls’ perceptions and experience of education
• Advanced report writing skills.
• Advanced degree in a relevant field, for example, Gender Studies, Gender and Development, Gender and Education, Development Studies, or Sociolog
• Fluency in English – both spoken and written
• Knowledge of Swahili and other local languages would be an advantage.

For more information regarding the job and person specification please click on the below link: https://www.dropbox.com/scl/fi/vm6ex0ocef3gp5spldgn5/JD-Girls-Learning-Key-Advisor-Shule-Bora-30062020.docx?dl=0&rlkey=tfpj3k54chystuqgf180xkn3j

Type of Role: Part-time role, initially for a 6-month period (with scope for extension depending on the programme design that emerges during the design/inception period)

Anticipated start date: March 2021 if awarded

Location: Dodoma, Tanzania with field travel within Tanzania

Salary: Competitive salary available

Reports to: Director of Programmes

Closing Date: 14th July

Anticipated 1st round interview date: 22nd & 23rd July

Early application is encouraged as we will review applications throughout the advertising period and reserve the right to close the advert early.

Please note that only applications and CVs written in English will be accepted.

 A range of pre-employment checks will be undertaken in conformity with Plan International’s Child Protection Policy.

As an international child centred community development organisation, Plan International is fully committed to promoting the realisation of children’s rights including their right to protection from violence and abuse. That means we have particular responsibilities to children that we come into contact with.

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. We must not contribute in any way to harming or placing children at risk. 

Plan International operates an equal opportunities policy and actively encourages diversity, welcoming applications from all areas of the international community.

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