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.

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.

The Keeping Adolescent Girls in School (KAGIS) project will address key barriers inhibiting adolescent girls from realizing their right to safe, quality and gender-responsive education, with a particular focus on their unique needs and barriers associated with participation in primary and lower-secondary school. The project’s Ultimate Outcome, ‘Adolescent girls realize their rights to safe, quality, gender-responsive education’, will be achieved by employing a three-pronged, rights-based, gender-transformative approach to tackle demand- and supply-side barriers, while strengthening local level governance and building improved linkages between education, health and child protection systems

ROLE PURPOSE

The Education Technical Lead will serve as lead technical advisor for KAGIS project initiative in accordance with KAGIS project implementation plan in the education sector. She/he will be responsible for provision of technical support on education programming from planning, implementation, monitoring and evaluation and provide technical advice on strategies, best practices and innovations to influence approaches and strategic decisions and capturing learning to improve interventions with a focus on effective gender transformative approach in KAGIS project implementation, coordination of teacher training and coaching, material development, curriculum improvement, school support system, effective parent and community supports, and effective service delivery mechanisms. This position will play a leadership role in the project, providing technical advice on all aspects of education programming and leading documentation efforts to document best practices in key education development fields, connect internal and external stakeholders for information exchange, strengthen partnerships, and designing/refining gender transformative education and literacy interventions to achieve impact. She/he will be responsible for developing innovative solutions for strengthening teachers’ application of gender transformative approach in education/teaching. She/he is expected to contribute to strengthening Plan’s reputation as a Thought Leader in Girls Education in Tanzania.

Dimensions of the Role

The post holder lead education sectoral design, planning and implementation to ensure the education interventions are of high quality, gender transformative and inclusive of children with disabilities and aligned with the IQE Area of Global Distinctiveness.
Facilitating the development and updating of education work plans and ensuring project objectives are delivered in a timely manner, managing risks and escalating any issues where necessary
Work alongside the Project Team to share project learning in most effective ways
Manage and delivery of all key education sector events as part of the projects advocacy and to enable collaboration and effective learning
Build relationships with key project participants and education sector stakeholders and ensure they are fully accessing and engaging with the projects With MERL team, assess progress in education interventions and identify areas for improvement.
Implementing and managing changes and interventions to ensure project goals are achieved.
Producing accurate and timely reporting of project status throughout its life cycle.
Work in partnership with MERL team in the development of Monitoring plan in line with KAGIS project indicators and Global Strategy Results
Ensures that Plan International’s global policies for Safeguarding children and young people 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.
Work closely with Project Coordinators to support the design, management and implementation of the planned activities
Provide ongoing technical assistance to KAGIS team and implementing partners to ensure project standards are met
Performs other project related duties as assigned by the Project Director
ACCOUNTABILITIES

Technical Leadership
Provide leadership in the design/refinement of the Education interventions for KAGIS project as prioritized in the project document and aligned with government and donor priorities;
Seek out innovations that can be used in the education space, including the use of ICT4D;
Work in partnership with the Head of Education and MER to ensure that all project plans are complete with outcome level monitoring and evaluation plans;
Ensure the Integration of best practices, innovations, sustainable approaches, gender responsive and inclusion into all project activities as appropriate
Lead the application of Plan’s global programme quality policy and framework, global M&E standards and Plan International Tanzania’s M&E vision in its Country Strategic Plan III;
Ensure timely development of high quality narrative reports to the Program Director (monthly, quarterly annual and final) Support implementing partners in planning and implementation of activities;
Support planning for and oversight of external evaluations in partnership with program leadership.
Participate in the facilitation of project planning sessions, assisting team leaders in the development of their annual plans.
Project Monitoring and Collaboration, Learning, and Adaptation

Oversee all KAGIS education-related project activities;
In coordination with the Monitoring and Evaluation team, ensure that Project teams have access to and are appropriately using high-quality routine monitoring and periodic assessment tools and procedures;
Draft and/or review scopes of work to hire and manage technical consultants, including review for technical capacities and contract budgets;
Support and improve operational systems and structures to ensure effective administrative and logistics support for the project;
Lead project team and Implementing partners in capturing best practices and ongoing implementation learning
Support the project team to apply results-based monitoring and lessons learned to refine education activities and implementation.

Advocacy, Networking and Partnership Building

Effective partnerships with government’s relevant departments at the regional and district levels
Participate and/or represent Plan International Tanzania in various education forums, relevant platforms and technical groups in the region
Work closely with advocacy and communications team in the development of evidence-based advocacy and communication strategies, plans and activities
Oversee the implementation of partnership frameworks, protocols and agreements, and capacity building of partners as potentially identified;
Provide expert-level guidance and direction to the implementing partners on the planning and implementation of education evidence-based intervention in support of girl’s education
Knowledge Management

Lead and collaborate with project staff to translate project learning and results into accessible technical products for global and country stakeholders.
Encourage and facilitate the documentation of best practices and lessons learned in KAGIS project, to influence policy advocacy and formulation, deepen capacity, foster partnerships and inform future programming;
Develop summative reporting documents for the project for advocacy and promotion of Girls education;
Build and maintain relationships with external and internal partners to enhance their support in keeping girls in school.
Security
Ensure compliance with security procedures and policies as determined by country leadership.
Proactively ensure that team members operate in a secure environment and are aware of Safeguarding policies.
Create and sustain a work environment of mutual respect where team members strive to achieve excellence.
Ensure compliance to COVID-19 and other outbreaks safety measures

Compliance to Global Polices

Ensures that Plan International’s global policies for safeguarding children and young people and Gender Equality and Inclusion (GEIP) 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 Plan and Partner’s 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
Communications and Working Relationships:

Internal:

This position works closely with Programme Unit Manager (high)
This position works closely with the project coordinators within the project, program Director (high)
This position work closely with other Head of Education, CP, and Gender and Inclusion advisor (Medium)
This position works closely with other technical leads and project team members (high)
This position works closely with technical counterpart at Plan International Canada (medium)
External:

This position works closely with implementing partner organizations (high)

Key relationships

Plan International Canada
Plan International Tanzania Programme Unit & Country Office
Senior Head of Program Quality
Head of Child Protection, Education, Communications and Gender Advisor
Functional networks within Plan

Technical expertise, skills and knowledge

Required experience and Qualifications

A graduate degree in education, international development, social sciences or other closely related fields preferably with a special focus in gender, Post-graduate degree will be an advantage
At least a minimum of 5 years’ demonstrated experience in supporting or managing education programs funded by international donors
Demonstrated experience in teacher training, professional development or training with other stakeholders in the education sector (volunteers, civil society organizations, parents or others)
Good understanding of the overall development context in Tanzania including issues such as poverty, marginalization and impact of these on education and vise-versa and intersectoral approaches to address such issues in collaboration with other sectors (i.e. CP, WASH, SRHR)
Demonstrated knowledge of girls’ issues from diverse ethnic and social groups in Tanzania
Demonstrated knowledge of the Tanzanian education system, key policies and strategies;
Demonstrated understanding of the principles and practice of inclusive education and gender transformative in education;
Proven success in designing, planning, implementing and evaluating education programs in Africa, for bilateral or multilateral donors, experience with those funded by GAC will be an added advantage;
Good education and policy sector analysis capacity, including understanding of the core education data sets and indicators,
Demonstrated ability to support engagement with external partners and policy dialogues
This position requires high computer literacy with a full knowledge of office applications.
Experience with adaptive management and effective feedback loops to ensure the use of data in strategic and programmatic decision-making;
Experience in providing remote support or willingness to learn effective remote facilitation and support skills;
Excellent report writing, analytical, and communication skills, including oral presentation skills;
Essential

Knowledge

In-depth knowledge of educational materials development for girls’ education and preferably minimum 2 years of experience in Non-profit making organization
Knowledge of gender analysis and assessments, including approaches, methods, and frameworks;
Demonstrated knowledge in developing and leading/supporting gender-transformative education strategy to guide large program delivery
Knowledge in leading/supporting a diverse team and in context of multiple stakeholders with complex relationships
Proven knowledge in raising community awareness of the importance of girls’ education and organizing Social behavioral change campaigns;
Outstanding analytical and writing skills, proven ability to quickly understand complex challenges and propose solutions in organized, articulate concept papers, reports, and proposals
Proficient computer skills and use of relevant Microsoft software; MSWord, Excel, Power Point
Ability to work under multidisciplinary and multicultural environment
Excellent communication skills, with demonstrated ability to write technical reports
Excellent organizational skills with a willingness to assume responsibilities and take initiative; ability to be a team player
Demonstrated leadership, versatility, and integrity
Fluent spoken and written English and Kiswahili
Behaviours

Hardworking with capacity to work independently with minimum supervision
Honest, integrity, open and transparent personality.
Working towards achieving a team goal
Be able to Respect all groups of people in the community and culturally sensitive
Persuasive and able to work with different cultural settings
Motivated, energetic and strives to develop and support others
Result oriented and a team player
Working for the best interest of the organization and children
Appreciate of child rights and gender equality

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

Working environment will include both typical office environment and field environment
The position requires regular field travels, at least 40% of the work time

Level of contact with children

Mid contact: Occasional interaction with children during reflection meetings, evaluations, and research

Location: Geita

Reports to: Program Director

Grade: D2

Closing Date: 3rd June 2021

Equality, diversity and inclusion is at the very heart of everything that Plan International stands for.

We want Plan International to reflect the diversity of the communities we work with, offering equal opportunities to everyone regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex or sexual orientation.

Plan International is based on a culture of inclusivity and we strive to create a workplace environment that ensures every team, in every office, in every country, is rich in diverse people, thoughts, and ideas.

We foster an organisational culture that embraces our commitment to racial justice, gender equality, girls’ rights and inclusion.

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. This means that we have particular responsibilities to children that we come into contact with and we must not contribute in any way to harming or placing children at risk.

A range of pre-employment checks will be undertaken in conformity with Plan International’s Safeguarding Children and Young People policy. Plan International also participates in the Inter Agency Misconduct Disclosure Scheme. In line with this scheme we will request information from applicants previous employers about any findings of sexual exploitation, sexual abuse and/or sexual harassment during employment, or incidents under investigation when the applicant left employment. By submitting an application, the job applicant confirms their understanding of these recruitment procedures.