Norwegian Refugee Council
Position: Education Programme Development Manager – Tanzania
Reports to: Area Manager, Tanzania
Supervision of: Education Officers
Ref. nr.: 3980109922
The Norwegian Refugee Council (NRC) is a non-governmental, humanitarian organisation with 60 years of experience in helping to create a safer and more dignified life for people affected by displacement.
NRC advocates for the rights of displaced populations and offers assistance through its core competencies (CCs): Camp Management, Education, Food Security and Livelihoods, Information Counselling and Legal Assistance, Shelter, and Water, Sanitation and Hygiene.
Persistent political instability in Burundi, and the crisis in DR Congo, are the main causes of displacement of people into Tanzania. By the end of September 2018, Tanzania was hosting 221,877 refugees and asylum-seekers, from Burundi and 83,994 from the Democratic Republic of Congo.
The majority of refugees and asylum-seekers (about 87%) are hosted in three refugee camps; Nyarugusu, Nduta and Mtendeli in impoverished and remote locations in Kigoma region north-western Tanzania.
The rest are hosted in the old settlements within Kigoma Region while a small population of refugees of mixed nationalities (268) hosted in urban centres, mainly Dar-es-Salaam. Children make up 54% of the refugees and together with women make up the overall majority at 77%.
The camps in north-western Tanzania are overcrowded and the refugees struggle with water shortages, poor shelters, inadequate education facilities and overstretched health and nutrition facilities.
NRC will operate projects in the camps to ensure better access to quality education. Principal activities will include provision of basic education to primary and secondary school-aged children and youth through formal and informal means; vocational skills training for youth, and training of teachers.
The projects focus on quality and inclusion, and support children’s, youths’ and teachers’ protection and well-being. They aim to integrate NRC’s CCs so that a holistic approach is provided. NRC will work closely with partners, including the relevant authorities, to achieve this.
An Education Programme Development Manager is required to manage, strengthen and expand the NRC’s education projects. The Manager will have overall responsibility for the design and implementation of NRC’s education projects in Tanzania.
All NRC employees are expected to work in accordance with the organisation’s core values: dedication, innovation, inclusivity and accountability. These guide NRC’s actions and relationships. The post-holder will observe NRC’s code of conduct and working hours for NRC Tanzania.
- Development of the Education CC Strategy and Macro Log-frame for Tanzania, along with technical standard operating procedures and guidelines.
- Ensure compliance with NRC policies, CC tools, handbooks and guidelines.Development and management of proposals for funding, project budgets and donor reports.
- Overall management of education project staff.
- Coordination and management of education CC project implementation (activities, budget and project documentation) in line with proposals, strategies and donor requirements.
- Capacity development of project staff and transferral of key skills.
- Liaison and collaboration with relevant local and national authorities and stakeholders, and representation of NRC in relevant forums/cluster/working groups.
- Promotion of the rights of displaced persons in line with the NRC Advocacy Strategy
- Provide technical oversight of NRC education activities in the country; ensuring quality standards; developing tools to facilitate quality implementation; conducting field visits and ensuring that project implementation is in compliance with the donors’ agreed requirements, community expectations, global standards, and NRC, government and UNHCR policies; and managing evaluations. In particular, ensure that education programmes accord with the Inter-agency Network for Education in Emergencies’ Minimum Standards for Education and Conflict Sensitive Education Principles.
- Strengthen the Accelerated education programme in accordance with the Accelerated Education Working Group’s Principles. Conducting a comprehensive assessment, including identification of the numbers and learning needs of overage and out-of-school children and youth not in employment, education or training. Potentially develop an AE curriculum. Establish AE learning centres. Train AE teachers and centre managers; and ensuring alignment with formal provision of education.
- Provide support for formal schooling, working with partners as appropriate, to address barriers to enrolment, attendance and performance, and ensure children and adolescents are provided with high-quality, relevant education.
- Provide flexible and appropriate youth programming, including undertaking a comprehensive, participatory assessment in coordination with partners, with a particular focus on market-based, innovative interventions; identifying relevant courses; establishing youth skills centres, including management structures; working with partners to ensure no duplications or gaps; recruiting and training instructors; and ensuring the programme responds to changing needs.
- Establish a competency-based teacher training programme, defining training contents through needs-based assessment of teachers, coordinating with partners, and delivering and monitoring training. In particular, with partners, adapt the Training Pack for Primary School Teachers in Crisis Contexts to the local context, incorporating relevant sessions into the teacher training programme. In particular, explore the provision of long-term, classroom-based coaching/mentoring models, including through partnerships.
- Assess needs and explore opportunities for establishing education in emergencies, or other responsive measures to promote learning, protection and well-being, in new camps or transit centres;
- Ensure that the project targets beneficiaries most in need of protection; ensuring the meaningful participation of the community, including children and youth, in project implementation; and exploring and implementing new and better ways to assist the most vulnerable, especially girls and young women and children and youth with disabilities or special learning needs. In particular, integrate education projects with community-based child protection and psychosocial support interventions, through partners where necessary, and lead the implementation, management and monitoring of NRC’s Protection from Sexual
- Exploitation and Abuse in Education initiative throughout the education programme.
- Solicit, develop, promote and share ideas for improvement, innovation and necessary changes in project approaches and activities.
- Maintain overall responsibility for monitoring budgets; ensuring project implementation staff are adequately trained in tracking expenditure; and working with project teams to improve value for money and cost efficiency.
- Ensure the effective, accurate and timely monitoring, supervision, evaluation and reporting of projects; providing M&E support to implementation staff; supporting the Support Manager and Finance Coordinator on budget development and tracking and compiling financial reports; compiling narrative reports to the donor and any other project documentation; identifying opportunities to undertake appropriate research into education in the context; and ensuring learning from M&E activities is fed back to staff and stakeholders and used for continuous quality improvement of programming.
- Liaise with donors to identify funding opportunities.
- Collaborate with relevant local authorities and other key stakeholders.
- Support the recruitment of technical staff across the country programme.
- Work with the Regional Education Adviser and other education staff in the region and globally to contribute to continuous quality improvement of NRC’s education programming
Generic Professional Competencies
- Programme and project management experience, gained from coordinating and/or managing education interventions (including formal and non-formal education and education in emergencies), especially in displacement-affected humanitarian/early recovery contexts.
- Strong co-ordination competence, with the ability to establish and supervise technical lines, promote communication and knowledge sharing, manage multiple work streams, and ensure quality.
- Qualified teacher with a minimum of a Certificate in Education from a recognised institution, and a minimum of five years’ teaching experience, including in minimally resourced education systems. Experience teaching large classes and developing own teaching and learning materials is an advantage.
- Understanding of child-centred, process-oriented teaching and learning methodologies, positive discipline, inclusive classroom management and curriculum strategies (including gender and children with disabilities or special educational needs), formative and summative assessment, and lesson planning and schemes of work, along with understanding of ‘traditional’ modes of delivery.
- Understanding of adult learning methodologies, with experience in delivering a range of teacher development activities, preferably including through in-service and pre-service modalities, and at a variety of different levels, but especially training primary and secondary teachers; experience developing teacher training materials preferred. Up-to-date knowledge of trends in teacher development.
- Ability to assess institutional and professional capacity, design capacity development strategies through participatory mechanisms, and deliver organisational and staff development through a variety of means, including formal and informal training, mentoring, coaching and workshop facilitation.
- Ability to rapidly understand the policy, strategic and institutional environment and to provide contextually appropriate and achievable technical advice.
- Understanding and experience of programme monitoring, evaluation and reporting, with the ability to design effective M&E tools and train implementation staff in their use, and to use evidence to inform programme design and management.
- Sound interpersonal, verbal and written communication skills, with in particular the ability to write concise, accurate reports in easily-understood language.
- Commitment to participatory and inclusive methods of working
Context specific skills, knowledge and experience
- Fluency in English both written and oral is a a key. Fluency in French both written and oral is an asset. Knowledge of Kirundi would be an advantage.
- Experience starting-up new education programmes, including assessment, and developing education strategies and proposals.
- Ability to use ICT software to develop proposals, budgets, training and work plans, and monitoring and evaluation tools.
- Driving license
Duty Station: Kibondo, Tanzania
Contract Duration: 1 year, with possibility of extension
Commencement: As soon as possible
Salary/Benefits: Competitive salary & benefits package
How to Apply
Visit www.nrc.no to apply online
- Location: Tanzania
- Industry: Emergency Relief
- Special field: Education / Training
- Role: Middle / line manager
Deadline for application: 02/12/2018
NRC may be required to verify the identify of its partners and check that its partners have not been involved in illegal activity.
NRC reserves the right to use electronic screening tools for this purpose.
The Norwegian Refugee Council is an equal opportunity employer, with no discrimination in terms of sex, age, religion, ethnic origin or political affiliation.
Female candidates are highly encouraged to apply.