|Date Posted:||May 23, 2017|
|Closing Date:||May 30, 2017|
|Work Type:||Full Time|
|Number of Vacancies:||1|
|Salary Range:||As per NTA salary scale policyAFG|
|Years of Experience:||5 Years|
|Contract Duration:||Not specified|
|Contract Type:||Short Term|
|Probation Period:||3 months|
About Ministry of Education (MoE):
The aim of the EQRA Project is “to increase equitable access to primary and secondary education, particularly girls, in selected lagging provinces, and to improve learning conditions in Afghanistan.” EQRA introduces a shift from monitoring only the enrollment of students (which also includes attention to students designated as ‘permanently absent’) to focusing on bringing children into school as well as student attendance. The Education Quality Reform for Afghanistan (EQRA) is fully aligned with the goals of the Afghanistan National Strategic Plan (NESP III). The project is designed to (A) increase equitable access in disadvantaged districts especially for girls; (B) improve quality of instruction/education service delivery and (C) enhance MoE governance and management capacity. The project focuses on the construction and expansion of schools, provide community-based education to out of school children, reform curriculum for all grades, improve and ensure textbooks delivery to schools, enhance academic supervision, strengthen teacher & TTC quality, improve execution of budget, strengthen and increase use of EMIS, implement capacity building reform, and reform recruitment process for civil service.
Between January and November 2016, more than 490,000 individuals fled their homes due to conflict, a total of 31 out of 34 provinces recorded some level of forced displacement and nearly 400,000 registered refugees and a similar number of undocumented Afghans have returned from Pakistan. Depending on the asylum situation in Pakistan, Afghanistan may receive up to 1 million returnees (undocumented and documented), particularly in the Eastern, Central, Northern and North Eastern regions in 2017. An estimated 60 percent of the returning population are children.
This dramatic increase in the number of children arriving to Afghanistan or moving to different locations within the country, risks creating a generation of children deprived of education if not adequately met by an effective education emergency response. Humanitarian needs in Afghanistan for the current returnee crisis include protection of civilians in their transit to safe and secure areas from the effects of conflict, including during the flight and during displacement; the provision of basic relief items and life-saving assistance; and the provision basic services such as immunization, maternal and neonatal care, shelter, water and sanitation and education.
In its five years National Education Strategic plan (2017-2021), the MoE underlined the support to facilitate easy enrolment to returnees and displaced children affected by other emergencies. In this regard, the MoE has shown commitment under the terms of the Government of Islamic Relief of Afghanistan (GoIRA’s) national policy on internally displaced persons to provide education to returnees and IDPs. In view of that, the MoE in collaboration with UNICEF and SCI establishes strategies and have contingency plans in place in anticipation of humanitarian crisis to ensure the continuation of education even in emergencies.
UNICEF is one of the major partners in supporting the MoE to implement the program in achieving the target of all children affected by Emergencies to create access to quality education. The program will be implemented by the MoE with technical and financial support of UNICEF.
Description of the Senior Technical Specialist:
In 2017, the MoE and UNICEF signed an Annual Work plan (AWP) with an estimated needed budget of around four million USD for the Education in Emergencies output. According to the AWP, education in emergencies activities aim among other at strengthening the capacity of the MoE and partners on EiE, train teachers and provide support to School Management Shuras in mobilising communities to ensure continued access to Education. Hence, the MoE with UNICEF agreed to appoint a National Technical Assistance (NTA) with respective key responsibilities to ensure timely planning, implementation, and monitoring planned activities at national and field level. This NTA will provide technical and management support to the MoE to resume education activities for children affected by emergencies and ensure effective and timely emergency preparedness and response planning, implementation and monitoring.
Duties & Responsibilities:
Responsibilities and Tasks:
The Senior Technical Specialist will provide support to ensure that the strategy for Education in Emergencies (EiE) is planned, implemented and monitored in a timely and effective manner, follow up on coordination and reporting activities linked to Education in Emergencies preparedness and response activities (EiE Working Groups at national and provincial levels and other coordination platforms as applicable).
The person will also verify the actual implementation status of activities at field level and provide feedback for correctives measures.
Key Tasks Expected Deliverables Timeframe (Indicative)
1. Coordination: Maintain functioning national level EiE Coordination mechanisms (MoE with co-leadership of UNICEF and Save the Children); provide technical support to provincial EiE Sub-working groups.
Participate in discussions and fora related to EiE at national level
2. Preparedness & Response Planning: Provide technical support to the MoE on EiE preparedness and response planning. Engage Humanitarian Actors to ensure that EiE activities are in line with Government policies and minimum standards for EiE.
3. Reporting: Report on EiE preparedness and response activities taking place at national and sub-national levels on a monthly and quarterly basis (based on key humanitarian performance indicators)
4. Monitoring: Support the development of an M&E system for implementation of the EiE preparedness and response plan
5. Supplies: Provide technical support to the MoE on EiE related supply contingency planning, procurement and end-user monitoring in collaboration with relevant Department.
6. Field Monitoring Visits: Coordinate and conduct joint field monitoring visits.
7. Knowledge & Information Management: Work closely with the Department of Education Management Information System (EMIS) and other relevant actors to ensure data required to support the planning of the EiE preparedness and response strategy is being provided, analysed, used and shared with the EiE WG members.
1. Bi-weekly national EiE WG meetings held and followed upon; sub-national EiE WG established for Central, Eastern, Southern, Northern and Western regions
2. EiE Strategic and Operational Plan reviewed, consolidated and shared with relevant MoE and other Ministry staff as well as humanitarian and development partners
3. Monthly and quarterly EiE reports (situation reports) consolidated - based on agreed upon EiE Strategic Response Plan.
4. Monthly and quarterly monitoring reports of EiE activities at province, district and school, community levels consolidated and shared with relevant partners, EiE WG members.
5. Annual EiE contingency and supply plan developed and monitored at national and provincial levels.
6. Field monitoring visits/consultations conducted & reports shared
7. Up to date information and data shared on a monthly basis with EiE WG members and EiE WG Information Manager
May – Nov 2017
Bi-weekly, Monthly and Quarterly
1. A minimum of bachelor’s degree in Social Sciences, Education, Education policy. Master’s degree in Education, Disaster Management or any other related field preferred.
2. At least five years of experience in management position in education or relevant field.
3. Strong leadership, teambuilding skills, staff management and capacity building experience.
4. Experience in monitoring and evaluation of educational activities or projects.
5. Experience in policy formulation, data maintenance and good analytical skills.
6. Good writing /reporting skills.
7. Training, facilitation and interpersonal communication skills.
8. Fluency in written and spoken English and local languages.
The incumbent will be provided with office space at the DG General Education while in Kabul and will include access to office stationeries, printing and photocopying. The person is expected to use her/his own or DSMS computer/laptop. The incumbent is expected to undertake travel to provinces and districts and this will be reimbursed on government rules and regulations for DSA and travel.
1. Good writing /reporting skills.
2. Training, facilitation and interpersonal communication skills.
3. Fluency in written and spoken English and local languages.