Child Protection Officer

Contract

This is a LICA Specialist-9 contract. This kind of contract is known as Local Individual Contractor Agreements. It is normally only for nationals. It's an external contract. It usually requires 2 years of experience, depending on education. More about LICA Specialist-9 contracts.

Background Information - UNOPS

UNOPS is an operational arm of the United Nations, supporting the successful implementation of its partners’ peacebuilding, humanitarian and development projects around the world. Our mission is to help people build better lives and countries achieve sustainable development.

UNOPS areas of expertise cover infrastructure, procurement, project management, financial management and human resources.

Working with us

UNOPS offers short- and long-term work opportunities in diverse and challenging environments across the globe. We are looking for creative, results-focused professionals with skills in a range of disciplines.

Diversity

With over 4,000 UNOPS personnel and approximately 7,000 personnel recruited on behalf of UNOPS partners spread across 80 countries, our workforce represents a wide range of nationalities and cultures. We promote a balanced, diverse workforce — a strength that helps us better understand and address our partners’ needs, and continually strive to improve our gender balance through initiatives and policies that encourage recruitment of qualified female candidates.

Work life harmonization

UNOPS values its people and recognizes the importance of balancing professional and personal demands.

Background Information - Job-specific

The fundamental mission of UNICEF is to promote the rights of every child, everywhere, in everything the organization does — in programs, in advocacy and in operations. The equity strategy, emphasizing the most disadvantaged and excluded children and families, translates this commitment to children’s rights into action. For UNICEF, equity means that all children have an opportunity to survive, develop and reach their full potential, without discrimination, bias or favoritism. To the degree that any child has an unequal chance in life — in its social, political, economic, civic and cultural dimensions — her or his rights are violated. There is growing evidence that investing in the health, education and protection of a society’s most disadvantaged citizens — addressing inequity — not only will give all children the opportunity to fulfill their potential but also will lead to sustained growth and stability of countries. This is why the focus on equity is so vital. It accelerates progress towards realizing the human rights of all children, which is the universal mandate of UNICEF, as outlined by the Convention on the Rights of the Child, while also supporting the equitable development of nations.

The Jordan Ministry of Education (MOE) banned corporal punishment in 1981. But despite the ban, children were experiencing high levels of emotional and physical abuse at school, and also at home, as revealed in a UNICEF-supported national survey in 2007. More than two thirds of children were subjected to verbal abuse by teachers and school administrators (71 per cent) as well as by their parents/legal guardians (70 per cent). More than a third of children (38 per cent) reported being subjected to verbal abuse by adults in the community. The study also revealed wide acceptance of corporal punishment among families, who saw it as an effective tool for disciplining children.

Ma’An Programme

These survey findings prompted UNICEF and the Ministry of Education to embark on a national programme in 2009 to reduce violence against children in all schools in Jordan, including schools managed by United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) and the Military Education Directorate. The programme adopted a three-track strategy:

1. School-based activities to promote a new, non-violent and positive methods of discipline among teachers;
2. Community engagement to promote zero-tolerance on violence in schools; and
3. A robust media coverage.

Over the past years, the Programme has tested and implemented several approaches and activities to achieve its objectives of reducing verbal and physical violence experienced by students and promoting the use of positive disciplinary alternatives by teachers in schools covered by the campaign, within the three-track strategy mentioned above. Inside the schools, advocacy groups/Safe School Councils were formed with representation from school management, educational counsellor, teachers, parents and students. These groups work as change agents within the school and as such are involved in supporting teachers and students in developing codes of conduct and classroom rules in each school. They are also instrumental in the monthly on-line survey of percentages of violence in their schools, making sure that the surveys are filled by target students and providing guarantee for transparency and neutrality of the survey. One of the major activities of the advocacy groups is organizing a monthly session following the on-line survey process where survey results are discussed and a plan of action is prepared and/or modified per the change depicted in those results.

From the outset of the programme, several capacity building programs and activities have been organized and implemented targeting teachers, counsellors, principals, heads of counselling sections in the directorates and members of the advocacy groups in schools. Themes included classroom management skills, technical knowledge and coordination skills for counsellors to facilitate and guide the work of the advocacy groups as change agents, knowledge and skills needed by school principals to provide support to Ma’An programme and the advocacy groups in their schools and comprehensive knowledge and skills relating to Ma’An Programme to heads of counselling sections to work as focal points for the Programme in their directorates.

Furthermore, the Programme also piloted and scaled up behaviour transformation program (Tarbiyah), first in 2013/2014 in 6 schools of MoE and UNRWA in Amman, expanding that to cover 50 schools from the north and central regions in 2014/2015, and finally piloted the program in 6 schools in Za’atri Camp for Syrian refugees in Mafraq governorate in the north in the second semester of 2015/2016 school year.

Ma’An Campaign’s engagement in Syrian refugee schools came by to fulfil the need to contribute to safeguarding the right of Syrian refugee children, who entered Jordan since the beginning of the Syrian crisis, to a safe school environment. Ma’An Programme started covering schools hosting Syrian refugee children in host communities (double shifted schools) since 2012/2013 and to a more limited extent in the Za’atri Refugee camp since 2013/2014. The Za’atri camp was opened in July 2012, with the establishment of 9 schools in the Camp following suit. According to UNHCR fact sheet on Za’atri camp published in November 2016, 20,771 children of school age are currently enrolled in these schools. The Azraq camp for Syrian refugees was opened in April 2014. New Primary and Secondary schools to guarantee access to education for all children in the camp are being opened from the beginning of the school year. Schools operate two shifts, one for girls in the morning and one for boys in the afternoon. Last year, over 3,000 students were enrolled at the school; registration is ongoing for the 2016/2017 academic year.

Implementation of Ma’An Programme in Za’atari and Azraq Camps over the past two years faced several challenges, pertaining to the conditions in the Camps and the quality of school environment and capacities including over-crowdedness and insufficient capacities of school staff and teachers. Field observations by UNICEF and MoE staff indicated high incidence of violence in the Camps’ schools as well as reluctance on the part of those schools to fill in the survey in a timely manner as confirmed by the on-line survey results, and the recent independent evaluation of Ma’An programme. This situation indicates the need for more support and regular follow up at the school level to ensure decreasing levels of violence against children therein.

Considering the above, and to fill in the gap in providing the needed support and follow up for implementation of Ma’An Programme in Za’atari and Azraq camps and host coominuty the child protection officer will provide regular, technical, field support and supervision in implementing the Ma’An Programme and its related components in MOE schools in camps in the host community throughout school year 2019/2020.

Functional Responsibilities

Under the overall supervision of the Chief Child Protection, and Child Protection Specialist, the child protection officer will mainly work on re-instating and strengthening Ma’An programme governance structures at all levels in camp schools and in host community schools to ensure proper programme management and technical supervision for the implementation of Ma’An Programme activities for 2019-2020 .

KEY ACCOUNTABILITIES and DUTIES & TASKS

Within the delegated authority and the given organizational set-up, the incumbent may be accountable for all or assigned areas of the following major duties and end results.

The child protection officer will provide supervision, monitoring and evaluation to MOE 2019-2020 protocol by executing the following tasks:

• Scale up Ma’An programme initiation and execution plans, MoUs, agreements, protocols and other related documentation with set time-frames developed, finalized and executed in a quality and timely manner with coordination of MOE and concerned stakeholders.
• Close facilitation, support to and follow up with MoE at central, directorate and school levels to ensure quality and timely implementation of Ma’An programme activities and interventions in all MoE schools; including schools attended by refugee Syrian students in the camps (Za’atari and Azraq), schools in the host community, and double shifted schools.
• Provide technical input and timely follow up on the development, reviewing, finalization and certification by the MoE of relevant documents and training material as needed.
• Provide technical support to MoE in developing, reviewing, finalizing and submitting quality and timely regular technical and financial progress reports to UNICEF and donors.
• Provision of technical support to MoE to document successes and lessons learnt to share with UNICEF as needed.
• Conduct daily field visits to programme sites (programme and field visits, meetings, etc) to ensure proper implementation of the programme activities, providing feedback and addressing emerging issues in consultation with UNICEF and relevant stakeholders.
• Ensure the active representation of UNICEF and CP section in the relevant SWGs and Task force meetings and other forums at the camp and national level as needed.
• Ensure coordination and collaboration with concerned UNICEF and other UN agencies colleagues on different Violence in schools issues.
• Support/ contribute to the preparation, design and implementation of programme and projects related to Violnce in schools at the school level.
• Provide support to different related evaluations, studies, and assessments as needed.
• Contribute to the development and implementation of related media and communication strategies and plans as needed.
• Provide UNICEF and MoE with monthly technical reports highlighting achievements, challenges and proposed ways to overcome such challenges.
• Communicate regularly with UNICEF and MoE related training needs of school staff in camps and host community.
• Support MOE and UNICEF in the institutionalization of, implementation and monitoring of Ma’An clear, complaint, detection, caring, referral procedures and guidelines for VAC and GBV in schools in line with the updated national framework.
• Support and follow up on the implementation of MOSS in camps schools and all schools in the host community in coordination with UNICEF, MOE and Educational Counselling team at the Ministry and directorate level, ensuring that schools are conducting the survey in a transparent, neutral and timely manner.

Competencies

Develops and implements sustainable business strategies, thinks long term and externally in order to positively shape the organization. Anticipates and perceives the impact and implications of future decisions and activities on other parts of the organization.(for levels IICA-2, IICA-3, LICA Specialist- 10, LICA Specialist-11, NOC, NOD, P3, P4 and above) Treats all individuals with respect; responds sensitively to differences and encourages others to do the same. Upholds organizational and ethical norms. Maintains high standards of trustworthiness. Role model for diversity and inclusion.

Acts as a positive role model contributing to the team spirit. Collaborates and supports the development of others. For people managers only: Acts as positive leadership role model, motivates, directs and inspires others to succeed, utilizing appropriate leadership styles. Demonstrates understanding of the impact of own role on all partners and always puts the end beneficiary first. Builds and maintains strong external relationships and is a competent partner for others (if relevant to the role). Efficiently establishes an appropriate course of action for self and/or others to accomplish a goal. Actions lead to total task accomplishment through concern for quality in all areas. Sees opportunities and takes the initiative to act on them. Understands that responsible use of resources maximizes our impact on our beneficiaries. Open to change and flexible in a fast paced environment. Effectively adapts own approach to suit changing circumstances or requirements. Reflects on experiences and modifies own behavior. Performance is consistent, even under pressure. Always pursues continuous improvements. Evaluates data and courses of action to reach logical, pragmatic decisions. Takes an unbiased, rational approach with calculated risks. Applies innovation and creativity to problem-solving. Expresses ideas or facts in a clear, concise and open manner. Communication indicates a consideration for the feelings and needs of others. Actively listens and proactively shares knowledge. Handles conflict effectively, by overcoming differences of opinion and finding common ground.

Education/Experience/Language requirements

• Minimum first university degree in Education, Psychology, Sociology, Anthropology, Social Sciences, or a related field.
• Specialized training in programme management, capacity building, and child protection issues will be an asset.
• At least 4 years relevant work experience including planning and management of child protection programmes.
• Working experience with Government institutions is an asset.
• Fluency in English and Arabic is required.

Contract type, level and duration

Contract type: ICA Contract level: LICA 9 - equivalent to NOB Contract duration: Till end of Dec 2020

For more details about the ICA contractual modality, please follow this link: https://www.unops.org/english/Opportunities/job-opportunities/what-we-offer/Pages/Individual-Contractor-Agreements.aspx

Additional Considerations

• Please note that the closing date is midnight Copenhagen time
• Applications received after the closing date will not be considered.
• Only those candidates that are short-listed for interviews will be notified.
• Qualified female candidates are strongly encouraged to apply.
• UNOPS seeks to reasonably accommodate candidates with special needs, upon request.
• Work life harmonization - UNOPS values its people and recognizes the importance of balancing professional and personal demands. We have a progressive policy on work-life harmonization and offer several flexible working options. This policy applies to UNOPS personnel on all contract types
• UNOPS seeks to reasonably accommodate candidates with special needs, upon request.
• For staff positions only, UNOPS reserves the right to appoint a candidate at a lower level than the advertised level of the post
• The incumbent is responsible to abide by security policies, administrative instructions, plans and procedures of the UN Security Management System and that of UNOPS.

It is the policy of UNOPS to conduct background checks on all potential recruits/interns. Recruitment/internship in UNOPS is contingent on the results of such checks.