Project Manager

Volunteering Teaching & Training Crisis & Emergency Response

Overview

Improve literacy skills of vulnerable children through digital education.

You have:

• Minimum 5 years of experience in programme/project design, implementation, monitoring and evaluation.
• Experience working with refugee and migrant communities.
• Familiarity with education in emergencies and/or digital learning methodologies.
• Experience in language teaching pedagogies preferred.
• Proficient in Microsoft Office applications and database management.
• Strong interpersonal skills and ability to work inclusively with community members and authorities.
• Ability to work effectively in a multicultural team.
• Self-motivated and able to work with minimum supervision.
• Experience working in the UN or other international development organizations is an asset.

Contract

This is a UNV National Specialist contract. This kind of contract is known as National UN Volunteer. It is normally only for nationals. More about UNV National Specialist contracts.

Barriers for refugees and migrant children access to formal education Out of the 725,000 UNHCR-registered refugees and asylum seekers in Egypt, 34% (246,000) are school-aged children. Despite the Government of Egypt’s pledge to the Global Refugee Compact on school inclusion, refugee and migrant children often find it difficult to access public schools. The Ministry of Education and Technical Education (MoETE) decree issued in 2014 encourages many non-Egyptians to access private education while allowing Syrian, Sudanese, Jordanian, Libyan, Yemenis, Saudis, and any non-Egyptian deemed fit for acceptance, on a case-by-case basis, to enrol in public schools. However, learning opportunities for those listed nationalities (mainly from Arabic-speaking countries) tend to be disrupted due to complications with their documentation (i.e., residency permit, identification documents, etc.) and lengthy admission processes. Non-formal learning opportunity serving as a safety net UNICEF’s quality assessment of over 200 Community Learning Centres (CLCs), which are refugee and migrant-led non-formal education settings, identified that approximately 78,000 refugee and migrant children are enrolled in CLC’s nationwide. These CLCs are not regulated by the Ministry of Education and Technical Education (MoETE) or any other ministry. Whilst the quality of CLCs vary, they play important roles in educational continuity for non-Egyptian children, especially those not eligible or able to enrol in public schools. Learning Spaces also serve as a non-formal learning opportunity for those unable to enrol in public schools. This model was initially established in Aswan governorate to accommodate refugee, migrant and host community children, and provide them with core curriculum and psycho-social support, as well as build a bridge to public school enrolment. Learning Spaces are operated by registered NGOs/CSOs under the Ministry of Social Solidarity (MoSS). A drawback to the Learning Space modality is that the digital learning environment is limited. Low achievement in foundational literacy and digital divide among host community children Many Egyptian children find themselves in vulnerable situations when it comes to accessing quality education and language acquisition. Despite near universal primary school enrolment, over half of Egyptian children are unable to read and understand a simple paragraph by grade 4 and 5. This percentage is higher for children in remote and rural areas. Egyptian Community Schools (ECSs) have been established under the supervision of MoETE to support children in underserved areas and who are at risk of not accessing school. Across the country, over 100,000 children attend approximately 5,000 ECSs, which practice multigrade teaching. Despite these efforts and MoETE’s intention to integrate technology and innovation in education, significant challenges remain such as low academic achievement, poor language proficiency, and limited resources. UNICEF will partnership with Akelius Foundation to initiate a 2-year project aiming to improve the quality of language teaching and learning using dynamic, blended and personalised learning. This approach aims to tackle the challenges posed by diverse student needs, crowded classrooms, and less-than-ideal learning environments by fostering a tailored educational framework that supports targeted students in their language learning journeys.

Under the supervision of Education Officer, the incumbent will contribute to the implementation of a project Enhancing foundational English and Arabic literacy skills of vulnerable children in Egypt through improved digital learning environments funded by Akelius Foundation by undertaking the following tasks: • Map available hardware resources and assessing needs among teachers and learners in the target community learning centres, learning spaces and Egyptian community schools (these three types of spaces are called ‘educational spaces’ below); • Oversee procurement and delivery of necessary digital equipment and accessories with suitable specifications in collaboration with local service providers; • Manage the selected implementing partner including handling budget transfer, report review and support implementation of project activities in target educational spaces; • Ensure progress of activity delivery through regular check-in call with implementing partners and in person field monitoring visits; • Map language curricula used in the target educational spaces (Sudanese, South Sudanese, Egyptian community school) to the Akelius language curriculum; • Organise capacity-building training for educators in collaboration with implementing partners • Support target educational spaces to plan and carry out school community-based activities to promote digital learning; • Identify educational spaces to target in the second year of the project; • Exchange information and lessons learnt with other UNICEF country offices who implement projects using the Akelius language programme; • Strengthen the Education section’s knowledge management, including documenting key milestones and lessons learnt of the project and producing routine internal briefs. • Drafting monthly updates, interim and final reports (both narrative and financial) to the donor; • Contributing to other programme related tasks as appropriate, including (not limited to) inputs to support communication, development of funding proposals and donor visits, etc.

• Accountability; • Adaptability and flexibility; • Care; • Creativity; • Integrity; • Judgement and decision-making; • Planning and organising; • Professionalism; • Respect for diversity; • Self-management; • Working in teams.

programme/project design, implementation, monitoring and evaluation; • Working with refugee and migrant communities; • Collaborating with Egyptian government authorities; • Education in emergencies and/or digital learning; • Language teaching pedagogies (preferred) • Research, evidence generation and knowledge management; • Drafting, formulation, and reporting skills; • Excellent interpersonal skills; culturally and socially sensitive; able to work inclusively and collaboratively with a range of partners, including grassroots community members and authorities at different levels; familiarity with tools and approaches of communications for development; • Ability to work and adapt professionally and effectively in a challenging environment; able to work effectively in a multicultural team; • Solid overall computer literacy, including proficiency in various MS Office applications (Excel, Word, etc.) and email/internet; familiarity with database management; and office technology equipment; • Self-motivated, ability to work with minimum supervision; ability to work with tight deadlines. • Experience working in the UN or other international development organizations is an asset.

Cairo, Egypt is a family duty station with a wide range of services (health, education and leisure) and good living conditions. It has long been a center of the region’s political and cultural life, with high levels of tourism. Like other similar cities, Cairo offers good quality of life in terms of access to shopping centers, banks, medical services, educational facilities, cultural events, etc. The Arab Republic of Egypt has a unique geographical position in Northeast Africa, at the crossroads of Europe and Asia, on the Mediterranean and Red Sea, and its connection to Sub Saharan Africa through the Nile Valley. UN International Specialist Volunteer gets the following package: • Volunteer Living Allowance (around EGP 52,800/Month) • Entry Lump-Sum = USD 400(one-time payment) • Exit Lump-Sum upon completion of contract. • Medical and life Insurance premium/Cigna (100%) and dependents policy. • Access to UNV E-Campus for training and learning including access to LinkedIn learning. Further entitlements and information available at: https://www.unv.org/volunteer-your-country-conditions-service.

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Potential interview questions

Added 1 year ago - Updated 1 year ago - Source: unv.org