Regional Education Technical Coordinator BLP-Middle East Office

Teaching & Training

Overview

Map capacity building needs and implement support across NRC country offices in the MERO region.

You have:

• Minimum 3 years of experience from a senior level project implementation or technical position in a humanitarian/recovery context.
• Fluency in Arabic and English, both written and verbal.
• Previous work in Psychosocial Support/Social Emotional Learning programs and teacher capacity building is considered an asset.
• Experience from working in complex and volatile contexts.
• Experience as a Master Trainer is preferred.
• Good cultural awareness and sensitivity.
• Expertise within one of NRC’s core competencies is an asset.

Contract

This is a Professional contract, Grade 7 (NRC) contract. More about Professional contract, Grade 7 (NRC) contracts.

Summary of the position

The Regional Education Technical Coordinator – Better Learning Programme (RETC - BLP) will be responsible for mapping capacity building needs across all NRC country offices in the MERO region, designing and implementing capacity building packages both during field visits and remotely. The RETC - BLP will also be responsible for monitoring programme quality using existing tools and guidelines and providing implementation support and advice to each country office.

Role and responsibilities:

Generic Responsibilities:

• Adherence to NRC policies, guidance and procedures;
• Ensure that projects target beneficiaries most in need of protection, explore and assess new and better ways to assist;
• Promote the rights of IDPs/returnees in line with the advocacy strategy;
• Contribute to the development of education guidance both technical and implementation;
• Provide PSS technical direction and ensure high technical quality of project activities;
• Provide regular progress reports to Regional Education Adviser;
• Ensure capacity building of Country Office staff and transfer key skills across MERO offices (BLP, Teacher’s in Crisis Contexts, Child Safe Guarding);

Specific Responsibilities:

• Assess and map existing strengths, weaknesses, and capacity gaps in implementing and integrating BLP in Education across Country Offices;
• Support the in-country BLP focal points (including technical guidance) to implement and monitor the quality of BLP activities;
• Develop a workplan to support Country Offices supporting their BLP-PSS and Education Strategy;
• Roll-out across relevant Country Offices BLP materials (such as the BLP Guidance Kit, the BLP youth wellbeing programmatic documents, the capacity development Kit etc);
• Support the Regional Education Adviser in reporting requirements;
• Actively participate in the BLP Technical Steering Committee;
• Ensure that BLP projects target beneficiaries most in need of protection, explore, assess and propose programme improvements;
• Interface with the Global BLP Unit (GBU) in coordination with the Regional Education Advisor;
• Compile and disseminate best practice, lessons learnt, recommendations, and case studies from project implementation, creating and tracking against a project improvement plan.
• Promote and advocate for the integration of BLP and PSS into NRC education strategy and programming as well as in country and regional response plans.

Critical interfaces:

Relevant primary interfaces for this position are:

• Global PSS Adviser, NRC Global BLP Unit;
• Global BLP Head of Unit, NRC GBU;
• Regional Capacity Development Managers, NRC Regional offices;
• Education Specialists/PDMs, NRC MERO;
• Regional Monitoring and Evaluation Managers, NRC MERO;
• Monitoring and Evaluation (M&E) Managers/Coordinators in Country Offices in MERO;
• Global BLP M&E Adviser, NRC GBU
• Global BLP Advocacy/Communication Advisor; NRC GBU

Competencies

Competencies are important in order for the employee and the organisation to deliver desired results. Competencies are relevant for all staff and are divided into the following two categories:

1. Professional competencies

These are skills, knowledge and experience that are important for effective performance.

Generic professional competencies for this position:

• Previous work in Psychosocial Support/Social Emotional Learning programs and teacher capacity building is considered an asset;
• Previous experience operating NRC Better Learning Programme 1/2/3 is considered an asset;
• Minimum 3 years of experience from a senior level project implementation and or technical position in a humanitarian/recovery context;
• Experience from working in complex and volatile contexts;
• Fluency in Arabic and English, both written and verbal;

Context related skills, knowledge and experience:

• Strong organisational and team working skills;
• Good cultural awareness and sensitivity;
• Expertise within one of NRC’s core competencies is an asset.
• Experience as a Master Trainer is preferred

2. Behavioural competencies:

These are personal qualities that influence how successful people are in their job. NRC’s Competency Framework states 12 behavioural competencies and the following are essential for this position:

• Planning and delivering results;
• Influencing;
• Communicating with impact and respect;
• Handling insecure environments;
• Coping with change.

Performance Management

The employee will be accountable for the responsibilities and the competencies, in accordance with the NRC Performance Management Manual. The following documents will be used for performance reviews:

• The Job Description;
• The Work and Development Plan;
• The NRC Competency Framework.

What we can Offer

• Contract period: 12 months Fixed –(Renewable based on funding availability)
• Salary/benefits: According to NRC’s salary scale and terms and conditions
• The role is open to both national and International Candidates
• Duty station: Amman, Jordan
• Travel : 50% Travel to Middle East Regional Country Offices

Apply now

Potential interview questions

Added 3 years ago - Updated 1 year ago - Source: nrc.no