Summary
Date Posted: Friday, July 03, 2020 , Base Salary: Not Disclosed

JOB DETAILS:
Plan International is an independent development and humanitarian organisation that advances children’s rights and equality for girls. .

This position is contingent upon award.
ACCOUNTABILITIES
Technical delivery
• Lead the quality planning, implementation, monitoring and reporting of the interventions under the Girls’ education outcome
• Provide technical support to Government of Tanzania staff working with the consortium in the implementation of programme activities
• Develop a framework for the design process of interventions under the Girls Learning outcome over the inception period, that draws on internationally recognised gender-transformative education planning and guidance. This will be done in collaboration with Government of Tanzania stakeholders.
• Provide technical support to Plan Tanzania field staff, consortium partners and local implementing partner organisations to ensure project activities are being delivered in accordance with agreed minimum standards related to gender equality and social inclusion[2]
• Ensure programme design directly aligns with/supports delivery of government strategies to address gender inequalities and girls’ education as outlined in the Government of Tanzania Education Sector Development Plan 2017
• Support and contribute to the writing of the inception report to the donor and other regular reports to be produced throughout the programme
• Support the development of costed annual workplans, as needed.
• Ensure that Plan International`s global policies for Child Protection (CPP), Safeguarding, and Gender Equality and Inclusion (GEI) are fully embedded across all project activities and aligned with similar policies under other outcome areas focusing on disability and safety
• Ensure documentation of case studies, best practices and lessons learned.
• Support M&E colleagues in formulating indicators to measure the effectiveness of interventions to ensure girls are learning, staying in school and progressing to secondary education
• Support M&E colleagues in the development of the M&E Framework
• Based on M&E findings, support the process of adapting programming to ensure that interventions most effective/ relevant to context are applied across the programme
External representation and relationship building:
• Represent Plan International Tanzania at all project management committee meetings, consortium and government partner meetings at district, regional and national levels on behalf of the consortium
• Build strong relationships with national, regional and district level Ministry of Education (and other relevant line ministries) officials responsible for addressing gender inequalities in education and coordinate regularly to ensure close alignment and complementarity of Government activities with those of the programme
• Work with relevant Government representatives to ensure project activities are focused on sustainability post project implementation
• Engage with key national, regional, and community stakeholders, including government representatives, donor, civil society, and academic institutions as needed
• Present to various audiences on the technical aspects of gender-transformative programme design and implementation and support the process of dissemination of learning.
Support and capacity building to delivery teams:
• Provide hands-on support to the Plan Tanzania project delivery team.
• Promote mutual understanding and the sharing of ideas, information and experience on girls’ education issues among team members
• Carry out capacity gap assessments and analysis with Plan International UK for Plan Tanzania project staff and coordinate training sessions based on gaps identified by the project.
• Ensures that Plan International’s global policies for Child Protection (CPP) and Gender Equality and Inclusion (GEI) are fully embedded in accordance with the principles and requirements of the policy including relevant Implementation Standards and Guidelines as applicable to their area of responsibility. This includes, but is not limited to, ensuring staff and associates are aware of and understand their responsibilities under these policies and Plan International’s Code of Conduct (CoC), their relevance to their area of work, and that concerns are reported and managed in accordance with the appropriate procedures.

Job Skills: Not Specified

TECHNICAL EXPERTISE, SKILLS AND KNOWLEDGE
General requirements
• Extensive technical knowledge in thematic area of girls’ education, including knowledge of current trends in gender norms in Tanzania
• Knowledge of various strategies and interventions to support girls’ retention, progression and learning is essential
• Experience of liaising with and supporting government to deliver education strategies at different levels of the education system
• Experience in implementing community-level interventions to promote positive gender norms and girls’ education and/ or acting as a technical advisor to such programmes
• Experience of working on large, complex, donor-funded programmes. Preferably DFID-funded contracts with results-based delivery on projects
• Experience working with/ through partners, including building technical capacity of implementing partner organisations and Government staff
• A minimum of 10 years’ experience of working in Tanzania and a strong understanding of context and contextual challenges faced by communities in the country
• Strong public presentation skills and ability to represent the programme to a variety of audiences ranging from government representatives, donor, academic institutions, civil society, community representatives, and other as required.
• Experience managing teams to deliver quality and meet deadlines
• Familiarity with girl-cantered, participatory approaches to data collection
• Experience in supporting the design of both qualitative and quantitative M&E tools to capture changes in girls’ perceptions and experience of education
• Advanced report writing skills.
• Strong passion and commitment to championing girls’ right to education and to challenging harmful gender and social norms and behaviours
Education and language
• Advanced degree in a relevant field, for example, Gender Studies, Gender and Development, Gender and Education, Development Studies, or Sociology
• Fluency in English – both spoken and written
• Knowledge of Swahili and other local languages would be an advantage.
PLAN INTERNATIONAL’S VALUES IN PRACTICE
We are open and accountable
• Promotes a culture of openness and transparency, including with sponsors and donors.
• Holds self and others accountable to achieve the highest standards of integrity.
• Consistent and fair in the treatment of people.
• Open about mistakes and keen to learn from them.
• Accountable for ensuring we are a safe organisation for all children, girls & young people
We strive for lasting impact
• Articulates a clear purpose for staff and sets high expectations.
• Creates a climate of continuous improvement, open to challenge and new ideas.
• Focuses resources to drive change and maximise long-term impact, responsive to changed priorities or crises.
• Evidence-based and evaluates effectiveness.
We work well together
• Seeks constructive outcomes, listens to others, willing to compromise when appropriate.
• Builds constructive relationships across Plan International to support our shared goals.
• Develops trusting and ‘win-win’ relationships with funders, partners and communities.
• Engages and works well with others outside the organization to build a better world for girls and all children.
We are inclusive and empowering
• Seeks constructive outcomes, listens to others, willing to compromise when appropriate.
• Builds constructive relationships across Plan International to support our shared goals.
• Develops trusting and ‘win-win’ relationships with funders, partners and communities.
• Engages and works well with others outside the organization to build a better world for girls and all children.
PHYSICAL ENVIRONMENT
Typical Office environment with travel to the field (different regions)
LEVEL OF CONTACT WITH CHILDREN
Medium contact: Medium contact with Children
[1] [NB: The figure of 4.4 million children represents the total pre-primary and primary school population for
Government schools in the original 9 focus regions in the Business Case. It may change depending on the 9
regions finally agreed between DFID and GoT]
[2] This could be DFID’s gender equality and social inclusion (GESI) minimum standards, Plan’s gender equality programme criteria, and/or any gender-related minimum standards set by the government of Tanzania

Job Education Requirements: Not Specified

Job Experience Requirements: Not Specified

Work Hours: 8

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