Jobs/Roles in the ECE Community: Internationally

Jobs/Roles in the ECE Community: Internationally

The first organization I looked at was UNCICF. I have seen their commercials on television since I was a young girl. UNCICF is the leading humanitarian and development agency working globally for the rights of every child. Children rights begin with safe shelter, nutrition, protection from disaster and conflict and traverse the life cycle: prenatal care for healthy births, clean water and sanitation, health care and education.

UNCICF has spent over 60 years working to improve the lives of children and their families, working with and for children through adolescence and into adulthood require a global presence whose goal is to produce results and monitor their effects, UNICEF also lobbies and partners with leaders, thinkers and policy makers to advance the access of all children to their rights- especially the most disadvantaged. It works for a more equitable world by fighting for the rights of children. This organization believes all children have a right to survive, thrive, and fulfill their potential- to benefit of a better world. Equal access for every child means working on gender fairness and equality ( United National Children’s Fund (UNICEF,n. d.),

 The job listing that interest me was a temporary position:

Title:                           Education in Emergencies Specialist (P3)

Reports to:                 Education Specialist Emergency

Duration:                   3 months

Type of contract:      Temporary Appointment (TA)

Location:                    Bamako (with possibly frequent travels to the field)

BACKGROUND

Education in the North has been a challenge, especially in the areas where the government has little to no control, such as Kidal and Menaka, due in part to the absence of teachers, as well as disagreement and sensitivity around the curriculum between the government and armed groups. Since early 2012, there are more than five thousand less students in primary and secondary school in Kidal; only than 28% of the number of children that were enrolled in Kidal schools before the crisis are currently enrolled there. Some of the progress made in 2013 and 2014 in getting children back in school has been jeopardized by the resumption of hostilities, which has resulted in the increase of closed schools in five regions affected by the conflict (Segou, Mopti, Gao, Timbuktu, and Kidal).

Across the North and the centre of Mali, there are currently 430 closed schools due to insecurity, more than a hundred more than in January of this year. As a result, more than 20,500 children are not currently able to attend school in conflict-affected districts, including but not limited to Tenenkou, Goundam, Gourma-Rharous, Menaka, Sevare, and Djenne. Although 98% of the number of students that were enrolled in school in the North before the crisis are currently in school in the North, throughout the country, there are 66 communes with at least one school closed due to the conflict; 37 of these communes have more than 50% of their schools closed. In the three regions of the North (Gao, Kidal, and Timbuktu) 323 schools remain closed. Following rebel attacks (Coordination) in Tenenkou on 5 May 2015, 101 primary and secondary schools are still closed in Tenenkou (100%) and Youwarou (13%) districts, affecting more than 13,000 children and at least 210 teachers.

Furthermore, the local education authorities in one of the communes in Tenenkou claim to have been told to only allow madrasas or koranic schools to function; koranic schools are not formally registered under the Ministry of Education. In addition, the overall security situation has disrupted the organization of final exams for approximately 1312 students in Gao, Timbuktu, and Mopti regions as many examination centres are in insecure areas, posing protection concerns. The Education Cluster, supported by the Child Protection Sub-Cluster, has been in talks with Ministry of Education officials, advocating for the adherence to internationally accepted norms and standards by national and local actors in order to ensure children’s protection and well-being.

PURPOSE

Under the guidance of the Education Specialist EIE P3, The “Education Specialist, Emergencies” (EiE Specialist) will work in close collaboration with the Emergency Coordinator, UNICEF Education team members in Bamako and Heads as well as UNICEF education team members based in Field Offices in Gao, Mopti, Sikasso and Kayes to provide technical expertise in assessing, designing, implementing and monitoring the Education response to the conflict and disasters affected areas in the North and the South (Floods, epidemics) of the country.

MAIN RESPONSIBILITIES AND TASKS

The EiE Specialist will work closely with national and local education government authorities, local and international NGOs and agencies involved in the sector to strengthen coordination in assessments, planning implementation and monitoring of the emergency education situation within their area of responsibility. More specifically, with guidance and support from the Education Specialist EIE, Emergency Coordinator, field based education staff and heads of field offices, she/he will:

1.      Support the Education Specialist EIE to ensure effective coordination of UNICEF Emergency Education programs together with implementing partners, local education authorities and communities in conflict and disasters affected-areas.

2.      Establish positive working relationships with partner agencies to facilitate smooth implementation of planned education in emergencies activities.

3.      Work with appropriate education in emergency partner’s to draft Program Cooperation Agreement ( PCA) and Small Scale Funds Agreement (SSFA) if necessary to ensure the implementation of EIE response

4.      Support the implementing partners identified to put in place an innovative approach (radio programming, distance learning and psychosocial support) for conflict affected-children in the most insecure areas.

5.      Assist in the creation of school preparedness plans in areas affected by disasters (floods, epidemics, etc.), in collaboration with local education authorities, UNICEF field offices, staff in Bamako, and others partners involved in C/DRR, and in particular the Education Cluster C/DRR working group.

6.      Undertake field visits, as required, to monitor education response activities, particularly related to education in emergency implementation, supplies, on the ground and provide support to UNICEF colleagues on monitoring, where possible.

7.      Contribute to draft EIE proposals, Donor reports and Humanitarian situation reports

8.      Contribute to build the capacities of education actors at national and regional level in Education in Emergency issues

9.      Actively monitor the data related to program implemented to ensure the availability of the indicators of activities and results and facilitate the donor reports

10.  Contribute to and work in close liaison with Education Cluster/Sector members and coordinator(s).

Outputs/deliverables
The radio programming and distance learning for the children in insecure areas is in place and in implementation  with key partners identified
School preparedness plans in areas affected by disasters is available in targeted schools
Report of training of Education local actors  on EIE and education needs assessments is available
EIE monitoring report (including gaps and achieved) Supplies monitoring matrix Humanitarian Situation Reports
Good practices on EIE Input for Donor reports, Annual report, Country Emergency Annual Report and any other as requested Input for donor proposals

MINIMUM QUALIFICATIONS AND COMPETENCIES

• Masters or advanced degree in education, social sciences, international development, humanitarian response or a related field.
• Minimum 5 years of progressively responsible relevant experience in the field of education. Experience in complex emergencies and experience with either the UN and/or NGO strongly preferred.
• Technical experience and knowledge in the area of education in emergencies response required, including monitoring and evaluation, supply management and partnership coordination.
• Proven experience of high quality report writing and documentation.

·         Resourcefulness, flexibility, and the ability to prioritise large amounts of work while under pressure.

·         Good analytical, facilitation, communication and presentation skills.

·         Politically and culturally sensitive, awareness of gender issues, with qualities of patience, tact and diplomacy

• Fluency in French and English (verbal and written).

Good knowledge of the context of Mali is an asset (United National Children’s Fund UNICEF, n. d..)

The next organization I researched was the FHI 360 a nonprofit human development organization dedicated to improving lives in lasting ways by advancing integrated, locally driven solutions. The staff includes experts in health, education, nutrition, environment, economic development, civil society, gender, youth, research and technology — creating a unique mix of capabilities to address today's interrelated development challenges. In 2011 the team of experts from Family Health International and Academy for Educational Development came together to create FHI 360.

 FHI 360 serves more than 70 countries and all U.S. states and territories. They are currently seeking qualified candidates for the position of:

 Quality Assurance Specialist

Job Summary / Responsibilities:

• The Quality Assurance (QA) Specialist position develops, implements, and conducts the spectrum of quality assurance activities for health related products in working with senior staff. The position will be responsible for ensuring compliance with applicable regulatory requirements and industry standards, support audits and investigations and reviews/analyzes data and documentation.
• Develop, review and revise assigned related documents including Standard Operating Procedures (SOP’s) and reports.
• Oversee internal audits and accreditation activities.
• Ensures that a quality management system is updated and maintained and provides input on potential improvements to the system.
• Oversees and reviews data to ensure quality and compliance standards are met.
• Keeps current on and disseminates information regarding regulations and guidance.
• Performs administrative duties of purchasing supplies and laboratory maintenance.
• Collects materials for and helps maintain files and information management systems.
• Support the development of quality systems for QA oversight and processes
- Evaluates compliance with and applicable regulations, project policies, and procedures
- May act as team lead and mentors staff on training, systems, policies, and regulations.
- Serves as the liaison with internal and external partners to ensure effective collaboration efforts.
- Performs other project related duties as assigned.

Qualifications:

• Master’s Degree or its International Equivalent - Knowledge/Information Services, Communications, Education, Environment, Health, Behavioral, Life/Social Sciences International Development, Human Development or Related Field.
• Typically requires 5-8 years of quality assurance, laboratory, or related experience.
• Proficiency in Microsoft Office, databases, spreadsheets, analytical software and other technology required.
• Articulate, professional and able to communicate in a clear, positive fashion with clients and staff.
• Must be able to read, write and speak fluent English.



This job description summarizes the main duties of the job. It neither prescribes nor restricts the exact tasks that may be assigned to carry out these duties. This document should not be construed in any way to represent a contract of employment. Management reserves the right to review and revise this document at any time.

We offer competitive compensation and an outstanding benefit package.

FHI 360 is an equal opportunity and affirmative action employer. FHI 360 is committed to providing equal employment opportunity without regard to race, color, religion, sex, gender identity, sexual orientation, national or ethnic origin, age, disability or status as a veteran with respect to policies, programs, or activities FHI 360 (n. d.)

The third organization is the Save the children organization which fosters the well- being of children and families. In this organization you can sponsor children with your contribution to ensure their health and education. This organization is operated mainly with volunteers Save the Children invests in childhood – every day, in times of crisis and for our future. In the United States and around the world, it gives children a healthy start, the opportunity to learn and protection from harm. By transforming children's lives now, it change the course of their future and ours. Education is the road that children follow to reach their full potential in life.Yet many children in need around the world do not get a quality education where they can learn and develop. To advance learning, Save the Children supports education programs for children in the classroom and at home .They train teachers to engage their students through more effective teaching practices. Coach parents and caregivers to help their children learn early on, so they are prepared to enter school. Offer ways for parents and community volunteers to get kids reading and doing math outside of school hours. Introduce children to the power of artistic expression — drawing, painting, music, drama, dance and more — to help them heal, learn and do better in school. We make sure that children don't stop learning during a crisis, and we help to keep kids healthy so they don't fall behind or drop out. In 2013, 77% of our early education programs around the world met young children's cognitive (thinking skills), linguistic (language skills), physical and psychosocial (emotional and social) needs. We also reached 38,000 American children with early education and 150,000 children with literacy programs (Save the Children, n. d.).  

I chose these organization because they make a different in the lives of children and families they serve whether it is releasing children from poverty, provide accuracy health care, or providing them with education or shelter. Each kind acts of these organizations benefit the child life now, so they may experience a rewarding future.

References

FHI 360 (n. d.) Retrieved from www.fhi360.org

Save the Children (n. d.) Retrieved from www.savethechildren.org

United National Children’s Fund (UNICEF) (n. d.) Retrieved from www.unicef.org