TITLE: Gender and Disability Officer

TEAM/PROGRAMME: ECW/ MYRP

LOCATION:

GRADE: 4

CONTRACT LENGTH: 3 years

CHILD SAFEGUARDING:

the post holder will have contact with children and/or young people either frequently (e.g. once a week or more) or intensively (e.g. four days in one month or more or overnight) because they work country programs; or are visiting country programs; or because they are responsible for implementing the police checking/vetting process staff.

Context of intervention :

The South Sudan Education Cannot Wait Multi-Year Resilience Programme (ECW MYRP) is grounded in the reality of education in South Sudan, where systemic change in the education sector is needed to drive results for all children. Education Cannot Wait facilitates the MYRP’s approach to promoting education among the marginalized children in South Sudan. This is with a focus on girls and children with disabilities, while also supporting recovery and the return of refugees and IDPs within the nexus of emergency and development. Given the impact of displacement, conflicts and crises, and extreme levels of poverty, learners and teachers require well-rounded and holistic support to ensure that they can learn and teach and that children can progress in education.

Grant Agents (SC, NRC and FCA) coordinated through the lead grantee Save the Children are working with the following main lead implementing agencies (AVSI, PCO, CMD, Nile Hope, Windle Trust International, World Vision International, as the main lead partners in collaboration with other partners) and MYRP Secretariat to ensure that out of school children (OOSC) in priority areas have flexible, responsive routes into learning opportunities. This will ensure to support OOSC’s transition into further levels of education by supporting their holistic wellbeing and development. The MYRP will reach over six states and twelve counties where the majority of the population of children in need are located, focusing on six States: the three States of the Greater Upper Nile (Jonglei, Upper Nile, and Unity States), one State in the Greater Equatoria Region (Eastern Equatoria) and two States in the Greater Bahr el Ghazal Region (Lakes and Warrap), and the twelve counties are: Magwi, Kapoeta North, Duk, Nyirol, Baliet, Magwi, Tonj North, Gogrial West, Awerial, Guit, Tonj East, and Panijiyar. The implementation is done through 9 implementing agencies across the 6 states (12 Provinces).

SCOPE OF ROLE:

Reports to:

Staff reporting to this post:

Budget responsibility: non

KEY AREAS OF ACCOUNTABILITY:

• Work closely with the education coordinator to ensure the establishment and/or rigorous implementation of gender and disability-responsive Organizational Practices and Procedures including ensuring they promote, protect and ensure a non-discriminatory, empowering, inclusive, diverse and safe work environment for all, which has zero tolerance and effective redress for any practices in the workplace which may counter this culture.
• Coordinate with other agencies (including INGOs, NNGOs, UN, and other relevant authorities) relating to gender and disability issues at school level and community
• Represent Save the Children at gender and disability coordination meetings
• Work closely with the education coordinator to adopt gender and disability mainstreaming approaches into all components and ensure gender and disability responsive approaches within EON’s operations, planning, monitoring and evaluation procedures, including but not limited to the monitoring requirements of Inter-Agency Standing Committee (IASC) Gender with Age Marker (GAM).
• Document successes in programme implementation, specifically on the Consortium approach, for sharing with donors, Save the Children members, and Consortium Senior Management.
• Travel to project sites and regularly monitor projects with the project team to ensure the set quality is met. She/he will ensure all implementations are in line with Gender-responsive strategies and approaches incorporated which not only go beyond only addressing the differentiated challenges that girls, boys and youth face in accessing and benefiting from education, but also address aspects of the root causes of gender-based discrimination holding girls, boys and youth back.

Information, Analysis and Program support:

• Support the collection and analysis of sex- and age- disaggregated data (quantitative, qualitative and anecdotal) as well as streamline the needs assessment, collection and analysis so that it can be more effective in meeting beneficiary needs.
• Support strengthened gender-, age- and disabilities-disaggregated data and gender and diversity analysis on trends around children’s education in South Sudan at both national sub-levels.
• In collaboration with the consortium partners, conduct gender and disability analysis in the program locations and utilize recommendations to inform program implementation.
• Facilitate and support the integration of gender and disability perspectives (such as the framework and checklists in the IASC Gender and GBV Handbooks) in the programming across the different stages of the project cycle (implementation, monitoring, evaluation and reporting.
• Review project plans and budgets with support from the Education Coordinator (or provide written guidelines for such a review) to ensure that adequate attention is given (and resources allocated) to the promotion of gender equality and disability across implementation, monitoring and reporting.
• Work closely with the education coordinator to develop a Gender and disability action plan (GDAP) on how to implement the gender analysis recommendations and Capacity-building:
• Training staff on Gender equality and Protection from sexual exploitation and abuse (PSEA).
• Provide training/orientation on promoting gender equality and disability and the use of IASC Gender, disability and GBV handbooks and checklists in all focus areas. The capacity building could include training, mentoring and one-on-one support.
• Assisting in providing and creating/adapting gender equality and disability tools for the collection and analysis of sex, age and disability disaggregated data in the area of Education.

Proposed Outputs:

• Be available on call/team if any urgent matters arise that a staff would like to share regarding GBV Mitigation and prevention
• Debrief to line manager/ technical supervisor on overall status of the implementation progress
• Bi -monthly progress reports to the line manager to highlight needs and gaps.
• Development of peer/reflective practises with teams
• Review of current gender and disability practices, reflecting on practices sectoral approach, with clear recommendations and a related action plan, including capacity development (clearly budgeted, mapped out in terms of timelines and reflecting resources required).Relevant guidance documents or training materials.

BEHAVIOURS (Values in Practice)

Accountability:

• holds self accountable for making decisions, managing resources efficiently, achieving and role modelling Save the Children values
• holds the team and partners accountable to deliver on their responsibilities – giving them the freedom to deliver in the best way they see fit, providing the necessary development to improve performance and applying appropriate consequences when results are not achieved.

Ambition:

• sets ambitious and challenging goals for themselves and their team, takes responsibility for their own personal development and encourages their team to do the same
• widely shares their personal vision for Save the Children, engages and motivates others
• future orientated, thinks strategically and on a global scale.

Collaboration:

• builds and maintains effective relationships, with their team, colleagues, Members and external partners and supporters
• values diversity, sees it as a source of competitive strength

• approachable, good listener, easy to talk to.

Creativity:

• develops and encourages new and innovative solutions
• willing to take disciplined risks.

Integrity:

• honest, encourages openness and transparency; demonstrates highest levels of integrity

QUALIFICATIONS AND EXPERIENCE

Essential

Degree in a relevant and related field such as education planning and management, gender and disability with additional training in project planning and management techniques

SKILLS AND EXPERIENCE: Essential:

• Proven experience combining formal expertise on gender and disability mainstreaming and gender equality with experience in applying these concretely to specific program sectors especially education, plans, policies and processes;

• Knowledge of gender equality and disability training tools and methods and proven experience delivering training on gender-responsive programs;

• Experience in the inclusion of protection measures against sexual and gender-based violence (SGBV), School-Related GBV (SRGBV), and cooperation with any work to end Harmful Traditional Practices.

• Prior experience in addressing socio-cultural and gender norms and barriers to education and participation in decision-making and leadership of girls and boys and youth

• At least 3 years of experience in Gender equality integrated in other sectors, preferably ECD, Education and/or Education in Emergencies programming.

• Knowledge of current global and regional and national debates on gender equality and disability policies and models.

• Good conceptual and theoretical understanding of the rights of persons with disabilities, CPRD and child rights and ability to provide operational and technical advice on disability mainstreaming into education programs

• Experience with supporting mechanisms to prevent sexual exploitation and abuse (PSEA) in Humanitarian settings.

• Proven experience in developing and managing high-quality, innovative and cost-effective gender equality programming in complex environments and with International NGOs, preferably working within a consortium or with implementing partners.

• Proven experience and skills in gender analysis, gender audits, safety audits, gender-related research and advocacy and writing high-quality gender assessment reports.

• Ability to extensively travel for project monitoring and provide on-site technical support to field teams.

Desirable

• Experience working in an NGO
• Experience in humanitarian emergencies

Additional job responsibilities

The duties and responsibilities as set out above are not exhaustive and the role holder may be required to carry out additional duties within reasonableness of their level of skills and experience.

Equal Opportunities

The role holder is required to carry out the duties in accordance with the SCI Equal Opportunities and Diversity policies and procedures.

Child Safeguarding:

We need to keep children safe so our selection process, which includes rigorous background checks, reflects our commitment to the protection of children from abuse.

Health and Safety

The role holder is required to carry out the duties in accordance with SCI Health and Safety policies and procedures.