Gender and Inclusion Technical Expert 53 views0 applications

The International Rescue Committee (IRC) responds to the world’s worst humanitarian crises, helping to restore health, safety, education, economic wellbeing, and power to people devastated by conflict and disaster. Founded in 1933 at the call of Albert Einstein, the IRC is one of the world’s largest international humanitarian non-governmental organizations (INGO), at work in more than 40 countries and 29 U.S. cities helping people to survive, reclaim control of their future and strengthen their communities. A force for humanity, IRC employees deliver lasting impact by restoring safety, dignity and hope to millions. If you’re a solutions-driven, passionate change-maker, come join us in positively impacting the lives of millions of people world-wide for a better future.
The IRC has worked in Ethiopia since 2000, providing essential services through direct and partner-led programming. Currently, the IRC offers multi-sectoral assistance through emergency response and long-term resilience-building. The IRC implements development, humanitarian, and life-saving emergency programs through different sectors, including Environmental Health, Health and Nutrition, Economic Recovery and Development (ERD), Emergency Rapid Response (ERR), Education (EDU), Child Protection (CP), and Community Wellbeing Initiative (CWI).

In Ethiopia, the IRC delivers educational services to children, their parents or caregivers, and to government-run primary schools. The IRC operates directly and indirectly throughout all regions of Ethiopia, except for the Southwest Region. The IRC works through seven field offices – in Adama, Hawassa, Asossa, Gambella, Somali, and Shire, and four satellite offices in Aleta Wondo Harar, Bahir Dar, and Shiraro. The IRC directly operates in Oromia, Somali, Tigray, Beninshangul-Gumuz, Southern Nations, Nationalities, and Peoples (SNNP), Sidama, Gambella, and Harari regions. The IRC operates directly and through its partners in Amhara and Afar regions.

Background and Objectives of the FCDO Transforming Education in Ethiopia (TREE) Programme

The Transforming Education in Ethiopia (TREE) Programme (2024 – 2029)” initiated by the FCDO (Foreign, Commonwealth & Development Office) aims to increase access to education for girls and other marginalized groups and enhance their learning outcomes as well as improve teaching quality and learning outcomes with a focus on foundational learning.
The program will focus on three key components below:
1. Access to quality education: Improved quality of teaching and learning in targeted schools.
2. English Language: Selected schools provide better teaching and learning in English Language as a subject, and improved use of English across the curriculum.
3. Inclusion: Increased number of the most marginalized children, particularly girls, access education, stay in school and learn.

Scope of Work

The Gender and Inclusion Technical Expert will play a crucial role in the TREE programme, focusing on increasing access to education for marginalized children, particularly girls, and ensuring inclusive education practices. This role requires extensive experience in gender and social development, with a strong understanding of the Ethiopian context.

Key Responsibilities

1. Programme Design and Implementation:
o Develop and implement strategies to improve gender and inclusion in education.
o Work with selected communities to enhance gender and inclusion practices in schools, including safeguarding, social and emotional learning, gender clubs, and promoting aspirations for girls.
o Support innovations at school and regional government levels to help children who have missed significant amounts of school catch up and continue their education.

2. Capacity Building:
o Provide technical assistance to government and regional bureaus to support the inclusion of marginalized groups in education.
o Train and support teachers, school leaders, and community members on gender and inclusion practices.

3. Monitoring and Evaluation:
o Develop and implement monitoring and evaluation frameworks to assess the impact of gender and inclusion interventions.
o Conduct surveys and dialogues with target communities to gather data on enrolment, retention, and learning outcomes for marginalized children.

4. Stakeholder Engagement:
o Establish and maintain effective working relationships with the Ministry of Education, regional education bureaus, and other relevant stakeholders.
o Collaborate with other TREE implementing partners to ensure integrated and cohesive programme delivery.

5. Reporting:
o Prepare high-quality monthly, quarterly, and annual progress reports on gender and inclusion activities.
o Provide regular updates to FCDO and other stakeholders on the progress and impact of gender and inclusion interventions.

Role requirements

• Gender and Social Development Expertise: Demonstrate experience in developing and implementing gender-sensitive and inclusive education programmes.
• Community Engagement: Proven ability to engage with and influence community stakeholders, including parents, community leaders, and local organizations, to support girls’ education and inclusive practices.
• Training and Capacity Building: Experience in designing and delivering training programmes for teachers, school leaders, and community members on gender and inclusion practices.
• Monitoring and Evaluation: Strong skills in developing and implementing M&E frameworks to assess the impact of gender, and inclusion interventions.
• Local Knowledge: Deep understanding of the Ethiopian social, cultural, and political context, particularly regarding gender and inclusion issues.
• Adaptability: Ability to adapt strategies and interventions to changing contexts and needs, ensuring flexibility and responsiveness in programme delivery.
• Leadership: Proven ability to provide strategic direction, build consensus among stakeholders, and lead teams effectively.
• Commitment: Dedication to ethical principles, safeguarding, and inclusive practices, with a focus on gender and disability inclusion.

Collaboration with Other Team Members

1. Team & Technical Lead: Work closely with the Team & Technical Lead to align gender and inclusion strategies with the overall programme objectives and ensure integration across all components.
2. Curriculum and Teaching Expert: Collaborate to ensure that curriculum and teaching practices are inclusive and gender sensitive. Jointly develop training materials and interventions that address the needs of marginalized groups.
3. Regional Leads: Work with regional leads to tailor gender and inclusion interventions to the specific needs of different regions and communities. Provide support and guidance to regional teams on implementing gender-sensitive approaches.
4. M&E Team: Collaborate with the Monitoring and Evaluation team to develop and implement frameworks for assessing the impact of gender and inclusion interventions. Regularly share data and insights to inform programme adjustments and improvements.
5. Training Sessions: Lead training sessions for team members and partners on gender and inclusion best practices. Ensure that all team members are equipped with the knowledge and skills to implement gender-sensitive approaches.
6. Adaptive Learning and Innovation: Work with the team to design and test innovative solutions to improve gender and inclusion in education. Share successful approaches and lessons learned with the broader team to promote continuous improvement.

Qualifications

• Advanced degree in Gender Studies, Social Development, Education, or a related field.
• Over 5 years experience in gender and social development, particularly in education programmes.
• Experience working with government and community stakeholders in Ethiopia.
• A strong track record of leading the management or technical delivery of large and/or complex donor funded programmes
• Strong skills in programme design and development, advocacy and networking with international and national institutions and development agencies which promote girls’ education and empowerment.
• Ability to perform at a senior management level including managing staff in a matrixed system with a focus on adaptive management.
• Experience and ability to provide leadership and direction in harnessing the multi-disciplinary skills of the technical personnel and consortium partners.
• Familiarity with current global and regional debates about girls’ education and empowerment including FCDO’s thinking and emerging priorities.
• Prior experience in managing or delivering large FCDO programmes (preferably commercial contracts) will be a strong asset.
• Fluency in English and Amharic is preferred.

Please note that the scope of work is high level and indicative only at this stage and may be subject to change once the Terms of Reference for the programme is released and as the opportunity develops. This position will be contingent on the programme being awarded to IRC.

Standard of Professional Conduct:The IRC and the IRC workers must adhere to the values and principles outlined in the IRC Way – our Code of Conduct. These are Integrity, Service, Accountability, and Equality.