Job Description Position Project Officer – Open Space Literacy Project Grade C1 Department Programs (Nairobi) Date September & Location Reports to 2014 ICT4D Projects Manager (OSL) (position): Purpose: Founded 75 years ago, Plan International is one of the oldest and largest How does children's development organizations in the world. We work in 50 developing this post countries across Africa, Asia and the Americas to promote child rights and lift support millions of children out of poverty particularly those who are excluded or Plan’s marginalized. strategy and benefits and work in partnership with others. Plan's vision is of a world in which mission? all children realize their full potential in societies that respect people's rights We deliver high quality programs that deliver long lasting and dignity. Plan is independent, with no religious, political or governmental affiliations and is an equal opportunity employer. The main purpose of this position is to implement the day to day activities of a 1 year Nokia and Lenovo Grant funded project OSL: improving literacy using digital and non-digital initiatives, Nairobi, Kenya. The project aims to support the intersecting areas of education, child protection and ICT in schools. Dimensions of Role: The job role includes Child Protection responsibilities during the implementation of the project as per the Child Protection Policy. The incumbent is responsible for the development and execution of the project work plans as per the approved activity plan for his/her area of responsibility. S/he is also responsible for contribution to designing, implementing, monitoring and reporting on the progress of the project activities. The incumbent will be reporting to the ICT4D Project Manager and the respective Program Manager – Education, on a day to day basis who has oversight of all programs and operations in the area. 1 Key Responsibilities - Key End Results of Position: Mobilisation and Participatory Planning:  In close collaboration with the Project Manager and KCO staff, ensure school/community based child protection structures, state and non-state stakeholder mapping remains updated and apply appropriate strategies to sustain mobilization, interest and commitment of local stakeholders to promote child protection campaigns and gaps in the quality of education. Work with the various implementation partners (AACs, School BoMs, school children through representative structures, local communities, GoK institutions,) to regularly validate the analysis on challenges impeding the full implementation and enforcement of the law in respect of child protection and quality of education.  Informed by the analysis and the project outline, facilitate systematic participatory development of implementation plans with clear objectives, tangible deliverables, timelines and support the various teams and structures to rollout the activity plans. Consultations must include communities and children on specific discussion on protection risk issues from their perspective and possible mitigating actions and strategies to be incorporated into project design  Ensure that project makes full consideration of the local child protection context including main protection risks for children as well as legal and social wellbeing provision and this informs all stages of the project cycle  Coordinate planning and implementation with SOS children villages, the other collaborator in the project to enhance synergies and accountability while precluding duplication and competition  Ensure appropriate consultations with relevant stakeholders in the design and implementation of project activities to ensure they are in line with government policies, priorities and county development plans.  Should be creative and innovating on how to use new methods to improve monitoring and innovations, especially but not limited to use of ICT to facilitate this processes. Project Implementation:  Ensure community participation in the project planning, implementation and monitoring including consultations with children for insights on possible mitigating actions and strategies that could potentially be incorporated into project design  Working with school authorities and communities, facilitate the establishment (whilst supporting existing structures) and peer learning networks on use of ICT in learning, and students clubs for child protection  Ensure that the monthly activities and budget plans are implemented as per approved breakdown and that all activities are on track with appropriate scheduling, quality and timelines 2  Work with relevant staff to ensure all logistics and procurement at a local level including events management are in conformity with Plan and donor policies, procedures and standards  Facilitate access of relevant and accurate information child protection and quality education, while ensuring the project conforms to policies stipulated in the Education Act 2013 and Session Paper 14 of 2012 on Reforming Education and Training.  Ensure Child Protection mechanisms in the Project have been improved at family, school and community level  Play an advocacy role to ensure that Government of Kenya (GoK) and county governments take responsibility of institutionalizing gender responsive teaching, implement positive approaches to discipline and support initiatives to improve literacy levels.  Work with project partners to improve literacy levels in the county through sharing of knowledge, experiences, collaborating in activities and sharing resources when appropriate  Promote use of ICT4E technologies and content e.g. interactive screens and projectors, Dschool, MsingiPACK and online learning to enhance learning, innovation and research.  Together with Project Manager (OSL), Coordinate mobilization activities with the OSL team (Plan Kenya and SOS; both in Kenya and international) to promote government/community acceptance and use of facilitative teaching methodologies, use of ICT in learning and implementation of education language policy to improve literacy outcomes  Ensure that gender considerations are appropriately defined and incorporated across all phases of design, implementation and reporting. Capacity Building Trainings:  Be able to train communities on Basic ICT, and how to integrate ICT in learning.  Contribute to the design of simplified appropriate capacity and gaps assessment tools on systems, knowledge, attitudes and practices within the local context with respect to application child protection, community participation and governance (for teachers and school board of management)  Using analyzed information, give input to the development of appropriate criterion to select training participants and champions for various interventions as outlined in the project design document approved by the donor and the project DIP  In close collaboration with the Project Manager and other stakeholders, participate in the development and rollout of appropriate training curriculum customized to address locally identified gaps on quality of education, child protection, gender equality and use of punitive approaches to discipline by teachers  Work with the various project implementation teams to support initiatives to cascade the capacity trainings to target groups to enhance efforts to promote safe and protective spaces for children both at home and school 3  Follow-up to assess effectiveness of delivered trainings and provide remedial refresher trainings to enhance assimilation and application of the new knowledge to enhance quality of teaching and learning; and provision of safe schools. Stakeholder Relationship Management:  Through collaborative approaches, engage various project implementation teams relevant to child protection, gender and education to develop appropriate TORs for implementation in various schools, ensuring their input is considered and incorporated  Facilitate use of inclusive processes in scheduling project implementation activities sensitive to the local calendars and seasonality of activities especially school holidays  Ensure clarity on roles, responsibilities, deliverables and timelines for the same for each actor  Effectively participate in planning, progress review and coordination meetings with stakeholders, sharing updates, future plans, resource limitations to manage expectations, engage actors in identifying and addressing challenges and possible mitigation/solutions.  Ensure coordinated implementation of work plans and act as the project accounting officer  Respect cultural sensitivities to sustain harmonious relations with stakeholders and communities at large.  Attend education co-ordination meetings at the county level in the absence of the Project Manager Monitoring, Evaluation and Documentation:  As outlined in the project MER framework, contribute to design and rollout of the project baseline, midterm and end-line studies, other focused surveys and routine monitoring and facilitate the dissemination of findings from such studies/monitoring to the relevant audience  In collaboration with the Project Manager, use baseline findings for benchmarking the project/setting targets and regularly incorporate feedback and other monitoring observations to implementation to enhance effectiveness.  Effectively document progress with respect to implementation methodologies, effects and outcomes of intervention activities to generate evidence for reporting, decision making, policy advocacy, up-scaling best practices and lessons to be drawn from the project.  Facilitate reflective sessions with children, Schools Board of Management, parents and stakeholders to keep all parties appraised on implementation progress, emerging challenges, opportunities, effectiveness of design, monitoring and implementation processes and seek their feedback and input into the project.  Be able to utilize/propose innovative ways of tracking outcomes, especially through use of technology 4 Reporting and Documentation:  From the outset, familiarize self with various reporting formats, information needs and schedules and ensure evidence based quality reporting  Regularly gather data and other information relevant for reporting  Submit regular/scheduled complete, accurate and timely consolidated interim reports that conform to prescribed formats and other parameters from Plan and the donor  Contribute to documentation and sharing of best practices with stakeholders as appropriate  Facilitate coordinated joint reflection meetings/sessions at County level (among partners)  Ensure budget burn rate remain consistent with the reports submitted and provide brief explanations as appropriate for discrepancies Problem Solving:  Managing community conflicts  Managing community, GoK/other partners and Plan Policy conflicts and expectations  Maintain good working relationships with other Civil Society Organisations (CSOs)  Negotiating with the respective government departments to ensure that work is not impeded  Managing community attitude towards Plan implementation strategy  Managing donor verses implementation partner timelines and reports Communications and Working Relationships:  Incumbent expected to maintain a high level of external communication/contact at the community and County levels to facilitate appropriate project implementation  Medium level external communication with the INGO, LNGO, CBOs partners in the county  Low level external interface with Plan National Office (NOs) sponsorship communications Knowledge, Skills, Behaviours, and Experience Required to Achieve Role’s Objectives: Educational Qualifications, Knowledge & Experience:  Degree in management related issues; community development or other equivalent plus post graduate qualifications desirable in a relevant professional discipline.  Minimum of 3 years’ experience in IT supported projects  2 years of relevant experience in managing ICT4E innovations and programs; have skills in IT troubleshooting and support for basic devices including projectors, laptops and wireless switches  Knowledge of ICT4E trends, applications and technologies.  Strong Knowledge of community development  Experience in grants management, proposal development insights and resource mobilization 5  Experience with Child protection/Education/gender related projects, partnership building, networking /and collaboration with GOK, county governments and other actors including the private sector are a critical requirement  Knowledge & experience on working with Children with Disabilities projects an added advantage  Knowledge in donor reporting requirements an added advantage  High level of integrity, values, ethics and attitudes that align with principles of Plan’s Child Protection Policy Key Skills Specific to the Post:  Skills in managing project implementation and monitoring is critical  Strong advocacy skills for the Child Protection and Education issues  Skills in implementing ICT in education solutions  Strong report writing skills  Community facilitation, networking, partnership development and management skills  Fundraising and resource mobilization skills  Good communication, negotiation and advocacy skills  Good interpersonal, relationship and teamwork spirit  Conflict detection, analysis and management skills Physical Environment and Demands: Field based. Frequent travel (70%) in field monitoring/implementation within Nairobi. Level of Contact with Children: High level: Frequent interaction with children Please attach an organization chart of your department. ICT4D Project Manager _______________Project Officer ***** END OF JOB DESCRIPTION***** 6