Child Safeguarding:

Level 2:  The role 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 in country programs; or are visiting country programs; or because they are responsible for implementing the police checking/vetting process staff.

TEAM/PROGRAMME: Program Implementation

LOCATION:  Addis Ababa

GRADE: 1A

POST TYPE: National

Role Purpose:

The Senior Advisor - ECCE Teacher Education will lead the training of master trainers, Local Implementing Partner and government staff on comprehensive play-based ECCE approach, SEL, Conflict sensitivity, Gender transformative approach, and disability inclusion. He/she organizes and lead the training of ECCE facilitators on comprehensive play-based ECCE approach, and SEL. He/she will involve in the development/adaptation of manuals on comprehensive play-based ECCE approach, and SEL. He/she will lead the development/adaptation of ASR teachers’ guide, Comprehensive play based approach teachers’ guide, and guide on the production of teaching materials from locally available materials. Besides, he/she will lead the TE colleges’ course manuals’ content analysis from gender transformative, conflict sensitivity and disability inclusion perspectives. He/she will then lead the development of supplementary guides to promote play based ECCE teacher education from gender transformative approach, conflict sensitivity and disability inclusion perspectives.   He/she will coach and mentor technical and LIP staff on play-based teacher training program.

SCOPE OF ROLE:

Reports to: Technical Lead-ECCEiE

Staff reporting to this post: Three positions  

Budget Responsibilities: None

Role Dimensions:

The Senior Advisor - ECCE Teacher Education will collaborate with the project’s technology-based team to prepare Audio and print teaching materials which are interactive and encourage play among children. He/she will lead the linkage among regional universities ECCE center of excellence, ECCE Teacher Education Colleges and pre-primary schools for experience exchange and learning. He/she will ensure regular teachers learning circle sessions are held among ECCE facilitators to learn from progress and challenges. Besides, he/she will follow up the provisions of coaching and mentoring support to ECCE facilitators through LIP and technical staff on the monthly TLC sessions. Ensure the target ECCE facilitators enroll and complete the diploma level ECCE Teacher Education course. Lead the organization one month ECCE leadership training and implement the subsequent ECCE facilitators coaching and mentoring

KEY AREAS OF ACCOUNTABILITY:

A.  Technical Leadership:

• Lead the development/adaptation of teachers guide on comprehensive play based ECCE approach, and ASR teachers guide

• Drive the development of ECCEiE play-based supplementary materials for ECCE Teacher Education Colleges depicting conflict sensitivity, gender transformation and disability inclusion perspectives.

• Develop/adapt guide on coaching and mentoring ECCE facilitators or O-class teachers

• Lead capacity build of master trainers, LIP staff, government staff, and ECCE facilitators on comprehensive play based ECCE approach and Accelerated School Readiness curriculum.

• Develop/adapt monthly teacher learning circle guide for ECCE facilitators monthly discussion on experiences and challenges encountered in applying play based ECCE facilitation skills

• Provide coaching and mentoring support to ECCEiE technical team and LIPs on play based ECCE teacher training program

     B. Ensuring Programme Quality (Design & Implementation):

• Lead the technical scoping and sequencing of master training and cascading training on comprehensive play based approach for master trainers, LIP and government staff and ECCE facilitators.

• Ensure master trainings and cascading trainings are organized and held in a way that  develop knowledge and skills on play-based ECCE approaches.

•  Ensure that gender, disability inclusion and conflict sensitivity are integrated in teachers guides

• Work with LIP and technical team to ensure that monthly teacher learning circles are held to develop specific skills on play based ECCE approaches

•  Drive the regular linkage forums among the regional Universities ECCE center of excellence, ECCE Teacher Education Colleges and pre-primary schools result in experience exchange and learning. Besides, drive that lessons from the regular sessions are integrated into the monthly coaching and mentoring sessions for ECCE facilitators’ specific skills development on play based ECCE approach.

• Drive the development of criteria for the selection of ECCE facilitators which are selected to be sponsored for diploma level ECCE course in the regional colleges and support LIP in the selection process,

• Ensure that the selected ECCE facilitators are enrolled and complete the ECCE Diploma teacher Education program successfully.

•  Develop TOR on Leadership Training for district level female ECCE experts for one month, and lead the process of the technical institution selection, training of the experts and ensure completion of all enrolled female ECCE experts..

• Drive that the trained district level ECCE experts provision of coaching and mentoring support to female ECCE facilitators.

• Extract and produce case stories, project lessons and technical briefs on ECCE facilitators technical skills improvement, challenges and success on implementing comprehensive play-based ECCE approaches, ECCE facilitators professional level upgrading and female leadership training and subsequent coaching of female ECCE facilitators.

• Contribute to  SCI-Education sector community of practice on lessons and evidences of ECCE TE training, Cascading training, TLC session and coaching and mentoring practices to ECCE facilitators  

• Undertake field visits to project sites how coaching and mentoring of ECCE facilitators by implementing partners are supporting ECCE facilitators to make ECCE learning sessions are play based.

• Collaborate with humanitarian team on emergency data collection on conflict sensitivity, gender and disability.

C. Networking & External Engagement:

•  Engage with regional, zonal, district ECCEiE actors (INGOs, NGOs, CBOs and UN agencies) on ECCE facilitator/pre-primary school teachers’ competency improvement in conflict and crisis affected regions.

• Contribute to Save the Children is influencing and learning from ECCE regional technical working groups and district level ECCEiE learning forums on pre-primary schools teachers competency enhancement on play based approach.

• Contribute to strengthening CBOs and CSOs support to volunteer ECCE facilitators’ competencies improvement through on job-training or in-service professional qualification upgrading.

• Leverage and liaise with technical colleagues from across Save the Children-Education, Child Protection and livelihood teams for sharing project evidences and learning.

SKILLS AND BEHAVIOURS (our 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 others to do the same

• Widely shares their personal vision for Save the Children, engages and motivates others

• Future orientated, thinks strategically

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

Job Requirements

QUALIFICATIONS AND EXPERIENCE

• BA/B.Ed.  degree in Early childhood Care and Education, EiE, Curriculum and Instruction, Educational Psychology or related field

• Training in Teacher Education program, teacher training strategies, and ECCE Teacher Education program.

EXPERIENCE AND SKILLS

• At least 12 years’ experience of leading the design and implementation of Teacher Education Program and at least 2 years’ experience in ECCE Teacher Education program.

• Experience in ECCE Teacher Education Strategies, preparation of ECCE teacher education course and ECCE play-based approach in TE program.

• Through understanding of ECCE policy framework and education sector in Ethiopia

• Familiar with Ethiopia’s education systems (education structure, education cluster, ECCE Technical Working Group/ECCE Task force).

• Demonstrated program design, monitoring and evaluation skills, including designing pathways to sustainable impact at scale.

• Experience of strategy development and planning

• Experience of context, capacity and policy analysis, and influencing and advocacy at regional level for children right’s to ECCE services..

• Skilled at networking, representation and partnership development in order promote learning, and establish/strengthen the regional ECCE working group.

• Able to use digital software for data collection and analysis such as KOBO TOOL BOX and SPSS.

• Experienced in generating and use of data and evidence to innovate, deliver, learn and share what works and what doesn’t work for children

• Experience of promoting quality and impact through at least one crosscutting area: gender equality and inclusion, adaptive and safer programming; child rights; disability; migration and displacement.

• Experience of supporting humanitarian preparedness, response and recovery

• Significant experience in facilitating training in play-based ECCE approach, PSS, SEL, conflict sensitivity, disability inclusion, gender transformative gender, and coaching and mentoring

• Advanced skills in English and high level of English writing skills.

How to Apply

Register using THIS LINK

with your application, and include details of your current remuneration and salary expectations.  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.

All employees are expected to carry out their duties in accordance with our global anti-harassment policy.