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 - Community-Based Intervention will be responsible for providing technical leadership to build upon existing social, physical and cultural structures and reconstruct socio-ecological layers surrounding children. She/he build resilience and capacity at structural, community, family and individual levels in improving knowledge, attitudes, norms, beliefs and behavior towards early childhood education services. She/he will ensure increased use of high-quality community-based early childhood education service delivery, supported by strengthened demand and community engagement. The senior advisor - community based intervention will lead the development of strategies and approaches on changing knowledge, attitudes, norms, beliefs and behavior in promoting early childhood education services in emergency set up. She/he will be involved in training, coaching and mentoring technical staffs and local implementing partner staff on social behavioral change strategies. She/he will be involved in the engagement of regional and district level authorities in the prioritization of ECCEiE in the education intervention for conflict and crisis affected areas.

Scope of Role

Reports to: Technical Lead-ECCEiE

Staff Reporting to: One Position

Budget Responsibility: none

Role Dimension:

The Senior Advisor - Community Based Intervention will lead the development/adaptation of SBCC, parenting education and SEL manuals. The Senior advisor - Community-based intervention will ensure the implementing partners have the technical skills to implement SBCC, parenting education, SEL, and ELM at home approaches at a community level. Leads parental group sessions at a community level. Lead Coaching and mentoring of technical project staff and LIP staffs on SBCC approaches. She/he works closely with the project’s technology based team that both audio and print materials are prepared in improving existing social norms towards girls and children with disability.

KEY AREAS OF ACCOUNTABILITY:

A.  Technical Leadership:

• Technical Leadership:

• Provide technical leadership and guidance to ECCEiE team on SBCC interventions

• Lead the development of strategies and approaches to change attitudes, norms, beliefs and behavior  that prevent girls and children with disabilities’ access too preprimary education

• Lead the development/adaptation of SBCC manual or guidelines to engage on social behavioral changes at institution, community, family and individual level

• Lead the development of parenting education and Social and emotional learning manuals

• Lead the development of tailored messages to engage policy makers, key government officials, key community representatives, families and individuals in the promotion of ECCEiE in conflict and crisis affected areas..

• In collaboration with MEAL team, drive the development of SBCC change measurement tools

• In collaboration with MEAL team, build the capacity of project technical staff and LIP staff in the implementation of the tools

• Ensure LIP community based interventions are based on SBCC approaches and receive regular coaching and mentoring support on SBCC strategies and approaches

• Lead capacity build of project technical staff, LIP staff, and government staff on SBCC strategies and approaches

   B. Ensuring Programme Quality (Design & Implementation):

• Lead the technical scoping and sequencing of tailored SBCC messages on the expansion of early childhood care and education.

•  Ensure that gender, disability, conflict sensitivity messages are incorporated into the social and behavioral change interventions by local implementing partners

• Work closely with technology based team to ensure community level audio and print productions integrate social and behavioral change communication messages to promote girls and children with disability preprimary education.

•  Ensure that evidences of intervention successes and challenges on social and behavioral changes communication at community, family and individual levels on girls and children with disability access to preprimary education are presented to regional and district level ECCE working groups and learning forums.

• Provide oversight and guidance to the ECCEiE local implementing partners on the implementation of social and behavioral change communication strategies and approaches.

• In collaboration with MEAL team, develop case stories on the social behavioral change interventions results.

• Interpret qualitative data collected by MEAL team on changes in knowledge, attitudes, norms, beliefs and behavior towards preprimary education in emergencies.

• Involve in the preparation of project technical briefs, project lesson learnt,  project achievement briefs.

• Involve in the establishment of regional level ECCE technical working groups and ECCEiE learning forums at district level.

•  Contribute to  SCI-Education sector community of practice  with case stories and qualitative reports on ECCEiE  social  and behavioral change interventions by local implementing

• Undertake field visits to project sites; work with local implementing partner teams to understand impacts, operational challenges, and continuously identify opportunities for learning and improvement.

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

• Contribute to the quality, clarity and consistency of technical components of internal and external reports (e.g. donor report, report to SCI, report to government) of the ECCEiE project working with the local implementing partners.

C.  Networking & External Engagement:

• Involve with regional, zonal, district ECCEiE actors (INGOs, NGOs, CBOs and UN agencies) in engaging social and behavioral change interventions for the expansion of ECCEiE services.

• Contribute to Save the Children in influencing and learning from ECCE regional technical working groups and ECCEiE learning forums at district level.

• Contribute to strengthen CBOs and CSOs engagement in social behavioral change and communication intervention to improve the participation of children with disabilities and girls in preprimary education.

• Leverage and liaise with technical colleagues from across Save the Children-Education, Child Protection and child right governance, communication in the adaptation/development of manuals and implementation of social and behavioral change communication strategies.

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 Social Work, Sociology, Social Psychology Early childhood Care and Education, Public Health  EiE or related field

• Training in SBCC strategies, SBCC project implementation and child right based programing is an asset.

EXPERIENCE AND SKILLS

• At least 12 years’ experience of leading the design and implementation SBCC intervention in education

• Proven experience in social and behavioural change and communication interventions in education/ education related projects

• Through understanding of the education sector in Ethiopia

• Familiar with education systems for ex. ECCE policy framework, ECCE Implementation strategies, and national strategy pre-primary education

• Demonstrated experiences in case story writing and project report write up

• Demonstrated experience in designing SBCC strategies and approaches.

• Experience of strategy development and planning for SBCC intervention in education/education related intervention

• Experience of context, capacity and policy analysis, and influencing and advocacy at regional/national level in order to hold duty bearers to account to realize young children’s rights to ECCE.

• Skilled at networking, representation and partnership development skills to engage regional stakeholders on the regional ECCE technical working groups

• 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 cross-cutting 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 education technical areas, project design and development, and in coaching and mentoring

• Fluent in English and high level of English writing skills

KEY COMPETENCIES

Technical competencies:

•    Ensures all children’s access to quality education

•    Ensures all children’s wellbeing

•    Supports all children’s learning and development

Generic Competencies

• Being the Voice of Children: Promotes evidence-based policy and public engagement that includes the voices of children and their communities

• Advancing Equality & Inclusion: Displays a commitment to ensuring everything we do considers the most deprived and marginalized children

• Building & Strengthening Partnerships: Promotes working with diverse partners as critical to delivery

• Child Rights: Promotes the rights of children in own work and in work with colleagues and peers

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 SCI’s global Diversity, Equity and

Inclusion and Gender Equality Policies, supported by relevant 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.

Safeguarding our Staff:

The post holder is required to carry out the duties in accordance with the SCI anti-harassment policy

Health and Safety

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

How to Apply

Register using THIS LINK

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.