JOBS/VACANCIES
Child Safeguarding:
Level 3 - the responsibilities of the post may require the post holder to have regular contact with or access to children or young people
ROLE PURPOSE:
The Discover Learning Facilitator will be engaged in the successful design, implementation, and evaluation of the Discover Learning intervention and provide leadership and inspiration to youth participants in Discover Learning.
SCOPE OF ROLE:
Save the Children has been operational in Tanzania since 1986 providing support to children through developmental and humanitarian relief programmes delivered in support of Government of Tanzania priorities and policies both directly and through local partners. Current programming focuses on child protection, child rights governance, education, nutrition, HIV/TB and emergency response. In 2012, as part of a global reorganization process, Save the Children combined programmes of SCUK, SCUS, SC Sweden to create a single operation in Tanzania. We currently have an operational presence in Dodoma, Shinyanga, Zanzibar, Songwe and Kigoma and we work through partners in other parts of the country. We employ nearly 100 staff and have an annual operating budget of approximately $12 million in 2017.
Reports to: Discover Learning Programme Manager
Dimensions: Maintains strong linkages with the Technical Specialists for Education and MEAL Specialist
Staff directly reporting to this post: None
KEY AREAS OF ACCOUNTABILITY:
1. Programme management responsibilities
The overall objective of the Discover project is the development and testing of the Discover Learning intervention with a goal of promoting positive, gender norm transformative, social-emotional learning during early adolescence. The Discover Learning intervention builds on research from transdisciplinary developmental science that indicates that early adolescence (ages 10-14), is a period of dynamic maturational changes. These include the onset of pubertal development, which begins a period of rapid physical growth (including extensive brain development) and sexual maturation, as well as changes in cognitive, social, emotional, psychological, and behavioral processes. This highly innovative intervention leverages the developmental changes that occur with the onset of puberty that appear to create natural affinities for discovery learning, particularly in the social domain. In contrast to didactic learning models, discovery learning is a process through which learners engage in self-motivated inquiry, supported by teachers/facilitators, information, and materials, in order to “discover” the intended content. Key elements to creating sustainable discovery learning include: a) engaging motivation and natural curiosity, and b) providing social support that includes a balance of monitoring/support while also promoting youth-driven discoveries (individually and in small groups). To achieve this, Discover Learning uses an adult supported approach to promote youth-driven discovery learning and leverages digital technology to engage youth.
The Discover Learning intervention has been designed as a 14-session, public, primary-school-based intervention for 10-14 year olds. Students will work in small, same-age, mixed gender groups that will be led by young adult (20 to 30-year-old) trained Discover Learning Facilitators who will serve as mentors/coaches. Using a case-based learning model, the youth will learn a group process for problem solving including evaluating what is known about a particular topic, identifying new questions and areas of inquiry, making hypotheses, and creating a strategy about how to gather information to answer their questions and/or solve problems. A core element of the learning and problem solving exercise will involve using internet enabled tablets to gain access to information and/or to engage in interactive learning exercises relevant to the problem at hand. The use of the technology will be supported by adults with learners gaining increased privileges and expanded access over time as they demonstrate successful, effective use. Students will use the technology to build effective communication skills, learn to content, and build critical thinking skills.
Technical
- Participate in formative research and 3 phases of the Discover Learning intervention.
- Collect data during the formative research process.
- Participate in all Discover Learning trainings and meetings.
- Serve as a facilitator delivering the intervention in the classroom during all three phases of implementation.
- Provide feedback on data collection tools, intervention design, and intervention materials.
- Positively represent Save the Children and Discover Learning in all interactions with students, schools, local education boards, parents, and community leaders.
- Regularly travel to implementation sites in Kinondoni and Temeke to engage in Discover Learning activities.
Operational
- Follow all Save the Children financial and logistics procedures.
- Follow all stated security guidelines in the project locations.
- Report any security incidents to the Discover Learning Programme Manager and Safety and Security Focal Point.
- Comply with all requirements of Save the Children Child Safeguarding Policy.
2. Monitoring, Evaluation, Accountability and Learning / Research
- Provide feedback on evaluation tools to the MEAL team and the Center on the Developing Adolescent.
- Participate in collecting data as part of the evaluation.
- Provide feedback to the Center on the Developing Adolescent about the successes and challenges experienced with implementing the intervention.
3. Save the Children representation
- Represent Save the Children in Discover Learning team meetings.
SKILLS AND BEHAVIOURS (our Values in Practice)
COMPETENCIES AND SKILLS
Leading
Leading and Inspiring Others
Demonstrates leadership in all our work, role models our value, articulates a compelling vision to inspire others to achieve our goals for children.
Leading Edge
Creates and engages others in a shared vision and strategy that will deliver more for children.
Acts with integrity and walks away from major opportunities if these are not aligned to the organisations values.
Inspires people to reach the highest standards of performance and a sense of pride in belonging to the organisation.
Thinking
Problem Solving And Decision Making
Takes effective, considered and timely decisions by gathering and evaluating relevant information from within or outside the organisation and making appropriate judgements.
Leading Edge
Identifies and addresses root causes of long-term problems facing the organisation.
Brings in external perspective to ensure strategic decision making remains relevant and future focused.
Provides a strategic framework to support decision making across the organisation.
Explores and analyses external trends and their potential impact on strategic choices.
Takes calculated risks and has the courage to stand by decisions despite resistance.
Engaging
Networking
Builds and uses sustainable relationships and networks to support the work of Save The Children.
Leading Edge
Role models transparency and openness when engaging with others.
Drives external networks and partnerships in the sector and beyond.
Aligns and builds networks and alliances to reflect global shifts and opportunities.
Gathers intelligence from external networks to influence the medium and longer term impact of our work with children.
QUALIFICATIONS AND EXPERIENCE
Completion of secondary school.
Experience working with adolescents. Preference for experience working with early adolescents (10-14 year olds).
One year of work experience or higher education, preferably in adolescent health, education, and/or development.
Excitement and enthusiasm for learning new skills.
Experience working with public schools and local communities preferred.
Experience working in a classroom preferred.
Experience conducting interviews with youth or adults preferred.
Demonstrated experience working effectively as a member of a team.
Problem-solving and decision-making skills.
Proven leadership skills.
High level of flexibility, enthusiasm, and excitement for innovation.
Fluent and literate in Swahili.
Fluent in English.
Ability to communicate effectively with a wide range of stakeholders including early adolescents, teachers, parents, and other key stakeholders.
Location: Dar es salaam, Tanzania
Contract - Full-Time
Closing date: Friday 30 June 2017
All jobs close at midnight UK time on the date specified
APPLY ONLINE
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