Plan International is an independent development and humanitarian organisation that advances children’s rights and equality for girls.

We believe in the power and potential of every child. But this is often suppressed by poverty, violence, exclusion and discrimination. And it’s girls who are most affected.

Working together with children, young people, our supporters and partners, we strive for a just world, tackling the root causes of the challenges facing girls and all vulnerable children.

We support children’s rights from birth until they reach adulthood. And we enable children to prepare for – and respond to – crises and adversity. We drive changes in practice and policy at local, national and global levels using our reach, experience and knowledge.

We have been building powerful partnerships for children for over 80 years, and are now active in more than 70 countries.

Dimensions of the Role

• Support strengthening of the local government structures and systems to establish, enhance delivery of quality Primary Education services through project target schools, communities and other partners.
• Support targeted Primary school structures to provide quality education in line with guiding policies especially enrolment of out of school children particularly girls.
• Lead on timely and efficient implementation of all the project activities in a bid to contribute to increased enrollment and retention of out of school children, especially girls and marginalized children in the target schools. The Education Project Coordinator will ensure quality, equity and safety of all children in delivery of project activities in their respective districts.
• Responsible for the delivery of the RISING project results in accordance with Plan International’s values and behaviours, including gender transformative outcomes and Safeguarding of all Children.

Accountabilities:

[This section is critical for clarifying expectations of the role, providing the framework for its relationship with colleagues and providing areas of accountability against which performance can be managed.

This should include a series of brief statements that define the end results required. E.g. drive, contribute, identify, manage, responsible for, advise/coach, build, develop, provide, conduct, oversee, establish, participate etc.

Statements should ideally be worded so that they will lead to thoughts of measurement.  For example, it is better to state something like “achieve maintenance standards” than “undertake maintenance”.  The former leads to a measure against the maintenance standards.]

• Ensure high quality collaboration and coordination is maintained for effective and efficient implementation of RISING Project interventions by all stakeholders at the assigned districts supported by Plan International Uganda.
• He/she will support district and sub district education stakeholders in the assigned districts in the development of work plans, budgets and monitoring tools for all RISING Project interventions supported by Plan International Uganda. He /she will work with the respective district Education Technical working Committees to produce quality reports, data and timely documentation of all RISING Project activities.
• Support Education stakeholders in assigned districts to mobilize communities and advocate for enrollment and retention of out of school children especially girls in project target primary schools.
• Play a lead role in collection of RISING Project data including data entry, generate reports and interpret that data to identify strengths and gaps in the delivery of RISING Project activities.
• Support the districts to conduct planning meetings and come up with ways of addressing the gaps and provide support to district during their supervision and monitoring of RISING Project activities.
• Support Orientation of key district stakeholders on implementation of RISING Project activities-what it requires , implications, roles and responsibilities-action Plan for the district
• Support organize and conduct RISING Project reflection and review meetings at team, district and school levels that bring on board different stakeholders.
• Support project stakeholders conduct quarterly project monitoring and support supervision visits and meetings.

Child Protection Policy Responsibilities (mandatory for all staff)

• Adhere to the Child Protection Policy, Code of Conduct and reporting any CPP issues.
• Responsible for the implementation of the CPP standards as they apply to area of responsibility plus the development of actions to address identified gaps and monitoring their effectiveness.
• Ensure that all Plan International partners, visitors and associates in his/her area of responsibility are provided with, are made aware of and have signed and returned a copy of the child protection policy. Inform the partners, visitors and associates that they must comply with the policy in all contacts and communications with children during their visit.
• Ensures that Plan International’s global policies for Child Protection (CPP) and Gender Equality and Inclusion (GEI) are fully embedded in accordance with the principles and requirements of the policy including relevant Implementation Standards and Guidelines as applicable to their area of responsibility. This includes, but is not limited to, ensuring staff and associates are aware of and understand their responsibilities under these policies and Plan International’s Code of Conduct (CoC), their relevance to their area of work, and that concerns are reported and managed in accordance with the appropriate procedures.

Key relationships:

[This section refers to people inside and/or outside of the organisation that the post-holder needs to have contact with, and why. This should include virtual presence.]

The Education Project Coordinators will work in close collaboration with Education stakeholders at District and Sub- district levels, School and community level. The Education Project Coordinators will specifically maintain regular day to day working relationship with education stakeholders at district and school levels in all the assigned districts. The Education will also maintain regular working relationship with other partners Education interventions in the assigned districts to ensure harmonized programming and implementation of education interventions at district and School level.

Technical expertise, skills and knowledge:

[This section details the skills, knowledge and expertise the post holder will be required to demonstrate in doing the job well.

This should include clear levels of technical expertise and skills that support our work at national, international, and global level.]

• Bachelor’s or Master’s degree in Education, Development Studies, Social Sciences or any relevant field with wide demonstrated relevant experience working with International Non-Governmental Organisations.
• At least five years of progressively professional work experience in design, implementation and evaluation of Education programmes. Experience working in international development organization an asset.
• Excellent coordination and organization skills. Able to work in a matrix environment and keep track of multiple priorities and adhere to deadlines
• Demonstrated skills and experience in report writing, donor compliance and budget management.
• Ability to Identify and synthesis best practices and lessons learned to promote knowledge management and sustainability.
• Ability to work in hard to reach hard to stay areas and familiar with programming for vulnerable children especially young girls and boys.
• Promotes high performance among project staff and provides vision and direction.
• Establishes effective partnerships with external stakeholders
• Excellent communication (verbal and written) and interpersonal skills, with ability to work with people from diverse cultures
• Strong computer skills and knowledge of Microsoft software including MS Word processing, Power point presentation, Excel spreadsheets, e-mail and web based research.
• Experience of gender mainstreaming gender equality and inclusion in development programming
• Experience working with Education or Child protection programmes in a humanitarian context.

Plan International’s Values in Practice

We are open and accountable

• Promotes a culture of openness and transparency, including with sponsors and donors.
• Holds self and others accountable to achieve the highest standards of integrity.
• Consistent and fair in the treatment of people.
• Open about mistakes and keen to learn from them.
• Accountable for ensuring we are a safe organisation for all children, girls & young people

We strive for lasting impact

• Articulates a clear purpose for staff and sets high expectations.
• Creates a climate of continuous improvement, open to challenge and new ideas.
• Focuses resources to drive change and maximise long-term impact, responsive to changed priorities or crises.
• Evidence-based and evaluates effectiveness.

We work well together

• Seeks constructive outcomes, listens to others, willing to compromise when appropriate.
• Builds constructive relationships across Plan International to support our shared goals.
• Develops trusting and ‘win-win’ relationships with funders, partners and communities.
• Engages and works well with others outside the organization to build a better world for girls and all children.

We are inclusive and empowering

• Seeks constructive outcomes, listens to others, willing to compromise when appropriate.
• Builds constructive relationships across Plan International to support our shared goals.
• Develops trusting and ‘win-win’ relationships with funders, partners and communities.
• Engages and works well with others outside the organization to build a better world for girls and all children.