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Regional Programme Support

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Regional Programme Support

From26-07-2018 Locationna Hoursna Educationna

Background 

Can’t Wait to Learn (CWTL) proposes new (cost-) effective solutions to the urgent challenges facing education for children in emergencies. By utilizing innovative technological solutions with a focus on serious gaming, CWTL builds on concepts which have been successfully piloted in Sudan (e-Learning Sudan). CWTL has ambitions to increase the number of children with access to quality education in mathematics in areas affected by conflict in Africa and the Middle East. The CWTL team, including its technical partners, worked together to digitize the Lebanese curriculum onto tablets, which will be used by children with guidance from a trained facilitator. In addition to mathematics, reading and psychosocial well-being-focused materials will be introduced to the CWTL portfolio during 2018. Developing fresh, interactive materials based on the national curricula and creating effective partnership structures to distribute these, creates new opportunities for making education accessible to those children who have been excluded. By facilitating their access to an effective and innovative learning tool, the CWTL programme seeks to increase children's resilience and support their educational (re)integration and progression.

 

Purpose of the job

RPS-CWTL provides effective support to the Can’t Wait to Learn programme in Lebanon, the Middle East and globally.  This will entail developing and implementing best ‘good practice’ teacher professional development programming based on Ministries of Education where the programme is being implemented.  The RPS-CWTL contributes to ensuring quality and accountability standards are met during programme implementation. This will support War Child’s ambitions to support children’s access to high quality learning opportunities in countries where it is being implemented.   

 

Position in the organisation

The RPS-CWTL reports directly to the CWTL Programme Manager in Lebanon with a functional line to the CWTL Programme Director and CWTL Programme Team based in WCH- Amsterdam. The person collaborates, when relevant with the Lebanon Education Advisor and the ME Regional Education Advisor

 

Responsibilities:

 

Result areas

 

  1. Supporting teachers and community facilitators

 

  • Develop, implement, and oversee the teacher and facilitator professional development components of War Child Holland programmes;
  • Advise on methods to effectively support the implementation of education programming based on Ministries of Education curricula and needs identified by teachers;
  • Develop manuals and guides for teachers and facilitators, and coordinate training processes within War Child Holland programming;
  • Train and mentor teachers and facilitators to ensure the quality execution of War Child’s programming with an emphasis on fidelity;
  • Enhance teachers and facilitators’ capacity working within War Child programmes to use teaching resources optimally and creatively;

 

Result: Better motivated and capable teachers actively working towards children’s acquisition of relevant competencies and improved capacity of local programme partners and War Child staff members to implement Can’t Wait to Learn in a range of settings.

 

 

  1. 2.         Programme development

 

  • Participate in the development of blended learning approaches for improving teacher and facilitator competencies;
  • Support the development of blended learning approaches using technology to improve student learning outcomes;
  • Support the integration of alternative methods of improving early and primary level literacy and mathematics, including through education technology on programmes through capacity development of partners and programme staff members;
  • Actively pursue the adoption of new approaches to strengthen teacher and facilitator capacities with a desire to ‘break new ground’ whilst being pragmatic in terms of realistic possibilities; and
  • Implementation and shape future practice in-service teacher professional development.  

 

Results: Improved learning in schools and learning centres through more effective teaching and facilitation, adoption of learning methods set by CWTL, and through effective coordination and application of technical support

 

Knowledge and Experience

  • Qualified teacher with, as a minimum, a Certificate in Education from a recognised institution.
  • Minimum of three years’ teaching experience, preferably comprising experience in both well-resourced and minimally resourced education systems.
  • Experience teaching large classes and developing own teaching and learning materials in minimally-resourced education systems.
  • Understanding and experience applying child-centred, process-oriented teaching and learning methodologies, positive discipline, as well as understanding of ‘traditional’ modes of delivery used by some teachers.
  • Experience in adult learning methodologies and in training teachers in child-centred pedagogies, lesson planning and schemes of work, positive discipline, inclusive classroom management and curriculum strategies, differentiated teaching strategies, and formative and summative assessment.
  • Experience in delivering a range of teaching development activities, preferably including through in-service, pre-service, and distance modalities, and at a variety of different levels, but especially training primary teachers. Experience to include the development of teacher training materials and/or curricula. This experience can be either as a teacher or as an external facilitator of teacher training.
  • Experience in assessing capacity, designing capacity development strategies through participatory mechanisms, and delivering staff development through a variety of means, including formal and informal training, mentoring, and workshop facilitation.

 

Skills and Competencies

  • Ability to rapidly understand the policy, strategic, and institutional environment and to provide contextually appropriate, relevant, achievable and accurate technical advice.
  • Up-to-date knowledge of trends in teacher development, preferably including own research.
  • Facilitating learning by others.
  • Commitment to participatory and inclusive methods of working, and to form relationships based on mutual respect and trust.
  • Team player able to negotiate complex stakeholder environments and contribute to effective team-based, results-focused work practices.
  • Fluency in Arabic and English is required. French is an asset. 

 

     
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