Location: Addis Ababa
Employee Status: Fixed Term
Job Description
Nutrition and School Feeding Specialist, Comprehensive Home-grown, Inclusive, Learning and Development School Feeding Project II (CHILD SFP II) | |
TEAM/PROGRAMME: School Feeding/ Education | LOCATION: Addis Ababa |
GRADE: 2A | POST TYPE: National |
Child Safeguarding:
Level 3 – The post 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 he/she works in country programs; or are visiting country programs; or because he/she is responsible for implementing the policy or checking/vetting performance of staff. |
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ROLE PURPOSE:
The Role of the Nutrition and School Feeding Specialist in Comprehensive Home-grown, Inclusive, Learning and Development School Feeding Project (CHILD SFP II) will be leading the day-to-day implementation of the school feeding intervention in the target schools in collaboration with other CO and FO technical staff and partners, focusing on the quality and uninterrupted provision of school meal for pre and primary school children. This includes thematic strategy development, designing and building programs, development of annual plans, result based monitoring and evaluation or quality assurance, program development, initiating studies and producing evidences for learning and advocacy. S/he is responsible for promoting program quality through the provision of nutrition and feeding related technical assistance, mentoring project partners, program staff through training on nutrition, hygiene and sanitation areas The Nutrition and School Feeding Specialist will provide technical assistance for the implementation of the project as part of a multi-sectoral nutrition program. The Nutrition and School Feeding Specialist will be tasked with facilitating and technically supporting planning, monitoring, supervision and smooth operations as well as timely reporting, which include stock management and Hygiene and sanitation activities. The position will technically support regional and woreda level stakeholders in the provision of school feeding accomplishments. |
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Background
Ethiopia is facing multiple emergencies threatening children’s survival, well-being and participation. This usually results in Internally Displaced Children. Moreover, Ethiopia is hosting big number of refugee population from which about 30% is children. There are so many factors that affect learning. Some studies indicate that School Feeding has strong effects on access to education and can, when supported with other interventions, improve learning outcomes. School meals have a positive effect on enrolment (+8pp and +6pp for boys and girls respectively), attendance (+3pp and +0pp for boys and girls respectively) and dropout rates (-5pp and -6pp for boys and girls respectively). In this regard, the MOE 2020 Draft National School Feeding Policy objectives aims at:
In relation to the draft policy, the Comprehensive Home-grown, Inclusive, Learning and Development School Feeding Project (CHILD SFP) aims at improving equitable access to quality, safe and inclusive pre- primary & primary education including students with disabilities (SWD), IDPs, and Host Communities in 12 targeted Woredas of 5 regions. Through the provision of school feeding and associated major activities such as delivery of energy saving modern institutional stove, WASH & capacity building trainings, the project is planned to attain the outputs such as improving access and retention of pre and primary school children especially girls, SwDs and IDPs; strengthening systems and capacity to improve the resilience of regional emergency response; and improving learning and development outcomes. The project realizes these in partnership with MOE, REBs, WEOs, PTSAs, the community members and SCI. It also works in partnership with Ethiopia School Meal initiative in Waghimra Zone of Amhara region. |
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SCOPE OF ROLE:
Reports to: Project Director Dimensions: Communication and relationship management with a wide range of stakeholders, including partners, target Regional Education Bureaus, woreda education offices, community leaders and schools. Staff directly reporting to this post: None |
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KEY AREAS OF ACCOUNTABILITY:
Strategic Program Development
Program Quality and Effectiveness
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SKILLS AND BEHAVIOURS (our Values in Practice)
Accountability:
Ambition:
Collaboration:
Creativity:
Integrity:
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MINIMUM QUALIFICATION, EXPERIENCE AND COMPETENCIES
QUALIFICATION
EXPERIENCES
KNOWLEDGE, SKILLS AND ABILITY
Scope & complexity of decision making
PERCENTAGE OF TRAVEL (Out of duty station if applicable).
COMPETENCIES: SC Values are: Accountability, Ambition, Collaboration, Creativity and Integrity. To meet the value system, the post holder is expected to demonstrate the following Competencies on ongoing bases (this varies according to the position please consider the below as example).
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. Innovating and Adapting: Develop and implement innovative solutions to adapt and succeed in an ever-changing uncertain work and global environment. Applying technical and professional expertise: Applies the required technical and professional expertise to the highest standards; promotes and shares best practice within and outside the organisation.
Networking: Builds and use sustainable relationship to support the work of save the children Working effectively with others: Works collaboratively to achieve shared goals and thrives on diversity of people and perspectives; knows when to lead and when to follow and how to ensure effective cross-boundary working. Communicating with Impact: Communicates clearly and confidently with others to engage and influence; promotes dialogue and ensures timely and appropriate messages, building confidence and trust with others.
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