All NRC employees are expected to work in accordance with the organization’s core values: dedication, innovation, inclusivity and accountability. These attitudes and believes shall guide our actions and relationships.
Role and responsibilities
NRC’s Better Learning Programme (BLP) is a Psychosocial Support (PSS) programme which can be integrated within education programming. It is NRC's flagship classroom-based PSS intervention for children in crisis-affected communities. The programme is a holistic approach to supporting children’s recovery and improving their conditions for learning. The BLP consists of three components of programme intervention. The first – the BLP-1 – is a general, classroom-based PSS approach targeting all children and young people. The second – the BLP-2 – is a small group intervention to support resilience amongst a more specific target group of academic under-achievers. The third – the BLP-3 – is a specialized PSS approach to address nightmares, which many children experience as a chronic symptom of traumatic stress.
The Better Learning Programme Coordinator" id="link" class="link">Technical Coordinator will work under the education core competence and will be in charge of Mapping out capacity-building needs, and adapt and implement capacity-building packages both online and during field visits.
- Adherence to NRC policies, guidance and procedures
Specific responsibilitiesSupport the start-up and roll-out of the NRC Better Learning Programme (BLP) education activities under the technical management of the education Project Manager; Plan and support the implementation of the BLP activities, including the BLP/Psychosocial Support (PSS) Teacher trainings and NRC newly hired staff; Plan and provide regular Technical Support to the teachers, school directors and local education authorities on BLP and PSS; Liaise with the Central and East Europe Regional Office (CEERO) BLP team (Regional BLP Capacity Building Manager), contribute to the compilation and dissemination of best practices, lessons learnt, recommendations, and case studies from project implementation, creating and tracking against a project improvement plan; Support the education needs assessments in the Area (elaboration, planning, coordination with relevant actors, implementation, translation as appropriate, reporting); Identify community-based organizations / other local organizations for potential PSS/Mental Health partnerships and support the coordination; Collect and analyse qualitative and quantitative data. Present the data in a comprehensive manner; Translate documents and meetings from English to Ukrainian languages as appropriate; Contribute to the development of the education programme development with technical and contextual inputs; Prepare and develop status reports as required by management.
By interfaces, NRC means processes and projects that are interlinked with other departments/units or persons. Relevant interfaces for this position are:
Area Management Team Education Programme Development Manager CC Coordinators/managers BLP Regional Capacity Building Manager (CEERO region) Teachers, school directors, Local education PSS focal points Education/PSS actors and partners When/if relevant Global Better Learning Programme Unit (GBU).
Scale and scope of the position Staff: As per the Education organigram Stakeholders: Teachers, School directors and management, Education Authorities, UN agencies, INGOs, local NGOs, civil society, other governmental bodies Budgets: According to the and authorization table Information: GORS, Agresso Legal or compliance: Term of employment, Code of Conduct, and donor's rulesCompetencies
1. Professional competencies
These are skills, knowledge and experience that are important for effective performance.
Generic professional competencies for this position:Minimum 3 years of relevant experience within the field of expertise (Education, social services including psychosocial support/psychology or other relevant fields) Documented technical competencies related to the position’s responsibilities Technical-specific knowledge of the humanitarian sector is an asset
Context-related skills, knowledge and experience:Experience in Psychosocial Support programming in education Experience in Teacher trainings and/or Training of Trainers Knowledge of the education system in Ukraine Working knowledge of English both written and verbal Fluent in Ukrainian. Knowledge of the Russian language is an asset.
2. Behavioural competencies (max 6)
These are personal qualities that influence how successful people are in their job. NRC’s Competency Framework states 12 behavioural competencies, and the following are essential for this position:Strategic thinking Planning and delivering results Working with people Communicating with impact and respect Analysing Handling insecure environments