Project Officer
Right To Play
مجموع سنوات الخبرة :21 years, 9 أشهر
Right To Play is a global organization that uses the transformative power of play to educate and empower children facing adversity. Through playing sports and games, Right To Play helps children in more than 20 countries to build essential life skills and better futures, while driving lasting social change. Founded in 2000 by four-time Olympic gold medalist and social entrepreneur Johann Olav Koss, Right To Play is headquartered in Toronto.
In Pakistan, Right To Play is working with over 160, 000 children on regular basis in 15 districts in KPK and Sindh and will likely to expand to other districts.
I. JOB SUMMARY:
The Project Coordinator will be responsible for the overall management of project in respective district including design and planning of the initiatives, implementation, internal and external Coordination, financial and qualitative reporting, communications and training and logistics.
II. RESPONSIBILITIES AND TASKS:
Responsibility #1 (PROJECT MANAGEMENT)
*Ensure proper implementation of Right To Play Program as per work-plan by conducting regular project monitoring and review in order to measure impact and continuously improve delivery.
*Responsible and accountable for effective project spending according to the approved budget.
*Ensure accurate collection and timely submission of quantitative monitoring information according to RTP monitoring tools.
*Coordinate with CO and PO program teams and participate in meetings and conference calls when and where needed.
* Ensure timely submission of quality narrative and financial project reports.
*Identify partner organizations and carry out capacity assessment and development of capacity building plan involving youth and communities.
* Ensure participation of community members and young people in the process of project planning and implementation.
* Build in-depth knowledge of the project.
* Develop training plan in consultation with Right To Play Country/Provincial Office according to project needs.
Job Responsibility #2: (COMMUNICATION AND TRAINING)
* Supervision of Trainers and delivering training to them on standard of Right To Play Modules.
* Represent Right To Play in the project location and surrounding communities.
*Establish and maintain relationships with local representations of the Government and other community organizations
* Attend coordination meetings arranged by government or NGO forum at field level.
*Report key issues related to Right To Play's project implementation from meetings with partners and stakeholders.
* Provide recommendations in the development of Memorandums of Understanding (MOUs) and Terms of Reference (TOR) with local operating/ implementing partners.
* Summarize priorities that arise from RTP Project Team meetings.
* Assess training needs in the project with input from project staff, partners and stakeholders, provide training as per needs and based on competencies and submit documented requests for additional training capacity to Right To Play Country/Provincial Office.
* Determine suitable events based on project priorities
* Facilitate participation of media and Athlete Ambassadors in project activities and events
% of Time: 25%
Job Responsibility #3: ( TEAM MANAGEMENT
UNICEF Project on Inclusive Education funded by UNHCR, Mountain Institute for Educational Development (MIED)
Project Goal:
Provision of Inclusive Education to Afghan Children in 20 govt. schools in 4 districts in Pakistan as model schools for inclusive quality education accessible to all children especially varied and refugee background, by the end 2013.
Objectives:
1. To enhance professional development of Teacher, Head-teachers, SMCs/PTCs/SCs and SRCs to interact more effectively with students fromvaried background and modify attitudes positively;
2. To improve the learning environment in schools and its effectiveness in attracting and retaining children from varied background;
3. To build partnerships and networking with community, parents, govt. education and other civil society organizations for their contribution in making schools effective and fit for Afghan Children.
TORs: TORs as
(Sector:Educational, Specialization:Education / Training, Role:Other)
TORs: Coordinating with head office DIHE for all ongoing regular and BBSYDP program: (a) Following the timelines for course coverage, preparation and checking of papers, projects, assignments and submission of results, as per academic calendar/ or communicated by the head of the department. (b) Keep updating course files as well as well as preparing documents, attending, conducting workshops as per guidelines provided by the DIHE, Quality enhancement Cell (QEC) or program teams constituted by it.
Providing technical staff with competencies in ECCD and Education in Emergencies. These staff were based in each district where rehabilitation program implemented. 2. Conducting a baseline survey and situation assessment. It was also included the capacity assessment of district based partner organizations at each location and opportunities that exist in each one of these organizations. 3. Establishment of ECCD resource center/model ECCD center as a unit of learning/replicable model at district level. 4. Supporting the establishment and functioning of CFCs and later assist in the smooth transformation into ECCD centres. 5. Tailor/Localize ECCD module for use for the implementing partners 6. Capacity assessment and building of the local partners and civil society organization engaged in response. * Support the implementation of ECCD initiatives and its monitoring in all six districts. 7. Designing, planing and conducting training sessions for ECCD Caregivers, teacher educators and ECCD coordinators. 8. Providing with on-the-job follow-up support to ECCD centres and to partners in effective implementation of ECCD programs. 9. Supporting the implementation of detailed implementation plan for the partnering organizations and its consolidation for Plan and its coordinating partner. 10. Supporting the linkage development of local partners with district department of education in each district. This may also include the orientation of the local government officials and teaching staff to enhance their understanding about ECCD. 11. Devising and monitoring framework and conduct the monitoring exercises for ECCD implementation and suggest ways for improvement. 12. Developing regular reports on the progress made on the ECCD initiatives at all locations and its institutionalization in each district. 13. Writing Case studies and Success Stories and lessons learned 14. Supporting the evaluation of ECCD initiatives as and when required.
Sector:Educational, Specialization:Education / Training, Role:Other)
TORs as District Coordinator: Regular duties/responsibilities:• Providing support to supervisors in planning and implementing academic and social activities assigned project.• Coordinate between AKU-IED, EDO, E and head teachers at district / Tehsil level for successful implementation of project.• Monitor activities at Tehsil Council (TC)-TRC and of WSIP (Whole school improvement Programme).• Monitor and supervise the field based activities through the Performance Measurement Frame Work.• Supervise and support field staff in carrying out their assigned duties.• Take lead in formation and strengthening of local group/CBOs within communities. Prepare training manuals and implement various training programs programs for assigned staff.• Any other task assigned by the supervisor or designee.
TORs as Provincial Coordinator: 1. Provide technical support to the provincial governments to ensure timely implementation of project activities 2. Plan, supervise and monitor the STEP activities at provincial and district levels 3. Report to the project manager of STEP in UNESCO Islamabad 4. Plan and support the provincial governments to develop the work plan 5. Ensure the marking and branding policy of USAID for all STEP activities 6. Prepare and submit the monthly activity report of STEP to the project manager 7. Support UNESCO ISB to co-ordinate with all provincial/district governments and all stake holders. 8. Execute other work assigned by the project manager and UNESCO Islamabad if required.
Academics) Project Implementation Unit., CARE International Battagram, K.P.K. (Sector:Development aid, Specialization:Education / Training, Role:Other)
TORs as Project Coordinator (Academics): Leading a project team (Teacher Educators and Community Mobilizers)in all academic matters, Plan and implement all programs to develop capacities of team, Have liaison with Education Officer and other senior officers about project, Developing monthly and weekly plans and reports and submitting them to CEO.
Acting)., United Education Initiative (U.E.I) Sind Consortium (Sector:Educational, Specialization
Aga Khan Education Service, Pakistan (Sector:Educational, Specialization:Education / Training, Role:Other)
TORs as a Program Associate: Conceptualizing and conducting field-based program for community based schools teachers. Developing teams for English Language and Social Studies Teachers and work for their professional development. Academic and professional development of the community based school (CBS) teachers in various ways. Mentoring novice teachers of English Language and Social studies.
Aga Khan School, Garden, AKES, P (Sector:Educational, Specialization:Education / Training, Role:Other)
TORs as Professional Development Teacher: Developed and implemented learning area program of Aesthetics and Arts for the Secondary Schools. Provided intensive class room support to Teachers Facilitated teachers to improve their classroom teaching practice through various innovative strategies. Conducted English language classes for the teachers to facilitate them for language proficiency.
English Language Teaching (ADELT), Aga Khan University, Institute for Education Development Specialized in English Language Teaching at AKU-IED
Secondary School teacher for English Language, Aga Khan School, Garden, AKES,P (Sector:Educational, Specialization:Education / Training, Role:Other) TORs as Secondary School Teacher and Coordinator: Teaching English as a subject and language to student of grades VI to X. Providing professional support to the teachers of the school in the following ways: Conducting workshops for teachers during summer vacations. Facilitating teachers in lesson planning Producing supplementary material to enrich the curriculum. Encouraging teachers to utilize the materials effectively and facilitating them to create their own
Degree was a modular designed, intensive, two years (i.e. 24 months) program leading to a specialization in teacher education. It required to spend forty four weeks each year or a total of 88 weeks over two years on a full-time basis. Classes were conducted from 8:30 hrs to 5:30 hrs daily, five days a week. The overall program comprised of 14 modules with a total credit value of 70 as follows: Subject Modules: 30 credits Teacher education: 25credits Research / Dissertation: 15credits (Average grade: A)
Degree was a modular designed, intensive, two years (i.e. 24 months) program leading to a specialization in teacher education. It required to spend forty four weeks each year or a total of 88 weeks over two years on a full-time basis. Classes were conducted from 8:30 hrs to 5:30 hrs daily, five days a week. The overall program comprised of 14 modules with a total credit value of 70 as follows: Subject Modules: 30 credits Teacher education: 25credits Research / Dissertation: 15credits (Average grade: A)
Average grade: B)
courses: SNPA-17/B, Block 3, K.C.H.S Union Ltd
AKES,P) House # 3 & 4, F-17B, Block-VII, KDA Scheme-5, Clifton Karachi, 75600, cell # 03142004813, email: sadrudin.pardhan@akesp.org,Ph.D MBA, Ex Professor & Director Outreach, AKU-IED, Ichiro Miyazawa, Programme Specialist Education, UNESCO Islamabad, Cell # at Bankok: 0066875908042