Project Officer
Right To Play
Total years of experience :20 years, 5 Months
Background:
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.
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Job Responsibility #3: ( TEAM MANAGEMENT )
• Supervise Staff and hire coaches as per project need.
• Ensure the project team is motivated and involved in decision making
• Provide overall project brief to new staff and coaches and ensure a proper induction to the community and stakeholders
• Ensure that all coaches have proper job descriptions, performance objectives and work-plans.
• Lead regular internal & external communication; schedule and chair team meetings; advise on and monitor Project Plans and observe workload/ work hours.
Job Responsibility #4: ( SECURITY MANAGEMENT AND LOGISTICS)
• Monitor the security situation in the project area, report security incidents and advice on security issues and preventions.
Ensure that all project staff complies with security, financial and logistics policies and procedures of Right To Play.
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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 from
varied 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 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.
Any other assignment given by the senior management MIED
TORs: Coordinating with head office DIHE for all ongoing regular and Benazir Bhutto Shaheed Youth Development Program (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.
My role and responsibilities as Early Childhood Care & Development ECCD Specialist includes (but not limited to):
Lead in providing ECCD technical support district Chakwal team in effective implementation of the ECCD program in view of Early Childhood Education (ECE) curriculum integration.
Provide on the support to the project team and monitor their performance on ongoing basis-build staff capacity, plan and hold sessions for them both in formal and informal ways.
Facilitate the team writing brief but effective daily field visit reports and case studies.
Plan and conduct visit to schools/communities and keep the systematic record.
Document the field visits, observations, challenges and successes on daily basis and compile for preparation of monthly reports.
Ensure the ECCD program is integrated with ECE and implemented in partnership with local communities and government department.
Update the project’s implementation plan and develop strategies to meet the targets.
Assist MIED management in planning and conducting care-givers’ training sessions.
Document case studies and success stories to share the best practices and lessons learnt from the ECCD program.
Display ECCD related materials and learning corners in the centers as maintain it as replicated model and a Unit of Learning for ECCD piloting.
Develop ECCD Training Manuals and share for enriching purposes.
Provide ECCD team and MIED with mentoring support and Coordinate accordingly.
Any other tasks assigned by the Project Manager MIED district Chakwal (Punjab province).
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.
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.
Taking lead in the development and implementation of the professional teacher development program in the district, taking into account that the work is in compliance with UEI Consortium proposal and ESRA requirements, specifically to: Developing a detailed implementation plan for the district including analyzing current challenges and problems. Assigning duties to Senior Program Associates (SPAs), Program Associates (P.As), Master Trainers M.Ts, and School Support Master Trainers (SSMTs). Ensuring and keeping a track of deliverables of the program. Ensuring the distribution of training materials to the trainee participants. Instructingand building the capacity of SPAs, PAs, MTs and SSMTs to effectively developing teacher education materials and provide effective teacher training to improve the quality of students’ learning. Keeping in focus the targeted number of trainee teachers in the district conducting teachers’ training sessions for primary school teachers and administrators in the target locations. Coordinating with the EDO, Es and focal persons of the district administration for identifying training venues, feeding schools clusters and nomination of the teachers. Improving level of district administration support and participation in primary schools throughout target areas. Along with the SPAs, PAs, MTs and SSMTs working out the schedule/action plan for ongoing classroom support to the teachers. Developing a support mechanism for MTs and SSMTs for smooth functioning of the program. Supervising the progress of the training, ensuring that the District Implementation Plan (DIP) targets aremet. Ensuring the availability and monitoring the duties of MTs during their workshops and of SSMTs while they were extending the classroom support. Preparing weekly, monthly, quarterly, mid year and annual progress reports on program activities for the line managers. Ensuring adherence to reporting requirements of consortium coordination unit (CCU) and ESRA. Conducting and participating in professional review meting as scheduled. Maintaining stock register of the training aids provided to the each training. Other tasks assigned from time to time by the line managers or the directors
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.
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.
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.