GRADE: 7
TEAM/PROGRAMME: Education 
CONTRACT LENGTH: August 2018    
LOCATION:  Kathmandu
CHILD SAFEGUARDING: Level 3- The responsibilities of the post may require the post holder to have regular contact with children or young people and, in the overseas context all posts are considered to be level 3 posts in view of potential situations which may allow staff unsupervised access to vulnerable children and young people.

ROLE PURPOSE: 
The Inclusive Education Specialist is the lead technical specialist for EQ-INCLUDE, new partnership between Save the Children and CBM. With the goal that all targeted children have equitable access to safe, quality, protective, and inclusive education in spaces that are conducive for learning, EQ-INCLUDE’s specific objective focuses on ensuring that children with disabilities have support to be welcomed to and remain in school. Through the delivery of technical assistance on inclusive education to three post-earthquake education recovery projects in Gorkha, Kavre, and Rasuwa, EQ-INCLUDE will: Improve access to safe, protective, and inclusive BE and ECCD; Improve quality of education interventions; Increase effective community participation and accountability in creating a disabled-friendly school environment; and Increase government capacity to plan and respond to disasters in the education sector.

 
KEY AREAS OF ACCOUNTABILITY : 
Quality and Technical Assistance 

• S/he will be responsible for overall technical input into Inclusive Education (IE) activities implemented by EQ-INCLUDE, ensuring technical rigor of both our approaches and interventions.
• S/he will provide technical leadership and advice on IE with a special focus on enhancing participation of out-of-school children with disabilities in learning opportunities.
• S/he will lead the development of individual education plans for out-of-school children in tandem with local education authorities and families. 
• S/he will work with relevant project staff to promote the use of appropriate strategies for addressing the needs of diverse groups of children with disabilities in different contexts with special focus on case management and action research approaches.
• In collaboration with the project’s MEAL staff, s/he will coordinate the identification documentation and dissemination of project achievements/successes, lessons learned, case studies and best practices.  
• S/he will identify issues requiring technical support and collaborate with relevant SC global Members’ Technical 
• Advisors to provide any additional technical support required.

Project management 

• S/he will oversee the partnership agreement with EQ-INCLUDE’s technical partner. 
• S/he will provide appropriate mentorship to the project team and government counterparts and establish and maintain excellent relationships and collaboration with district level partners, government, NGOs and other relevant stakeholders in the targeted districts to ensure maximum coordination of efforts for sustainability of project interventions while avoiding duplication of efforts.
• She will support district and national level project review and planning meetings; and linkages for cross-learning among implementing partners, including dissemination of data findings/project achievements with project partners and other relevant stakeholders. 
• In collaboration with District Coordinators and Project Manager, s/he will organise site visits to monitor, mentor and provide backstopping support to implementing partners; and identify areas which need strengthening in terms of capacity development and support them to make necessary adjustments if necessary.
• S/he will support project managers in the integration of EQ-INCLUDE activities into their project planning.
• S/he will coordinate the process of project materials review and production including training manuals, IEC materials and development/procurement of assistive devices for children with disabilities.

Capacity Building

• S/he will review capacity levels of local implementing partners of IE and relevant community structures supporting the implementation of IE and design and implement remedial strategies for effective implementation of the project.
• S/he will work within SC to build capacity of education and GESI staff to further streamline IE into all SC education programming, culminating in the development and launch of an IE toolkit for programming at the field level.  

Advocacy and representation 

• S/he will represent SCI and or make presentations at relevant fora as requested by the project leadership.

SKILLS AND BEHAVIOURS (our Values in Practice)
Accountability:

• Holds self-accountable for making decisions, managing resources efficiently, achieving and role modeling Save the Children values
• Holds the team and partners accountable to deliver on their responsibilities - giving them the freedom to deliver in the best way they see fit, providing the necessary development to improve performance and applying appropriate consequences when results are not achieved

Ambition:

• Sets ambitious and challenging goals for themselves and their team, takes responsibility for their own personal development and encourages others to do the same
• Widely shares their personal vision for Save the Children, engages and motivates others
• Future orientated, thinks strategically.

Collaboration:

• Builds and maintains effective relationships, with their team, colleagues, Members and external partners and supporters
• Values diversity, sees it as a source of competitive strength
• Approachable, good listener, easy to talk to

Creativity:

• Develops and encourages new and innovative solutions
• Willing to take disciplined risks

Integrity:

• Honest, encourages openness and transparency

QUALIFICATIONS AND EXPERIENCE
Essential:

• Master Degree in Education or related field
• 7 years’ (5 years for GSI group*) experience of working in similar position in inclusive education contexts within and/or outside of the country.
• Strong network and linkages with government education agencies  
• Knowledge and working experience of Child’s Rights Programming approach.
• Proven skills in programme development and proposal writing in educational field.  
• Skills and experience in project/programme monitoring review, reporting and evaluation
• Strong analytical and conceptual skills and the ability to think and plan strategically.
• Ability to lead a programme and support a team working from different locations of Nepal.
• Fluency in written and spoken English and Nepali.
• Ability to work with limited supervision.
• Commitment to and understanding of Save the Children aims, values and principles.

Desirable:

• Demonstrated experience in inclusive education programming 
• Working experiences with multiple donors 
• Experience in promoting children’s participation in programming, design, implementation and evaluation.