Inclusive Education Coordinator (MEC)(FOR MYANMAR NATIONAL ONLY)

TITLE: Inclusive Education Coordinator (MEC)

ROLE PURPOSE:

The overall aim for MEC is that hard-to-reach children have access to education services that meet their learning and well-being needs. All children have a right to education, but many children in Myanmar experience barriers to accessing education, including language, gender, disability, remoteness, politics, or income. MEC will support these children by strengthening education systems to address these barriers and ensure children can adequately, appropriately and safely access education.

The role holder will be responsible for providing guidance and expertise to ensure that the MEC programme addresses disability inclusion in education for all children. Within the broader inclusion work of MEC, the role holder will focus on disability inclusion efforts across the programme and work closely with MEC GEDSI team (consists of the Inclusion and Equity Adviser and the GEDSI Specialist) to develop a coherent strategy for the inclusion aspects of MEC and its partners’ programmes. This position will serve as the technical quality focal for Inclusive Education within MEC and will report to the Inclusion and Equity Advisor. Through collaborating with colleagues across MEC, the role holder will support strengthening disability inclusion across MEC’s monastic and ethnic education partners, who deliver education services to children across a diverse range of contexts. Knowledge and experience in the implementation of disability inclusion programmes, including current knowledge of international good practice is essential. The role requires an individual with sound knowledge of the disability context in Myanmar with strong networks within the community of organisations and for people with disabilities in Myanmar.

KEY AREAS OF ACCOUNTABILITY:

Strategic planning

• Support strategic planning, implementation and evaluation of inclusive education, disability inclusion in education and GEDSI focused activities in the MEC programme, promoting sustainable collaboration across MEC.
• Assist and support on the development of an evidence based disability inclusion in education, GEDSI and social inclusion analysis across MEC and its partners to create an action plan with overarching programme guidance, prioritisation and specific implementable recommendations for the MEC programme.
• Assist and support on disability inclusion in education, inclusive education and GEDSI related capacity and context assessments for new partner scoping, in collaboration with the Inclusion and Equity Adviser and the GEDSI Specialist.
• Assist and support in the identification of disability inclusion in education, inclusive education and GEDSI-related Strategic Alliances with relevant entities that could support improvements in GEDSI outcomes in partners’ areas of operation.
• Work with MEC’s technical leads to ensure that activities are designed and implemented in accordance with action plans and support disability inclusive integration throughout the MEC programme.
• Apply a GEDSI lens to assist and support in developing and analysing budgets to support activities that are GEDSI responsive and transformative.

Research and policy engagement

• Work closely with the Inclusion and Equity Adviser, the GEDSI Specialist, and the MEC Strategy, Policy, Planning, and Learning department to identify areas of research and policy engagement and be actively involved with and lead relevant activities where appropriate.
• Work closely with the Inclusion and Equity Adviser, the GEDSI Specialist to support ethnic and monastic partners to develop specific policies and practices that will better enable them to address identified barriers and promote disability inclusion in education, inclusive education, and GEDSI programming, managing safety and stigma concerns.
• Represent MEC in coordination, policy dialogue, and advocacy forums as agreed as part of a whole-team approach, including updates to donors.
• Assist and support the identification of opportunities to link MEC partners into GEDSI-related policy, advocacy, and research initiatives and forums and the identification, development and management of research to inform systems strengthening and policy dialogue.

Capacity development

• Assist and support monastic and ethnic partners to strengthen their understanding of GEDSI, disability inclusion in education, and inclusive education within their local contexts, and at systems and school-based levels.
• Identify opportunities and support the integration of GEDSI-specific initiatives into programming.
• Design and develop training modules, reference guides, technical inputs for ethnic and monastic partners in disability inclusion in education and inclusive education.
• Assist, support and work closely with the Inclusion and Equity Adviser, the GEDSI Specialist to conduct sessions and ongoing mentorship for MEC programme staff and colleagues on equity and inclusion principles and how to integrate these into the MEC programme.

Monitoring and evaluation

• Ensure that monitoring, evaluation, accountability and learning processes support identification of, disaggregation and reporting on GEDSI outcomes, disability inclusion in education, and inclusive education indicators across the programme.
• Work closely with the Inclusion and Equity Adviser, the GEDSI Specialist to monitor the process that MEC and partners are taking towards the implementation of inclusion and GEDSI and support the development of associated reports, including communications materials.
• Assist and support to develop/adapt existing user-friendly tools and guidelines to support effective monitoring and learning of disability inclusion in education, inclusive education and GEDSI by MEC programme staff and partners.
• Assist and support in ensuring that disability inclusion in education, all-inclusive education and GEDSI initiatives align to and contribute towards the programme’s Theory of Change and can be clearly monitored through the overarching Results Framework.
• Assist, support and work closely with the Inclusion and Equity Adviser, the GEDSI Specialist in preparing the GEDSI aspects of MEC reporting.

General

• Build and maintain optimal working relationships with all programme teams, SCI programme teams and MEC partners, in line with MEC partnership principles.
• Ensure that child participation and child safeguarding is integrated into design and implementation of activities, and that children’s voices are represented, with attention to safety and informed consent protocal.

Child Safeguarding Responsibilities

• Ensure that all beneficiaries of your program are receiving ongoing, age-appropriate verbal or written information in relevant languages about Save the Children’s Child Safeguarding Policy and Code of Conduct.

QUALIFICATIONS, EXPERIENCE AND SKILLS

• At least 4 years’ experience in working in education or related field. Experience of working in Inclusive Education is preferred.
• Bachelor’s Degree in education or a related field.
• Proficency in communication skills, both written and verbal in English and Myanmar, with an assisted device if needed.
• Excellent training, facilitation, and communication skills.
• Excellent personal organisational skills, including time management, and ability to meet deadlines and work under pressure.
• Relevant significant people management skills/experience and proven ability to create an environment which encourages team-working and motivates a team across various geographical areas.
• Ability to work collaboratively with colleagues across the organisation developing effective working
• Commitment to and understanding of Save the Children’s aims, values and principles.
• Willingness and capability to comply with all relevant Save the Children policies and procedures with respect to health and safety, security, equal opportunities and other relevant policies, including the Child Safeguarding Policy.

ADDITIONAL:

• Candidates with lived experience of disability are encouraged to apply. Reasonable accommodation will be considered to enable the role holder to work effectively.
• The role requires regular domestic, and occasional international travels.
• Proficiency in an ethnic language and a sign language is desired.