Deadline of this Job: 31 December 2022
JOB DETAILS:Requirements for appointment
For appointment to this grade, an officer must have: -
• Served in the grade of Deputy Director, Teacher Management, for a minimum period of three (3) years or in a comparable position for a continuous period of fifteen (15) years;
• Bachelor of Education or Bachelor’s degree and a Post Graduate Diploma in Education from a recognized institution;
• Masters of Education from a recognized institution;
• Certificate in Leadership Course lasting not less than four (4) weeks from a recognized institution;
• Certificate in computer application skills;
• Met the requirements of Chapter six (6) of the Constitution; and
• Demonstrated merit and ability as reflected in work performance and results.
Duties and Responsibilities
This Director Teacher Management (Field Services/Discipline) will be answerable to the Commission Secretary for management of disciplinary control of TSC employees.
Duties and responsibilities will entail: -
• coordinating the development and implementation of policies,
• strategies and procedures on discipline and field services;
• pearheading compliance with Teachers Service Commission regulations and policies to enhance teacher and staff discipline;
• overseeing the development and maintenance of discipline database;
• developing the operational plan for the field offices;
• coordinating the management of discipline function in the field;
• handling and responding to queries and issues from the field offices;
• preparing and presenting proposals to the Commission on matters affecting discipline and field services for direction and guidance.
• providing leadership in mentoring and coaching of Directorate staff; spearheading the development of the Directorate’s work plans and budgets; overseeing appraisal of staff in the Directorate; and
• ensuring optimal utilization of allocated resources in the Directorate
Deadline of this Job: 31 December 2022
JOB DETAILS:How can you make a difference?
The Education Officer (Emergency) provides professional technical, operational and administrative assistance throughout the programming process for Education in Emergency (EiE) programmes/projects within the Country Programme with a particular focus on refugees from development planning to delivery of results, preparing, executing, managing and implementing a variety of technical and administrative programme tasks to facilitate programme development, implementation, programme progress monitoring, evaluating and reporting.
Support to EiE programme development and planning
• Contribute to the preparation and updating of the situation analysis for the development, design and management of education related programmes/projects. Research and report on development trends (economic, social, health etc.) and data for use in programme development, management, monitoring, evaluation and delivery of results.
• Contribute to the development and establishment of sectoral programme goals, objectives and strategies and results-based planning through research, collection, analysis and reporting of education and other related information for development planning and goal setting.
• Provide technical and administrative support throughout all stages of EiE programming processes by executing and administering a variety of technical programme transactions, preparing materials and documentations, and complying with organizational processes and management systems, to support programme planning, results based planning (RBM) and monitoring and evaluation of results.
EiE programme management, monitoring and delivery of results.
• Work closely and collaboratively with internal colleagues and partners to collect, analyze and share information on implementation issues.
• Suggest solutions on routine EiE programme implementation and submit reports to alert appropriate officials and stakeholders for higher-level intervention and/or decisions. Keep record of reports and assessments for easy reference and/or to capture and institutionalize lessons learned.
• Participate in monitoring and evaluation exercises, EiE programme reviews and annual sectoral reviews with government and other counterparts and prepare minutes/reports on results for follow-up action by higher management and other stakeholders.
• Monitor and report on the use of sectoral emergency programme resources (financial, administrative and other assets), verify compliance with approved allocation, organizational rules, regulations/procedures and donor commitments, standards of accountability and integrity. Report on issues identified to ensure timely resolution by management/stakeholders. Follow up on unresolved issues to ensure resolution.
• Prepare draft inputs for programme/donor reporting including SitReps.
Technical and operational support to EiE programme implementation
• Undertake field visits and surveys and share information with stakeholders to assess progress and refer to relevant officials for resolution. Report on critical issues, bottlenecks and potential problems for timely action to achieve results.
• Provide technical and operational support to government counterparts, NGO partners, UN system partners and other country office partners/donors on the application and understanding of UNICEF policies, strategies, processes and best practices on education related issues to support programme implementation, operations and delivery of results.
Networking and partnership building
• Build and sustain effective close working partnerships with government counterparts and national stakeholders through active sharing of information and knowledge to facilitate programme implementation and build capacity of stakeholders to achieve and sustain results on education programmes.
• Draft communication and information materials for CO programme advocacy to promote awareness, establish partnerships and alliances, and support fund raising for education programmes.
• Participate in appropriate inter-agency (UNCT) meetings and events on programming to collaborate with inter-agency partners on UNDAF operational planning and preparation of education programmes/projects and to integrate and harmonize UNICEF’s position and strategies with the UNDAF development and planning process.
• Research information on potential donors and prepare resource mobilization materials and briefs for fund raising and partnership development purposes.
Innovation, knowledge management and capacity building
• Contribute to identifying, capturing, synthesizing, and sharing lessons learned for knowledge development and capacity development of stakeholders.
• Apply innovative approaches and promote good practice to support the implementation and delivery of concrete and sustainable programme results.
• Research and report on best and cutting-edge practices for development planning of knowledge products and systems.
• anticipate as a resource person in capacity-building initiatives to enhance the competencies of clients/stakeholders.
To qualify as an advocate for every child you will have…
• A university degree in one of the following fields is required: education, psychology, sociology or another relevant technical field.
• A minimum of two years of professional experience in programme planning, management, and/or research in education is required.
• Experience working in a developing country is considered an asset.
• Experience working in EiE programmes is required. Experience in working on refugee education is considered an asset.
• Relevant experience in a UN system agency or organization is considered an asset.
• Fluency in English and Kiswahili is required. Knowledge of another official UN language is considered an asset.
Only shortlisted candidates will be contacted and advance to the next stage of the selection process.
UNICEF appointments are subject to medical clearance. Issuance of a visa by the host country of the duty station, which will be facilitated by UNICEF, is required for IP positions. Appointments are also subject to inoculation (vaccination) requirements, including against SARS-CoV-2 (Covid). Government employees that are considered for employment with UNICEF are normally required to resign from their government before taking up an assignment with UNICEF. UNICEF reserves the right to withdraw an offer of appointment, without compensation, if a visa or medical clearance is not obtained, or necessary inoculation requirements are not met, within a reasonable period for any reason.
Deadline of this Job: 16 December 2022
JOB DETAILS:
Reporting to the Principal of the College, the Nurse Lecturer will be responsible in the delivery of nursing courses and will have a specific focus on the delivery of nursing training curriculum as outlined by NCK, TVET and TKHMTC.
• Teach and examine students in the areas of subjects taught in classroom and clinical areas so as to evaluate student performance on areas taught;
• Prepare a scheme of work and lesson plans to be followed for the duration of the course and submit a copy to the Deputy Principal before the course begins;
• Support in planning and conduct of Objective Structured Clinical Examination (OSCEs);
• Maintain and develop areas of expertise including participation in clinical activity under the general guidance of the academic officer and clinical coordinator;
• Ensure the major Nursing Council /TVET-CDACC assessments for students within the clinical placements are done and the records well kept;
• Evaluate students during their attachment program;
• In collaboration with the Principal, develop and review curriculum for nurse training programs; and
Support in the selection, admission and orientation of new students to the school.
Desired Experience And Qualifications
• Higher Diploma in Nursing or Bachelors of Science in Nursing.
• Minimum of 3 years’ experience of classroom and clinical teaching experience at an institution of higher learning.
• CBET certification.
Desired Skills And Competencies
• Ability to teach using a variety of methods to effectively engage students in learning.
• Advanced computer skills and understanding of its use in a college setting.
• Able to counsel and mentor students and staff.
• Able to lead a large group of students.
• Able to manage a complex workload using prioritisation skills.