Consultant – Peace Education Officer At International Organization for Migration

I. Position Information

Position title: Consultant – Peace Education Officer

Position grade: Consultant

Duty station: Juba

Job family: Programmes

Organizational unit: Transition & Recovery Unit

Appointment type: Consultancy Contract, four months

Reports directly to: Programme Coordinator (Transition and Recovery)

Estimated start date: As soon as possible

II. Organizational Context and Scope

Established in 1951, IOM is a Related Organization of the United Nations, and as the leading UN agency in the field of migration, works closely with governmental, intergovernmental and non-governmental partners. IOM is dedicated to promoting humane and orderly migration for the benefit of all. It does so by providing services and advice to governments and migrants.

IOM in South Sudan has a range of programming centred around three broad areas: humanitarian coordination and support; humanitarian response and resilience; and peacebuilding, transition, and development. Humanitarian coordination and support includes leading/co-leading the Camp Coordination and Camp Management (CCCM) and Shelter and Non-Food Items (NFI) Clusters, Displacement Tracking Matrix (DTM), Water, Sanitation and Hygiene (WASH) and management of WASH and Shelter and NFI core-pipelines, humanitarian hubs and common transport services. Humanitarian response and resilience includes CCCM, WASH, Shelter & NFI, health, protection, gender equality and inclusion, mental health and psychosocial support and the management of a Rapid Response Fund. Under peacebuilding, transition and development, IOM South Sudan implements transition and recovery programming on housing, land and property issues, transhumance conflict prevention, community-based violence reduction, community development and migration management.

Building on the first Phase of implementation, the WFP-led consortium project, funded by the Reconciliation, Stabilization and Resilience Trust Fund (RSRTF), aims to foster and promote reconciliation, social cohesion, community stabilization, and livelihoods in Central-southern Jonglei and GPAA. Under the Resilience pillar, IOM‘s intervention is centred around providing alternative livelihoods for armed and at-risk youth in conflict hotspots, including informal learning opportunities and alternative income generating activities.

IOM’s intervention strategy is grounded in the utilization of an essential tools; a localized and integrated curriculum that expands IOM’s existing Functional Adult Literacy (FAL) Curriculum, integrates new modules, takes into consideration key priorities in target locations as identified by youth representatives and builds on lessons learned, knowledge and experience from interventions under other pillars both in Phase I and II. The consortium’s ‘Learning Together – Growing together’ Peace and Life-skills Development Program will equip targeted groups with the basic understanding of reading, writing, numeracy and life skills but also facilitates their active participation in community structures and peacebuilding mechanisms.

The programme is part and parcel of a broader TRU youth engagement strategy coined Engage, Connect, Empower which seeks to support the participatory action of beneficiaries with mutually reinforcing activities, recognizing that any meaningful response to challenges faced by conflict affected communities, must foster genuine participation in political, social and economic systems (engage), bring together community stakeholders and facilitate positive interdependencies, particularly related to economic trade and markets (connect), and support community engagement in positive pursuits, such as art and theatre, whilst also supporting community prioritised income generation and livelihoods (empower).

III. Responsibilities and Accountabilities

1. In collaboration with TRU’s Functional Adult Literacy (FAL)/education team, conduct data collection using various methods (e.g., listening surveys) with targeted communities in project locations as assigned – particularly Central-southern Jonglei and GPAA.
2. Lead the development of TRU’s Peace and Life Skills Development Curriculum, including the integration of new modules based on consultations with targeted groups in project locations as assigned.
3. Liase with consortium members across the Reconciliation, Stabilisation and Resilience pillars to integrate lessons learned and recommendations from other interventions.
4. Liase with government stakeholders – in particular with the Ministry of Peacebuilding and the Ministry of Education – to review the Curriculum’s content and ensure it is in alignment with national priorities.
5. Present the finalized Peace and Life Skills Development Curriculum to consortium members for validation.
6. In collaboration with TRU coordinator and TRU FAL/education team, refine and consolidate TRU’s training and educational tools, including the integration of existing TRU training curricula under the overall framework of the Engage, Connect, Empower youth strategy

IV. Required Qualifications and Experience

Education

• Advanced University Degree in Social Sciences, Economics, International Relations, Education or Law.

OR

• A Bachelor’s Degree in any of the above fields and minimum of five years of experience in research, project management or community development programming settings preferably in Eastern Africa region.

Experience

• Proven experience in developing capacity building and training tools (e.g., Curricula, training modules, exercises) for humanitarian programming and producing quality knowledge products in the English and local languages.
• Extensive experience in peace education pedagogy and teaching methodologies adapted to fragile and conflict-affected contexts.
• Previous experience with qualitative data collection in fragile and conflict-affected contexts.
• Experience in government relations and programme coordination involving a diverse set of stakeholders

Skills

• Excellent oral and writing skills.
• Strong compilation and drafting skills.
• Strong communication capacities.
• Excellent organizational skills and be detail oriented.
• Ability to work independently and as part of a team

V. Languages

Required : For this position fluency in English is required (oral and written).

Advantageous: Working knowledge of Arabic and/or local language is an advantage.

VI. Competencies

The incumbent is expected to demonstrate the following values and competencies:

Values

• Inclusion and respect for diversity: respects and promotes individual and cultural differences; encourages diversity and inclusion wherever possible.
• Integrity and transparency: maintains high ethical standards and acts in a manner consistent with organizational principles/rules and standards of conduct.
• Professionalism: demonstrates ability to work in a composed, competent and committed manner and exercises careful judgment in meeting day-to-day challenges.

Core Competencies – behavioural indicators

• Teamwork: develops and promotes effective collaboration within and across units to achieve shared goals and optimize results.
• Delivering results: produces and delivers quality results in a service-oriented and timely manner; is action-oriented and committed to achieving agreed outcomes.
• Managing and sharing knowledge: continuously seeks to learn, share knowledge and innovate.
• Accountability: takes ownership for achieving the Organization’s priorities and assumes responsibility for own action and delegated work.
• Communication: encourages and contributes to clear and open communication; explains complex matters in an informative, inspiring and motivational way