ABOUT HUMANITY AND INCLUSION

Outraged by the injustice faced by people with disabilities and vulnerable populations, we aspire to a world of solidarity and inclusion, enriched by our differences, where everyone can live with dignity.

Humanity & Inclusion (HI) is an independent and impartial aid and development organization with no religious or political affiliations that operates in situations of poverty and exclusion, conflict and disaster.

We work alongside people with disabilities and vulnerable people to help meet their essential needs, improve their living conditions and promote respect for their dignity and fundamental rights.

Since its creation in 1982, the HI Federation made up of eight national associations (Belgium, Canada, France, Germany, Luxembourg, United Kingdom, Switzerland and the United States) has implemented programs in more than 60 countries.

HI is co-holder of the 1997 Nobel Peace Prize for her decisive action in the fight against antipersonnel mines and for being co-founder of the Campaign to Ban Antipersonnel Mines (ICBL).

On the continent, HI is present in Bolivia, Colombia, Cuba, Ecuador, Haiti, Peru and Venezuela implementing projects at the national and regional level. As part of our strategy we are analyzing carrying out operations also in Central America (Costa Rica, El Salvador, Guatemala, Honduras, Panama). The projects implemented by HI or through its partners in Latin America are organized into three axes: (i) health (mental health and psychosocial support, rehabilitation, sexual and reproductive health and rights, protection against gender violence), (ii ) protection (protection against violence, inclusive risk management, humanitarian demining and comprehensive mine action, mine risk education, victim assistance, conflict transformation); (iii) inclusive education and sustainable livelihoods (inclusive education, economic and financial inclusion).

For more information about the association, see the following websites: international site: www.hi.org | regional site for Latin America and the Caribbean: www.hi-lac.org

PROJECT PRESENTATION

This call is made within the framework of the new project Promoting Access to education and Social Inclusion of children and adolescents with and without disabilities in Ecuador – PAIS that is implemented in Quito in a consortium between HI and two Ecuadorian partners from the education sector. , for 3 years.

The general objective is to contribute to the promotion and access to childhood education, social inclusion of children and adolescents with disabilities in Quito, Ecuador.

Girls, boys and adolescents (NNA) with disabilities are one of the most marginalized and excluded groups in society. People with disabilities, mainly children and adolescents, compared to their peers without disabilities, are more likely to experience the consequences of social, economic, and cultural inequity. HI and its partners implement a three-year project with children, their families, caregivers, authorities and relevant services, aimed at better recognition of diversities, promoting access to education and social inclusion of disabilities. . The project contributes to the objective of preventing, mitigating and eradicating inequality through the promotion of the rights of children and adolescents.

The intervention logic is based on a two-way approach, improving on the one hand the access of children and adolescents to educational services and their active participation, and on the other hand, addressing the specific requirements of children and adolescents with disabilities or with specific educational needs. educational environment. To this approach, a component of strengthening the members of the consortium and Ecuadorian civil society is added to give more sustainability to the project.

Inclusive education is a process of increasing participation and reducing exclusion in order to meet the diverse needs of all students. Inclusive education is a broad concept that refers to the right of all boys and girls to access and benefit from education. The project pays special attention to children with disabilities and specific learning needs.

PURPOSE OF THE POSITION

The Inclusive Education Technical Officer – based in Quito, supports the Project Manager – for the general strategic and technical direction in the effective and efficient execution of the PAIS project activities to guarantee the school inclusion of children. NNA, as established in the project description. You will ensure that there is adequate coordination between HI, local consortium partners and other stakeholders at the various levels of project intervention. In addition, he supports some tasks in the inclusive education sector for the Latin American geographical direction.

MAIN INTERLOCUTORS:

• Country Representative
• PAIS Project Manager
• PAIS project partners
• Financial Accounting Officer
• MEAL Regional Manager
• Regional specialist in psychosocial support and mental health
• Regional Advocacy Officer
• Regional communication officer
• Regional Logistics and Supply Officers

POSITION RESPONSIBILITIES

1. General technical direction of the Inclusive Education project during the first year of implementation

Objective : Guarantee strategies, interventions and timely technical contributions in the project activities during the first year, to maintain quality criteria during the three years.

– Strategies and technical interventions developed

– Conduct and record coordination meetings with government, consortium partners and other key stakeholders.

– Preparation and dissemination of training material on inclusive education

– Development of tools and methodologies

– Preparation and implementation of a capacity development plan for inclusive education

Activities:

1. Develop technical strategies, tools and methodologies of the PAIS project
2. Support the project team in planning project activities and executing activities according to the detailed execution plan.
3. Train civil society partners and actors (OPD, etc.) on inclusive education within the framework of the capacity strengthening component of the project.
4. Support partners in carrying out surveys to identify children with disabilities and specific educational needs, the problems they face, as well as developing links with service providers.
5. Support partners in the development of a school inclusion guide tool with a comprehensive approach (therapeutic and pedagogical), its socialization and training of authorities and teachers on its application.
6. Carry out a participatory analysis of access barriers in prioritized schools and accompany the implementation of recommendations and reasonable adjustments.
7. Support the design of training modules for teachers, the educational community and officials on inclusive education, children’s rights, gender equality, ICT management and mental health, with the support of the regional Technical Unit.
8. Adapt and contextualize the blue box tool and methodologies and make it available to partners, with the support of the Regional Physical and Functional Rehabilitation Specialist
9. Guarantee the capacity of the executing partners in matters of Inclusive Education and for the activities of the PAIS project. Manages project team members (sets individual goals, evaluates individual performance, contributes to the professional and career development of his or her team members, monitors competencies)
10. Maintain ongoing communication with the Project Manager, local partners, support team and other key stakeholders, as necessary, to stay informed about the status of the project and seek support when necessary.
11. Ensure that the Country Representative / Country Manager is well informed and regularly updated on the technical execution of the project, including progress, limitations, challenges, etc.
12. Planning, implementation, monitoring and reporting

Objective : Ensure the correct execution of project activities and meet supervision requirements.

– Monitoring and evaluation tools and guidelines are prepared.

– All monitoring and evaluation activities are coordinated with the monitoring and evaluation focal point.

– Monitoring of the main milestones and registration of tests.

– Timely presentation of progress report

Activities:

1. Participate in project coordination meetings and support overall project planning, implementation and monitoring activities in coordination with the project manager, partners and the MEAL focal point
2. Conduct regular supervisory visits to partners to ensure quality, track activities, make adjustments and ensure project sustainability.
3. Provide support to maintain an accurate project database, updated monthly and collect other information, evidence as required, with the support of the MEAL focal point
4. Provide technical information in monthly, quarterly, semi-annual, annual and end-of-first year reports.
5. Participate in monthly review meetings with partners and inform the respective team of any technical issues that need to be addressed
6. Coordinate with the consortium partner and project team the deployment of training and evaluations
7. Follow up on recommendations from visits and meetings and ensure they are followed up and passed on to the relevant team.
8. Communication, advocacy and networking

Objective: Ensure effective coordination and networking with government, delivery partners, resource partners and other working agencies.

– Coordination and networking mechanism at the central and federal level with high visibility of the work carried out in the field of IH.

Activities:

1. Support the development and implementation of an evidence-based advocacy strategy – including an information and dissemination campaign – for the promotion and access to education and social inclusion of children and adolescents with disabilities or SEN in Ecuador, with the support of the the project manager and the Regional Advocacy Officer.
2. Initiate/facilitate exchanges and links between the different initiatives taking place at both the national, Quito municipal and regional levels in terms of Inclusive Education to ensure common themes to strengthen and add value throughout the Inclusive Education sector.
3. Be in contact with other NGOs, the GTRM Education working group, and with the municipal and national authorities of the Inclusion and education sector to explore various possibilities of developing/introducing changes at the political level to make the project inclusive and increase its impact .
4. Lead the project team to initiate and/or reinforce the networking system within existing structures to promote Inclusive Education and disability inclusion.
5. Increase the visibility of HI in relevant networks, NGOs and line ministries. Within the framework of the Free Press consultancy, support the exploration of the potential interest of the media to cover HI activities and bring it to the attention of the Country Representative / Country Manager and Project Manager.
6. Capacity development and technical sustainability strategy for years 2 and 3 of the project

Objective: Provide the necessary support to the project team and local partners to develop capacity in inclusive education and to ensure the sustainability of technical quality in years 2 and 3 of the project.

Points of reference:

– The project team is trained for the project activities.

– Capacity building activities are carried out for the project team, the implementing partner and the local/federal government.

Activities:

1. Support the completion of a participatory organizational diagnosis and implement a capacity-building process for consortium members on inclusive education issues during the first year.
2. Provide support to the project team and consortium partners for the design and development of the capacity development plan and framework.
3. Implement a plan to strengthen the technical capacities of the partners and the Project Manager to ensure the sustainability of technical quality in years 2 and 3.
4. Facilitate the formulation of a partner capabilities assessment plan at the end of the first year.
5. Support the project team in the development of training packages (training, workshops, orientation, etc.) according to the needs of the project.
6. Knowledge management on inclusive education

Objective: Ensure that key project messages are communicated to all stakeholders through the use of different knowledge management tools and methodologies.

– Good practices and lessons learned documents, communication tools used, IEC materials, appropriate project documentation

Activities :

1. Provide support in the development and dissemination of methodology, tools and ensure project capitalization and production of project-level documents with team members and consortium partners.
2. Facilitate the documentation of success stories and participate in the preparation of articles about the project for social networks or other media
3. Contribute project-related articles to the internal regional newsletter, etc.
4. Review produced project documents and materials to provide constructive critical analysis and suggestions for improvement where necessary, or the creation of new tools.
5. Provide technical contributions to the project team in the design, development, production and distribution of effective communication, awareness and advocacy tools and materials related to sector activities.
6. If necessary, provide technical support to the Technical Unit or the project writing team to respond to specific needs of another country of the Geographic Directorate.
7. Emergency response
   1. In the event of a major emergency, reorganize planning and activities according to humanitarian priority, in order to ensure a rapid and efficient response by HI.

Note that this position profile must remain alterable, responding to additional tasks or changes as identified by the line manager.

PROFILE AND SKILLS

Education and Knowledge

• Minimum a Master’s Degree in Education, or a Master’s Degree in another relevant field.
• Knowledge about inclusive education, disability and universal accessibility
• Knowledge of international human rights frameworks, and international conventions on people with disabilities and children
• Strong capabilities in building relationships with local partners, local governments, teacher and parent organizations, and other stakeholders.
• Demonstrated success in incorporating participatory programming that is sensitive to disability, age and gender issues in project execution.
• Great communication skills, both oral and written.
• The candidate must be fluent in Spanish. English and/or French desirable.

Experience

• Experience in the development and implementation of formal or non-formal inclusive education programs.
• Experience in early childhood education and positive youth development
• Experience in developing the capacities of educational authorities.
• Experience working in inclusion and/or protection of populations in vulnerable situations
• Experience in project management to plan, implement activities, manage cooperation project data
• Ability to produce communications and institutional reports written in Spanish
• Experience in organizational capacity development training valued

Interpersonal skills

• Work as part of a team/network, cooperate.
• Respect the opinion and improve the skills of others with a view to shared action
• Give and receive constructive feedback; discuss with multiple disciplinary teams
• Empathy; showing interest in what each person is experiencing and feeling, putting yourself in the other person’s shoes, listening to their needs, being accepted instead of judged
• Resistance to stress and uncertainty, work under pressure
• Pragmatism, ability to adapt with agility
• Assertive, timely, clear, concrete and transparent communication

POSITION CONDITIONS

Remuneration / type of contract : In a dependency relationship in the business type with remuneration in accordance with budget availability.

Benefits : Legal benefits, private health insurance, 30 calendar days of annual leave, access to training funds, possibility of teleworking two days a week, when field activities are not scheduled.

The contracting will be carried out by the NGO AVSF Ecuador.