Job Opportunities at Save the Children Nigeria, 17th March, 2017

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Save the Children is the leading independent organization creating lasting change in the lives of children in over 20 countries around the world. Recognized for our commitment to accountability, innovation and collaboration, our work takes us into the heart of communities, where we help children and families help themselves. We work with other organizations, governments, non-profits and a variety of local partners while maintaining our own independence without political agenda or religious orientation. Save the Children’s mission is to Inspire breakthroughs in the way the world treats children and to achieve immediate and lasting change in their lives. We are recruiting to fill the position below: Job Title: Education in Emergency Coordinator Location: Borno Job Type: Full-time Role Purpose

• The EiE Coordinator will be based in Borno and will work closely with some, SEMA, NEMA, UNICEF, local implementing partners, members of the Education sector working Group, UN-OCHA and other UN agencies, to ensure that the programme goals are achieved.
• Specific areas of concern are the provision of temporary learning spaces in IDP camps and host community.
• He/She is responsible for designing programmes and writing proposals for new or ongoing projects in line with SC goals and strategic directions.
• For purposes of ensuring healthy collaboration between the sector’s work and other projects or initiatives in North Eastern region, the Coordinator will actively participate in education-related activities and meetings, and will also seek active collaboration with other players working in the education sector.
• He/She provides overall leadership at a strategic and programme level for the sector, and ensures that SC vision and overall program goals related to the sector are met.
• He/She provides managerial, technical, and administrative support to the project officers.

Key Areas of Accountabilities Under the direct supervision of the Field Manager, and in close coordination with the Education in Emergency Advisor in Abuja: Programme development and Implementation:

• With the support and guidance of FM and EiE Advisor, lead the implementation of Save the Children’s education project activities within the IDP camps and host communities through provision of EiE and ECCD services to the children
• Establish functional Temporary learning Spaces and Community Education Committee in project locations
• Identify critical program gaps and vulnerabilities, and clarify roles, responsibilities and accountabilities to effectively address those gaps
• Ensure quality in the programme by building capacity of the local staff and teachers through trainings  in pedagogy, psychosocial support, life skills etc.
• Provide guidance to field-based education team on common standards, innovative strategies and approaches which ensure a capacity to address SC Commitments for Children in Emergencies, and reflect good practice in emergency education responses

Human Resources:

• Line management of the education project staff
• Prepare performance objectives together with program staffs and give the necessary feedback, follow up and support to improve staff performance.

Monitoring and Reporting:

• Contribute to the development of appropriate and effective program monitoring systems to enable assessment of both the emergency response process and impact and to ensure delivery of results for children
• Prepare implementation reports, weekly, monthly or other periodical reports for SCI and funding partners
• Reporting  on progress and documentation of best practices
• Support in development of communication materials, case studies and blogs.

Coordination and Networking:

• Working closely with the FM and EiE Education Advisor, develop partnerships to leverage resources, ensure adequate coverage in the emergency response and early recovery phases, and ensure adequate funding consistent with SC resource mobilisation strategy and emergency response plans
• Advocate for, and support, the development of sustainable, child-friendly   and hazard-resistant standards and designs for learning centres, the integration of life skills into both formal and non-formal education, with a particular focus on Disaster Risk Reduction( DRR)
• Represent SCI programme in the coordination at state levels; represent SC at the State Education Sector Working Group meetings , working closely with UNICEF, SEMA, UNOCHA among others, to address issues related to strategic planning, roles and responsibilities of sector partners, and joint advocacy

Qualifications and Experience

• University Degree in Education, Social Sciences or related technical field.
• Two years progressive experience in Education in Emergencies, programme design, administration, monitoring and evaluation or related field.
• Ability to adapt and work effectively in remote areas, work in a challenging work environment with minimal direct supervision.
• Ability to take personal responsibility for completing tasks to a high standard and to meet deadlines.
• Willingness to work flexibly and professionally in a dynamic and fast-moving environment.
• Previous experience in working with capacity building/training facilitation is desirable.
• Excellent Computing and data management skills.

Job Title: Maternal Nutrition and Complementary Feeding Food Demonstration Video Development - Consultancy Location: Abuja Role Purpose

• Instructional videos will be used at the local government and ward levels to build the skills and confidence of Mothers of Children U2, Pregnant and lactating mothers and community members in general to adopt responsive and adequate feeding practices that are moderately complex. The videos would be motivational as well as instructional, demonstrating the hard skills needed to perform these tasks while employing the expected role to encourage the new practices and behaviours. It is also envisioned that video viewings would be combined with the already existing intervention’s such as Facility level IYCF during ANC at PHCs, CIYCF support Group meetings/Care Group meetings and CMAM.
• For example, to enhance their effectiveness, the videos would be shown in household or social gatherings - for example, community meetings and events, health centers - where facilitated discussions will be interspersed throughout the viewings. Where appropriate or feasible, these discussions would be followed by a practicum, where participants can try out their newly learned skills.

Video Length The duration of the instructional videos (each recipe) will be between 3-5 minutes in length.  In total there will be:

• 9 Recipes for PLW
• 6 Complimentary feeding Recipes

Objectives:

• Enhanced knowledge and skills for appropriate feeding of children 6-23 months and Pregnant and Lactating women (PLW)
• Apply principles of psychosocial care when feeding children 6-23 months
• Motivated and confident in the ability to feed children

Audience:

• The primary audience is pregnant women and mothers of children under 2 years of age and their families within hill regions of Nepal. Audiences are mostly low-literate (or illiterate) in low-resource settings, mostly DAG. Secondary audiences include female community health volunteers, health workers, and other community nutrition stakeholders.
• Key Promise: Being active and especially attentive when feeding a baby, such as talking to the child or playing with him or her, to help the baby eat more and grow healthy, smart and strong.

Creative Considerations:

• It will be important to demonstrate breastfeeding, positioning and attachment with a real mother and baby.
• Please do not use pictures
• The instructional videos should employ dramatizations - using actors to act out and to convey key nutrition messages, along with the easy-to-follow step-by-step cooking instructions.
• Role models will convey their experiences of benefiting from the new practices - and overcoming familiar obstacles to do so. This approach will aim to enhance the viewers’ beliefs about their own capabilities (“If they can do it, so can I”), and motivate them to perform the tasks.
• It is important that the instructional videos incorporate the IYCF BCC Video lead female character (protagonist) into this production.

Below are a couple of examples:

• Dramatization of a community member (or several community members) who tell “real-life” success stories about overcoming barriers and enablers to adopting a new practice, and how that has improved her family’s well-being, followed by an illustration of the tips. This dramatization can illustrate how family support helps overcome barriers - for example, showing how mothers-in-law or husbands relieve the mother of other household chores while pregnant or breastfeeding.

Key Barriers:

• Mothers and family members do not want to spend too long feeding their child because they have a lot of work to do.
• Mother or the care taker stuffs the food in the baby’s mouth to get it done as quickly as possible.
• Many people do not understand the importance of psychosocial care (comforting and entertaining) a child while feeding.

Steps or Tips:

• Maintenance of Breastfeeding. Continue frequent, on-demand breastfeeding until 2 years of age and beyond
• Responsive feeding for a child  Responsive feeding means being active and especially attentive when feeding a baby, such as talking to the child or playing with him or her, to help the baby eat more and grow healthy, smart and strong.
• It is fun to feed and interact with children. If a child is fed actively, it learns to talk, develops interest in eating and timely growth takes place. We have to make meal time fun for child and for ourselves, make the time so no need to rush.
• In responsive feeding, principals are psychosocial care are practiced. Specifically:
• Feed infants directly and assist older children when they feed themselves, being sensitive to their hunger and satiety cues;
• Feed children in their own bowl
• Give children liquids with a little spoon out of a clean cup.
• While feeding your child, ask him/her if wants more food. If he/she signals for more, provide more. If he/she signals that he/she is full stop feeding. h.) The complementary foods should include diverse food, such as eggs, fish or meat, leafy greens and orange-flesh fruits and vegetables. It is to increase the child body’s access to vitamins and immune power and will make the child grow smarter and stronger.
• If children refuse many foods, experiment with different food combinations, tastes, textures. Children may reject food the first time it is introduced, but continue to try. Getting a child to accept new food may take several attempts.
• Feed infants by understanding the signs of hunger, such as crying or reaching for the breast.
• Feed slowly and patiently, and encourage children to eat, but do not force them; remember that feeding times are periods of learning and love - talk to children during feeding, with eye to eye contact, talk or sing to them while they are feeding and smile at them.
• Minimize distractions during meals. Eating at the same time and in the same place also improves appetites and avoids distractions.

If the Infant Refuses new Foods:

• Talk to the infant calmly encouraging the infant to eat.
• Try singing or making up songs to encourage eating.
• Feed slowly and patiently.
• Don’t force an infant to eat. The food may get into their lungs if they begin to cry and breathe in the food. Food in the lungs could cause death.
• If you find foods that the infant does like, continue to give them the foods they do like encouraging them to eat.
• Add breast milk to the cooked food. It helps the infant to adjust to the new food. It smells and tastes familiar.

Amount of Complementary Food Needed:

• Start at 6 months of age with small amounts of food and increase the amount of food day by day and feed around one tea-glass amount at one time as the child gets older. Feed three times a day. Continue this for up to 9 months. The food should be thick, so it sticks to the spoon. In the beginning, in addition to continued breastfeeding, start to feed the child with bigger spoon (2 to 3 spoons). Repeat this process 3 times a day.
• For child that is 9-12 months continue to feed three times a day of thick food about one tea glass each time. Also, feed him/her some snacks in-between at least once. Foods available at the household like banana or eggs can be fed.
• After the child reaches 12 months, increase the frequency of providing snacks to two and each time he/she should be fed the amount equivalent to two tea glass three times a day of thick food.

Safe Preparation and Storage of Complementary Foods:  Practice good hygiene and proper food handling by

• Washing caregivers’ and children’s hands before food preparation and eating,
• Storing foods safely and serving foods immediately after preparation,
• Using clean utensils to prepare and serve food, using clean cups and bowls when feeding children,
• Avoiding the use of feeding bottles, which are difficult to keep clean.

Food Consistency:

• Gradually increase food consistency and variety as the infant gets older, adapting to the infant’s requirements and abilities.
• Infants can eat pureed, mashed and semi-solid foods beginning at six months. By 8 months most infants can also eat "finger foods" (snacks that can be eaten by children alone).
• By 12 months, most children can eat the same types of foods as consumed by the rest of the family (keeping in mind the need for nutrient-dense foods). Avoid foods that may cause choking (i.e., items that have a shape and/or consistency that may cause them to become lodged in the trachea, such as nuts, grapes, raw carrots).

Nutrient Content of Complementary Foods:

• Feed a variety of foods to ensure that nutrient needs are met. Meat, poultry, fish or eggs should be eaten daily, or as often as possible.
• Vitamin A-rich fruits and vegetables should be eaten daily. Provide diets with adequate fat content. Avoid giving drinks with low nutrient value, such as tea, coffee and sugary drinks such as soda. Limit the amount of juice offered so as to avoid displacing more nutrient-rich foods.

Creative Considerations It will be important to demonstrate breastfeeding, positioning and attachment with a real mother and baby. Please do not use pictures. Development Process:

• The vendor will work with SCI nutrition team to develop the storyboard and final scripts for production
• The SCI nutrition review the storyboards submitted and select the final 24 that audiences will find emotionally powerful and clear in terms of the behaviour and messaging , and the vendor will elaborate these stories with scripts and dialogue.
• Following the pre-testing of the videos, the vendor will revise the stories, characters and dialogue/scripts, and prepare story boards with details of settings, identification of scenarios, dialogue etc. for approval by SCI nutrition team.
• The vendor will manage the production process and team while engaging SCI nutrition team in all key steps.
• Vendor will provide a rough cut of each of the videos and work with SCI nutrition team for final edits and color correction.
• SCI will be responsible for all payments and arrangements of the travel and transport (for field testing in the selected LGAs), per diem, food and lodging.
• Vendor will obtain signed release forms of those filmed, in collaboration with the programme implementing partners.
• Vendor will deliver a 15 minutes Montage (Summary) and 24 videos (maternal Nutrition 12 & Complementary Feeding 12) as follows:
  • 1 master copies in MPEG format or AV1 format in Hausa and Kanuri with approved English subtitles and English introductions with English subtitles.
  • 100 copies of the production (24 video clips plus 2 montages) on individual designed and properly labelled DVDs (50 DVDs total).
  • Signed release forms of those filmed for each video.

How to Apply Interested and qualified candidates should: Click here to apply Application Deadline: 24th March, 2017.

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