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Social Inclusion Specialist
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Posted: 25 Mar 2017 08:44
Deadline: 31 Mar 2017
Category: Social Services
Location: Africa , Rwanda , Kigali
Employment: Full-Time
Experience: From 3 year(s)
Education: Bachelor
Salary: Negotiable
About Company: Education Development Center (EDC) is one of the world’s leading nonprofit research and development firms. Established in 1958, EDC designs, delivers and evaluates innovative programs to address some of the world’s most urgent challenges in education, health, and economic opportunity.
Email: info@www.edc.org
Phone: +255252 580 796
Contact name: MD
File: Download
Requirements
Bachelor Degree (with 5 relevant experience), Masters Degree preferred;
At least 3 years experience promoted gender and social inclusion;
Competence in curriculum and training design;
Experience developing and conducting awareness campaigns;
Experience in coordinating local Implementing Partners;
Strong facilitation and training skills;
Ability to balance work within a team environment while also working independently;
Ability to prioritize and manage activities with minimum supervision;
Demonstrated commitment to team work, sharing information and capacity builiding;
Strong organizational, communication, computer, and interpersonal skills;
Good technical writing skills;
Fluency in English and Kinyarwanda
Conditions
N/A
Responsibilities
1. Work with EDC home office gender specialist to design and conduct a gender and social inclusion assessment.
2. Work with the disabilities specialist from
Georgetown University (serving as a HugukaDukore intern during June-August 2017) to develop and conduct a disabilities assessment.
3. Meet with Rwandan organizations and donor
projects that are promoting social inclusion of women, and youth with disabilities - such as Uwezo Youth Empowerment, the Rwanda Union of Youth and Children with Disabilities, Never Again Rwanda and Human Development Initiative (HDI} -to learn about current best practices and
to identify potential leverage opportunities for similar HugukaDukore efforts.
4. Assist to develop a youth with disabilities awareness guide and provide orientation to
private employers and implementing partners on its use.
5. During enrollment of youth by I Ps, develop
enrolment protocols that take into consideration the sensitive nature of
collecting data on youth and participants with disabilities.
6. Design creative, non-monetary incentives to
recognize special efforts made by private program partners and champions to place youth with disabilities, into internships and job placements.
7. Develop strategies that support gender equality
and women's empowerment throughout program interventions, such as: Example strategies and approaches will include:Orient Implementing
Partners and employers on how to encourage women to enter male-dominated
fields. Include motivational or information sessions with positive role models, including men and women in nontraditional careers.
Career counseling services to allow male and female young people to see the range of market opportunities for self-employment and upgrading along value chains;
Both female and male role models and mentors in workforce training, encouraging girls and young women to aspire and develop the skills to succeed in the workplace;
Work with the HugukaDukore Communications Manger to develop communications campaign aimed at encouraging employers to hire female youth and youth with disabilities;
Work closely with the program team to ensure that HugukaDukore training curriculum includes information on gender-based violence and gender barriers within education and training institutions; Facilitate related training and technical assistance to staff and establish functional referral networks to gender-based violence (GBV) service
centers; Orient IPs and employers on key issues related to accessibility of
women and people with disabilities to transportation when designing the project, so they are not limited by lack of mobility or training taking
place later in the evening, when they may not feel as safe to attend and be out in public.
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