Technical Specialist – Education

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TITLE:  Technical Specialist – Education

TEAM/PROGRAMME: Programme Development & Quality


CHILD SAFEGUARDING: (select only one)

Level 2: either the post holder will have access to personal data about children and/or young people as part of their work; or the post holder will be working in a ‘regulated’ position (accountant, barrister, solicitor, legal executive); therefore, a police check will be required (at ‘standard’ level in the UK or equivalent in other countries).


The position of ‘Technical Specialist – Education’ is situated within the Programme Quality and Development Team at SCI Zambia and will make a key contribution to our education work in Early Childhood Development and Early Learning.

They will help us achieve our ambition that all children benefit from good quality inclusive early

childhood care and development and have access to and learn from a good quality education, with a focus on children with disabilities and girls.

The central focus of this role is to provide technical support for the design and development of new education programmes and provide quality assurance for existing work.  The post holder will also strengthen the capacity country office staff and partners on education programming, leading on policy and advocacy work and ensuring evidence and learning from programmes is captured and shared within the sector, while representing SCI Zambia in key networks and external engagements and building partnerships line ministries and local partners.

The Technical Specialist Education will also work closely with other Technical Specialists (in Health and Nutrition, Social Protection, Child Rights Governance, Climate Resilience and Child Protection), MEAL, Advocacy & Comms, and Programme colleagues to deliver on the Country Office Strategic Plan to make change for children in Zambia.


Reports to: Programme Quality & Development Director

Staff reporting to this post: no direct reports but expected to provide coaching and mentoring support to operational and other technical colleagues and local partners

Budget Responsibilities: None

Role Dimensions: The role is expected to foster relationships with a wide range of internal and external stakeholders including Save the Children members, the Country Office Programme Development & Quality team, advocacy colleagues, Regional Advisors, technical counterparts in other organisation, donors, academia etc. The role is also expected to engage with internal technical working groups and communities of practice.

Scope: Zambia

Primary Technical area: Basic Education

Primary Sub technical area: Early Childhood Education and Development

Secondary Sub technical area: Girls Education and Inclusive Education including a focus on children with disabilities

Additional Sub technical area: Education in Emergencies including remote learning and catch up learning support


  1. Technical Leadership:
  1. Provide technical leadership for education or the Country Office, and set the strategic approach in relation to the wider country strategy
  2. Build capacity of national staff and partners in key technical approaches related to education.
  1. New Business Development:
  1. Develop new strategic partnerships and position SCI Zambia for securing new standalone and cross-cutting education funding opportunities
  2. Work closely with new business development colleagues to identify and pursue funding opportunities
  3. Engage with technical partners, donors and colleagues externally and across Save the Children to strengthen profile and opportunities to grow the education portfolio.
  1. Ensuring Programme Quality (design and implementation):
  1. Lead the technical scoping, planning, and design and proposal writing during new programme  development, and ensure that we design and deliver high quality education programmes for children, building on global best practice. Ensure that gender, disability and resilience considerations are reflected in our programme design and implementation.
  2. Work with Child Rights Governance colleagues to ensure that a rights based approach is reflected in our programme design and implementation (in line with our  child rights programming approach ), with a strong focus on child participation
  3. Promote an Education Systems Strengthening approach as the overarching framework, that supports working in collaboration and partnership with governments and regional bodies, local partners and working towards impact, scale and sustainability.
  4. Provide oversight and guidance to the programme implementation teams to ensure that thematic programme components are technically sound, implementation methods are consistent with national and global strategies, acknowledged good practice (e.g. Save the Children Common Approaches); and are likely to achieve scale, as well as equitable and sustainable results.
  1. D . Ensuring evidence of outcomes, results and learning:
  1. Promote and monitor integrated programming in a way that increases overall impact of education programmes at the community level.
  2. Work with Monitoring, Evaluation, Accountability & Learning (MEAL) teams to carry out gender and power analysis, and conduct quality monitoring against international standards through participatory methodologies that promote gender equality and social justice (including child-friendly and gender sensitive/transformative methodologies)
  3. Lead on ensuring the use of disaggregated data and drive collection of relevant evidence and analysis (including gender and power analysis) of outcomes and results, and making a link to quality and accountable programming; Contribute to strengthening the use of equality-focused programme principles and good practice across themes and sectors.
  4. Undertake field visits to project sites; work with implementation teams to understand impacts, operational challenges, and continuously identify opportunities for learning and improvement.
  5. Lead on organisational learning on education, ensuring that learning about quality, access and innovation from our programmes is captured and shared across the Country Office and our partners, as well as with colleagues in the wider regional and global education community in Save the Children including relevant technical working groups.
  6. Support Humanitarian colleagues (as needed) to develop emergency preparedness plans, and conduct sectoral assessments (including gender analysis and disability situation analysis, using SC assessment processes and tools) and to design and deliver emergency response and recovery programmes ensuring synergies between teams, data and programme design.
  1. Networking & External Engagement:
  1. In alignment with Country Office strategy and leadership, engage in strategic positioning with donors, partners and government in-country, and ensure that Save the Children is a partner of choice in education.
  2. Ensure that Save the Children is influencing and learning from others through national technical coordination and networking bodies such as clusters and working groups recognising Save the Children and UNICEF are global co-leads for the education cluster.
  3. Strengthen civil society engagement in national dialogues and policy processes through working closely with advocacy and child rights governance colleagues. Ensure that the diverse voices of children, girls and boys are equitably heard and represented in our education work.
  4. Represent the program to National and Local government representatives, donors, partner agencies, etc. as required.
  5. Ensure the quality, clarity and consistency of technical components of internal and external reports (e.g. programme reports, sit-reps, internal updates), working closely with awards, programme implementation and communications colleagues as needed.
  6. Leverage and liaise with technical colleagues from across Save the Children, including technical working groups and centres of excellence, ensuring that learning from the Country Office is shared with others and global lessons brought back.

BEHAVIOURS (Values in Practice)


  • holds self-accountable for making decisions, managing resources efficiently, achieving and role modelling Save the Children values
  • holds their team and partners accountable to deliver on their responsibilities – giving them the freedom to deliver in accordance with the context, providing the necessary development to improve performance and applying appropriate consequences when results are not achieved.


  • sets ambitious and challenging goals for themselves and their team, takes responsibility for their own personal development and encourages their team to do the same
  • widely shares Save the Children’s vision, and engages and motivates others future orientated, thinks strategically and on a national and global scale.
  • Collaboration:
  • builds and maintains effective relationships, with their team, colleagues, Members and external partners and supporters
  • values diversity, sees it as a source of competitive strength
  • approachable, good listener, easy to talk to.
  • Creativity:
  • develops and encourages new and innovative solutions
  • willing to take disciplined risks.
  • Integrity:
  • honest, encourages openness and transparency; demonstrates highest levels of integrity
  • The post holder must commit to work in an international agency that promotes diversity, equity and inclusion and fights racism, gender inequality and discrimination in all forms; and to model positive behaviours that demonstrate a commitment to equality and respect to all colleagues, partners and communities.


  • Masters degree in education, social policy or other relevant social science degree
  • 7-10 years’ experience of leading the design and implementation of development (and humanitarian) programmes in education
  • Understanding of the education sector in Zambia
  • Familiar with education systems (humanitarian/cluster systems as needed) for ex. the INEE Minimum Standards, the key issues related to Sustainable Development Goal 4 – to  ensure inclusive and equitable quality education and promote lifelong learning opportunities for all .
  • Track record in successful business development/fundraising such as Global Partnership for Education, Education Cannot Wait , EU, FCDO, USAID, World Bank
  • Demonstrated program design, monitoring and evaluation skills, including designing pathways to sustainable impact at scale.
  • Experience conducting gender analysis and designing gender-transformational programming Experience of strategy development and planning
  • Experience of context, capacity and policy analysis, and influencing and advocacy at regional/international level in order to hold duty bearers to account to realise children’s rights.
  • Excellent communication and presentation skills with confidence to serve as the organization’s spokesperson when assigned by the country director.
  • Skilled at networking, representation and partnership development in order promote learning, strengthen civil society and mobilise resources.
  • Able to generate and use data and evidence to innovate, deliver, learn and share what works and what doesn’t work for children
  • Experience of promoting quality and impact through at least one cross-cutting area: gender equality and inclusion, adaptive and safer programming; child rights; disability; migration and displacement.
  • Experience of supporting humanitarian preparedness, response and recovery (desirable)
  • Significant experience in training, capacity building, and mentoring
  • Fluent in English and high level of English writing skills.


Technical competencies:

  • Ensures all children’s access to quality education
  • Ensures all children’s wellbeing
  • Supports all children’s learning and development

Generic Competencies

  • Being the Voice of Children: Promotes evidence-based policy and public engagement that includes the voices of children and their communities
  • Advancing Equality & Inclusion: Displays a commitment to ensuring everything we do considers the most deprived and marginalised children
  • Building & Strengthening Partnerships: Promotes working with diverse partners as critical to delivery
  • Child Rights: Promotes the rights of children in own work and in work with colleagues and peers

Additional job responsibilities

The duties and responsibilities as set out above are not exhaustive and the role holder may be required to carry out additional duties within reasonableness of their level of skills and experience.


Equal Opportunities

The role holder is required to carry out the duties in accordance with SCI’s global Diversity, Equity and Inclusion and Gender Equality Policies, supported by relevant procedures.

Child Safeguarding:

We need to keep children safe so our selection process, which includes rigorous background checks, reflects our commitment to the protection of children from abuse.

Safeguarding our Staff:

The post holder is required to carry out the duties in accordance with the SCI anti-harassment policy.

Health and Safety

The role holder is required to carry out the duties in accordance with SCI Health and Safety policies and procedures.

22 MAR 2021

7 DEC 2021 – 23:59 CAT





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