Program Overview:    

The Fiji Program Support Platform (FPSP or the ‘Platform’) is a Department of Foreign Affairs and Trade (DFAT) investment that contributes to the delivery of Fiji’s national development priorities, in line with the Australia’s International Development Policy, the Fiji-Australia Vuvale Partnership and the Development Partnership Plan.  

The Platform delivers key bilateral programs, such as health, education, scholarships, social infrastructure, governance, climate and emergency preparedness and response. Platform activities identify and address climate risks, promote climate action, and gender equality, disability and social inclusion (GEDSI) across and beyond the sector programs. 

The Platform has three functional Outcomes: 

1. The Platform has delivered its sector program outcomes, including through supporting strategic coherence, planning, partnerships management, data and learning across the portfolio of investments.
2. The Platform has prioritised gender equality, disability-inclusive development, and climate and disaster resilience, in its systems and practices. This includes in how it undertakes sector programming and its engagement with selected Government of Fiji (GoF) agencies.
3. The Platform administers timely and efficient programming that is: value for money; maximises use of local supply chains; and supports good governance, and public diplomacy, effective decision making and risk management.

AFEP Overview:

The Australian Government is supporting Fiji’s education sector through the Australia Fiji Education Program (AFEP, the Program) working with the Ministry of Education (MoE). 

The objective of the AFEP is “to work with the Government of Fiji under the Vuvale Partnership to catalyse quality education delivery for all Fijian children”. 

The changes expected by the end of the five-year program are: 

• EOPO 1: Schools, particularly trial schools, have improved student literacy and numeracy outcomes, supported by enabling policies, plans and data from the Ministry of Education.
• EOPO 2: Heads of schools and teachers, supported by enabling policies and data from the Ministry of Education, provide a safe, resilient and inclusive learning environment for all students, particularly in trial schools. 

Four intermediate outcomes will provide pathways to meet these end of program outcomes in priority areas, like implementation of the revised literacy and numeracy curriculum in primary and secondary schools, professional development interventions, analysis and improvement of the Fiji Education Management Information System (FEMIS), as well as GEDSI and student wellbeing.  

The funding for the program is approximately AUD45 million over 9 years (5 years, with an option to extend for a further 4 years) and delivered through a range of activities to achieve the program’s objectives. Implementation modalities include technical advice, procurement of technical services and goods, minor works and infrastructure upgrades, capacity building and training support, support to Ministry led initiatives and innovations, and grants to civil society organisations (CSOs). 

Position Summary: 

The Specialist, Special and Inclusive Education (SIE) (the Specialist) will provide technical leadership to and represent the SIE team. They will take carriage of key SIE priorities in line with the Policy on Special and Inclusive Education. This will include the implementation of selected and agreed recommendations arising from the SIE curriculum review, collaboration with Teacher Training Institutions and professional development for school and district staff. The Specialist will also provide strategic development of the SIE project annual work plan and budget and play a key role in convening stakeholders and representing the Platform at SIE events.

Key Responsibilities:

• Provide technical assistance to the SIE Team
• Collaborate with technical assistance provided by SIE Short Term Advisers.
• Support SIE liaison and collaboration with MoE, Organisations of People with Disabilities and other key stakeholders.
• In collaboration with MoE colleagues, under the guidance of the Deputy Team Leader and in collaboration with the GEDSI Advisor, support, develop and contribute to the implementation of SIE components of the annual work plans.
• Contribute to AFEP work planning, reporting and monitoring and evaluation requirements in alignment with MoE’s Special and Inclusive Education Policy.
• Work with the Monitoring, Evaluation and Learning team and Communications team to collect, document, and share disability-related efforts, achievements and lessons learned.
• Provide analysis and advice to the AFEP team concerning any changes in the local operating environment and impact on the Program.
• Participate in reflection, sharing and learning sessions as appropriate.
• Liaise with the Platform’s GEDSI team to ensure SIE activities incorporate GEDSI approaches

The SIE Specialist will carry-out the following activities/duties (non-exhaustive), based upon the agreed Annual Work Plans (AWP) with MoE and DFAT:

• Support MoE’s implementation of its Special and Inclusive Education Policy, in line with the agreed implementation plan
• Provide SIE technical support to AFEP team members, MoE colleagues, and/or coordinating with SIE Specialists to access relevant required technical support.
• Contribute to AFEP support for the implementation of recommendations arising from the curriculum review undertaken in 2021, including:
• Building knowledge and skills of teachers in ‘differentiated instructional methods’ that support curriculum implementation for children with disabilities
• Integrating disability inclusive considerations into literacy and numeracy efforts as per AWP
• Contribute to AFEP engagement with Teacher Training Institutions to support the development and implementation of pre- and in-service education in special and inclusive education, in alignment with the Policy on Special and Inclusive Education as per the AWP
• Working with MoE, the SIE team and remote international short-term specialists, support conceptualisation and delivery of special and inclusive education professional development for school and district personnel.
• Other tasks relevant to the Program as required.

Key Deliverables: 

• Provision of SIE technical advice across the AFEP and to key stakeholders.
• Engagement with Teacher Training Institutions as part of AFEP TTI model and AWP to support improved pre- and in-service education in special and inclusive education.
• Support to Special and inclusive education professional development provided by MoE to school and district personnel.
• Support to MoE for the conceptualisation, formation and implementation of district resource centres
• Support to MoE for conceptualisation, formation and implementation of decentralised disability verification, including individual classroom action plans for inclusion of children in mainstream schools
• Support to MoE for SIE 2024 policy implementation
• Support to MoE for in-service professional development for teacher working with children with disabilities
• Development of a model to promote exchange of best practices in support for SIE between special and mainstream schools.

Key Working Relationships:

• The role is accountable to the Deputy Team Leader, AFEP
• The role will work closely with the SIE Curriculum Advisory Services Officer within MoE. The role will maintain direct working relationships with MoE SIE lead.
• The role will sit within the SIE team including two Teaching and Learning Officers (TLO), coordinated by the SIE Coordinator.
• The Role will work closely with the GEDSI Specialist, MEL Specialist and the AFEP Team Leader
• A short-term technical Advisor will work with the role and the team to counsel strategic best practice and support implementation

Selection Criteria:

Qualifications 

• A master's degree in education with relevant experience in special and inclusive education and a minimum of 6 years' experience, or
• A bachelor's degree in education with at least 10 years of experience working in special education, experience in research and/or curriculum development.

Experience 

• At least 5-years, hands-on experience teaching students with moderate/severe disabilities in Fiji is essential.
• At least 3-years, experience working in SIE policy and national programming space in Fiji
• Teacher training or teaching experience within an inclusive setting overseas is an added advantage
• Knowledge and experience of a multidisciplinary approach including child development, health, education sectors is essential.
• Knowledge and experience in conducting quantitative and qualitative studies and research is highly desirable
• Curriculum development experience is a requirement.
• Demonstrable positive experience of adult learning is a requirement 

Skills and Knowledge

• Understanding of child rights and key principles of human rights.
• Knowledge of inclusive education practices in Fiji and overseas is a requirement
• Understanding of Gender Equality, Disability and Social Inclusion and a commitment to it in all activities.
• Understanding DFAT’s child protection policy, and other best practice policies from international donors.
• Ability to communicate and work effectively with persons of various cultures and disciplines.
• High-level negotiation skills and ability to manage conflict, problem identification and resolution.
• Ability to think clearly and logically and to work productively as a flexible member of a team.
• Demonstrated ability to listen and learn and provide advice that is culturally appropriate in Fiji and grounded in research and international best practice.
• Ability to work independently and to work in a team; nurture productive internal relationships; foster an environment of continuous learning; and work effectively under pressure.
• Eligible for Fiji Teachers Registration Authority (FTRA) registration.

How to Apply:

Please apply online by submitting a cover letter addressing how you meet the selection criteria for this role and an up-to-date comprehensive CV.