empleo

Organization: Acción contra el Hambre España
Country: Spain
Closing date: 12 Oct 2017

Action Against Hunger is an international non-governmental, private, apolitical, non-religious and non-profit organization created in 1979. Its goal is to combat hunger and dangerous situations that threaten men, women and children. Currently 500 expats and more than 5,000 employees are working for Action Against Hunger in more than forty-six countries working in projects concerning four areas of focus: nutrition, health, food security and water and sanitation.

The Action Against Hunger network is looking for a Sharepoint Technical Chief, for our offices in Madrid.

GENERAL OBJECTIVE

Action Against Hunger has recently upgraded its intranet based on the SharePoint solution migrating from the 2013 to the cloud version.

The new version of the site must meet essential requirements as fit for purpose design, modelling, incorporation of new functions and features, and integration of existing applications. The Sharepoint Technical Chief will carry out the maintenance of the platform, provision of technical support to the network teams, and to be responsible for both designing/creating and /or updating content on the site and developing new functionalities, including implementing data entry form capabilities.

The Sharepoint Technical Chief will work with the Action Against Hunger IT Directors Group to define the architecture, administration, and integration of developments into the new Sharepoint platform. To do this the Sharepoint Technical Chief will support the Head of IT to maintain our Sharepoint farm, design the site, and model and adapt new functions and applications.

This position will work closely with all Action Against Hunger HQs, to gather their requirements and guarantee fruitful collaboration amongst them. S/He will transform these into a functional analysis and participate during their implementation by supporting configuration of site/s structure and steering capacity building among all the stakeholders.

SPECIFIC OBJECTIVES

• Provide escalated support to SharePoint users in coordination with the different HQ It teams
• Manage, maintain and report on technical issues related to SharePoint
• Create and maintain Team Sites and sub-sites
• Assist in preparing content for publication via SharePoint; including, lists, libraries and pages.
• Provide training to technical and non-technical staff in the use of SharePoint to all the HQ offices.
• Provide and maintain support information – user guides, training guides, standards documents
  to ensure consistency.
• Works closely with the Head of IT to deliver the requested outcomes and ensure user support requested (e.g IT Support, design, infrastructure)
• Create, modify or delete service applications in Sharepoint on cloud.
• Develop new features in Sharepoint: WebParts, Content Types, Event, Handlers
• Tailoring and Design of Form Templates according to the requirements specified by the different functional units (for all HQs).
• Participate in functional and technical design, implementation, operation and management services of SQL Server databases
• With the support of the Head of IT, Carry out SharePoint Server farm configuration, architecture, and installation of Application Services such as Excel, PerformancePoint, Managed Metadata and Business Connectivity Organize and conduct project design sessions and design flexible solutions to meet project requirements
• Design technical solutions, communicated through functional and technical design documents based on previously drawn requirements map

• Work with the IT Directors of all HQs to articulate implementation strategy through roadmaps, estimates and rollout plans. Report on its progress to them.

• Lead establishment of requirements at HQs and network level, develop and maintain platform workflows, process performance dashboard, and application integration capabilities

• Custom development of SharePoint applications.

PROFILE

• Degree in Computer Science or Computer Engineering (or demonstrable equivalent working experience).
• 2+ years SharePoint experience, including SP2010 and SP2013
• 3+ years development experience with Microsoft .NET Framework and SQL.
• Advance Knowledge in Microsoft Technologies, Office 365, Windows Server, Shell scripting and SQL Server.
• Experience with Microsoft Workflow Foundation
• Experience with .NET
• Experience with HTML, Java Script, CSS technologies
• Experience using SharePoint’s REST services layer
• Strong troubleshooting skills
• Experience with software development best practices including source control, release management, code reviews, and bug tracking.
• Solid communication and writing skills
• Experience with SilverLight
• Ability to understand, analyse and summarise
• Capacity to elaborate functional and rigorous documentation
• Capacity to recommend solutions and/or improvements and integrate new solutions.
• English required. Spanish and French desirable.
• Experience in the humanitarian sector desirable
• Ability and willingness to travel

REMUNERATIVE PACKAGE

• We offer immediate incorporation to a dynamic international network with an international career development
• A two years contract
• A competitive remuneration package between 30.000 and 36.000 euro/ gross / year
• The position based in Madrid
• 25 working days of paid leave per year
• Meal Vouchers

How to apply:

We will only consider the candidacies received by our online service. Please click in the following link to accede to the service:

https://employ.acf-e.org/index.php/positions/view/128/

Note. – Given the urgency of this position, the vacancy may close before the deadline. For more information about this position, visit our Website www.accioncontraelhambre.org in case of not find it published here means that the selection process has been closed. 0cm;}

تقرير عن التنمية في العالم 2018 يدعو إلى زيادة قياس مستوى التعلُّم والتحرك بناء على الأدلة واشنطن، 26 سبتمبر/أيلول 2017 – يواجه ملايين التلاميذ في البلدان المنخفضة والمتوسطة الدخل احتمال ضياع الفرص وانخفاض الأجور في مستقبل حياتهم بسبب فشل مدارسهم الابتدائية والثانوية في توفير التعليم اللازم لهم لتحقيق لنجاح في الحياة. وأفاد تقرير جديد للبنك الدولي، محذراً من "أزمة في التعلُّم" بقطاع التعليم على مستوى العالم، بأن الالتحاق بالمدارس بدون تعلُّم لا يمثل فقط فرصة إنمائية ضائعة، بل يشكل أيضا ظلما عظيما للأطفال والشباب في مختلف أنحاء العالم. ويرى تقرير عن التنمية في العالم 2018: التعلُّم لتحقيق الدور المُنتظر من التعليم أنه بدون تعلُّم، سيفشل التعليم في الوفاء بالوعد المنتظر منه بإنهاء الفقر المدقع وخلق الفرص وتحقيق الرخاء للجميع. فحتى بعد قضاء العديد من السنوات في التعليم، لا يستطيع ملايين الأطفال القراءة أو الكتابة أو إجراء العمليات الحسابية الأساسية. وتؤدي أزمة التعلُّم إلى اتساع الفجوات الاجتماعية بدلاً من تضييقها، إذ يصل التلاميذ – المحرومون بالفعل بسبب أوضاع الفقر أو الصراع أو النوع أو الإعاقة – إلى مرحلة البلوغ دون اكتساب حتى أبسط المهارات الحياتية.  وتعليقاً على ذلك، قال رئيس مجموعة البنك الدولي جيم يونغ كيم "إن أزمة التعلُّم هذه أزمة أخلاقية واقتصادية. فالتعليم يَعِد الشباب، عندما يُقدَّم تقديما جيدا، بالحصول على عمل وأجور أفضل، وصحة جيدة، وحياة بلا فقر. وفي المجتمعات المحلية، يحفز التعليم الابتكار ويدعّم المؤسسات ويعزز التماسك الاجتماعي. لكن هذه المنافع تتوقف على التعلُّم وبدونه يمثل الالتحاق بالمدارس فرصة مهدرة. بل والأكثر من ذلك أنه يمثل ظلما عظيما، فالأطفال في المجتمعات الأشد فشلا في تحقيق ذلك هم الأكثر احتياجا إلى تعليم جيد للنجاح في الحياة."ويوصي التقرير باتخاذ خطوات ملموسة على صعيد السياسات لمساعدة البلدان النامية على حل أزمة التعلُّم الخطيرة في مجال تدعيم تقييمات عملية التعلُّم، واستخدام الأدلة على الممارسات الناجحة وغير الناجحة للاسترشاد بها في اتخاذ القرارات المتعلقة بالتعليم، وتعبئة حركة اجتماعية قوية للدفع باتجاه إجراء تغييرات بالتعليم تساند إتاحة "التعلُّم للجميع". وورد في التقرير أنه حين طُلب مؤخرا من تلاميذ بالصف الثالث الابتدائي في كينيا وتنزانيا وأوغندا قراءة جملة مثل " الكلب  اسمه بوبي" باللغة الإنجليزية أو السواحيلية، لم يفهم ثلاثة أرباع التلاميذ ما تقوله الجملة.  وفي المناطق الريفية بالهند، لم يستطع نحو ثلاثة أرباع التلاميذ بالصف الثالث الابتدائي حل مسألة لطرح أعداد مكوَّنة من رقمين مثل "46-17"، ولم يستطع نصف التلاميذ بالصف الخامس حل هذه المسألة. ورغم تحسُّن مهارات البرازيليين الذين تبلغ أعمارهم 15 عاما، فإنهم لن يصلوا، بمعدل التحسُّن الحالي، إلى متوسط الدرجات في الرياضيات بالبلدان الغنية خلال 75 عاما. وسيستغرق تحقيق ذلك في القراءة 263 عاما.ولا تشمل هذه الإحصاءات 260 مليون طفل ليسوا ملتحقين بالتعليم الابتدائي أو الثانوي أصلا لأسباب تتعلق بأوضاع الصراع والتمييز والإعاقة وغير ذلك من العقبات. على الرغم من أن هذه الفجوات البالغة في التعلُّم ليست قائمة في جميع البلدان النامية، فإن العديد من هذه البلدان يتخلف كثيراً عن تحقيق ما يطمح إليه. وتُظهر التقييمات الدولية الرائدة بشأن مهارات القراءة والكتابة والحساب أن أداء التلميذ المتوسط في البلدان الفقيرة أسوأ من أداء 95% من التلاميذ في البلدان المرتفعة الدخل، مما يعني أن هذا الطالب سيحظى باهتمام خاص في فصله الدراسي بتلك البلدان للاهتمام برفع مستواه. وفيما يتعلق بالعديد من الطلاب ذوي الأداء المرتفع في البلدان المتوسطة الدخل -وهم الشباب الذين يُصنَّفون في الربع الأعلى ضمن مجموعاتهم، فإنه يمكن ترتيبهم في الربع الأدنى ببلد أكثر ثراء.ويحدد التقرير الذي أعدَّه فريق يقوده ديون فيلمر وهالسي روجرز، وهما من كبار الخبراء الاقتصاديين بالبنك الدولي، ما يتسبب في ظهور أوجه القصور بعملية التعلُّم، ولا يشمل ذلك طرق انهيار التدريس والتعلُّم في الكثير من المدارس فحسب، بل أيضا القوى السياسية الأكثر عمقا التي تتسبب في استمرار هذه المشكلات. تحقيق تقدُّم كبير أمر ممكنيشير التقرير إلى أنه عندما تضع البلدان وقادتها "تحقيق التعلُّم للجميع" ضمن أولوياتها الوطنية، فإن معايير التعليم يمكن أن تتحسَّن تحسُّنا هائلا. فبلد مثل كوريا الجنوبية، مزقته الحروب وكان يسجل خلال خمسينيات القرن الماضي معدلات متدنية للغاية في معرفة القراءة والكتابة، استطاع تعميم الالتحاق بتعليم عالي الجودة حتى المرحلة الثانوية بحلول عام 1995، وقد استطاع شبابها تحقيق أعلى المستويات في تقييمات التعلُّم الدولية. وأظهرت النتائج التي حققتها فييتنام عام 2012 في اختبار لبلدان منظمة التعاون والتنمية في الميدان الاقتصادي لطلاب المرحلة الثانوية في الرياضيات والعلوم والقراءة، الذي يُسمَّى البرنامج الدولي لتقييم الطلاب، أن مستوى أداء طلابها الذين تبلغ أعمارهم 15 عاما يتساوى مع مستوى أداء نظرائهم في ألمانيا رغم أن فييتنام أفقر بكثير. وبين عامي 2009 و2015، حققت بيرو بعض أسرع معدلات النمو في نواتج التعلُّم الإجمالية، وذلك بفضل اتخاذ إجراءات منسَّقة بشأن السياسات. وفي العديد من البلدان (مثل ليبيريا وبابوا غينيا الجديدة وتونغا)، تحسَّنت مهارات القراءة في الصفوف الدراسية الأولى تحسُّنا كبيرا خلال فترة زمنية قصيرة للغاية بسبب تركيز الجهود المستندة إلى الأدلة.وعن ذلك، قال بول رومر رئيس الخبراء الاقتصاديين بالبنك الدولي "الطريقة الوحيدة لتحقيق تقدُّم هي استخلاص الحقيقة من الوقائع. وإذا سمحنا بذلك، فإن الوقائع المتعلقة بالتعليم تكشف عن حقيقة مؤلمة، ففيما يتعلق بعدد كبير للغاية من الأطفال، فإن الالتحاق بالمدارس لا يعني التعلُّم". استناداً إلى أدلة ونصائح تم جمعها خلال مشاورات مستفيضة جرت مع الحكومات والمنظمات المعنية بالتطوير والبحث ومنظمات المجتمع المدني والقطاع الخاص في 20 بلدا، يقدم التقرير ثلاث توصيات بشأن السياسات: أولاً، تقييم مستوى التعلُّم بحيث يصبح هدفا قابلا للقياس.نصف البلدان النامية فقط لديها مقاييس لقياس مستوى التعلُّم في نهاية المرحلتين الابتدائية والإعدادية. ومن خلال وضع تقييمات للطلاب جيدة التصميم، يمكن مساعدة المعلِّمين على توجيه الطلاب، وتحسين إدارة النظام، وتركيز اهتمام المجتمع على التعلُّم. ويمكن أن تؤدي هذه الإجراءات إلى إثراء خيارات السياسات الوطنية، ورصد ما يتحقق من تقدُّم، وتسليط الضوء على الأطفال الذين لا يحققون التقدم المرجو. ثانياً، جعل المدارس تعمل لصالح جميع الأطفال.إتاحة تكافؤ الفرص بالحد من الإصابة بالتقزُّم وتعزيز نمو المخ من خلال التغذية والتحفيز في سن مبكرة لكي يبدأ الأطفال الدراسة وهم مستعدون للتعلُّم. واجتذاب الأشخاص البارعين للعمل بالتدريس ومواصلة تحفيزهم من خلال التدريب المصمم خصيصاً للمعلِّمين مع الاستعانة بموجِّهين. واستخدام وسائل تكنولوجية تساعد المعلِّمين على التدريس بطريقة تناسب مستوى الطالب، وتقوية الإدارة المدرسية بما في ذلك المديرون. ثالثا، حشد كل من له مصلحة في التعلُّم. استخدام المعلومات والمقاييس لتعبئة المواطنين، وزيادة المساءلة، وخلق إرادة سياسية لإصلاح التعليم. وإشراك أصحاب المصلحة المباشرة، بما فيهم مجتمع الأعمال، في جميع مراحل إصلاح التعليم بدءاً من التصميم حتى التنفيذ. وفي معرض التعقيب على هذه الأزمة، قال خايمي سافيدرا، وزير التعليم السابق في بيرو وهو حاليا مدير أول قطاع التعليم بالبنك الدولي، ""البلدان النامية بعيدة كل البعد عما يجب أن تكون عليه في مجال التعلُّم. فالكثير منها لا يستثمر موارد مالية كافية ويحتاج بشدة إلى الاستثمار بكفاءة أكبر. لكن الأمر لا يتعلق بالمال فقط، بل تحتاج البلدان أيضا إلى الاستثمار في قدرات الأشخاص والمؤسسات المكلَّفة بتعليم أطفالنا. وهناك حاجة ملحة إلى إصلاح التعليم الذي يتطلب المثابرة وكذلك توافقا سياسيا بين الحكومة ووسائل الإعلام ورواد الأعمال والمعلِّمين وأولياء الأمور والطلاب. ويتعيَّن عليهم جميعا تثمين التعلُّم الأفضل والمطالبة بذلك."   

Авторы «Доклада о мировом развитии 2018» призывают расширять масштабы измерений и действовать на основе доказательных данных ВАШИНГТ?…

Washington DC, September 26, 2017- The World Bank approved a US$6.3 million grant to support Eastern Caribbean countries to preserve and strengthen resilience of coastal and marine resources, and implement regional policies to stimulate blue growth. This will allow countries to better manage natural infrastructure which is the first line of defense against storm surges and damage from rising frequency of extreme weather events, such as the recent hurricanes. The Caribbean Regional Oceanscape project will be implemented through the Organization of Eastern Caribbean States (OECS) Commission in close collaboration with member-states. “This project will support the Eastern Caribbean policy-makers in identifying smart policies to harness the ocean and all its natural assets, and prepare for a successful transition to a blue economy and socially equitable ‘blue growth’”, said Tahseen Sayed, World Bank Country Director for the Caribbean. “As the region is greatly affected by recent hurricanes, it is equally important to build the resilience of coastal communities and promote sustainable development of the ocean resources”.   According to World Bank report “Toward A Blue Economy, A Promise for Sustainable Growth in the Caribbean”, the Caribbean Sea generated US$407 billion in value added in 2012, including mainland Caribbean coastal countries. The Caribbean Sea covers an area of 2.75 million square kilometers and is a crucial resource for the 40 million people who live along its shores. OECS countries play a key role in the regional ocean governance as they rely heavily on coastal ecosystems for their income, employment, health and well-being.  At the same time, poorly planned development poses threats to local communities as it erodes the coastal and marine natural protection and other important natural ocean assets.   “This project supports the implementation of the Eastern Caribbean Regional Ocean Policy, a comprehensive policy endorsed by all OECS Heads of State. This initiative sets forth the long-term vision to ensure the future health of the ocean space while sustainably deriving ocean wealth,” said Sylvia Michele, World Bank Environment Specialist.     The Caribbean Regional Oceanscape project supports Dominica, Grenada, Saint Kitts and Nevis, Saint Lucia, and Saint Vincent and the Grenadines to transition towards a ‘blue economy’ model, where sustainable ocean-based industries help deliver jobs, reduce poverty and promote shared prosperity across the region.   Specifically, the project will:Support the implementation of regional policies, including mapping ocean assets, developing coastal and marine spatial plans and national ocean strategies through active citizen engagement;Collaborate with private sector technology companies and education platforms to advance ocean education; andImprove OECS ocean data coverage and access through collaborative public-private platforms.   This project is financed by a US$6.3 million grant from the Global Environmental Facility (GEF).   For more information, please visit: www.worldbank.org and www.facebook.com/bancomundialBe updated via Twitter: @WBCaribbean YouTube: www.youtube.com/worldbank

Washington DC, 26 de septiembre de 2017 – El Banco Mundial aprobó una subvención de US$6,3 millones para ayudar a los países del Caribe oriental a conservar y fortalecer la resiliencia de sus recursos costeros y marinos, así como implementar políticas de carácter regional para estimular el crecimiento azul. Esto les permitirá a estos países gestionar mejor su infraestructura natural, que es la primera línea de defensa ante las mareas de tormentas y los daños resultantes de una mayor frecuencia de eventos climáticos extremos, como los recientes huracanes. El proyecto Entorno Oceánico Regional para el Caribe será implementado por la Comisión de la Organización de los Estados del Caribe Oriental (OECS) en estrecha colaboración con sus Estados miembro. “Este proyecto apoyará a los diseñadores de políticas del Caribe oriental en la identificación de políticas inteligentes tendientes a aprovechar el océano y sus activos naturales, así como a estar preparados para una transición exitosa hacia una economía azul y un ‘crecimiento azul’ socialmente equitativo”, dijo Tahseen Sayed, directora del Banco Mundial para el Caribe. “Dado que la región ha sido seriamente afectada por los recientes huracanes, es igualmente importante desarrollar la resiliencia de sus comunidades costeras y promover el desarrollo sostenible de los recursos oceánicos”. De acuerdo al informe del Banco Mundial, “Hacia una economía azul: una promesa de crecimiento sostenible para el Caribe”, el mar Caribe generó US$407 mil millones en valor agregado en 2012, incluidos países continentales con costa sobre el mar. El mar Caribe cubre una superficie de 2,75 millones de kilómetros cuadrados y es un recurso clave para los 40 millones de personas que viven sobre sus costas. Los países de la OECS juegan un papel fundamental en la gobernanza oceánica regional dado que dependen en gran medida de sus ecosistemas costeros para sus ingresos, puestos de trabajo, salud y bienestar. Al mismo tiempo, el desarrollo mal planificado representa una amenaza para las comunidades locales, dado que erosiona las protecciones naturales tanto costeras como marinas, así como otros activos oceánicos naturales importantes. “Este proyecto respalda la implementación de la Política Oceánica Regional para el Caribe oriental, una política integral avalada por todos los jefes de Estado de la OECS. Esta iniciativa expone una visión a largo plazo para asegurar la salud futura de los espacios oceánicos mientras se obtienen sus riquezas de una manera sostenible”, dijo Sylvia Michele, especialista en Medio Ambiente del Banco Mundial. El proyecto Entorno Oceánico Regional para el Caribe apoya a Dominica, Granada, San Cristóbal y Nieves, Santa Lucía y San Vicente y las Granadinas en su transición hacia un modelo de ‘economía azul’, en donde industrias oceánicas sostenibles ayudan a proporcionar puestos de trabajo, reducir la pobreza y promover la prosperidad compartida en toda la región. De manera específica, el proyecto: ·       Apoya la implementación de políticas regionales, incluida la cartografía de activos oceánicos, el desarrollo de planes espaciales costeros y marinos, y estrategias oceánicas nacionales con la participación activa de la ciudadanía; ·       Colabora con empresas tecnológicas del sector privado y plataformas educativas para promover la educación oceánica; y ·       Mejora la cobertura y el acceso a datos marinos por parte de la OECS a través de plataformas colaborativas público-privadas. Este proyecto está financiado por una subvención de US$6.3 millones del Fondo para el Medio Ambiente Mundial (FMAM).

Para usted o para mí, conseguir agua implica dar unos pocos pasos hasta la llave más cercana. Pero en la zona rural de la Alta Guajira, en Colombia, miles de habitantes tenían que caminar por horas para llegar a un lugar en el que pudieran recoger agua, de un pozo o del mar. Es una zona desértica, en la que las comunidades habitan en medio de la nada, excepto por paisajes espectaculares de esos que la mayoría sólo ha visto en películas. Pero la belleza natural no lo es todo. Por eso, para superar la brecha de acceso a servicios básicos como agua y saneamiento, se crearon 8 reservorios con los que ahora se puede garantizar la seguridad hídrica en medio del desierto. Cada vez que llueve, el líquido queda almacenado en estos depósitos y así los indígenas wayúu que habitan la zona ya no tienen que caminar 5 horas para conseguir agua. Esto significó una disminución del 75 % del tiempo de traslado que necesitaban estas personas para recolectar el líquido. Aunque 21 millones de habitantes de zonas rurales en América Latina no tienen acceso al agua, otros 13 millones que viven las ciudades tampoco pueden disfrutar de este servicio de forma digna. De hecho, en algunas ciudades de La Guajira colombiana también escasea el agua. No hace mucho, el líquido sólo llegaba a sus casas algunos días de la semana y durante apenas unos ratos. Además, no tenía condiciones óptimas para su consumo. La solución que encontraron para ofrecer agua de calidad en las áreas urbanas fue instalar nuevas redes de acueducto y de alcantarillado, así como mejorar las que ya existían. Con ello, se logró dar servicio las 24 horas del día al 50% de la población, superando las previsiones de los resultados y llegando a ciudades clave de la región como Riohacha y Maicao. Este trabajo ha sido implementado por los gobiernos locales, los diferentes operadores especializados como la empresa de agua ASAA, en Riohacha, y el Banco Mundial. Juntos, desde el 2007, trabajan en expandir la calidad de los servicios y el acceso al agua, además de asegurar la sostenibilidad y mejorar el esquema institucional para la prestación de servicios y la administración del proyecto. Este video cuenta la historia del acceso al agua en la zona de la Guajira.  

Un latinoamericano puede llegar a perder entre tres y cuatro horas al día en viajar desde casa al trabajo o viceversa. Esto le puede costar el equivalente a dos horas de su salario, según los expertos. Para aliviar el problema del tiempo de viaje y de la contaminación, diferentes ciudades en la región, algunas en cooperación con el Banco Mundial, han desarrollado sistemas de Buses de Tránsito Rápido, que, al contar con estaciones a lo largo de una vía exclusiva para su desplazamiento, facilitan la rapidez en el abordaje y en el transporte, similar a los procedimientos que se usan en los sistemas de metro y de trenes ligeros. Estos sistemas de transporte público también reducen la contaminación local y las emisiones de gases de efecto invernadero promoviendo el desarrollo inclusivo. En México, por ejemplo, el Sistema de Transporte Rápido por Autobús fue el primer corredor de transporte masivo en superficie de la capital mexicana. A fines de 2012 y debido a la demanda, el sistema había alcanzado picos de más de 300.000 viajes diarios. En Colombia, el TransMilenio cuenta con 138 estaciones y 84 kilómetros de líneas segregadas para buses y, a diario, transporta a más de 2 millones de pasajeros.

世界開発報告2018： より厳密な測定とエビデンスに基づいた行動を呼びかけ ワシントン、2017年9月26日 – 低・中所得国では数百万人に上る児童・生徒が、初等・中等教育でその後の?…

Raportul privind Dezvoltarea Mondială în 2018 îndeamnă la realizarea unor evaluări mai ample şi la luarea de măsuri pe bază de dovezi WASHINGTON, 26 septembrie 2017 – Milioane de elevi şi studenţi din diverse ţări cu venituri scăzute şi medii se confruntă cu perspectiva pierderii unor oportunităţi şi a obţinerii ulterioare a unor salarii mai scăzute deoarece unităţile de învăţământ primar şi secundar nu le oferă educaţia necesară pentru a reuşi în viaţă. Avertizând cu privire la „criza educaţională“ manifestată la nivel global, într-un nou raport al Băncii Mondiale se afirmă că şcolarizarea lipsită de transmiterea de cunoştinţe nu constituie decât o oportunitate de dezvoltare irosită, dar şi o mare nedreptate faţă de copii şi faţă de tinerii din toată lumea. Raportul privind Dezvoltarea Mondială în 2018: cum să învăţăm să îndeplinim făgăduinţa educaţiei (World Development Report 2018: ‘Learning to Realize Education’s Promise’) explică faptul că, în lipsa învăţării, educaţia nu-şi va putea respecta promisiunea de a contribui la eradicarea sărăciei extreme şi de a crea oportunităţi comune şi prosperitate comună pentru toată lumea. Chiar şi după mai mulţi ani petrecuţi pe băncile şcolii, milioane de copii nu au capacitatea de a citi, de a scrie sau de a efectua operaţiuni matematice elementare. Criza educaţională amplifică diferenţele sociale, în loc să le micşoreze. Elevii şi studenţii care sunt deja dezavantajaţi de sărăcie, conflicte, gen sau diverse disabilităţi ajung la vârsta adultă fără a fi înzestraţi măcar cu cele mai elementare aptitudini.  „Criza educaţională este o criză de natură morală şi economică“, a declarat Preşedintele Grupului Băncii Mondiale, Jim Yong Kim. „Atunci când este realizat bine, actul educaţional promite tinerilor un loc de muncă, câştiguri mai bune, sănătate, precum şi o viaţă lipsită de sărăcie. Pentru comunităţi, educaţia stimulează inovaţia, consolidează instituţiile şi susţine coeziunea socială. Însă toate aceste beneficii depind de învăţare, iar şcolarizarea fără transmiterea unor cunoştinţe nu constituie decât o oportunitate irosită. Mai mult decât atât, constituie o mare nedreptate: copiii cărora societatea le face cea mai mare nedreptate sunt exact aceia care au cea mai mare nevoie de o educaţie bună pentru a putea reuşi în viaţă“. Raportul recomandă măsuri de politici publice concrete pentru a ajuta ţările aflate în curs de dezvoltare să soluţioneze această criză educaţională profundă în zonele unde nevoia de educaţie este mai profundă, utilizându-se dovezi privitoare la ceea ce funcţionează şi la ceea nu funcţionează pentru a ghida procesul educaţional din domeniul învăţământului; şi mobilizarea unei puternice mişcări sociale menită să facă presiuni pentru inducerea unor schimbări în educaţie de natură să promoveze „educaţia pentru toţi“. Conform raportului citat, în momentul în care o serie de elevi de clasa a III-a din Kenya, Tanzania, şi Uganda au trebuit recent să citească o propoziţie de genul „Numele câinelui este Puppy“ în limbile engleză sau Kiswahili, trei sferturi din aceştia nu au înţeles despre ce era vorba în propoziţie. În India rurală, aproape trei sferturi dintre elevii de clasa a III-a nu au putut rezolva o scădere de genul “46 – 17”, iar dintre copiii de până la clasa a V-a, jumătate n-au putut realiza această operaţie matematică. Deşi aptitudinile adolescenţilor brazilieni cu vârsta de aproximativ 15 ani s-au îmbunătăţit, dacă se păstrează actualul ritm de îmbunătăţire, nu vor putea ajunge la punctajul mediu din ţările bogate în următorii 75 de ani. La abilitatea de a citi, ar fi necesari 263 de ani pentru a ajunge la punctajul ţărilor bogate. Aceste statistici nu au în vedere cei 260 de milioane de copii care, din cauza unor conflicte, a discriminărilor, a disabilităţilor şi a altor obstacole, nu sunt înscrişi la şcoli primare sau secundare. Deşi nu toate ţările aflate în curs de dezvoltare se confruntă cu aceste diferenţe educaţionale extreme, multe sunt departe de nivelul pe care şi-ar dori să-l atingă. Evaluări importante realizate la nivel internaţional cu privire la nivelul de alfabetizare și competențe numerice evidenţiază faptul că elevul sau studentul mediu dintr-o ţară săracă înregistrează o performanţă mai slabă cu 95% decât omologul său dintr-o ţară cu venituri mari, ceea ce înseamnă că într-o astfel de ţară mai bogată un astfel de elev sau student ar putea beneficia de un plan de măsuri remediale. Mulţi elevi şi studenţi cu rezultate foarte bune, aflaţi în ţări cu venituri medii, tineri şi tinere care se află în sfertul fruntaş al generaţiei lor, s-ar situa pe ultimele locuri ale clasamentelor unor ţări mai bogate. Raportul, întocmit de o echipă condusă de economiştii principali ai Băncii Mondiale, Deon Filmer şi Halsey Rogers, identifică acei factori care determină aceste probleme educaţionale; este vorba nu doar de modurile în care pedagogia şi învăţarea sunt disipate în prea multe şcoli, dar şi de forţele politice mai profunde care fac astfel ca aceste probleme să persiste. Este posibilă înregistrarea unui progres semnificativ Raportul mai observă şi faptul că atunci când ţările şi conducătorii acestora fac din „educaţia pentru toţi“ o prioritate naţională, standardele educaţionale se pot îmbunătăţi în mod spectaculos. De exemplu, dintr-o ţară devastată de război, cu un nivel al alfabetizării foarte scăzut constatat în anii 1950, Coreea de Sud ajunsese până în 1995 la nivelul la care toţi copii erau înscrişi într-o formă de învăţământ de calitate înaltă (până la nivelul secundar), elevii şi studenţii din această ţară înregistrând cele mai înalte niveluri de performanţă în evaluările educaţionale internaţionale. Rezultatele obținute în Vietnam, în 2012, la PISA, un test OECD dedicat liceenilor, cu probe la matematică, ştiinţe şi citit, au evidenţiat faptul că elevii de 15 ani din această ţară au avut un nivel similar cu cel al colegilor lor din Germania, chiar dacă Vietnam este o ţară mult mai săracă. În perioada 2009-2015, Peru a înregistrat una dintre creşterile cele mai rapide din punctul de vedere al rezultatelor la învăţătură, datorită măsurilor de politici publice concertate. În mai multe ţări (cum ar fi Liberia, Papua Noua Guinee şi Tonga), s-a îmbunătăţit substanţial şi într-un termen foarte redus capacitatea de a citi a copiilor din clasele mici, datorită unor eforturi bine direcţionate bazate pe dovezi. “Singura modalitate de a înregistra progrese este să „identificăm adevărul pe baza informaţiilor existente“. Dacă ştim să le interpretăm, informaţiile ne relevă un adevăr dureros. Pentru prea mulţi copii, şcoala nu înseamnă neapărat învăţare“,  a declarat  Paul Romer, Economist-şef al Băncii Mondiale. Pe baza dovezilor şi a îndrumărilor colectate în cadrul celor 20 de consultări extinse realizate în 20 de ţări cu reprezentanţi ai guvernelor, ai organizaţiilor de dezvoltare şi cercetare, ai organizaţiilor societăţii civile şi ai sectorului privat, raportul oferă trei recomandări de politici publice: 1. Învăţarea trebuie evaluată, astfel încât să se transforme într-un obiectiv cuantificabil. Numai jumătate dintre toate ţările aflate în curs de dezvoltare au un sistem de determinare a nivelului de învăţare la sfârşitul ciclului primar şi al ciclului secundar inferior de învăţământ. Sistemele de evaluare a elevilor bine concepute pot ajuta cadrele didactice să-şi îndrume elevii, să îmbunătăţească managementul sistemic şi să concentreze atenţia societăţii asupra învăţământului. Aceste măsuri pot fi utilizate ca fundament pentru exercitarea unor opţiuni de politici naţionale, pentru a urmări progresul înregistrat şi pentru a trage un semnal de alarmă asupra copiilor care rămân în urmă. 2. Şcolile trebuie să fie adaptate necesităţilor tuturor copiilor. Crearea unui nivel de manifestare comun, prin reducerea gradului de subdezvoltare şi prin promovarea dezvoltării cerebrale cu ajutorul unei nutriţii de calitate începând de la cele mai mici vârste şi prin stimularea copiilor, astfel încât aceştia să fie pregătiţi pentru studiu la începerea şcolii. Atragerea unor persoane dedicate în învăţământ şi menţinerea nivelului de motivaţie al acestora prin adaptarea activităţilor de formare a cadrelor didactice care să fie susţinute şi prin activităţi de mentorat. Utilizarea unor tehnologii care să ajute cadrele didactice să predea adaptându-se la nivelul elevilor, consolidând nivelul de management al unităţii de învăţământ, inclusiv al directorilor. 3. Mobilizarea tuturor celor care au interes faţă de domeniul învăţământului Trebuie utilizate informaţii şi măsurători pentru a mobiliza cetăţenii, pentru a spori nivelul de responsabilizare şi pentru a crea voinţa politică necesară susţinerii reformei în învățământ. Implicarea factorilor interesaţi, inclusiv comunitatea de afaceri, în toate etapele reformei educaţionale, de la momentul elaborării, până în etapa implementării. “Ţările în curs de dezvoltare sunt departe de nivelul la care ar trebui să fie din punctul de vedere al învăţării. Multe dintre ele nu investesc destule resurse financiare şi majoritatea au nevoie să investească mai eficient. Însă nu este vorba doar de bani; ţările trebuie să investească şi în capacitatea oamenilor şi instituţiilor care au sarcina educării copiilor noştri”, a declarat Jaime Saavedra, fostul ministru al educaţiei din Peru, în prezent Senior Director for Education în cadrul Băncii Mondiale. „Reforma educaţională este necesară urgent şi necesită perseverenţă, precum şi armonizarea politicilor la nivelul guvernului, al presei, întreprinzătorilor, cadrelor didactice, părinţilor, elevilor şi studenţilor“. Toţi aceşti actori trebuie să înţeleagă importanţa unui învăţământ mai bun şi să şi ceară promovarea acestuia“.

World Development Report 2018 calls for greater measurement, action on evidence WASHINGTON, September 26, 2017 – Millions of young students in low and middle-income countries face the prospect of lost opportunity and lower wages in later life because their primary and secondary schools are failing to educate them to succeed in life. Warning of ‘a learning crisis’ in global education, a new Bank report said schooling without learning was not just a wasted development opportunity, but also a great injustice to children and young people worldwide. The World Development Report 2018: ‘Learning to Realize Education’s Promise’ argues that without learning, education will fail to deliver on its promise to eliminate extreme poverty and create shared opportunity and prosperity for all. Even after several years in school, millions of children cannot read, write or do basic math. This learning crisis is widening social gaps instead of narrowing them. Young students who are already disadvantaged by poverty, conflict, gender or disability reach young adulthood without even the most basic life skills.  “This learning crisis is a moral and economic crisis,” World Bank Group President Jim Yong Kim said. “When delivered well, education promises young people employment, better earnings, good health, and a life without poverty. For communities, education spurs innovation, strengthens institutions, and fosters social cohesion. But these benefits depend on learning, and schooling without learning is a wasted opportunity. More than that, it’s a great injustice: the children whom societies fail the most are the ones who are most in need of a good education to succeed in life.” Download the World Development Report 2018: Learning to Realize Education’s Promise. The report recommends concrete policy steps to help developing countries resolve this dire learning crisis in the areas of stronger learning assessments, using evidence of what works and what doesn’t to guide education decision-making; and mobilizing a strong social movement to push for education changes that champion ‘learning for all.’ According to the report, when third grade students in Kenya, Tanzania, and Uganda were asked recently to read a sentence such as “The name of the dog is Puppy” in English or Kiswahili, three-quarters did not understand what it said. In rural India, nearly three-quarters of students in grade 3 could not solve a two-digit subtraction such as “46 – 17”—and by grade 5, half still could not do so. Although the skills of Brazilian 15-year-olds have improved, at their current rate of improvement they will not reach the rich-country average score in math for 75 years. In reading, it will take 263 years. These statistics do not account for 260 million children who, for reasons of conflict, discrimination, disability, and other obstacles, are not enrolled in primary or secondary school. While not all developing countries suffer from such extreme learning gaps, many fall far short of levels they aspire to. Leading international assessments on literacy and numeracy show that the average student in poor countries performs worse than 95 percent of the students in high-income countries—meaning such a student would be singled out for remedial attention in a class in those countries. Many high-performing students in middle-income countries—young men and women who achieve in the top quarter of their groups—would rank in the bottom quarter in a wealthier country. The report, written by a team directed by World Bank Lead Economists, Deon Filmer and Halsey Rogers, identifies what drives these learning shortfalls—not only the ways in which teaching and learning breaks down in too many schools, but also the deeper political forces that cause these problems to persist. Significant progress is possible   The report notes that when countries and their leaders make “learning for all” a national priority, education standards can improve dramatically. For example, from a war-torn country with very low literacy rates in the 1950s, South Korea achieved universal enrollment by 1995 in high-quality education through secondary school—its young people performed at the highest levels on international learning assessments. Vietnam’s 2012 results from an OECD test for high school students in math, science, and reading called PISA, showed that its 15-year-olds performed at the same level as those in Germany—even though Vietnam is a much poorer country. Between 2009 and 2015, Peru achieved some of the fastest growth in overall learning outcomes—due to concerted policy action. In several countries (such as Liberia, Papua New Guinea, and Tonga) early grade reading improved substantially within a very short time, due to focused efforts based on evidence. “The only way to make progress is to ‘find truth from facts.’ If we let them, the facts about education reveal a painful truth. For too many children, schooling does not mean learning,” said World Bank Chief Economist, Paul Romer. Relying on evidence and advice gathered during extensive consultations in 20 countries, with governments, development and research organizations, CSOs, and the private sector, the report offers three policy recommendations: First, assess learning, so it can become a measurable goal. Only half of all developing countries have metrics to measure learning at the end of primary and lower secondary school. Well-designed student assessments can help teachers guide students, improve system management, and focus society’s attention on learning. These measures can inform national policy choices, track progress, and shine a spotlight on children who are being left behind. Second, make schools work for all children. Level the playing field by reducing stunting and promoting brain development through early nutrition and stimulation so children start school ready to learn. Attract great people into teaching and keep them motivated by tailoring teacher training that is reinforced by mentors. Deploy technologies that help teachers teach to the level of the student, and strengthen school management, including principals. Third, mobilize everyone who has a stake in learning.   Use information and metrics to mobilize citizens, increase accountability, and create political will for education reform. Involve stakeholders, including the business community, in all stages of education reform, from design to implementation. “Developing countries are far from where they should be on learning. Many do not invest enough financial resources and most need to invest more efficiently. But it is not only a matter of money; countries need to also invest in the capacity of the people and institutions tasked with educating our children,” said Jaime Saavedra, a former Peruvian Education Minister, and now the World Bank’s Senior Director for Education. “Education reform is urgently needed and requires persistence as well as the political alignment of government, media, entrepreneurs, teachers, parents, and students. They all have to value and demand better learning.”

Download (pdf): Full Report Introduction Preface, Acknowledgments, About the Editors and Authors, Abbreviations Chapter 1 The Evolution of Food as Social Assistance  Chapter 2 The Public Distribution System  in India Chapter 3 The Tamween Food Subsidy System in Egypt  Chapter 4 Food-Based Social Assistance Programs in Sri Lanka Chapter 5 From Food Subsidies to Targeted Transfers in Mexico Chapter 6 Evolution and Implementation of the Supplemental Nutrition Assistance Program in the United States Chapter 7 Evolution and Implementation of the Rastra Program in Indonesia

Organization: Canada World Youth
Country: Peru
Closing date: 02 Oct 2017

Company Name:Canada World Youth
Project Title: EQWIP HUBs Powering Youth Innovation for Sustainable Livelihoods
Start: As soon as possible
Working Location: Lima, Peru
Schedule: Full-time contract
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Do you want to work with a team of energetic, skilled and passionate individuals who are motivated to create innovative solutions for sustainable youth livelihoods? If yes, then EQWIP HUBs is the team for you!

Powered by Canadian leaders in global youth development – Canada World Youth (CWY) and Youth Challenge International (YCI) – the EQWIP HUBs project is a global network that connects Canadian volunteers, youth participants, and international partners through innovative programming in six developing countries.

Through 18 knowledge centres in Bolivia, Ghana, Indonesia, Peru, Senegal and Tanzania, EQWIP HUBs offers entrepreneurship and employment training so that young people, especially women, can come together to gain market-relevant skills and learn from mentors. Our youth focused, collaborative and tech-friendly approach is unique. By working in partnership with global peers – we can create a better future for all. Together, we’re on a mission to change the lives of 100,000 youth by 2020.

Whether you’re an experienced Canadian looking to put your skills into action for youth development, or a young person in an EQWIP HUBs country looking for a program to prepare you for the future – we have opportunities for you.

Canada World Youth & Youth Challenge International

Each recognized as Canadian leaders, CWY and YCI bring a combined 70 years of expertise in global youth development. Forty thousand young people around the world have been transformed through CWY’s world-renowned global reciprocal exchange programs and YCI’s youth innovation initiatives, proving young people can lead real change in global health, the environment, and youth livelihoods.

POSITION DESCRIPTION

The Operations Manager, reporting to the Country Manager, will provide operations management of the HUB project across the national HUB locations, including coordination of personnel, project activities and financial and material resources. S/he will establish and maintain positive, collaborative and productive relationships with project staff and implementing partners.

KEY RESPONSIBILITIES

· Support the Country Manager with daily project management, contributing to project decision-making by providing input on the financial health and status of the project

· Coordinate with headquarters to ensure appropriate financial and administrative management and compliance with donor rules/regulations

· Identify areas of risk and take steps to reduce vulnerabilities

· Ensure preparation and submission of financial reports, manage and monitor cash flows related to project expenses

· Lead annual budgeting exercise and collaborate with the Country Manager and other technical team leaders to ensure program activities are in accordance with the project budget and work plan

· Maintain and refine policies and procedures for the procurement and disposal of project goods and services, in compliance with project policies and procedures and regulations, and provide training to admin and finance staff on proper procurement procedures

· Review, negotiate, and approve all field office contracts (including service agreements, office leases, contracts), ensuring all required contractual terms and conditions are included and obtaining the best value to the project

· Oversee the process for renewing local hire employment contracts on an annual basis, ensuring annual performance reviews are completed and employment contracts renewed on time

· Lead the process for the recruitment of local staff, including review of job descriptions, salary negotiations, and contract development

· Provide guidance to supervisors on recruitment procedures, promotions, and performance management

· Develop and manage an online timesheet management system for local project staff

· Oversee local company registration requirements and ensure EQWIP maintains compliance with evolving local regulations (e.g. taxation, employment/labour, etc.)

· Ensure security guidelines and procedures are established, maintained, updated regularly and adhered to by the project teams. Monitor the security situation along with senior management and communicate procedures to staff

· Perform other duties as delegated by the Country Manager

QUALIFICATIONS

· Bachelor’s degree in finance, accounting, business or related field

· 5 to 7 years of demonstrated experience with mid-level management responsibilities for finances, procurement, human resources, and contracts

· Experience providing management and oversight of field office operations, especially across central and satellite offices

· Demonstrated ability to lead a team and manage, motivate and mentor staff at all levels to create a positive team environment

· Strong knowledge of generally-accepted accounting and procurement practices

· Demonstrated ability to manage and prioritize multiple tasks with competing deadlines

· Strong diplomatic, interpersonal, communication and presentation skills required

· Advanced-level knowledge of Microsoft Excel, and basic functional knowledge of QuickBooks or other field accounting software packages preferred

· Strong verbal and written English skills required

· Applicant must be citizen of Peru

How to apply:

Deadline to apply: Monday, October 2, 2017 at 5pm EST. Applications will be considered upon submission. Please submit your cover letter and CV as a one document Word or PDF e-mail attachment to hrperu@eqwiphubs.org with “Operations Manager” in the subject line. Applications will not be considered beyond the deadline.

No phone calls about the position can be accepted. We thank all applicants for their interest; however only those selected for an interview will be contacted.