The Deputy Director Programs provides a leadership, decision-making and coordinating role on programmatic issues, both in the development of quality proposals as well as the effective implementation of IRC’s projects in Afghanistan. With a focus on refugees, internally-displaced populations affected by natural and men made disaster, IRC is currently implementing programs in six lead sectors, namely Community Driven Reconstruction, Environmental Health (WASH), Education, Livelihood, Protection and Emergency Response. The program is expanding and is expected to move into other sector such as public health.
As a senior member of the country Senior Management Team (SMT), the Deputy Director Programs leads on the development of strategies and implementation of programming in the nine geographic areas/provinces e.g. Kabul, Nangarhar, Laghman, Paktya, Helmand, Badghis, Herat, Logar, Khost, where the IRC is currently operational.
The Deputy Director of Programs line manages six staff members (Education Program Coordinator, CDR Coordinator, HP Coordinator, M&E Coordinator, Grants Coordinator and Communication and Advocacy Coordinator; where s/he will be having a functional line with Provincial Coordinators who are line managed by Deputy Director of Operations. The Deputy Director Programs reports to the IRC Afghanistan Country Director.
Responsibilities:
Strategic Planning
Program Development and fundraising
Program Implementation
Human Resources and Staff Development
Liaison/Representation and Coordination
Requirements:
The USAID-funded Pakistan Reading Project, implemented by the International Rescue Committee and its partners (Creative Associates International, World Learning, and Institute of Rural Management), is a seven-year project (2013-2020) with the objective to support the provincial and regional departments of education throughout Pakistan to improve reading skills of 1.3 million children in grades one and two. The project will achieve this goal through three distinct but interrelated components that will work in synergy to affect the quality of early grade education: Improved classroom learning environment for reading, Improved policies and systems for reading, and Improved community based support for reading in Pakistan.