assignment or project

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• Difference Between Project and Assignment

Difference between Project and Assignment | Assignment vs Project

It is paramount that we use good English grammar, regardless of whether it is for academics or business. Inaccurate grammar usage could lead to misinterpretation of concepts and in some cases, it can be considered a lack of professionalism.

What is the Difference between Project and Assignment?

Project and assignment are two words that are often used interchangeably. However, they have their differences.

Table of Content

• Table Summarising the Difference between Project and Assignment
• The Meanings of Assignment and Project
• Examples for Project and Assignment
• Assignment vs. Project – Conclusion

Mastering English grammar is not easy. One of the biggest reasons is that there are many rules in English grammar as well as countless exceptions in the way that words are used. Moreover, the English language has a vocabulary of over 170,000 words, and therefore, learning English grammar can quickly become daunting. Regardless, adding a few words to your vocabulary each day can make a big difference. In this article, we shall explore the difference between project and assignment, their meanings and usage.

Table Summarising the Difference between Project and Assignment:

The Meanings of Project and Assignment

As already summarised above, the meanings of ‘project’ and ‘assignment’ are quite different, and they vary according to their usage.

• ‘Project’ meaning – The word project can be used either as a verb or a noun. Its meaning varies accordingly.
• Give an estimate or a projection based on current data

A specific plan or design

• Assignment meaning – The word assignment can only be used as a noun, and it refers to allocation of work or individuals.

Examples for Assignment and Project:

We shall explore some examples:

• Global average temperatures are projected to reach 25 degrees celsius by the year 2030.
• I noticed scaly growths projecting from his skin after exposure to the chemical.
• The image was projected on the wall.

She was captivated by the findings of the project .

• Assignment – The deadline for the assignment is next week.

Project vs. Assignment – Conclusion

As a verb, the word assignment refers to something that you are given to do by someone else. Alternatively, it could also refer to the assignment of individuals to work. A project, on the other hand, can be used as a verb as well as a noun and its meaning varies accordingly. As a verb, the word refers to the process of giving an estimate or a projection. Alternatively, it can also mean ‘to protrude’. As a noun, the word ‘project’ refers to a specific plan or design. To explore more differences between ‘project’ and ‘assignment’, register at BYJU’S. You can also find other important concepts in grammar, as well as resources for your studies here.

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Assignment vs. Project: What's the Difference?

Key Differences

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Project vs Assignment: Properly Using Them In Writing

As we delve into the realms of work and education, the distinction between a project and an assignment becomes crucial.

A project can be defined as a collaborative endeavor with a specific goal in mind, often involving multiple tasks and team members. On the other hand, an assignment typically refers to a task or piece of work assigned to an individual to be completed within a specified timeframe.

Understanding the nuances between these two terms can greatly impact how we approach our work and academic responsibilities. Let’s explore the differences and similarities between projects and assignments in more detail.

Analyzing The Definitions

Define project:

A project is a temporary endeavor undertaken to create a unique product, service, or result. It is typically characterized by a specific goal, timeline, and budget. Projects are often complex and involve multiple tasks or activities that need to be coordinated and managed effectively to achieve the desired outcome.

Define assignment:

An assignment is a specific task or piece of work that is allocated to an individual or group. It is usually part of a larger project or goal and is intended to be completed within a set timeframe. Assignments can vary in complexity and scope, ranging from simple tasks to more complex projects that require significant time and effort to complete.

How To Properly Use The Words In A Sentence

Understanding the distinction between “project” and “assignment” is crucial for effective communication. Let’s delve into how to use these words correctly in a sentence.

How To Use project In A Sentence

When using the word “project” in a sentence, it typically refers to a specific task or objective that requires planning, execution, and completion. Here are some examples of how to use “project” in a sentence:

• The team is currently working on a new marketing project to increase brand awareness.
• She presented her research findings at the conference as part of her final project for the semester.
• Our company is launching a sustainability project to reduce carbon emissions.

How To Use assignment In A Sentence

On the other hand, “assignment” typically refers to a specific task or piece of work that is assigned to someone. Here are some examples of how to use “assignment” in a sentence:

• The teacher handed out a challenging math assignment that is due next week.
• He completed his writing assignment ahead of schedule and received positive feedback from his professor.
• She was given the important assignment of leading the project team for the new product launch.

More Examples Of Project & Assignment Used In Sentences

When distinguishing between a project and an assignment, it is crucial to understand how each term is used in different contexts. Let’s explore more examples of how these terms are used in sentences.

Examples Of Using Project In A Sentence

• The team worked diligently on the marketing project to launch the new product.
• Her thesis project required extensive research and analysis of data.
• As part of the school curriculum, students were assigned a group project to showcase their creativity.
• The construction company completed the infrastructure project ahead of schedule.
• She presented her photography project at the art exhibition, receiving rave reviews from critics.

Examples Of Using Assignment In A Sentence

• The teacher handed out a challenging math assignment to test the students’ problem-solving skills.
• His new job required him to take on a high-priority assignment that involved working with international clients.
• As part of the training program, employees were given a writing assignment to improve their communication skills.
• The freelance writer accepted a new assignment to write a series of articles on sustainable living.
• She received a special assignment from her boss to lead a team on a critical project for the company.

Common Mistakes To Avoid

When discussing the difference between a project and an assignment, it is crucial to avoid common mistakes that people often make when using these terms interchangeably. By understanding the distinctions between the two, individuals can effectively communicate and manage tasks in a more precise manner.

1. Lack Of Scope Understanding

One common mistake is the misunderstanding of the scope of a project versus an assignment. A project typically has a broader scope and involves multiple tasks or activities that work towards a specific goal or outcome. On the other hand, an assignment is usually a specific task or duty that is assigned to an individual or group.

2. Ignoring Timeframes

Another mistake is overlooking the timeframes associated with projects and assignments. Projects often have defined start and end dates, with milestones and deadlines along the way. Assignments, on the other hand, may have shorter timeframes and specific due dates for completion.

3. Confusion Of Ownership

Confusion regarding ownership is also a common mistake when differentiating between projects and assignments. In a project, there is typically a project manager or team responsible for overseeing and executing the tasks. Assignments, on the other hand, are usually assigned to individuals who are solely responsible for completing the task.

4. Neglecting Complexity

Many individuals make the mistake of neglecting the complexity of projects versus assignments. Projects often involve multiple stakeholders, resources, and dependencies, making them more complex to manage. Assignments, on the other hand, are usually more straightforward and focused on a specific task.

By avoiding these common mistakes and understanding the nuances between projects and assignments, individuals can effectively plan, execute, and deliver tasks with clarity and precision.

Context Matters

When considering whether to use the term “project” or “assignment,” it is important to take into account the context in which they are being used. The choice between these two terms can vary depending on the specific circumstances and goals of the work being discussed.

Examples Of Different Contexts

Here are a few examples of different contexts where the choice between project and assignment might change:

• Academic Setting: In an academic setting, an assignment is typically a specific task or piece of work that is given to students by their instructors. This could be a research paper, a presentation, or a set of problems to solve. On the other hand, a project in an academic context might involve a more extensive and multifaceted task that requires students to apply their knowledge and skills in a more comprehensive way, such as a group project or a semester-long research project.
• Professional Environment: In a professional environment, an assignment is often a specific task or duty that is assigned to an individual employee as part of their job responsibilities. This could be a report to write, a presentation to deliver, or a client to meet with. A project in a professional context, on the other hand, is usually a larger and more complex undertaking that involves multiple steps, stakeholders, and deliverables. For example, a marketing campaign, a product launch, or a strategic initiative would be considered projects in a business setting.
• Personal Endeavors: In personal endeavors, the choice between project and assignment can also vary. An assignment in this context might refer to a specific task or goal that an individual sets for themselves, such as learning a new skill, completing a DIY project, or organizing a personal budget. A project, on the other hand, could be a more ambitious and long-term undertaking that requires planning, resources, and effort to accomplish, such as renovating a house, starting a business, or writing a book.

Exceptions To The Rules

While the distinction between project and assignment is generally clear-cut, there are some exceptions where the rules may not apply as strictly. Let’s explore a few key exceptions along with brief explanations and examples for each case:

1. Collaborative Projects

When multiple individuals work together on a task, it can blur the lines between a project and an assignment. In such cases, the outcome is typically a collaborative project where each team member contributes towards a common goal.

Example: A group of students working together on a research paper for a class assignment would be considered a collaborative project rather than individual assignments.

2. Long-term Assignments

In some instances, an assignment may extend over a longer period, resembling more of a project in terms of scope and complexity. These long-term assignments may involve multiple stages and require ongoing effort.

Example: A year-long marketing campaign for a company could be viewed as a long-term assignment due to its duration and comprehensive nature.

3. Hybrid Tasks

There are situations where a task combines elements of both a project and an assignment, making it challenging to categorize definitively. These hybrid tasks may involve aspects of independent work and collaborative effort.

Example: Developing a new product prototype that requires individual research and design work, as well as team collaboration for testing and feedback, falls into the category of a hybrid task.

Understanding the difference between a project and an assignment is crucial for effective task management. Projects are unique endeavors with specific goals, timelines, and resources, while assignments are routine tasks with clear instructions and objectives. By recognizing the distinctions between the two, individuals and organizations can optimize their productivity and success. It is essential to approach each project and assignment with a clear understanding of their unique characteristics and requirements.

Shawn Manaher

Shawn Manaher is the founder and creative force behind GrammarBeast.com. A seasoned entrepreneur and language enthusiast, he is dedicated to making grammar and spelling both fun and accessible. Shawn believes in the power of clear communication and is passionate about helping people master the intricacies of the English language.

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Difference Between Assignment and Project

It’s important to know the difference between these two terms. According to Answers.com , assignments are focused on specific, and predefined tasks whereas projects involve a variety of interrelated tasks which are performed to achieve a particular aim.

Main Differences Between Assignment and Project

Assignments are textbook focused while project encourages hands-on learning.

The project, on the other hand, is dependent on the performance of others, your team, and a collective effort. As such, it is not a good judge of a student’s capabilities. Unlike a project, an assignment is also a significant pointer to a student’s weakness and a guide in correcting it.

Consider a given assignment on World War I. Everything done on the questionnaire would be aimed at answering the questions asked. The teacher might even permit the students to consult several textbooks to help them properly frame their responses. Everything is being tailored in line with the curriculum, including the research done on the assignment.

Assignments are usually given on an individual basis. It helps a student be self-reliant and confident in his ability to accomplish a task. This method helps to personally improve assignment writing skills of students while projects encourage students to interact and work together to come up with a solution. This gives rise to teamwork and the ability to delegate, which are vital for life.

• Misspellings

Assignment vs. Project: Difference and Comparison

Difference Between Assignment and Project

Assignment vs. Project Comparison Chart

Collaboration.

Assignment vs. Project Definitions

◉ assignment.

Assignment vs. Project Frequently Asked Questions

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Difference Between Project and Assignment | Assignment vs Project

Regardless of whether we are writing for academic purposes or commercial, it is crucial that we employ proper English grammar . Incorrect language usage can cause concepts to be misunderstood and, in some situations, it can be seen as unprofessional.

What is the Difference between a Project and an Assignment?

The terms “project” and “assignment” are frequently used interchangeably. They do, however, differ in certain ways.

English grammar is difficult to master. One of the main causes is that there are several grammar rules in English as well as endless exceptions to the usage of terms. Learning English grammar can rapidly become overwhelming due to the over 170,000 words in the English language’s lexicon. Whatever the case, expanding your vocabulary by a few words a day can have a significant impact. We will examine the distinction between a project and an assignment, as well as their utilization, in this post.

The Difference Between a Project and an Assignment is Summarised in the Table:

Meanings of Project and Assignment

The definitions of “project” and “assignment,” as outlined above, fluctuate significantly depending on the context.

‘Project’ meaning  – Both the verb and the noun forms of the word project are acceptable. Its significance changes accordingly..

• Using data from the present, provide an estimate or a projection.

a specific strategy or layout

• Assignment meaning  – Only as a noun, the word “ assignment ” denotes the distribution of tasks or people.

Also Read: DIFFERENCE BETWEEN SHALL AND WILL

Examples for Assignment and Project:

We shall explore some examples:

• By 2030, it is anticipated that the average global temperature will reach 25 degrees Celsius.
• His skin started to acquire scaly growths after being exposed to the chemical, I noted.
• On the wall was projected the image.

The project’s findings captured her attention.

• Assignment : The due date is the next week.

Project vs. Assignment – Conclusion

When used as a verb, the word “assignment” denotes a task that you are given by another person. It could also be used to describe the process of assigning people to jobs. On the other hand, a project has different meanings depending on whether it is used as a verb or a noun. The word can also be used as a verb to describe the act of estimating or projecting. It can also imply “to protrude,” as an alternative. The noun “project” designates a particular strategy or layout. Visit Knowledge Glow to learn more about the distinctions between a “project” and a “assignment.” Here you can locate materials for your study as well as other crucial grammar ideas.

About The Author

Knowledge Glow

I am Komal Gupta, the founder of Knowledge Glow, and my team and I aim to fuel dreams and help the readers achieve success. While you prepare for your competitive exams, we will be right here to assist you in improving your general knowledge and gaining maximum numbers from objective questions. We started this website in 2021 to help students prepare for upcoming competitive exams. Whether you are preparing for civil services or any other exam, our resources will be valuable in the process.

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Assignment vs Project - What's the difference?

In lang=en terms the difference between assignment and project, as nouns the difference between assignment and project, as a verb project is, etymology 1, etymology 2.

Assignment vs. Project: Know the Difference

Key Differences

Comparison Chart

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Difference between Assignment and Project

What is the difference between assignment and project.

Assignment as a noun is the act of assigning, or an assigned task while Project as a noun is a planned endeavor, usually with a specific goal and accomplished in several steps or stages.

Part of speech: noun

Definition: the act of assigning, or an assigned task a position to which someone is assigned a task given to students, homework or coursework a transfer of something from one person to another, especially property, or a claim or right; the document that effects this transfer an operation that assigns a value to a variable

Definition: A planned endeavor, usually with a specific goal and accomplished in several steps or stages. An urban low-income housing building.

Part of speech: verb

Definition: To extend beyond a surface. To cast (an image or shadow) upon a surface. To extend (a protrusion or appendage) outward. To make plans for; to forecast.

We hope you now know whether to use Assignment or Project in your sentence.

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People often get confused between similar sounding words or synonyms. Most of the time these words have slightly different meanings, and some time entirely different meanings. We help people discover the difference between these words.

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Plan and Carry Out a Project or Assignment

Introduction: How to Plan and Carry Out a Project or Assignment

Step 1: Starting

Step 2: Negotiation.

Step 3: Time and Resources

Step 4: Outcome

Step 5: Judgement!

Step 6: For Teachers.

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Task, project, assignment, job. Which one is correct in my case?

I have a tiny table/bulletin board to display information for all members to remind them of their deadline task. They work for one large project, each is assigned to code for a specific thing. Which correct word should I use as the table's title?

Project Deadline / Task Deadline / Assignment Deadline / Job Deadline?

I don't know about how your company's team works on a project (member job dispatch). Because in my company it is done so, in case of one member who might keep pace with others or times when he can't code before deadline, it's problematic, right? How to solve this?

• word-choice

• 1 I don't understand the "Because in my company ... right?" question. If you mean "How are missed deadlines handled?", that will be off topic here and need to be edited out of question; if you mean what is something called, edit question to clarify the issue. –  James Waldby - jwpat7 Commented Feb 17, 2012 at 7:35

5 Answers 5

Project / Task / Assignment / Job

The way I see it, a project is comprised of several tasks , and each task becomes an assignment after it has been assigned to a specific individual or team. ( Job is better applied to each employee's position in the company).

With that in mind, I think assignment is the proper word for your bulletin board.

Task Deadline should fit most conveniently in your case.

The word task may have very narrowly defined meaning in some contexts (Projects consist of sub-projects consist of modules consist of tasks consist of sub-tasks ...).

However, in general usage, it is bandied about for anything of any size/ description at any level. (Project Manager's task is the Project; Analyst's task is a module; Programmer's task is a section of code ...).

I can suggest, Task Board if you're focusing on Task Allocations to different team members. You can specify the tasks, person to which it is allocated currently and the discussed deadline. I would not prefer using the word Deadline as the headline of your display board. I prefer usage of Task over Job or Assignment in such cases (We do have such a display board in our project for tracking tasks)

You might also call it Work Product Status Board or of you want a broader term, why not simply call it Dashboard , and then specify Tasks along with deadlines.

You can specify the Deadline for Project as header or footer item on your board, so that everyone knows what's the overall end date for the project.

Everyone is best suited except job dead Line .Job is a continuous process.And we use deadline for only limited amount of time.Project will be complete with in time so it has dead line.

You could label the table with one of the following:

• Best Before - Well-known store phrase, used in indicating when an item expires, or "goes off"; by extension, a date by which a project element had better be done.
• Due Dates , Drop dead dates , etc. - If an individual missing a deadline slows down the whole project, Drop dead dates would be a reasonable name.
• Task Schedule - If deadlines are more like guidelines than hard limits, term schedule might be better than deadline . Among other meanings of schedule are "A timetable, or other time-based plan of events; a plan of what is to occur, and at what time" and "(computer science) An allocation or ordering of a set of tasks on one or several resources." Your task schedule could include a Due Dates column, a Grace column, and a Drop dead column.
• Timetable , "a structured schedule of events with the times at which they occur". If your schedule is less than structured, you could label the table Circus or Merry-go-round or Rat race .
• Critical path or critical dates - A critical path is "the sequence of dependent steps that determine the minimum time needed to carry out an operation." If delay on one worker's part delays the whole job, his or her task may be on the critical path and should be completed by some given critical date.

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• Assignment FAQs

What is project assignment?

CORE users often utilize project assignments or employee assignments. When you use employee assignment from the Manage Access screen in CORE (Settings > Access & Permissions), you assign specific projects, activities and expenses to employees. When you use project assignment, you assign specific employees, activities and expenses to a project.

The Assignment tab of a project profile is where of Team Members, Activities, and Expenses are assigned to a project record. When assigned, these members, activities, and expenses are the only ones available for use for that project. Note that this feature works only on time and expense entry features. Check out this article on assigning teams and projects for details.

Related articles

• Project Assignments
• Can we assign multiple fee schedules to a project?
• How do I restrict projects from showing up in Time Entries?
• Viewing time regardless of project status
• Assigning items to projects

Assignment fields

The Assignment fields indicate whether the row is an assignment row, rather than a task or resource row.

There are several categories of Assignment fields.

Data Type     Yes/No

Assignment (task field)

Entry Type     Calculated

How Calculated     If the row is an assignment row, the Assignment field contains Yes. If not, the Assignment field contains No. The Assignment field for tasks always contains No.

Best Uses     The Task Usage view displays assignment rows, which indicate which resources are assigned to the task. Add the Assignment field to the sheet portion of the Task Usage view when you want to display whether the field is an assignment row. Filter for the Assignment field when you want to see only assignment rows (Assignment = Yes), or when you want to exclude assignment rows (Assignment = No).

Example     In the Task Usage view, you want to see only assignment rows for assignments that have more than 80 hours of work. In the Filter Definition dialog box, you filter for all Assignment fields equal to Yes together with Work fields that have values greater than 80 hours.

Assignment (resource field)

How Calculated     If the row is an assignment row, the Assignment field contains Yes. If not, the Assignment field contains No. The Assignment field for resources always contains No.

Best Uses     The Resource Usage view displays assignment rows, which indicate which tasks are assigned to the resource. Add the Assignment field to the sheet portion of the Resource Usage view when you want to display whether the field is an assignment row. Filter for the Assignment field when you want to see only assignment rows (Assignment = Yes), or when you want to exclude assignment rows (Assignment = No).

Example     In the Resource Usage view, you want to see only assignment rows for assignments that have more than 80 hours of work. In the Filter Definition dialog box, you filter for all Assignment fields equal to Yes together with Work fields that have values greater than 80 hours.

Assignment (assignment field)

How Calculated     If the row is an assignment row, the Assignment field contains Yes. If not, the Assignment field contains No. The Assignment field for assignments always contains Yes.

Best Uses     The Task Usage and Resource Usage views display assignment rows. In the Task Usage view, the assignment rows indicate which resources are assigned to the task. In the Resource Usage view, the assignment rows indicate which tasks are assigned to the resource. Add the Assignment field to the sheet portion of the Task Usage or Resource Usage view when you want to display whether the row is an assignment row. Filter for the Assignment field when you want to see only assignment rows (Assignment = Yes), or when you want to exclude assignment rows (Assignment = No).

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Synonyms of assignment

• as in lesson
• as in appointment
• More from M-W
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Thesaurus Definition of assignment

Synonyms & Similar Words

• responsibility
• undertaking
• requirement
• designation
• appointment
• authorization
• installment
• installation
• destination
• emplacement
• investiture
• singling (out)

Antonyms & Near Antonyms

• dethronement

Synonym Chooser

How does the noun assignment contrast with its synonyms?

Some common synonyms of assignment are chore , duty , job , stint , and task . While all these words mean "a piece of work to be done," assignment implies a definite limited task assigned by one in authority.

When is it sensible to use chore instead of assignment ?

While the synonyms chore and assignment are close in meaning, chore implies a minor routine activity necessary for maintaining a household or farm.

When is duty a more appropriate choice than assignment ?

Although the words duty and assignment have much in common, duty implies an obligation to perform or responsibility for performance.

When might job be a better fit than assignment ?

The synonyms job and assignment are sometimes interchangeable, but job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

When could stint be used to replace assignment ?

In some situations, the words stint and assignment are roughly equivalent. However, stint implies a carefully allotted or measured quantity of assigned work or service.

When can task be used instead of assignment ?

The meanings of task and assignment largely overlap; however, task implies work imposed by a person in authority or an employer or by circumstance.

Thesaurus Entries Near assignment

assignments

Cite this Entry

“Assignment.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assignment. Accessed 11 Jul. 2024.

More from Merriam-Webster on assignment

Nglish: Translation of assignment for Spanish Speakers

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• REST API for Oracle Fusion Cloud Project Management
• Project Enterprise Labor Resources
• Project Enterprise Resource HCM Assignment Details

Get all HCM assignments of the project enterprise labor resource

/fscmRestApi/resources/11.13.18.05/projectEnterpriseLaborResources/{projectEnterpriseLaborResourcesUniqID}/child/PersonAssignmentDetails

• projectEnterpriseLaborResourcesUniqID(required): string This is the hash key of the attributes which make up the composite key for the Project Enterprise Labor Resources resource and used to uniquely identify an instance of Project Enterprise Labor Resources. The client should not generate the hash key value. Instead, the client should query on the Project Enterprise Labor Resources collection resource in order to navigate to a specific instance of Project Enterprise Labor Resources to get the hash key.
• dependency: string This parameter specifies dependencies which are fields that are set before and rolled back after generating the response. Generally they are used to preview the effects of an attribute change. The fields specified in this parameter are always set in the resource instance in question. When a child resource collection is requested and the parameter is set, the fields will be set in the parent resource instance before generating the resource collection payload. The value of this query parameter is a set of dependency fields. Example: dependency=ProductId=2 Format: <attr1>=<val1>,<attr2>=<value2>
• expand: string When this parameter is provided, the specified children are included in the resource payload (instead of just a link). The value of this query parameter is "all" or "". More than one child can be specified using comma as a separator. Example: ?expand=Employees,Localizations. Nested children can also be provided following the format "Child.NestedChild" (Example: ?expand=Employees.Managers). If a nested child is provided (Example: Employees.Managers), the missing children will be processed implicitly. For example, "?expand=Employees.Managers" is the same as "?expand=Employees,Employees.Managers" (which will expand Employees and Managers).
• fields: string This parameter filters the resource fields. Only the specified fields are returned, which means that if no fields are specified, no fields are returned (useful to get only the links). If an indirect child resource is provided (Example: Employees.Managers), the missing children will be processed implicitly. For example, "?fields=Employees.Managers:Empname" is the same as "?fields=;Employees:;Employees.Managers:Empname" (which will only return the "Empname" field for Managers). the value of this query parameter is a list of resource fields. The attribute can be a direct (Example: Employees) or indirect (Example: Employees.Managers) child. It cannot be combined with expand query parameter. If both are provided, only fields will be considered. Format: ?fields=Attribute1,Attribute2 Format for fields in child resource: ?fields=Accessor1:Attribute1,Attribute2
• AssignmentId; integer; Unique identifier for the person assignment.
• EffectiveEndDate; string; End date of the period within which the HCM resource assignment is effective.
• EffectiveStartDate; string; Start date of the period within which the HCM resource assignment is effective.
• limit: integer This parameter restricts the number of resources returned inside the resource collection. If the limit exceeds the resource count then the framework will only return the available resources.
• links: string This parameter can be used to show only certain links while accessing a singular resource or a resource collection. The parameter value format is a comma-separated list of : <link_relation> Example: self,canonical
• offset: integer Used to define the starting position of the resource collection. If offset exceeds the resource count then no resources are returned. Default value is 0.
• onlyData: boolean The resource item payload will be filtered in order to contain only data (no links section, for example).
• orderBy: string This parameter orders a resource collection based on the specified fields. The parameter value is a comma-separated string of attribute names, each optionally followed by a colon and "asc" or "desc". Specify "asc" for ascending and "desc" for descending. The default value is "asc". For example, ?orderBy=field1:asc,field2:desc
• AssignmentId; integer; Unique identifier for the HCM person assignment.
• AssignmentName; string; Translated name of the HCM person assignment.
• AssignmentNumber; string; Number identifying the person assignment.
• AssignmentStatusType; string; HR status of the HCM person assignment, such as Active, Inactive, and Suspended.
• AssignmentType; string; Assignment type. The valid values are E for employee and C for contingent worker.
• BusinessUnitId; integer; Unique identifier for the business unit.
• BusinessUnitName; string; Translated name of the business unit.
• DepartmentName; string; Translated name of the department.
• JobId; integer; Unique identifier of the job.
• JobName; string; Name of the job.
• LocationId; integer; Unique identifier for location
• LocationName; string; Name of location
• OrganizationId; integer; Unique identifier of the department.
• UserPersonType; string; Unique identifier of the employment type. The valid values are E for employees and C for the contingent workers.
• totalResults: boolean The resource collection representation will include the "estimated row count" when "?totalResults=true", otherwise the count is not included. The default value is "false".
• Metadata-Context: If the REST API supports runtime customizations, the shape of the service may change during runtime. The REST client may isolate itself from these changes or choose to interact with the latest version of the API by specifying this header. For example: Metadata-Context:sandbox="TrackEmployeeFeature".
• REST-Framework-Version: The protocol version between a REST client and service. If the client does not specify this header in the request the server will pick a default version for the API.

There's no request body for this operation.

• application/json

Default Response

• count(required): integer The number of resource instances returned in the current range.
• hasMore(required): boolean Indicates whether more resources are available on the server than the subset returned in the response. If the value is true, then there are more resources to retrieve from the server. The default value is false.
• items: array Items Title: Items The items in the collection.
• limit(required): integer The actual paging size used by the server.
• links(required): array Links Title: Links The link relations associated with the resource instance.
• offset(required): integer The offset value used in the current page.
• totalResults: integer The estimated row count when "?totalResults=true", otherwise the count is not included.
• Array of: object projectEnterpriseLaborResources-PersonAssignmentDetails-item-response
• Array of: object link
• AssignmentId: integer (int64) Title: Assignment ID Read Only: true Unique identifier for the HCM person assignment.
• AssignmentName: string Title: Assignment Name Read Only: true Maximum Length: 80 Translated name of the HCM person assignment.
• AssignmentNumber: string Title: Assignment Number Read Only: true Maximum Length: 30 Number identifying the person assignment.
• AssignmentStatusType: string Title: Assignment Status Type Read Only: true Maximum Length: 30 HR status of the HCM person assignment, such as Active, Inactive, and Suspended.
• AssignmentType: string Title: Assignment Type Read Only: true Maximum Length: 30 Assignment type. The valid values are E for employee and C for contingent worker.
• BusinessUnitId: integer (int64) Title: Business Unit Id Read Only: true Unique identifier for the business unit.
• BusinessUnitName: string Title: Business Unit Name Read Only: true Maximum Length: 240 Translated name of the business unit.
• DepartmentName: string Title: Department Name Read Only: true Maximum Length: 240 Translated name of the department.
• EffectiveEndDate: string (date) Title: Effective End Date Read Only: true End date of the period within which the HCM resource assignment is effective.
• EffectiveStartDate: string (date) Title: Effective Start Date Read Only: true Start date of the period within which the HCM resource assignment is effective.
• JobId: integer (int64) Title: Job Id Read Only: true Unique identifier of the job.
• JobName: string Title: Job Name Read Only: true Maximum Length: 240 Name of the job.
• links: array Links Title: Links The link relations associated with the resource instance.
• LocationId: integer (int64) Read Only: true Unique identifier for location
• LocationName: string Title: Location Name Read Only: true Maximum Length: 240 Name of location
• OrganizationId: integer (int64) Title: Organization ID Read Only: true Unique identifier of the department.
• UserPersonType: string Title: User Person Type Read Only: true Maximum Length: 80 Unique identifier of the employment type. The valid values are E for employees and C for the contingent workers.
• href: string Title: hyperlink reference The URI to the related resource.
• kind: string Title: kind Allowed Values: [ "collection", "item", "describe", "other" ] The kind of the related resource.
• name: string Title: name The name of the link to the related resource.
• properties: object properties
• rel: string Title: relation Allowed Values: [ "self", "lov", "parent", "canonical", "child", "enclosure", "action", "custom" ] The name of the relation to the resource instance. Example: self.
• changeIndicator: string Change indicator or the ETag value of the resource instance.

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For first-year architecture students, an assignment of consequence.

For decades, the Jim Vlock First Year Building Project has offered students at the Yale School of Architecture the opportunity to design and build a house in New Haven, creating badly needed homes for individuals and families who would otherwise struggle to afford one.

The project recently launched a multi-year partnership with the Friends Center for Children, an early-childhood care and education in New Haven, offering to design and build five adjacent houses for two of the center’s educators and their families by 2027. The partnership is part of the Friends Center’s Teacher Housing Initiative, which addresses both the crisis in childcare and affordable housing by providing 20% of the center’s educators with rent-free homes, substantially increasing their take-home pay.

Last year, Yale students designed and built the first duplex dwelling, in the Fair Haven Heights neighborhood of New Haven. In this video, we follow the Yale students throughout the year-long process, from the first site visits, through design and construction, and ultimately to the celebration of the newly completed home.

View Slideshow 9 Photos

The project, a key facet of the curriculum in the school’s professional architecture degree program, was established in 1967 when the late Charles Moore, who directed Yale’s Department of Architecture from 1965 to 1971, sought to address students’ desire to pursue architecture committed to social action. The first-of-its-kind program is now emulated by many other architecture schools.

In its early years, students traveled to sites in Appalachia to build community centers and medical facilities. Since 1989, when the project switched its focus to building affordable housing in New Haven, first-year students have designed and built more than 50 homes in the city’s economically challenged neighborhoods.

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UNDP is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence. UNDP does not tolerate sexual exploitation and abuse, any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.

UN Women, grounded in the vision of equality enshrined in the Charter of the United Nations, works for the elimination of discrimination against women and girls; the empowerment of women; and the achievement of equality between women and men as partners and beneficiaries of development, human rights, humanitarian action and peace and security.

Afghanistan is one of the world’s most complex emergencies and the world’s largest humanitarian crisis. Afghan people are grappling with the impact of conflict, poverty, economic decline, and natural disasters. In this context, Afghan women and girls face unique vulnerabilities and require urgent support as gender inequality is interwoven with conflict dynamics and humanitarian needs. It is essential that Afghan women and girls can continue to shape the development of their country, and that their gains are protected. UN Women remains fully committed to supporting Afghan women and girls and to putting them at the center of the global response to the crisis in Afghanistan. UN Women has been in Afghanistan for two decades. UN Women’s programming approach is informed by analysis of the political, economic, and humanitarian situation, risks to and capacities of partner organizations, and needs of Afghan women and girls. UN Women Afghanistan currently has four key programmed priorities (1) Gender in Humanitarian Action, (2) Ending Violence Against Women, (3) Women’s Economic Empowerment, and (4) Women, Peace and Security (WPS).   

The 2024 Humanitarian Response Plan (HNRP) identified 23.7 million people in need – 53% of the entire population- and it requires USD 3.06 billion in funding. In addition, the 2023-25 UN Strategic Framework for Afghanistan (UNSFA) stresses the acute basic human needs that vulnerable populations across the country continue to face - in terms of access to services, livelihoods and social cohesion/human rights. The (immediate) humanitarian challenges, as well as the (longer-term) basic human needs situation, compound each other, making the crisis in Afghanistan particularly complex.  

Engaging women’s organization has a catalytic impact on promoting HPD nexus. Women-led/focused CSOs play a pivotal role in ensuring meaningful delivery of services to women and girls in any context but the role of these organizations is even more critical in gender-segregated societies like Afghanistan. Women CSOs have a catalytic effect in reaching people in need as they are deeply embedded in the communities where they work. The presence of women-led and women-focused CSOs is paramount to navigating the constrained operational environment and facilitating gender-sensitive programming. Further, addressing the needs of women is at the forefront of women focused CSOs’ programming, rather than just one component of their operations.

In Afghanistan, to ensure a gendered response to a worsening humanitarian situation, the UN Women Afghanistan Country Office is working actively to provide strategic leadership and technical support to ensure the humanitarian response fully responds to the specific needs and priorities of women in girls through elevating support the humanitarian response architecture as well develop targeted programming. Within the worsening humanitarian context in Afghanistan and multiple restrictions on women’s rights and movement, additional emphasis is being placed on the gendered impacts of the crisis, such as gender targeted security incidents further impacting space for women humanitarian workers or the impact on women’s access to humanitarian services, amongst others. 

Under the Gender in Humanitarian Action (GiHA) Unit, UN Women is partnering with the Special Trust Fund for Afghanistan (STFA) on the implementation of a project aiming to build the capacity of small and medium women NGOs and CSOs, to strengthen their ability to play an effective role in humanitarian response and basic human needs programming. The project, through building the ability of women organizations to 1) deliver gender-responsive, results driven programs linking the humanitarian response to basic human needs programming and 2) influence the aid coordination structure to increase the accountability of the humanitarian response and its connection with basic human needs programing. 

Reporting to Programme Manager on GIHA, with dotted line reporting to the Head of Sub-Offices in Herat and Jalalabad, the Project Coordination Analyst is responsible for coordinating the CSO Twinning Project portfolio which includes coordinating relationships with national partners and stakeholders, and the monitoring and reporting, and the finances and personnel of the portfolio.

Duties and Responsibilities

• Coordinate with CSO Twinning Initiative project team, both at Kabul and subnational levels
• Provide support to ACO CSO Twinning project team in terms of (i) dissemination of expression of interest to potential CSO Twinning project partners, (ii) review and (iii) selection of project partners;
• Provide support to ACO CSO Twinning project team in terms of collecting the required information and supporting documents from applicant;
• Provide support to ACO CSO Twinning project team to finalize the partner agreements;

       2. Provide technical assistance and capacity development support to project partners

• Provide technical inputs to learning tools, best practices and innovations in business operational practices and management for staff, partners and partners sub-grantees (including through capacity development workshops and missions);
• Coordinate and facilitate technical/ programming support and trainings to partners and partners sub-grantees as needed; in particular, support with relevant trainings to enhance their management and operations processes and reporting;
• Provide technical support to and technically oversee the implementation of programme activities with partners;

       3. Provide technical inputs to the monitoring and reporting of the project

• Monitor progress on project activity, results and indicators;
• Monitor the implementation of proposals by partners;
• Share regular ad hoc observation and updates to Project Coordination Analyst on any concerns, successes, impact and opportunities in project implementation;
• Provide monthly monitoring report to Project Coordination Analyst at national level;
• Provide inputs to quarterly reports, donor reports and other reports on outputs, results outputs and outcomes, as requested by CSO Twinning project staff;

      4. Provide inputs to advocacy, knowledge building and communication efforts

• Provide technical inputs to background documents, briefs and presentations related to the CSO Twinning Project;
• Coordinate and support the organization of advocacy activities and campaigns events, trainings, workshops and knowledge products;
• Provide inputs to the development of knowledge management products on the CSO Twinning Project;
• Contributes to knowledge networks and communities of practice;

      5. The incumbent performs other duties within their functional profile as deemed necessary for the efficient functioning of the Office and the Organisation.

Supervisory/Managerial Responsibilities:

The CSO Twinning Project Coordinator at subnational level under the direct supervision of UN Women Head of Sub-Office and guidance from Programme Coordination Analyst, UN Women CSO Twinning Initiative.

Competencies

Core Values:

• Respect for Diversity
• Professionalism

Core Competencies:

• Awareness and Sensitivity Regarding Gender Issues
• Accountability
• Creative Problem Solving
• Effective Communication
• Inclusive Collaboration
• Stakeholder Engagement
• Leading by Example

Please visit this link for more information on UN Women’s Core Values and Competencies: https://www.unwomen.org/sites/default/files/Headquarters/Attachments/Sections/About%20Us/Employment/UN-Women-values-and-competencies-framework-en.pdf

Functional competencies:                             

• Good knowledge and understanding of the local (Eastern or Western region of Afghanistan) humanitarian and/or development context service delivery
• Good knowledge of monitoring, reporting and results based management
• Good budget and finance skills
• Ability to gather and interpret data, reach logical conclusions and present findings and recommendations
• Good analytical skills
• Strong interpersonal, communication and coordination skills and experience with developing working relations with government, civil society, and other development partners.
• Knowledge of UN programme management systems

Required Skills and Experience

Education and Certification:

• Master’s degree (or equivalent) in Political or Social Science, Economics, International Development Studies, Gender/Women's Studies or similar relevant degree is required.
• A first-level university degree in combination with two additional years of qualifying experience may be accepted in lieu of the advanced university degree.
• A project/programme management certification (such as PMP®, PRINCE2®, or MSP®) would be an added advantage.

Experience:

• At least 2 years of progressively responsible experience at the national or international level in managing complex and multi-component programme interventions with national partners, preferably related to thematic area is required. Experience in partnership management is required.
• Experience in humanitarian and/or development organization is required.
• Experience in coordinating, implementing, monitoring and evaluating development programmes and projects is desirable.
• Experience in the usage of computers and office software packages (MS Word, Excel, etc.) and spreadsheet and database packages, experience in handling of web-based management systems is required.
• Experience in the use of a modern web-based ERP System, preferably Oracle Cloud, is desirable.
• Experience in using online communication tools is desirable.
• Experience in civil society and women advocacy area is desirable.
• Fluency in English required.
• Fluency in Dari or Pashto required.

Application:

• All applications must include (as an attachment) the completed UN Women Personal History form (P-11) which can be downloaded from  Application and recruitment process | About us: Careers at UN Women | UN Women – Headquarters   Kindly note that the system will only allow one attachment. Applications without the completed UN Women P-11 form will be treated as incomplete and will not be considered for further assessment

In July 2010, the United Nations General Assembly created UN Women, the United Nations Entity for Gender Equality, and the Empowerment of Women. The creation of UN Women came about as part of the UN reform agenda, bringing together resources and mandates for greater impact. It merges and builds on the important work of four previously distinct parts of the UN system (DAW, OSAGI, INSTRAW, and UNIFEM), which focused exclusively on gender equality and women's empowerment.

Inclusion Statement:

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