Education Program Officer Full Time NEW

Job summary

The Education Program Officer is responsible for creating equitable access to safe, protective, and conducive (pre-primary and primary) learning environments for emergency-affected girls, boys, including children with disabilities. He/she maintains nexus between EiE and education sector development in Tigray region, particularly on the specified areas of intervention. Considering minimum standards, Education in Emergency works to improve quality, relevance, retention, and transition of education for emergency-affected girls, boys, including children with disabilities. He/she is responsible for supporting ASR facilitators, ALP teachers, and supervisors, strengthening the Capacity of education institutions and communities to provide crisis-sensitive education for emergency-affected girls, boys, including children with disabilities. Work for effective and smooth partnership development with all respective partners.

Major Duties and Responsibilities

1. Work for Overall organizational development

• Comply with Imagine 1 Day policies and practices with respect to Safeguarding, code of conduct, health and safety, equal opportunities and other relevant policies and procedures.
• Be innovative in practicing organizational policies, rules and guidelines in order to achieve the intended Imagine 1 Day’s vision, goal, and mission.
• Organize experiences that can help as basis for project proposals in education sector
• Take appropriate, coordinated, and consistent actions to handle situations of personal risks and risks for others.

2. Specific activities

• Work to enroll OOSC and pre-primary school-aged children, including children with disability by conducting back-to-school campaign programs.
• Follow the teaching learning process in each school and work for further improvement of attendance rate and high achievements of competency skills.
• Monitor the implementation performance of ASR facilitators and ALP supervisors using quality benchmark checklists.
• Ensure that all education in emergency activities is implemented on time, within the budget, according to quality standards, and as per the plan
• Follow-up maintenance of water, sanitation, and hygiene (WASH) in schools/TLS (e.g. handwashing station)
• Support schools/TLS to organize children’s club activities (or other community/learning/recreation/play-based groups) to promote children-friendly activities, life skills, and psychosocial activities
• Follow-up for provision of accelerated learning program via the Ministry of Education’s endorsed Accelerated Learning Program (ALP) for out-of-school children to reenter formal schooling
• Monitor and supervise the project learning opportunities to early childhood care and education (ECCE) age children and parents/caregivers to improve school readiness via the Ministry of Education’s endorsed Accelerated School Readiness (ASR)
• Planning and facilitating Workshop with teachers on the use of innovative techniques for the continuity of learning (incl. use of low-high tech innovations, e.g. use of solar radios)

3. Capacity development:

• Train PTAs and other community-based structures, ASR facilitators, ALP teachers, and supervisors in line with achieving the project objectives and leaving footprints on the education system.
• Identify training needs and develop a capacity building strategy. Based on the defined strategy, coordinates and conducts refresher and other training for Teachers and PTA.
• Handle proper distribution of training manuals, ASR/ALP books, including designed supplementary materials.
• Monitor the quality of training delivery via different dimensions
• Work for continuous scale-up of the training in each site
• Measure the impact of each training for sustainable project outcomes.
• Give constructive feedback to team members, especially the direct reports, in order to enhance capabilities and responsibilities of the team.
• Work to ensure that the workplace is inclusive, and the talents of individuals are guided to achieve synergies and individual and organizational success.

4. Partnership Development:

• Work with school principals, teachers, and Camp coordinators, and assure every structure created in the camp is appropriate to education in emergency issues
• Coordinate and oversee working relationships with all local project stakeholders and serve as the liaison between them and the project team to mobilize local actors and promote project activities and impact.
• Coordinate and work closely with the Wereda Education Office to plan and implement teaching quality activities.
• Coordinate with other humanitarian partners and local authorities in the target areas, as relevant for the effective and efficient implementation of the EiE project, and attend clusters and working groups, sub-clusters, and task forces,
• participating at Wereda-wise educational meetings by representing Imagine 1 Day

5. Financial and Supply Management

• Assess demands, Plan and Provision supportive learning devices/materials for children living with disabilities at the crisis time
• Distribute and follow-up of teaching/learning and curricula materials as per organizational distribution template (e.g. syllabi, textbooks, and teachers’ guides) to school’s/learning spaces
• Plan and distribute hygiene promotion supplies as per organizational distribution template for schools/learning environments to support safe operation of learning programs

6. Participate in Human Resource Management Activities

• Participate in recruiting ASR and ALP facilitators.
• In Collaboration with the HR team, strategically plan staffing needs to implement the program
• Assure the implementation of Imagine 1Day’s policy and work discipline of every staff that comprises child safeguarding and child protection code of conduct policy, harassment policy, PSEA policy, criminal background check policy, crisis management and incident procedure policy, and others
• Participate and consult HR team in Measuring the performance of ASR/ALP facilitators as per of Imagine 1Day’s performance measuring tool/ (score card template)
• Create a good team spirit, with appropriate provision for having a successor.

7. Monitoring and Evaluation

• Coordinate baseline/need assessment, and post implementation assessments
• Monitoring the interventions on a bi-annual basis, find out the gaps, share the gaps with the staff, and make a proper action plan.
• Ensure that project is on track in terms of indicators and immediate outcomes.
  Share the findings in the form of monitoring reports
• Working closely with MEAL team, develop M&E plan, and conduct periodic and ad hoc M&E in each target area for every activity
• Circulate formal feedback of field visits and discussion results
• Lead project coordination meeting with relevant team members (ASR and ALP) to monitor the progress, identifying actions and adapting the work plans on a bi-weekly/monthly basis.
• Support drafting and finalization of the MEAL deliverables (Monthly report, MEAL plans, baseline & end line reports, jointly with MEAL team.)
• Conduct regular field monitoring visits according to requirements and plans, ensure quality of project reporting and flag any concerns to the concerned body

8. Reporting and communication

• Report project baseline and end line assessment results based on the donors’ and partner’s requirements.
• Report situational reports, narrative reports on a monthly, quarterly, biannual, and annual basis as per donors’ and partners’ requirements.
• Analyze implementation challenges and report any inconsistencies and/or gaps to inform adjustments to plans and implementation schedules.
• Monitor and report on results of capacity building efforts.

9. Safeguarding Commitment

Imagine1day has zero tolerance for violations of Child and Adult Safeguarding, Sexual Exploitation and Abuse, and the Code of Conduct. In the process of recruitment, selection, and appointment, Imagine1day implements a range of procedures and actions, including Criminal Background Checks/ International vetting/Certificates of good conduct to ensure children and vulnerable adults are safeguarded and abuse is prevented.

A/ EDUCATION/TRAINING

• BA/MA Degree in Education, Educational Administration, EDPM, Educational Psychology, and related field of studies

B/ EXPERIENCE

• 4 years of working in education and Child protection interventions and at least 2 years in a national or international organization working environment
• Knowledge and experience in Education in emergency projects and child protection in both emergency and development Contexts.

C/ TECHNICAL SKILLS:

• Experience in undertaking Educational and Child protection projects in an emergency context and enhancing the capacity if partners at the local level.
• Using Project cycle management and Project management tools and techniques
• Ability to develop and maintain strong relationships with clients, both beneficiaries and partners.
• Fluency in written and spoken English and local language
• Excellent written and oral communication.
• Flexible, with the ability to perform and prioritize multiple tasks.
• Proficiency in word processing and spreadsheet in com skill