Education Officer - EiE/ TLS (Subject to Donor Approval)

SADA is a national Afghan NGO working in Afghanistan since 1994. SADA's vision is to eradicate poverty and human suffering in Afghanistan, promote education and livelihood opportunities, and implement social development projects that contribute towards a peaceful, green, and developed Afghanistan.

1. Position Purpose:

The Education Officer is responsible for providing technical support and supervision for the education component of the EiE/TLS project. The position will ensure that teaching and learning activities in Temporary Learning Spaces are implemented according to Ministry of Education standards, approved project requirements, and quality education principles, with particular attention to inclusive, gender-responsive, child-friendly, and safe learning environments.

2. Responsibilities and Tasks

1. Support the planning, coordination, and implementation of education activities across the project’s Temporary Learning Spaces (TLS), in accordance with the approved project plan, curriculum, and Ministry of Education requirements.
2. Conduct initial education and learning-level assessments of enrolled students, support their placement into appropriate classes according to age and demonstrated competency, and maintain accurate assessment and placement records.
3. Identify students requiring catch-up support, language-readiness assistance, psychosocial support, disability-related accommodations, or other targeted interventions, and coordinate appropriate follow-up and referral services.
4. Provide regular technical guidance and classroom-based coaching to TLS teachers on accelerated and catch-up learning, multi-level teaching, foundational literacy and numeracy, language readiness, classroom management, and child-friendly teaching methodologies.
5. Support the development, adaptation, and effective use of teacher-training materials, lesson plans, assessment tools, catch-up materials, and other teaching and learning resources appropriate to students’ learning levels and needs.
6. Conduct regular monitoring and field visits to assess teaching quality, lesson delivery, classroom management, student participation, use of teaching materials, learning progress, and the overall safety and inclusiveness of the learning environment.
7. Support the recruitment, orientation, induction, training, and performance monitoring of TLS teachers, and organize refresher training and capacity-building sessions based on identified competency and classroom needs.
8. Support teachers in applying inclusive, gender-responsive, and conflict-sensitive teaching approaches, with particular attention to girls, children with disabilities, over-age learners, returnee children, children facing language barriers, and other vulnerable students.
9. Coordinate initial placement tests, continuous learning assessments, catch-up assessments, and final examinations; analyze learning gaps and ensure that students’ academic progress is regularly tracked throughout the TLS cycle.
10. Maintain close coordination with the Provincial and District Education Departments (PED/DED), hub schools, teachers, parents, and community structures to ensure compliance with education standards, resolve implementation challenges, and facilitate students’ transition into formal education.
11. Develop and closely follow a clear transition plan before final examinations, including verification of student documentation, coordination of examinations and grade placement with the DED and hub schools, and enrolment of students who successfully pass into the next appropriate grade in formal schools.
12. Ensure the appropriate integration of psychosocial support, language support, child protection, disability inclusion, safeguarding, and referral mechanisms within all TLS activities, in coordination with relevant project staff and service providers.
13. Monitor the availability, distribution, and appropriate use of textbooks, teaching and learning materials, classroom resources, and other education supplies, and promptly report any shortages, misuse, or gaps to the Project Coordinator.
14. Support the establishment and strengthening of School Management Shuras (SMS) and facilitate community engagement activities related to enrolment, attendance, retention, girls’ education, child rights, inclusive education, and students’ transition to formal schools.
15. Coordinate closely with the MEAL/M&E team to ensure the accurate, complete, and timely collection, verification, and reporting of education data, including enrolment, attendance, retention, learning levels, assessment results, sex, age, disability, language needs, and transition status.
16. Regularly identify challenges related to teaching quality, learning achievement, attendance, retention, language barriers, inclusion, and transition, and provide practical and timely recommendations to the Project Coordinator for corrective action.
17. Prepare and submit timely education activity updates, field-monitoring reports, student assessment and progress reports, teacher-training reports, transition records, success stories, lessons learned, and technical contributions to project and donor reports.
18. Participate in coordination meetings, teacher training, assessments, examinations, monitoring visits, donor missions, PED/DED meetings, and other education-related activities assigned by the Project Coordinator.
19. Ensure that all education activities comply with SADA’s Code of Conduct, Child Safeguarding Policy, PSEA requirements, gender and disability-inclusion standards, Grievance Redress Mechanism (GRM), accountability commitments, and applicable Ministry of Education and donor requirements.
20. Perform any other education-related duties assigned by the Project Coordinator or SADA management in support of effective and timely project implementation.

Highly Required:

• Recognize and report any concerns related to Sexual Exploitation and Abuse (SEA).
• Share PSEA key messages with beneficiaries, vendors, and contractors.
• Report SEA allegations through established SADA reporting mechanisms.
• Maintain confidentiality and respect the dignity of survivors.
• Refer SEA survivors to available support services in accordance with SADA procedures.
• Adhere to SADA's Code of Conduct, Child Safeguarding, and PSEA policies.

• Education: Bachelor's degree in Education, Educational Management, Social Sciences, or a related field. A Master's degree is an advantage.
• Experience: Minimum 3 years of relevant experience in education programming with an NGO/INGO or humanitarian/development organization.
• Experience in EiE, TLS, CBE, accelerated learning, teacher training, or returnee education is highly desirable.
• Good knowledge of MoE curriculum, teaching methodologies, inclusive education, child-friendly learning, PSS, and learner assessment.
• Strong skills in teacher support, classroom observation, training, monitoring, reporting, and coordination.
• Good understanding of Child Safeguarding, PSEA, gender, disability inclusion, GRM, and accountability.
• Good computer skills, particularly MS Word, Excel, and PowerPoint.
• Languages: Fluent in Dari and Pashto and good written and spoken English.
• Willingness and ability to travel regularly to and work in field-based environments.

Please carefully review the vacancy announcement and ensure that you meet the required qualifications and experience before applying.

To apply, please complete the SADA Job Application Form by clicking the link below. Make sure to provide accurate and complete information and upload your CV and Cover Letter as a single file.

Click here to apply: https://docs.google.com/forms/d/e/1FAIpQLSdsQj3KffSXn7Iirbu072szpyLgZynecqKL0bjVfAykBJfB7g/viewform?usp=dialog

Important: Only applications submitted through the application form will be considered. Shortlisted candidates will be contacted for the next stage of the recruitment process.