1. Position Purpose:
The Education Officer is responsible for providing technical support, supervision, and coordination for the education component of the EiE/CBS-CBE project. The position will ensure that Community-Based Education classes are implemented effectively and that teachers receive appropriate technical support to provide quality, inclusive, child-friendly, and gender-responsive education to targeted children.
2. Responsibilities and Tasks
- Support the detailed planning, coordination, and quality implementation of CBS, CBE, and TLS activities in the assigned province in accordance with the approved project document, workplan, targets, donor requirements, Ministry of Education standards, and SADA policies.
- Prepare education activity schedules, training plans, classroom-monitoring plans, teacher-support plans, and technical follow-up tools in coordination with the Provincial Coordinator Lead (PCL) and relevant project staff.
- Support assessments for the establishment or continuation of CBS, CBE classes, and TLS, including identification of out-of-school children, verification of proposed locations, assessment of education needs, and identification of barriers affecting girls, children with disabilities, returnee children, over-age learners, and other vulnerable children.
- Maintain close technical coordination with the Provincial and District Education Departments (PED/DED), hub-school management, public-school teachers, School Management Shuras, parents, community leaders, and other education stakeholders to support class establishment, functionality, quality, and sustainability.
- Assess teachers’ academic qualifications, subject knowledge, teaching competencies, classroom-management skills, training needs, and performance, and provide clear recommendations regarding their selection, placement, capacity-building, and continued support.
- Support the transparent recruitment, verification, orientation, induction, deployment, and performance follow-up of CBS, CBE, and TLS teachers in coordination with the PCL, HR, PED/DED, hub schools, and community structures.
- Plan, organize, and facilitate teacher training, refresher sessions, coaching, mentoring, and classroom-based technical support on lesson planning, subject knowledge, teaching methodologies, multi-grade and multi-level teaching, classroom management, learner assessment, and participatory learning.
- Support the preparation and adaptation of teacher-training materials, facilitator guides, session plans, lesson plans, classroom-observation tools, assessment instruments, pre- and post-tests, and other technical education resources.
- Ensure that all teacher-training arrangements and documentation are completed properly, including participant verification, agendas, materials, attendance records, pre- and post-assessments, participant feedback, training reports, photographs with appropriate consent, and post-training follow-up.
- Provide continuous technical guidance to teachers on inclusive, gender-responsive, child-friendly, conflict-sensitive, and participatory teaching approaches, with particular attention to girls, children with disabilities, returnee children, over-age learners, children facing language barriers, and learners requiring additional support.
- Conduct frequent classroom-monitoring and supportive-supervision visits to assess teaching quality, subject delivery, lesson preparation, classroom management, teacher attendance, learner participation, use of teaching materials, classroom conditions, and the overall safety and inclusiveness of the learning environment.
- Develop clear monitoring findings and improvement plans for teachers and classes, communicate required actions to responsible staff, and conduct follow-up visits to verify that identified gaps have been addressed.
- Monitor learner enrolment, attendance, retention, participation, and learning progress; identify children at risk of absence or dropout; and coordinate timely follow-up with teachers, social workers, parents, communities, and relevant education authorities.
- Support teachers in conducting initial, continuous, and end-of-cycle learner assessments, analyzing learning gaps, maintaining accurate assessment records, and providing appropriate catch-up or remedial support to improve learning outcomes.
- Support the development and implementation of learner-transition plans in coordination with PED/DED and hub schools, including verification of student documentation, learning-level assessments, examination arrangements, grade placement, transfer records, and enrolment into appropriate grades in public schools.
- Support the establishment, orientation, training, and strengthening of School Management Shuras and other community education structures on class management, attendance and retention, girls’ education, inclusive education, child rights, safeguarding, community participation, and school transition.
- Coordinate community-awareness and mobilization activities with social workers, community mobilizers, teachers, Shuras, parents, and local leaders to promote enrolment, regular attendance, retention, girls’ participation, protection of education facilities, and community ownership of CBS, CBE, and TLS activities.
- Monitor the delivery and quality of the project’s soft components, including teacher training, Shura training, psychosocial support, gender and social inclusion, child protection, community mobilization, AAP/CFRM awareness, safeguarding, and transition support.
- Monitor the availability, distribution, use, and condition of textbooks, classroom kits, teacher kits, student kits, teaching and learning materials, heaters, winterization items, and other education supplies, and immediately report shortages, misuse, or documentation gaps to the PCL.
- Monitor classroom functionality and the education-related use of rehabilitated learning spaces, rented community spaces, latrines, handwashing facilities, and hub-school support, and promptly report safety, accessibility, quality, or functionality concerns to the PCL and relevant technical staff.
- Coordinate closely with social workers, teacher trainers, WASH, Child Protection, MEAL, and other project staff to ensure that education, psychosocial support, protection, inclusion, WASH, community engagement, and referral activities are appropriately integrated.
- Work closely with the MEAL/M&E team to ensure the accurate and timely collection, verification, analysis, and reporting of data related to enrolment, attendance, retention, learning progress, teacher performance, training results, community engagement, transition, sex, age, and disability.
- Regularly compare classroom records, teacher reports, monitoring findings, and MEAL data; identify inconsistencies or missing information; and coordinate with responsible staff to correct and validate the data before reporting.
- Identify teaching, learning, attendance, retention, training, classroom, community, safeguarding, and other implementation challenges and provide practical, evidence-based recommendations to the PCL for corrective action and quality improvement.
- Maintain organized and complete technical records, including teacher profiles, qualification assessments, classroom-monitoring tools, training documents, learner-assessment records, transition documents, meeting minutes, activity evidence, and follow-up trackers.
- Prepare timely, accurate, and high-quality education activity updates, classroom-monitoring reports, teacher-performance reports, training reports, assessment findings, success stories, lessons learned, case studies, and technical contributions to project and donor reports.
- Participate in and provide technical inputs during project review meetings, donor coordination meetings, PED/DED meetings, teacher training, assessments, joint monitoring visits, donor visits, and other education-related activities.
- Promote and monitor compliance with SADA and donor requirements related to the Code of Conduct, Child Safeguarding, PSEA, gender and disability inclusion, Accountability to Affected Populations, confidentiality, informed consent, and feedback and complaints mechanisms.
- Immediately report serious quality concerns, staff misconduct, safeguarding incidents, SEA allegations, protection risks, data irregularities, or other significant implementation issues through the established reporting channels.
- Perform any other education-related responsibilities assigned by the PCL or SADA management to support the effective, accountable, and high-quality implementation of the project.
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.
