Education Officer - Dadaab at Norwegian Refugee Council

Role and responsibilities

The purpose of the officer position is day to day implementation of the Education Project. Use actions words such as ensure, implement or assist for the position relevant responsibilities.

Generic responsibilities (max 10)

These responsibilities shall be the same for all positions with the same title. The responsibilities shall be short and essential. Details belong in the Work and Development plan.

• Ensure adherence with NRC policies, tools, handbooks and guidelines
• Implement delegated Education project portfolio according to plan of action
• Prepare and develop status reports as required by management
• Ensure proper filing of documents
• Ensure that projects target beneficiaries most in need, and explore and asses new and better ways to assist
• Promote and share ideas for technical improvement

Specific responsibilities

These responsibilities shall be adapted to the particularities of the job location and context, phase of operation, strategic focus and type of programme intervention. This section shall be revised whenever a new employee is hired or the context changes significantly.

• Ensure mobilization and enrolment of AEP learners at the start-up of the AEP project in close cooperation and coordination with other agencies (in particular UNHCR, UNICEF, LW, HI, WTK and Save the Children).
• Participate in the planning, implementation, expansion, coordination and management of NRC’s AEP activities in Dadaab.
• Assist in the development of operational activity plans, budget proposals and project narrative reports.
• Coordinate with Education actors including the Ministry of Education (MoE) and local education partners, refugee and host communities, NGOs, UN Agencies and other stakeholders
• Give inputs to KIE during the development of the AEP curriculum and assist in presenting and training the teachers and other stakeholders in how to use the curriculum.
• Break down the annual work plans into weekly, monthly and quarterly plans detailed for implementation.
• Identify training gaps and enhance the capacity of Headmaster, teacher, PTA and community capacity by developing school management training programs, teacher training programs and teaching materials with a particular emphasis on participatory methodologies and cross-cutting issues.
• Coordinate training activities with other stakeholders and in particular with UNHCR/UNICEF, MoE and KIE (for curriculum development/trainings) and aim at incorporating the teacher training into a national certified system.
• Coordinate activities within and between AEP schools to ensure a holistic approach and learning.
• Monitor, evaluate and ensure that the project activities are consistent with plans, budget lines and expected outputs within NRC’s Project strategy and other standards
• Ensure timely procurement, development and distribution of training modules, educational materials and equipment and preparation and filing of beneficiary lists and results outcome.
• Coordinate with the World Food Program (WFP) to ensure that AEP learners receive school feeding and that all procedures are followed and completed in a timely manner.
• Assist in the recruitment of academic teachers and school management.
• Coordinate assessments, progress tracking, sensitization/mobilization and follow-up on urgent issues.
• Supervise the education technical assistant, teachers assigned, and commnity BLP facilitators  in terms of performance, allocation of tasks, work plan, day-to-day work, and leaves, and support them to further build their capacity and expertise.
• Ensure effective pre-positioning, distribution and monitoring of school learning materials
• Promote, advocate and implement community mobilization on the Right to Education for All (EFA), the concept of AEP, INEE standards, girl’s education, protection of vulnerable children and the rights of refugees, IDPs and children with special needs.
• Follow up on the project budget associated with the AEP activities.
• Prepare timely periodic AEP progress reports as required. (Weekly, Biweekly, Monthly or Quarterly and end of year project reports?)
• Investigate and facilitate introduction of new technology EdTech project, methods and approaches in order to improve the quality of the activities and learning using Technology.
• Involve and inform communities and community leaders about the activities of project and conduct monthly PTA/community coordination meetings per camp.
• Provide staff recruitment, supervision, management and timely Performance management.
• Prepare and file relevant documents as required by line manager
• Any other task relevant to the position as requested by line manager

QUALIFICATIONS

Competencies  

Competencies are important in order for the employee and the organisation to deliver desired results. They are relevant for all staff and are divided into the following two categories:

Professional competencies

These are skills, knowledge and experience that are important for effective performance.

Generic professional competencies:

• Experience from working as an education Project Officer in a humanitarian/recovery context
• Previous experience from working in complex and volatile contexts
• Fluency in English, both written and verbal
• Good communication and interpersonal skills
• Good planning and organisation skills
• Budget management skill
• Project implementation supervisory skills
• Ability to resolve individual and group conflicts
• Team player skills with participatory approaches and proficiency in report writing.
• Ability to work under pressure, and independently with limited supervision
• Possess high cultural awareness and sensitivity

Context/ Specific skills, knowledge and experience:

• Bachelor’s degree in Education oriented towards Primary Education or related field of study and additional P1 certificate is an added advantage
• At least 4 years of relevant work experience, at least 2 in Humanitarian, urban informal settlement, pastoralist or other educationally challenged people’s contexts.
• Experience in Education project management and with evidence of successfully implementation of similar projects
• Experience in supervising, training, and coaching teachers and team staffs
• Experience in emergency education will be highly desirable 
• Sound knowledge of Human Rights and Humanitarian Protection programming principles.

Behavioural competencies (max 6)

These are personal qualities that influence how successful people are in their job. NRC’s Competency Framework states 12 behavioural competencies and the following are essential for this position:

• Planning and delivering results
• Empowering and building trust
• Communicating with impact and respect
• Handling insecure environment
• Conflict resolution
• Mobilization skills and Working with Communities