Current Vacancies at Jesuit Refugee Service (JRS)

Job Function

• Reporting to the Secondary Education Coordinator, the Gender-Responsive Education (GRE) Officer will provide technical oversight, planning, coordination, and implementation of Gender-Responsive Education project in Kakuma. The staff will play a pivotal role in promoting gender equality, equity, participation of males and female learners, and ensuring that policies, programs, and practices consider the diverse needs of all individual learners within the schools managed by JRS in the camp.

Duties and responsibilities.

The individual recruited for this position will be expected to carry out the following duties:

Access and Learning environment

• Develop strategies to reduce gender discrimination and barriers on access to education in partnership with stakeholders.
• Support community leaders to address different gender concerns of safety and well-being in/on the way to school.
• Promote gender sensitive facilities and services in school such as WASH and classroom facilities.
• Ensure that the schools are gender responsive, classroom, school yard, office, infrastructure, etc.

Gender-Responsive Teaching and Learning

(classroom Language, lesson planning, T/L materials, classroom setups, classroom management)

• Capacity building of teachers and other education personnel on gender-responsive pedagogy
• Develop strategies that will promote participation of males and females in teaching learning process.
• Ensure teaching methods that take into account the specific learning needs of males and females.
• Monitor implementation of gender-responsive pedagogies in school.
• Design and coordinate training activities on Gender-Responsive education for educational personnel and JRS Kakuma staff.
• Support teachers to develop, procure, adapt, and utilize Gender-responsive teaching learning materials.
• Organize and conduct regular in-service training for teachers on gender-responsive pedagogies.

Education and training of Teacher, Other Education Personnel and structures

• Support education administrators to promote gender balance in recruitment of incentive staff and education personnel.
• Capacity building of Parents Associations (PAs) and School Board of Management (BoM) on gender-responsive school management practices (that will ensure election and participation of females in school structures)
• Work with Guidance and Counselling teachers, GBV focal point teachers and School counsellors to ensure delivery of Gender-Responsive Psychosocial Support (PSS) to learners and other educational personnel.
• Capacity building of students Council on gender-responsive student management practices.
• Conduct sensitization forums targeting community leaders and other education personnel on importance of enrollment of girls in school.
• Educate and train others within an organization and learning institutions fostering awareness and understanding of gender-related topics.

Students’ participation in co- and extra-curricular activities

• Promote participation of females and males in school extra and curriculum activities such as clubs and societies, Interschool sports and game, Education symposiums and forums, etc.
• Support mentorship programmes and role modeling for female learners including spearheading career talk, fairs, and Job shadows for female learners.

Resource Mobilization and MEAL

• participate in development of project Concept Notes, Proposals and needs assessment related to Secondary Education as necessary from time to time.
• Coordinate preparation and submission of periodic (daily, weekly, monthly, quarterly, semi-annually, and annual) reports of activities, evaluations, recommendations, and action plans.
• Document and develop monthly participation and outcomes; analyses results and prepares recommendations.
• Tracking the achievements of key project gender milestones and indicators
• Documenting and sharing change stories, best practices and innovations for scale up.

Collaboration with Stakeholders:

• Facilitate and support the establishment of a Gender-responsive Education Technical working group in Kakuma.
• Represent the organization in technical working Groups in the camp.
• Work with national and international institutions, government bodies, civil society organizations (CSOs), and other actors across the development sector to promote gender-responsive education.

Qualifications and experience.

Education and experience

• Bachelor’s degree in education.
• At least 4 years’ proven experience in working and implementing advocacy, gender, women empowerment, and protection programs.
• Master’s degree in gender studies will be an asset.
• Experience of community-based or community mobilization work in a humanitarian context is a strong advantage.
• Demonstrated experience and commitment to working with marginalized communities.
• Experience of working in refugee schools or with refugee community in the camp or urban set up.

Skills and competencies

• Communication Skills: Effective communication with community members, leaders, and partners.
• Facilitation Skills: Ability to organize meetings, workshops, and seminars.
• Monitoring and Reporting: Proficiency in tracking progress and documenting impact.
• Advocacy: Advocating for community needs and mobilizing support.
• Environmental Knowledge: Understanding of environmental conservation and sustainable practices.
• Computer literacy skills: Mastery of office software (MS Word, Excel, and Power Point) required.
• Knowledge of Sustainable Development Goals (SDGs): Familiarity with SDG 5 (gender equality) and SDG 4 (Quality lifelong education) experience working with various stakeholders.
• Problem solving skills: Excellent listening and problem-solving skills.
• Proposal writing skills: Superior writing skills, including proven ability to conceive and write grant proposals and donor reports.
• Passionate for inclusive education and girl’s education program
• High level of integrity.
• Ability to tolerate cultural, educational, and religious diversity in the workplace.
• Able and willing to live, work, travel in fast-paced and environment adhering to strict security guidelines.

Core values and ethics.

• Commitment to JRS’s mission, vision, and values; ability to convey with enthusiasm JRS’s role in accompanying and serving forcibly displaced people and to advocate for their right to protection and a life in dignity.
• High integrity, honesty, and confidentiality; ability to deal tactfully and discreetly with people, situations, and information.
• Acceptance of diversity and inclusion as a core value

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Job Function

• Reporting to the Secondary Education Coordinator, the school Counsellor will provide technical oversight, planning, coordination, and implementation of comprehensive Psychosocial Support (PSS) for learners, teachers, and other educational personnel in secondary schools in the camp. The school counsellor will provide students with guidance and support in dealing with an array of issues such as personal, academic, parental, or social pressures. The incumbent will report to Secondary Education Coordinator and will work in collaboration with the other program staff. The provision of PSS will be offered in line withJRS’ commitments for children in development and reflect good practice in developmental education responses.

Duties and responsibilities.

Support students’ psychosocial needs.

• Deliver individual counselling sessions for students, ensuring confidentiality and providing a safe space for students to address emotional and psychological challenges arising from their refugee experiences.
• Develop and implement personalized counselling plans to support students in coping with trauma, stress, anxiety, and other mental health issues, adapting interventions to meet each student's unique needs and circumstances within the Kakuma Refugee Settlement context.
• Coordinate and facilitate case conferences for students with complex Mental Health and Psychosocial Support (MHPSS) needs, bringing together multidisciplinary teams to assess, plan, and implement tailored interventions to support their academic, social, and emotional well-being within the Kakuma Refugee Settlement school environment.
• Coordinate support groups tailored to address shared experiences, including bereavement, adjustment challenges, and family separation, providing a platform for students to connect and share coping strategies.
• Organize psychoeducational workshops and deliberations focusing on relevant learner friendly MHPSS topics pertinent to the refugee context, such as building resilience, resolving conflicts peacefully, and managing emotions effectively, promoting holistic well-being and resilience among students.
• Lead crisis intervention efforts by promptly responding to emergency situations and offering immediate assistance to students experiencing distress within the Kakuma Refugee Settlement.
• Develop and implement initiatives aimed at addressing and preventing substance abuse issues among students within the settlement, promoting a healthy and supportive environment.

Collaboration and partnership.

• Collaborate closely with school staff and external agencies to coordinate comprehensive crisis response initiatives, prioritizing the safety and well-being of students. Implement established crisis management protocols and procedures to address emergencies efficiently and effectively, ensuring a coordinated and supportive response during critical incidents.
• Collaborate with students to enhance and refine their skill sets, fostering personal and academic growth within the Kakuma Refugee Settlement.
• Facilitate community conversations and awareness raising activities in collaboration with project staffs on issues related to students personal, academic, social, and parental pressures as well as inclusion of learners with disabilities.

MEAL & Reporting.

• Conduct assessments utilizing standardized tools like strength and difficulty measures to evaluate students' strengths, weaknesses, interests, and aptitudes effectively within the Kakuma Refugee Camp
• Document and develop monthly participation and outcomes; analyses results and prepares recommendations.
• Support in development of Concept Notes, proposals and need assessments related to Secondary Education as necessary from time to time.
• Coordinate preparation and submission periodic (daily, weekly, monthly, quarterly, semi-annually, and annual) reports of activities, evaluations, recommendations, and action plans.

Qualifications and experience.

Education and experience

• Bachelor’s degree in counselling psychology, Education Counselling, Counselling, or related field.
• At least 4 years’ experience in working in the field of counselling. Previous experience as a school counsellor in a refugee set up will be added advantage.
• Demonstrated experience and commitment to working with marginalized communities is a strong advantage.

Skills and competencies

• Communication Skills: Effective communication with community members, leaders, and partners.
• Facilitation Skills: Ability to organize meetings, workshops, and seminars.
• Monitoring and Reporting: Proficiency in tracking progress and documenting impact.
• Advocacy: Advocating for community needs and mobilizing support.
• Computer literacy skills: Mastery of office software (MS Word, Excel, and Power Point) required.
• Problem solving and listening skills: Excellent listening and problem-solving skills.
• High level of integrity.
• Ability to tolerate cultural, educational, and religious diversity in the workplace.
• Good communication and interpersonal skills.
• Working knowledge of counselling models, methods, and resources
• Able and willing to live, work, travel in fast-paced and environment adhering to strict security guidelines.

Core values and ethics.

• Commitment to JRS’s mission, vision, and values; ability to convey with enthusiasm JRS’s role in accompanying and serving forcibly displaced people and to advocate for their right to protection and a life in dignity.
• High integrity, honesty, and confidentiality; ability to deal tactfully and discreetly with people, situations, and information.
• Acceptance of diversity and inclusion as a core value