The Education Officer (EiE) will support the effective design, implementation, and monitoring of Education in Emergencies interventions to restore and sustain safe, inclusive, and protective learning opportunities for crisis-affected children. The role contributes to improving access, retention, and learning outcomes while reducing protection risks such as child labor, early marriage, and exploitation. The position ensures alignment with project design, INEE Minimum Standards, World Vision education in emergency implementation standard, and integrated multi-sector responses, working closely with government, clusters, and communities. The position will also contribute to assessing the capacity of local partners, developing capacity development plans, and providing ongoing coaching and mentorship.

1.Project Implementation: 

• Lead implementation of EiE activities including, school rehabilitation, and accelerated learning programs. 

• Ensure integration of psychosocial support (PSS), SEL, and life skills into education programming. • Support the selection of incentive workers, training, and supervision. 

• Distribute Teaching & Learning Materials (TLMs) and school supplies.

• Ensure inclusion of vulnerable groups (girls, children with disabilities, IDPs/refugees) 

• Support safe school reopening advocacy and coordination with stakeholders. 

• Facilitate back-to-school campaigns and community mobilization. • Implement Accelerated Learning Programs (ALP)

• Organize remedial classes to address learning loss. 

• Establish and strengthen child protection referral pathways in collaboration with protection sector and other stakeholders. • Facilitate community dialogues on safe education and protection risks. 

• Support cash for education initiatives to reduce economic barriers. 

• Promote inclusive education support for children with disabilities. 

• Establish and strengthen gender clubs for life skills and protection awareness. 

• Work closely with local partner, provide on time support and mentorship 

• Follow up enrolment, attendance, drop out and retention 

• Establish a system of reporting with local partner and regularly check plans and reports 

• Support the establishment and strengthen of school base data record and keeping 

• Work closely with respective school management and PTA to ensure efficient school improvement plan

2.Capacity Building & Field Support 

✓ Train teachers and facilitators on:

 • EiE, child-centered pedagogy, and inclusive education 

• MHPSS (Mental Health and Psychosocial Support) and SEL 

• Child safeguarding and protection 

• Instructional planning 

• Continuous assessment 

• Strengthened capacity of teachers and education stakeholders. 

• Improved quality of teaching and safe classroom practices. 

• Improved planning and reporting 

•Train school leaders, PTA members, and education officials on Education in Emergency.  

•Provide mentoring, coaching, and supportive supervision.

•Regularly contact partner and conduct capacity need assessment, identify capacity gap and organize on job training.

Stakeholder and Communities Engagement: 

• Coordinate with Education Cluster, Locality education department, local partner schools, and PTAs. 

• Strengthen community-based structures to support education access. 

• Collaborate with Protection, WASH, Health, Nutrition, MPCA and FSL teams for integrated programming. 

• Support EiE advocacy and coordination platforms

Monitoring, Evaluation Evidence and Knowledge Management: 

• Prepare weekly, monthly and Quarter donor reports 

• Develop weekly plan and support partner organization to regularly pan and report 

• Monitor program performance using Kobo, indicator tracking tools, and WV systems. • Conduct joint monitoring visits with stakeholders 

• Support assessments 

• Ensure implementation of Accountability to Affected Populations (AAP) mechanisms. 

• Document lessons learned, best practices, and case studies. 

• Organize project review workshops 

• Ensure appropriate data record and keep system in all targeted schools

1.Required Education, training, license, registration, and/or Certification
1.BA/BSc in Education, Educational Planning & Management, or related field 

2.Master’s degree is an advantage

2.Required Professional Experience

1.Minimum 3–5 years of experience in education programming, preferably in emergency or humanitarian contexts 

2.Experience in: ✓ EiE programming (ALP, PSS, CVA, remedial class) 

3.Teacher training and community mobilization ✓ Protection mainstreaming (CPiE, safeguarding) 

4.Familiarity with INEE Minimum Standards and cluster coordination systems 

5.Strong experience in monitoring, reporting, and data management

3.Required Language(s) 

1. English (fluent) 

2.Arabic (required) 

3.Local language (advantage)

4.Required travel and/or work environment accommodations

1.Based in project location with frequent travel to crisis-affected areas 

2. Work in resource-constrained and insecure environments 

3.Extended working hours during reporting and emergency response periods

5.Preferred Experience, Knowledge and/or Key Competencies

• Be Safe and Resilient 
• Build Relationships 
• Learn and Develop 
• Partner and Collaborate 
• Deliver Results 
• Be Accountable 
• Improve and Innovate 
• Embrace Change 
• Demonstrated success and previous experience managing project across education, education in emergency projects.  Experience in fragile, conflict-affected contexts 
• In-depth knowledge and previous experience of program quality standards, evidence-based approaches, and innovation in in problem solving during challenging situations to implement education interventions.  
• Familiarity with localisation frameworks, partnership models, and systems-strengthening approaches. 
• Applied knowledge of cross-cutting themes: gender equality, safeguarding, conflict sensitivity, faith and development, do no harm, social inclusion, and climate resilience.