The EiE project coordinator will be ultimately responsible for ensuring education project quality and results achievement, stakeholder and partner relations, and effective delivery of out puts. In addition, the officer is responsible for fostering gender sensitive principles of collaboration, active participation, transparency and respect for the agency of women’s organizations as an integral aspect of the role.

·       Management of Education component in IDP and host community as per the proposal

·       Supervise and coordinate Education component in host community area.

·       Liaison with government offices, bureaus, UN agencies, NGOs and other civic organizations operating in the Woreda/ Zone

·       Has responsibility to comply with organizational and statutory policies and laws on HR legality matters and also on matters related to protection of children in gender and child rights in particular in emergencies and disasters.

·       Ensure high quality activity management and maximize safety and wellbeing of all inhabitants especially children

·       Ensure effective collaboration and support of procurement, logistics, and other required facilities including water, sanitation, health and ensure security

2.                Responsibility

2.1              Assessment

·       Review, assess and update the child learning situations in IDP sites and host communities of intervention areas.

·       Assess and highlight education issues requiring responses and recommend for specific actions taking children into consideration. .

·       Assess in-country resources with relevant staff and agencies that assist in capacity building programs of project staff and stakeholders.

·       Identify potential partnerships to implement recommendations, assess potential partners where available or make recommendations on how to fill gaps.

2.2                Program Design

·       Collaboratively work with project and country office staff in redesigning programs/plan as required.

·       In collaboration with national and international Education and Child Protection Actors, map current institutional response capacities – including conducting an education specific 5Ws.

·       In collaboration with Education Actors, develop a realistic evidence‐based, education program plan, including both programmatic and advocacy activities (results oriented).

·       Design most appropriate education interventions based on the outcomes of assessments and the context.

·       Ensure that issues of gender, protection, DRR, and conflict sensitivity are factored into the program design.

·       Ensure PLAN’s guidelines and UN education cluster standards are considered and any departures documented.

·       Work in close collaboration with other program specialists to ensure that emergency interventions build upon each other and link in to longer term programming.

·       Support for developing education program plan, concept papers, and proposals in respect of the above.

2.3               Monitoring and Evaluation

·       Work closely with project coordinator, other officers (WASH, child protection Health and Nutrition) at Woreda and school level to ensure that the implementation of relevant activities are planned and implemented in a phased and prioritised manner in full consultation and co-ordination with all relevant agencies both governmental and non-governmental.

·       Develop required tools for monitoring effective implementation of project activities; lead, engage and facilitate for frequent and regular monitoring and evaluation of delivery of outcomes.

·       Organize platforms for joint monitoring and evaluation of project implementation with other stakeholders including Woreda/Zone offices, community members and other actors.

·       Ensure early and rigorous implementation of quality and accountability mechanisms.

·       Draft education intervention reports to serve as standalone deliverables or to be included in larger emergency response reports for both donor and internal purposes.

·       Assess, collect, compile and analyse data for evidence-based decision by respective program area and country offices.

·       Provide regular updates to project manager and emergency team on progress, priorities and constraints – verbally and in writing up on agreed frequency.

·       Brief updates and reports on sectorial activities/strategies to donors and other stakeholders.

2.4               Reporting and Documentation

·       Ensure high quality reports are submitted in a timely manner and according to the donor and PIE requirements.

·       Ensure to develop weekly project progress report that should be submitted to Emergency Response and Recovery sector, donor  and for internal consumption.

·       Monitor the impact of the EiE project and ensure the proper documentation of best practices for future emergency works.

2.5               Coordination, partnership and networking

·       Ensure regular participation in Education, NFI, Shelter and other related clusters, task force meetings, networks and other platforms at zonal and woreda levels and ensure timely sharing of information collected within woreda, zone and PIE.

·       Foster mechanisms for close collaboration and partnership with other stakeholders working in education and child protection

·       Provide other related supports as required

2.6               Capacity building support

·       Organize, facilitate trainings to teachers, assistants, PTSAs, woreda and zonal experts in collaboration with the EiE coordinator, program area and country office EiE team.

·       Participate on EiE related TOT trainings and workshops and cascade the training to concerned government experts, school structures and local communities.

·       Document training outcomes- assess and evaluate the effectiveness of training programs, organize best experience sharing with relevant actors.

3.                Education, Skill and Work Experience

3.1               Education

• B.E./BA degree in Education, Community Development, Psychology, Social Sciences

3.2               Work Experience

• Minimum of 3 years’ experience implementing Education in Emergency (EiE) projects
• Minimum of two successful assignments in a complex  IDP  emergency situation (at least one of these must be field level post);
• Experience with the following technical areas:
  • Mobilizing as well as facilitating training to teachers
  • Knowledge and practical experience in EiE as per the INEE Minimum Standards
  • Participation and/or coordination with the Education Cluster

·       Knowledge and experience in formal and non-formal education

3.3               KNOWLEDGE AND Skills

• Knowledge of humanitarian interventions/activities in IDP settings.
• Awareness of safeguarding and child protection issues
• Sensitivity to gender and inclusion in EiE contexts.
• Ability to deliver quality programs in a short time and work under stressful conditions.
• Proven ability to work in a team environment and independently.
• Proposal and report writing skills.
• Analytical and strategic thinking
• Excellent written, verbal communication skills in English and Amharic
• Proficient in the local language
• Computer skills including Microsoft office and other relevant application

4.     Level of Contact with Children

·       Responsibilities of this job require a high level of contact with children. Plan International’s global policy on safeguarding children and young people will be adhered to at all times.

5.      Plan International’s Values in Practice

We are open and accountable

·       Promotes a culture of openness and transparency, including with sponsors and donors.

·       Holds self and others accountable to achieve the highest standards of integrity.

·       Consistent and fair in the treatment of people.

·       Open about mistakes and keen to learn from them.

·       Accountable for ensuring we are a safe organisation for all children, girls & young people

We strive for lasting impact

·       Articulates a clear purpose for quality delivery and sets high expectations.

·       Creates a climate of continuous improvement, open to challenge and new ideas.

·       Focuses resources to drive change and maximise long-term impact, responsive to changed priorities or crises.

·       Evidence-based and evaluates effectiveness.

We work well together

·       Seeks constructive outcomes, listens to others, willing to compromise when appropriate.

·       Builds constructive relationships across Plan International to support our shared goals.

·       Develops trusting and ‘win-win’ relationships with funders, partners and communities.

·       Engages and works well with others outside the organization to build a better world for girls and all children.

We are inclusive and empowering

·       Seeks constructive outcomes, listens to others, willing to compromise when appropriate.

·       Builds constructive relationships across Plan International to support our shared goals.

·       Develops trusting and ‘win-win’ relationships with funders, partners and communities.

·       Engages and works well with others outside the organization to build a better world for girls and all children.

Educational Qualification and Experience

• B.E. degree in Education, pedagogy, Community Development, Psychology, social science
• Two to three years of experience in refugee education

Knowledge

• Knowledge of humanitarian activities at refugee camps and understanding of international NGOs is preferred.
• Awareness of child protection issues
• Sensitivity to gender and child protection.
• Knowing Nuer language is an asset