Job Title:  AEP Education Officer-Ethiopian Nationals Only

Organisation: Finn Church Aid (FCA)

Duty Station: Debre Birhan, Ethiopia

Reports to: Project Coordinator

Duration of the Assignment: 22 months

Start Date: 01/01/2025.

About the Company:

Finn Church Aid (FCA) is the largest Finnish international aid organization. We operate in 12 countries, where the needs are most dire. We work with the poorest people, regardless of their religious beliefs, ethnic background, or political convictions. FCA work is based on promotion of human dignity and fundamental human rights and freedom, and FCA’s operations are guided by equality, nondiscrimination, and responsibility.

Job Summary:  The Education Officer is responsible for planning, implementing, and monitoring education projects at primary schools, Accelerated Education Programme (AEP) centres, and Accelerated School Readiness (ASR) programs within IDP setting. The role supports a local NGO partner in delivering quality education and aligns activities with donor requirements. Key duties include teacher recruitment, onboarding, retention, continuous professional development, psychosocial support, mentoring and coaching; and collaborating with education authorities to recruit, onboard, and retain teachers. The Education Officer will also engage stakeholders in advocacy to enhance the recognition and integration of refugee and IDP teachers into the formal education system with a gender-responsive, inclusive approach.

Key Duties and Responsibilities:

• Oversee the day-to-day implementation of education project in coordination with the local partner, ensuring activities are conducted efficiently and effectively.
• Develop and implement a realistic work plan in line with approved budget.
• Collaborate with the District Education Service Commission to improve the teacher recruitment process.
• Enhance and implement effective onboarding programs for new teachers in IDP setting and disaster-prone (DP) contexts.
• Design and implement a performance recognition and reward system to recognize high-performing teachers
• Facilitate gender barrier analysis and collaborating with schools to action gender-responsive measures in the school improvement plans, with a focus on to increase female teacher representation and retention.
• Identify teacher-training needs and coordinate with local education authorities to provide training and career development opportunities to teachers that empower them with skills relevant to crisis-affected areas.
• Support the capacity strengthening of the partner and stakeholders in implementing Accelerated Education Programming
• Facilitate community meetings and workshops to engage IDP, refugees and host communities in the education projects that supports school enrolment, retention, and completion.
• Organize awareness campaigns, dialogues, and educational events to promote the value of education and encourage community participation.
• Adapt educational interventions to the local context of the IDPs or refugee settlements, ensuring respect for diversity, inclusion, and protection principles.
• Work with the local partner and other relevant stakeholders to review and develop tools for monitoring project outputs.
• Conduct regular field monitoring and tracking of project progress.
• Participate in project management meetings, including monthly budget performance meetings, and reflection forums.
• Prepare detailed activity reports and contribute to the preparation of project progress/final reports.
• Participate in conducting needs assessments to identify education gaps and challenges.
• Participate in regular education and other relevant sectoral meetings at various levels – settlement, district, regional or national levels where necessary.

Qualifications, Skills and Experience:

• Must hold a university degree in Education or relevant field from a reputable University.
• Minimum 3-5 years’ experience in non-formal education programme implementation (such as AEP). Experience in other formal educational program within crisis contexts is added advantage.
• Experience in implementing and monitoring formal and non-formal education projects.
• Experience in teacher recruitment, training, and compensation initiatives, especially for education roles in crisis-affected contexts
• Proven record in delivering professional development for teachers and strong facilitation skills.
• Excellent collaboration and communication skills for working with government bodies, local education authorities and other NGOs.
• Basic understanding of humanitarian approaches and standards, such as INEE minimum standards.
• Model child safeguarding standards and ensures others involved in the project do as well.