Roving Education Officer

About the Organization

Positive Action for Development (PAD) is an indigenous, non-governmental, non-profit, secular, and legally registered Ethiopian Civil Society Organization (Registration No. 2330). PAD is committed to promoting a just, compassionate, and inclusive society where all people can thrive. Guided by optimism, integrity, kindness, excellence, and impactful action, PAD provides effective humanitarian and development support to communities in need.

Job Summary

The Roving Education Officer will provide technical, operational, and field-level support to ensure the effective implementation and quality delivery of education activities across all targeted IDP sites in North Wollo Zone, Debre Birhan Town of North Shewa Zone, and Sekota Town of Wag Himra Zone.

Based in Debre Birhan, the Roving Education Officer will regularly travel to project locations to supervise and provide technical support to AEP and ASR facilitators, monitor teaching and learning activities, strengthen inclusive education practices, and ensure that children, including Children with Disabilities (CWDs), girls, and other vulnerable and crisis-affected learners, have safe, accessible, and equitable opportunities to learn.

The position will work closely with the Project Manager, Education Program Officers, facilitators, government education offices, IDP site structures, community representatives, and other relevant stakeholders to ensure quality implementation, timely identification of challenges, and effective follow-up of education activities.

Key Responsibilities

Education Program Implementation and Technical Support

• Support the Project Manager in the planning, implementation, and follow-up of education activities across all targeted IDP sites.
• Provide technical guidance and day-to-day support to AEP and ASR facilitators to ensure quality delivery of learning activities.
• Conduct regular field visits to IDP sites to monitor classroom activities, learner attendance, teaching practices, learning conditions, and implementation progress.
• Ensure that AEP and ASR activities are implemented in accordance with approved project plans, education standards, curricula, and relevant project guidelines.
• Support facilitators in lesson planning, learner-centered teaching methodologies, classroom management, and use of appropriate teaching and learning materials.
• Identify implementation gaps and provide timely technical recommendations and corrective actions.
• Support the establishment and maintenance of safe, child-friendly, and conducive learning environments.
• Provide technical support for the effective use and management of teaching and learning materials and other education resources.

Supervision and Capacity Building

• Provide regular technical supervision, coaching, mentoring, and on-the-job support to AEP and ASR facilitators.
• Monitor facilitator performance, attendance, classroom practices, and adherence to assigned responsibilities.
• Identify capacity gaps among education staff and facilitate or recommend appropriate capacity-building support.
• Organize and support refresher trainings, coaching sessions, peer-learning opportunities, and technical orientations for facilitators.
• Conduct classroom observations and provide constructive feedback to facilitators to improve teaching and learning quality.
• Support facilitators in addressing challenges related to learner participation, classroom management, assessment, and learning outcomes.
• Ensure that facilitators maintain appropriate documentation and records related to their assigned classes and learners.

Inclusive Education and Support for Children with Disabilities

• Ensure that education activities are inclusive and accessible to Children with Disabilities (CWDs) and learners with diverse learning needs.
• Support the identification of CWDs and learners requiring additional educational support within project learning spaces.
• Work with facilitators to identify barriers to participation, attendance, learning, and retention of CWDs.
• Promote reasonable accommodation and inclusive teaching and learning approaches based on individual learner needs.
• Support the appropriate use, distribution, and follow-up of assistive devices provided to CWDs.
• Ensure that facilitators adapt teaching, learning, classroom arrangements, and assessments where necessary to support CWD participation.
• Strengthen referral and follow-up mechanisms for learners requiring specialized education, health, protection, rehabilitation, psychosocial, or other support services.
• Ensure that learner information and project reporting appropriately capture sex- and disability-disaggregated data.
• Promote meaningful participation of CWDs in classroom activities, assessments, extracurricular activities, and other education-related opportunities.
• Work with parents/caregivers and relevant service providers to strengthen support for CWDs and other learners with additional needs.

Learner Assessment, Progress, Transition and Retention

• Provide technical support for learner identification, registration, placement, baseline assessment, continuous assessment, and end-of-cycle assessments.
• Monitor learner progress and support facilitators to identify learners who require additional academic or other support.
• Ensure that assessment approaches are inclusive and appropriately adapted for CWDs where required.
• Monitor learner attendance and identify factors contributing to absenteeism, dropout, or irregular participation.
• Support the development and implementation of strategies to improve learner attendance, completion, transition, and retention.
• Follow up on learners completing AEP/ASR and support appropriate transition pathways into formal education or other relevant learning opportunities.
• Work with facilitators, Education Program Officers, parents/caregivers, and relevant education authorities to address barriers to transition and retention.
• Ensure that learner transition and retention information is properly documented and reported.

Child Protection, Safeguarding and Accountability

• Ensure that all education activities are implemented in accordance with child protection, safeguarding, PSEA, and organizational Code of Conduct requirements.
• Promote safe and protective learning environments across all project-supported IDP sites.
• Ensure that facilitators understand and comply with safeguarding and child protection requirements.
• Identify and promptly report protection and safeguarding concerns through established organizational referral and reporting mechanisms.
• Support appropriate referral and follow-up of children at risk or requiring specialized protection services.
• Promote safe, respectful, non-discriminatory, and inclusive interaction between facilitators and learners.
• Ensure that complaints, feedback, and concerns raised by learners, parents/caregivers, or community members are appropriately documented and referred through established mechanisms.
• Support awareness-raising on child protection, safeguarding, PSEA, and available feedback and reporting mechanisms.

Coordination and Stakeholder Engagement

• Work closely with the Project Manager and Education Program Officers to ensure effective coordination and implementation of education activities.
• Maintain regular communication with relevant Woreda/Town Education Offices and other government education structures.
• Coordinate with IDP site representatives, community leaders, parents/caregivers, school management structures, and other relevant stakeholders.
• Participate in relevant education coordination meetings, technical working groups, and project review meetings as assigned.
• Strengthen collaboration with education actors and service providers to address gaps affecting access, participation, inclusion, and quality of education.
• Support coordination with relevant stakeholders on learner transition, referrals, CWD support, and other education-related issues.
• Represent the education component in relevant field-level meetings when delegated by the Project Manager.

Monitoring, Reporting and Documentation

• Conduct regular monitoring visits to all assigned IDP sites and document progress, challenges, gaps, and recommended actions.
• Track progress against education activity plans, targets, indicators, and implementation timelines.
• Verify education data collected by facilitators and Education Program Officers and ensure its completeness and accuracy.
• Support the collection and analysis of sex-, age-, disability-, and other relevant disaggregated education data.
• Review attendance, enrollment, completion, assessment, transition, and retention records.
• Prepare regular field monitoring reports, visit reports, and other education-related reports as required.
• Provide timely updates to the Project Manager on implementation progress, challenges, emerging risks, and required actions.
• Document good practices, lessons learned, success stories, and implementation challenges for program learning and reporting.
• Ensure proper filing and maintenance of education-related records and supporting documentation.

Education Quality Assurance and Continuous Improvement

• Monitor the quality of teaching and learning across project-supported learning spaces.
• Promote learner-centered, participatory, inclusive, and age-appropriate teaching methodologies.
• Support facilitators to use appropriate teaching and learning materials effectively.
• Identify good practices and areas requiring improvement and facilitate their replication or corrective action.
• Support periodic education program reviews and contribute to action planning based on monitoring findings.
• Follow up on agreed action points and ensure that identified gaps are addressed within the required timeframe.
• Contribute to learning and knowledge management by documenting lessons and recommendations from field implementation.

Logistics and Resource Follow-up

• Support the Project Manager and relevant staff in identifying education material and resource requirements across project sites.
• Monitor the appropriate utilization and availability of teaching and learning materials at assigned sites.
• Identify shortages, damages, or gaps in education supplies and communicate them promptly to the Project Manager.
• Support the verification and distribution of education materials, including materials intended to support CWDs.
• Ensure that project resources under the education component are used appropriately and for their intended purpose.

Professionalism and Compliance

• Perform all responsibilities in accordance with PAD policies, procedures, donor requirements, and relevant government education standards.
• Maintain professional conduct and demonstrate respect for children, colleagues, communities, and other stakeholders.
• Maintain confidentiality of learner, staff, and project information.
• Demonstrate flexibility and willingness to travel frequently to project locations and work in challenging and crisis-affected environments.
• Carry out other education-related duties assigned by the Project Manager that are consistent with the position.

Required Qualifications

• Bachelor's degree in Education, Educational Planning and Management, Special Needs/Inclusive Education, Social Sciences, Development Studies, or a related field.
• A relevant postgraduate qualification is an advantage.
• At least 3 years of relevant professional experience in education programming, preferably in humanitarian, emergency, IDP, refugee, or other crisis-affected contexts.
• Demonstrated experience in supervising or providing technical support to teachers/facilitators.
• Experience in AEP, ASR, ALP, non-formal education, or other alternative education programs is highly desirable.
• Experience working on inclusive education and/or supporting Children with Disabilities is an advantage.
• Experience in learner assessment, transition, retention, monitoring, and education quality assurance is desirable.
• Experience working with government education structures, communities, and humanitarian/education partners is an advantage.
• Proficiency in English and Fluency in the local language(s) of the project area is mandatory.
• Female applicants are highly encouraged to apply.

Required Skills and Competencies

• Fluency in English, both written and verbal.
• Fluency in the local language, both written and verbal.
• Previous experience working in complex and volatile contexts.
• Good communication and interpersonal skills.
• Excellent analytical and problem-solving abilities.
• Team management and leadership skills.
• Handling insecure environments.
• Managing resources to optimize results.
• Innovation, flexibility, and a solution-oriented approach.
• Strong knowledge of teaching and learning methodologies and education programming in crisis-affected contexts.
• Good understanding of inclusive education, disability inclusion, and reasonable accommodation.
• Ability to provide effective coaching, mentoring, and technical supervision to facilitators.
• Good understanding of child protection, safeguarding, PSEA, and safe learning environments.
• Strong monitoring, reporting, data management, and analytical skills.
• Strong communication, coordination, interpersonal, and problem-solving skills.
• Ability to work independently while maintaining effective coordination with project and field teams.
• Good computer skills, including Microsoft Word, Excel, PowerPoint, email, and online reporting systems.
• Flexible and solution-oriented, with the ability to adapt to changing project contexts, such as supply chain disruptions or emergency response needs.
• Maintains professional ethics, client confidentiality, and organizational values in all aspects of work.
• Demonstrated ability to work effectively in demanding humanitarian settings, including conflict-affected, resource-constrained, and remote areas.
• Willingness to travel to and work in remote and hard-to-reach locations.
• Ability to work effectively in a multi-sectoral emergency response setting, demonstrating flexibility, adaptability, and cultural sensitivity while collaborating with diverse teams and community stakeholders.
• Commitment to upholding humanitarian values and the organization's mission.
• Competencies: Action facilitations, Communications, Ethics & Values, Teamwork, Behavioral Flexibility, Client Orientation, Initiative, Interpersonal Relations, Reasonable Judgment.
• Required Skills: Educational planning & management or School Leadership or Educational Administration.
• Desired Skills: Childhood education, Kindergarten Education, Educational Leadership.

How to Apply

Candidates interested in the position should submit:

• CV with relevant documents (education certificates, experience, etc.). All documents must be combined into a single file.
• Motivation/Cover Letter – including current salary and salary expectations – is recommended.

All applications should be submitted only by email: job@padethiopia.org

Applications must specify the position title and Woreda/Town. Applications that do not mention the position title and location or lack clear site details may not be considered.

Only selected candidates will be contacted. Fair and transparent evaluation based on qualifications, experience, and competencies, including written and interview exam results. Hiring decisions aligned with PAD's values of equity, integrity, and professionalism. Applicants who do not follow the procedures will be disqualified immediately. This job description provides a general overview and may change based on organizational needs.

For additional information:

• Email: job@padethiopia.org
• Website: www.padethiopia.org
• Phone: 094877677 or 0936342656