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About the Organisation
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.
AEP Education Officer - Ethiopian Nationals Only job at Finn Church Aid (FCA) | Apply Now
Debre Birhan, Ethiopia
Finn Church Aid (FCA) is a Finnish-based international non-governmental organization focused on providing humanitarian aid, education, and sustainable development to vulnerable populations across the globe. Its mission is to empower individuals and communities to achieve sustainable, just, and peaceful societies, with a strong emphasis on education, peacebuilding, and climate resilience. FCA has earned a reputation for its long-standing dedication to human rights, social justice, and disaster relief, working in collaboration with local communities, governments, and international partners.
The organization prides itself on fostering a work culture rooted in respect, inclusivity, and collaboration, providing employees with a meaningful work environment and opportunities for professional growth and development. Job opportunities within FCA are often available globally, offering flexible work arrangements and a commitment to maintaining a work-life balance. Founded in 1947, FCA has evolved from its early roots in providing emergency aid to becoming a prominent player in global development, expanding its reach across 13 countries in Africa, Asia, and the Middle East. Its innovative business model integrates cross-sectoral approaches, emphasizing community empowerment and local ownership to address the root causes of poverty.
With a robust presence and operations spanning multiple regions, FCA adheres to core values of dignity, equality, and sustainability. The organization also places a high priority on corporate social responsibility, focusing on education, peace, climate change, and the protection of human rights in its programs. To learn more, visit www.fca.fi.
Are you looking for NGO jobs in Uganda 2024 today? then you might be interested in AEP Education Officer - Ethiopian Nationals Only job at Finn Church Aid (FCA)
Full Time
Deadline:
27 Nov 2024
Job Title
AEP Education Officer - Ethiopian Nationals Only job at Finn Church Aid (FCA)
Finn Church Aid (FCA)
Job Description
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.
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.
How to Apply
Duties, Roles and Responsibilities
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Deadline: 27th of November 2024.
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.
SERVICES
COMMERCIAL
SERVICES
INDUSTRIAL
SERVICES
RESIDENTIAL
Qualifications, Education and Competencies
Qualifications:
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.
