Senior Education Officer

Job Purpose Summary In response to the Syrian refugee influx since June 2011, NRC has expanded its programme to respond to the education and psychosocial needs of children and youth through programmes offered in formal and non-formal education settings in emergencies. In the Akkar region, NRC developed the non-formal education response through the establishment of the Awade Community Centre in the Wadi Khaled area, where there is a high concentration of Syrian refugees. In 2014 NRC wishes to expand the non-formal and formal programme in the Akkar region in line with the Lebanon Country Strategy and the education competency strategy, which aims at (i) a standardised good quality education response in line with the INEE standards and the NRC Education Policy (ii) an evidence-based contextualised education response (iii) expanding the formal education programme and (iv) expanding the outreach non-formal education programme.      The Senior Education Officer is responsible for the implementation and follow-up of the non-formal ‘Education support to the Syrian refugees in Lebanon’ project funded by the Norwegian Ministry of Foreign Affairs (NMFA) and also of the formal education programme that will be developed in 2014. This includes the overall management of the Awade Community Centre in line with the NRC ‘Community Centre Guidelines’. The Senior Education Officer shall closely monitor the implementation of the NMFA project and ensure the good quality of the activities and the timely development of procurement plans and work plans in collaboration with the Education Field Coordinator (EFC) and the EiE Coordinator. The Senior Education Officer will also identify, in collaboration with the Field Manager and the EiE Coordinator, possible strategies to develop the outreach programme in the Wadi Khaled area. Key Responsibilities Staff Management Manage and support the Education Field Officers; Provide support and build capacity of the supervised staff; Implementation of Activities Responsible for the planning, implementation and follow-up of the NMFA project in accordance to the Project Cycle Management (PCM) Logframe and budget; Actively promote the Right to Education (including in emergencies) with an understanding of Protection and Child Protection principles along with an advocacy outlook; Collaborate with the Field Manager and the Education Field Coordinator to ensure good quality administration and logistic support to the education programme; Develop timely procurement plans in line with the implementation of activities and work closely together with the Education Field Coordinator in ensuring proper budget expenditures; Ensure adherence of the NRC Community Centre Guidelines Coordination Actively work in collaboration with the NRC ICLA, Camp Management and Shelter Core Competencies to ensure the holistic delivery of quality services; Work closely in collaboration with the NRC-Lebanon Education Technical Team Communicate, exchange information and cooperate with the education and social services authorities of the Akkar region; Work closely with the Education and Social Services partners and stakeholders, UN agencies, and international and national NGOs; Attend and contribute to coordination mechanisms and forums; Monitoring and Evaluation Collaborate in the preparation of reports as required internally by NRC (monthly, quarterly and yearly) and by all relevant donors; Monitor, evaluate and suggest changes and improvements in the project and materials based on observations and discussions with the beneficiaries and education team; Compile data as requested by the EFC; Other tasks as requested and agreed upon with the EFC and EiE Coordinator; Qualifications and Competences Academic and Professional Qualifications Graduate degree in Education/Social Work (or related degree) At least 3 years technical and operational experience with education and/or child-protection programming in the humanitarian/development sector; Understanding and practice of the Core Humanitarian Competencies and behaviours Understanding of the Project Cycle Management (PCM);  Significant understanding of humanitarian emergencies and crisis contexts; Understanding of gender equity and gender responsive programming; Good understanding of the Interagency Network for Education in Emergencies (INEE) Minimum Standards for Education and the Child Protection Working Group Minimum Standards and the IASC Guidelines on Mental Health; Fluency in Arabic and English; Relevant Experience Relevant experience in child-protection programmes; Experience in working with the Lebanese Ministry of Education and Higher Education (MEHE) and the Ministry of Social Affairs (MOSA) Proven skills in report writing; Experience in working within contexts of complexity and humanitarian crisis (e.g. refugee/IDP, camp and host community contexts); Experience in human resources management and capacity building; Experience in strategic thinking and planning skills -- able to set priorities, prepare manageable work plans in line with the Logframe and budget and to evaluate progress; Commitment to the NRC code of conduct and international laws/codes/conventions related to the rights of children and the overall protection of children; Commitment to implementing programs that involve children and youths at all levels of the project implementation; Personal Attributes Good communication and interpersonal skills Strong organizational and team working skills Good cultural awareness and sensitivity Highly approachable, trustworthy and confidential Able to work under pressure Goal oriented and visionary; Ability to work under pressure and independently Cooperative and diplomatic; Flexible and creative, with a sense of humour Achievement indicators Objectives have been reached according to the established work plan and in line with the project Logframe; Procurement plans have been developed and expenditures are in line with the budget; Quality reports have been produced at regular intervals; NRC logistical, financial, administrative and security procedures have been adhered to; Contributions to team-work and a professional working environment is noted; Contact with relevant external actors (partners and education and social services authorities) has been established and followed up regularly; The NRC Code of Conduct has been followed at all times; Coordination, collaboration and cooperation with NRC core competencies have been promoted and practiced; Upholds NRC in the education sector and the quality of NRC’s work is noted as relevant and meaningful in the hosting community and among beneficiaries;