Education Training Officer

All NRC employees are expected to work in accordance with the organization’s core values: dedication, innovation, inclusivity and accountability. These attitudes and believes shall guide our actions and relationships.  1.      Role and responsibilities The following is a brief description of the role. Generic responsibilities (max 10) These responsibilities shall be the same for all positions with the same title. The responsibilities shall be short and essential. Details belong in the Work- and Professional Development Plan. Coordinate the Education activities according to strategy, proposals, budgets and plans Ensure adherence to NRC policies and donor requirements Involve and inform communities and community leaders about the activities Break down the annual operational plans into weekly, monthly and quarterly implementation plans Coordinate with relevant partners Ensure that procurement, development and distribution of materials and equipment are timely and according to procedures Supervise, train and develop team Prepare periodic progress reports and other documents as required Investigate and facilitate introduction of new technology, methods and approaches in order to improve the quality of the activities Specific responsibilities These responsibilities shall be adapted to the particularities of the job location and context, phase of operation, strategic focus and type of programme intervention. This section shall be revised whenever a new employee is hired or the context changes significantly. Participate in design and implementation of education assessments (i.e. teachers training needs, students’ participation, school management, parents/community involvement in education etc…) Participate in design of training programs based on needs assessments Participate to development of training module, both in English and Arabic Explain the project aims and objectives to volunteers/ animators and beneficiaries through daily contact and the organization of regular visits and meetings. Create a safe classroom environment conducive to learning and appropriate to the physical, social, and emotional development of children and youth both inside and outside the community centre Developing and maintaining positive relations with refugee and host communities, local authorities and other local actors. Provide classes according to the module and curricula adopted by NRC for children and youth in community centre setting Provide classes according to the module and curricula adopted by NRC for children and youth in ITS’s, temporary spaces, local community spaces Participate in development of communication tools (ex.: newsletters) Plan and prepare outreach work and conduct frequently outreach information and counselling sessions with identified communities. Organize awareness sessions for children and parents. Ensure that the projects implemented are realized in a timely manner and as per the objectives and activities in the project work plan. Ensure an integrative programming approach with other NRC Lebanon Core Competency Programs. Promotion of community centre activities Registration of children and youth for programs Monitoring of and maintaining quality education programs Monitoring and supervision of transport for beneficiaries (including accompanying beneficiaries on transport) Design forms as required, questionnaires and other templates. Maintain an up to date archive system (both in hardcopies and electronically). Report weekly & monthly (or more often, if required) on activities and results to the relevant NRC staff. Collection and entering of data for monitoring and evaluation processes e.g. data base, student daily attendance Carry out administrative tasks as requested and agreed upon. Provide timely reports to supervisors.  Other duties as assigned and agreed upon. Critical interfaces By interfaces, NRC means processes and projects that are interlinked with other departments/units or persons. Relevant interfaces for this position are: XX XX 2.      Competencies Competencies are important in order for the employee and the organisation to deliver desired results. They are relevant for all staff and are divided into the following two categories: 1. Professional competencies These are skills, knowledge and experience that are important for effective performance. Generic professional competencies for this position: Experience from working as a Education Training Officer in a humanitarian/recovery context Previous experience from working in complex and volatile contexts Documented results related to the position’s responsibilities Fluency in English, both written and verbal Context related skills, knowledge and experience (shall be adapted to the specific position): Good communication and interpersonal skills Strong organizational and team working skills Good cultural awareness and sensitivity Highly approachable, trustworthy and confidential Very good English language proficiency Knowledge of NGO operations and the dynamics of the humanitarian sector is a plus Strong documentation, research and report writing skills. Qualified and experienced teacher/ master trainer Knowledge and relevant experience in child protection issues. Experience in designing and presenting training programs Experience in participatory programs. Experience in community sensitization/ mobilization. 2. Behavioral competencies (max 6) These are personal qualities that influence how successful people are in their job. NRC’s Competency Framework states 12 behavioural competencies, and the following are essential for this position: Managing resources and achieving results Handling insecure environments Working with people Coping with change 3.      Performance Management The employee will be accountable for the responsibilities and the competencies, in accordance with the NRC Performance Management Manual. The following documents will be used for performance reviews: The Job Description The individual Work- and Professional Development Plan The Competency Framework