Education Officer

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 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. Responsible for the implementation and follow-up of the project activities in accordance to work-plan developed and agreed within the team Actively promote the Right to Education with an understanding of Protection and Child Protection principles along with an advocacy outlook Support the Education Coordinator to ensure good quality administration, proper budget expenditures and logistic support to the education programme Actively work in collaboration with the NRC ICLA, and Shelter Core Competencies to ensure the holistic delivery of quality services Work closely in collaboration with the education technical focal points (formal and non formal education) Liaise with the education and social services authorities of the area of intervention in collaboration with the Education Coordinator Work closely with the education sector partners and stakeholders in UN agencies, and international and national NGOs Attend and contribute to coordination mechanisms and forums as requested 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 Education Coordinator Communicate, exchange information and cooperate with the school principals Implement the outreach programme activities in collaboration with the Education Coordinator, e.g. need analysis and focus group discussions Monitor the activities implemented by instructors, animators and caregivers working in learning centres Supervise and coach instructors, animators and caregivers Other tasks as requested and agreed upon with the Education Coordinator and Project Manager   Critical interfaces By interfaces, NRC means processes and projects that are interlinked with other departments/units or persons. Relevant interfaces for this position are: Education Project Coordinators Support Coordinators     1.      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 in a humanitarian/recovery context Previous experience from working in complex and volatile contexts Documented results related to the position’s responsibilities Fluency in Arabic and English, both written and verbal   Context related skills, knowledge and experience (shall be adapted to the specific position): Graduate degree in Education or related field with teaching experience Knowledge of the Education context (gaps and needs) in South Lebanon Proven skills in report writing; Experience in human resources management and capacity building Experience in teaching, class management and participatory teaching methodologies Good understanding of protection/child protection issues   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 Good communication and interpersonal skills Strong organizational and team working skills   2.      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