Education Trainer (4)

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. Monitor and report on the project activities and ensure compliance with plans and NRC standards Work with the communities for the identification and enrollment of children in the community center or NFE activities. Distribute and monitor the use of educational materials according to procedures Assist the teachers in their work Suggest new methods and approaches in order to improve the quality of the activities Report all protection related concerns to the training officer Carry out data collection as required Prepare field reports Prepare and file relevant documents as required by line manager 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. Conduct Field visits to the IS and Collective shelters in cooperation with ETO and EC to define the needs and identify new beneficiaries 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 Provide classes according to the module, curricula and schedule adopted by NRC for children and youth in community centre setting Provide classes according to the module, curricula and schedule adopted by NRC for children and youth in IS’s, temporary spaces, local community spaces Assist in developing and maintaining relations with refugee and host communities, local authorities and other local actors. Assist in conducting and preparing mapping of relevant services being provided. Assist in conducting regular assessments and producing relevant reports (including focus group discussions, interviews, questionnaires, etc.). Assist with preparation of outreach work and conduct frequently outreach information with identified communities. Organize awareness sessions for children and parents. Assist with planning work on weekly and monthly basis in accordance with work plan Contribute to preparation of relevant documents (including brochures, information notes, information board updates) for target communities. Coordinate with all other trainers, ETOs, and EC. Coordinate with other NRC core competency staff at field level. Assist with monitoring and following-up on the quality of services provided. Monitoring and supervision of transport for beneficiaries (including accompanying beneficiaries on transport). Assist in designing the needed forms, questionnaires and other templates. Assist in maintaining archiving system up to date (both in hardcopies and electronically). Report weekly & monthly (or more often, if required) on activities and results to the relevant NRC staff. Carry out administrative tasks as requested and agreed upon. Attendance records. Perform any other task as assigned by NRC management. Critical Interfaces By interfaces, NRC means processes and projects that are interlinked with other departments/units or persons. Relevant interfaces for this position are: Refugees focal point Local authorities Other NRC core competencies 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: Handling insecure environments Working with people Planning and delivering results Communicate with impact and respect 1. Professional competencies These are skills, knowledge and experience that are important for effective performance. Generic professional competencies for this position: Experience from working with education projects in a humanitarian/recovery context Previous experience from working in complex and volatile contexts Documented results related to the position’s responsibilities Some knowledge of English Context related skills, knowledge and experience (shall be adapted to the specific position): University level degree in education. Minimum of 1-2 years of teaching experience in a busy organization. Experience in psycho-social support for children’s and youth’s emotional, social, mental, and spiritual needs. Good communication and interpersonal skills. Strong organizational and team working skills. Good cultural awareness and sensitivity. Highly approachable, trustworthy and confidential. 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: Providing quality learning experiences for your students in your classes Delivering working tasks in a structured and professional manner Meeting deadlines Applying to the NRC standards, policies and guidelines Adapting and coping with change Communication with impact and respect 3.      Performance Management The employee will be accountable for and evaluated on the responsibilities and the competencies, based on NRC’s Performance Management System. The following documents will be used for performance reviews: The Job Description The individual Work- and Professional Development Plan The Competency Framework