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.
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 implementing the planned education activities at field level under supervision of the Education Project Officer.
Monitor, supervise, and provide directions to incentive-based teachers and volunteers in line with project work-plans and objectivies including weekly task plans.
Develop and regularly update classes/training schedules and outreach plans for assigned activities.
Regular travel to field to ensure ongoing monitoring, support, and reporting of activities at field level.
Support and participate in teacher trainings, community engagement initiatives, outreach activities and data collection in coordination with Education Project Officer.
Ensure direct communication and feedback with beneficiaries and relevant host communities.
Regularly travel to the field to support education, recreation and psychosocial support (PSS) activities.
By interfaces, NRC means processes and projects that are interlinked with other departments/units or persons. Relevant interfaces for this position are:
Direct: Education Project Officer (PO), Incentive-based teachers and volunteers
Indirect: Education team leader (TL), Education Project Manager
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:
These are skills, knowledge and experience that are important for effective performance.
Generic professional competencies for this position:
Previous experience working in complex and volatile contexts; ability to remain calm and professional in tense situations
Context related skills, knowledge and experience:
Experience working with children in non-formal education activities and/or teaching.Understanding education context in Benghazi; understanding of the circumstances, needs and challenges IDP/returnee and refugee children face and the sensitivity of the context.Strong organizational skills and communication skills, good computer skills in Microsoft office (MS Excel, Word, and outlook).
Understanding of Sphere or INEE minimum standards is a plus Candidates with a university bachelor degree.Written and spoken fluency in Arabic; proficiency in English.
We are looking for a candidate with a minimum of 1-2 years of experience working in education or child protection and project implementation.
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:
Handling insecure environments Planning and delivering results Empowering and building trustCommunicating with impact and respect (especially when dealing with affected communities)
Planning and delivering results
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