Education Officer at Creative Associates International

Location: Damaturu
Reports to: The Program Manager

Project Summary

• The North East Nigeria Transition to Development program (NENTAD) aims to deliver an effective response to the basic needs of vulnerable people impacted by the crisis in the north east of Nigeria.
• The Education in Emergencies component of NENTAD will focus on addressing immediate needs by providing education support to conflict affected children and adolescents, while contributing to the learning on what is needed to support early recovery and transition to development.
• In order to achieve this output, we will support up to two projects that include well-targeted, innovative, and results-oriented activities.

Position Summary

• The Teacher Education Officer will be responsible for the overall management of DFID EiE education activities in Yobe state.
• S/he will be responsible for providing technical leadership for all teacher education activities, including leading and coordinating the teacher education and systems support activities at the national and state level.
• The position requires experience with teacher training policy and practice, designing programs for data collection and analysis, and personnel management.
• This position is contingent on funding.

Primary Responsibilities

• Oversee the implementation of all teacher education activities in Yobe State in both formal and non- formal schools.
• Oversee training, coaching and on-going support of teachers, tutors and learning facilitators in order to improve instructional practices in literacy, numeracy and social and emotional skills.
• Ensure technical coordination of state-level activities related to teacher education and curriculum development, and obtain support from directorates and local government authorities as needed

Oversight of teacher education interventions:

• Oversee the selection of learning facilitators and tutors for the intervention and contribute to tools for selection such as assessment tools.
• Oversee the initial training of learning facilitators, as well as their continuous professional development.
• Monitor progress towards the objectives and intended outputs pertaining to teacher education using routine data, spot checks, observation, and other methodologies.
• Provide regular written and verbal reports on education activities to supervisor, senior management, project partners and donors.
• Promote the quality of teacher education activities by setting up quality assurance mechanisms and checks in collaboration with other staff.

Coordination:

• Lead integrated state and LGEA, SUBEB, and SBMC technical working groups and steering committees pertaining to teacher education, curriculum and assessment.
• Work closely with consultants as needed to ensure effective implementation and quality content.
• Coordinate with colleges of education and NCCE for the contextualization and validation of curriculum.
• Represent the project in major state meetings and events as appropriate
• Develop and maintain effective working relationships with key stakeholders including government actors, UN agencies, international and local NGOs, and other relevant actors.
• Represent IRC to local communities, government departments, international agencies, and local

Required Skills & Qualifications

• University degree in education; advanced degree preferred.
• At least three years of relevant professional experience with an international or civil society organization, including direct implementation of education programming
• At least five years of experience related to teacher professional development.
• Experience working with displaced or otherwise marginalized communities required
• Strong verbal communication skills and effective in representation and liaison with external actors
• Excellent spoken and technical writing ability in English, including report writing
• Good computer skills in programs including MS Word, Excel, Powerpoint, and Outlook
• Ability to work under pressure in challenging working and living conditions
• Willingness to travel extensively in northeast Nigeria, including to remote and/or insecure locations