Education Officer-Tuz:

Deadline Date ‎2022-‎06-‎121. Role and responsibilities
The purpose of the officer position is to oversee the day-to-day
implementation of the education project. Education officers will oversee all
operations and supervise education assistants.
Generic responsibilities
* Adhere to NRC policies, tools, handbooks, and guidelines
* Implement the education project according to the plan of action
* Prepare and develop status reports as required by management
* Maintain proper filing systems, both electronic and paper.
* Promote and share ideas for technical improvement
* Ensure that projects target beneficiaries most in need, and explore and assess new and better ways to assist.
Specific responsibilities
* Provide technical support and feedback to education assistants in line with program objectives.
* Update and maintain the effective project and individual work plans.
* Provide support to formal schools and incentive staff in line with NRC quality standards.
* Document technical issues and challenges, and channel them to the Education PC.
* Actively participating in an accurate and ongoing monitoring, tracking, and reporting of education project activities, budgets, and targets.
* Regularly travel to the field to support education and PSS activities.
* Monitoring and contributing to updating the overall project work plan, weekly report, and staff work plan.
* Ensure capacity building of project staff and transfer key skills
* Liaise and collaborate with relevant local authorities and other key stakeholders
* Make decisions on the ground with limited or remote supervision
* Contribute to formal report writing.
* Any other task relevant to the position as requested by the line 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:
* Information management staff.
* Safe and Integrated Programming (SIP) staff.
* Other staff supporting an integrated approach like the referral FP and the M&E team.
* Support staff like finance and logistics who support the program teams to deliver field activities.
* other core competency staff operating at field level at project sites (like; ICLA, AMAL, …)
Scale and scope of the position
Staff
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Contribute to the staff capacity building and gaps identification.

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Stakeholders:
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Key external stakeholders the post has relationships with include the Ministry
of Education Iraq and the MoE KRG, the mayor, UN agencies, INGOs, local NGOs,
school administration, parents, and community members.

Budgets:
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Responsible for tracking procurements against given budget lines.

Information:
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Responsible for providing key inputs for the weekly and monthly reports and
indicator tracking; assistance when required with donor reports, annual
reports, and log frame updates required

Legal or compliance:
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Responsible for reporting any Code of Conduct violation or Child Protection
concern to the line manager immediately1. Competencies
‎2. Professional competencies
These are skills, knowledge, and experience that are important for effective
performance.
Generic professional competencies:
* Experience working in a humanitarian/recovery context, particularly the education domain, no less than ‎2 years
* Previous experience working in complex and volatile contexts; ability to remain calm and professional in tense situations
* Documented results related to previous responsibilities
* Solid English language skills as well as fluency in Arabic. Kurdish and Turkmen are added values.
* Solid computer skills, including MS Word, Outlook, and Excel
* Proven ability to multi-task and meet deadlines.
* Ability to work diligently both independently and in a team setting.
* Previous experience supervising teams.
Specific skills, knowledge, and experience:
* Understanding of the circumstances, needs, and challenges returnees and IDP children face.
* Understanding of the role of education in meeting the needs of returnees and IDP populations.
* Understanding of SPHERE and/or INEE minimum standards
* Knowledge of the basics of Child Protection and/or psychosocial support
* Experience working with children and/or educators; MoE-level experience a plus
* Experience training or building the capacity of others.
* Candidates with a university and/or advanced, relevant degree preferred; significant experience in the field of education, PSS or child protection considered in lieu.
* Female candidates are encouraged to apply.
‎1. Behavioral competencies
These are personal qualities that influence how successful people are in their
job. NRC’s Competency Framework states several behavioural competencies, and
the following are essential for this position:
* Handling insecure environments
* Planning and delivering results
* Empowering and building trust
* Communicating with impact and respect (especially when dealing with affected communities)
* Ability to work with high-level government officials
‎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 Work and Development Plan
* End-of-trial Period Performance Review Template
* The End-term Performance Review Template
* The NRC Competency FrameworkThrough:
Education Officer-
Tuz