Education Project Coordinator

Role and responsibilities

Generic responsibilities

• Adherence to NRC policies, guidance and procedures
• Ensure that projects target people most in need of protection, explore and asses new and better
• ways to assist.
• Promote the rights of IDPs/returnees in line with the advocacy strategy.
• Contribute with Education CC specific technical competence to programme development,
• adjustment or review.
• Conduct Education CC specific technical assessment and present recommendations
• Provide Education CC specific technical input to coordination mechanisms (e.g. cluster
• coordination) and working groups as per the request of the Education PM
• Ensure regular and consistent information flow within the team and with the line manager,
• including regular reporting and updates.

Specific responsibilities:

• The following is meant to capture the detailed level of responsibilities, with the caveat that change to the
• education intervention in the West Area Office might imply consequent changes to this list.

YOUTH

• Follow up implementing partners projects on their Youth Engagement activities through the
• needed support of Youth Council and Youth Centres under the supervision of the Education Project

Manager

• Monitor, evaluate, and review Youth Projects in coordination with NRC’s partner organisations and
• under the supervision of the Education Project Manager
• Contribute to identification of community-based organizations / other local organizations for
• potential education partnerships.

FORMAL EDUCATION

• Support the implementation of NRC school grants (cash and voucher) for school improvement
• activities under the technical management of the Education Project Manager and with the
• assistance of the relevant Education staff.
• Plan and support the implementation of the BLP activities, including the BLP/Psychosocial Support
• (PSS) Teacher trainings and NRC newly hired staff;
• Plan and provide regular technical support to the local relevant education authorities on BLP and
• PSS together with the support of the relevant staff.
• To contribute on the compilation and dissemination of best practice, lessons learnt,
• recommendations, and case studies from project implementation, creating and tracking against a
• project improvement plan.
• Communicate with the relevant stakeholders, authorities, school headteachers, teachers, in order
• to ensure positive and healthy relationships.

OTHER

• Support the education needs assessments in the Area (elaboration, planning, coordination with
• relevant actors, implementation, translation as appropriate, reporting);
• Ensure the project supporting documents are collected and filed in accordance with NRC procedures.
• Collect and analyse qualitative and quantitative data. Present the data in a comprehensive manner.
• Support in translating documents and meetings’ notes from English to the Ukrainian language as needed.
• Contribute to the development of the education programme with technical and contextual inputs.
• Contribute to the development of Education CC strategy, LogFrame, and Plan of Action with technical and contextual inputs.
• Prepare and develop status reports as required by management.
• Support on the development of procurement plan, financial plan, daily/weekly/monthly workplans, and administrative tasks as needed.

LINE MANAGEMENT

• Line management of the education technical assistant/s or education officer to ensure the assigned
• tasks and responsibilities are delivered in timely manner and with the desirable quality.
• Ensure the performance management of the education staff according to needs and professional growth.
• Ensure capacity building of project staff and transfer key skills.

Critical interfaces

By interfaces, NRC means processes and projects that are interlinked with other departments/units or persons. Relevant interfaces for this position are:

• Area Programme Manager
• Area Education Team
• Education Specialist
• Other CC Coordinators/managers
• BLP Regional Capacity Building Manager (CEERO region) and Global Better Learning Programme Unit (GBU)

Competencies 

Professional competencies 

• These are skills, knowledge and experience that are important for effective performance.

Generic professional competencies for this position:

• Minimum 3 years of relevant experience within field of expertise (Education in Emergencies, team and project management).
• Documented technical competences related to the position’s responsibilities.
• Technical specific knowledge from the humanitarian sector is an asset.

Source: https://ekum.fa.em2.oraclecloud.com/hcmUI/CandidateExperience/en/sites/CX_2019/requisitions/job/15179