Job Description

TITLE: Education Coordinator
TEAM/PROGRAMME: Programme Operations
LOCATION: Yobe
GRADE: 3
CONTRACT LENGTH: 1 year with the possibility of extension.
CHILD SAFEGUARDING: Level 3 – the responsibilities of the post may require the post holder to have regular contact with or access to children or young people
ROLE PURPOSE:

The Education Coordinator provides overall technical leadership, quality assurance, and coordination of Education in Emergencies (EiE) interventions under the ECHO-funded project. The postholder will ensure design integrity, technical excellence, and adherence to global EiE standards (INEE, ECHO guidelines) across all education components, including Accelerated Basic Education Programme (ABEP), Literacy & Numeracy Boost, Teaching at the Right Level (TaRL), Catch-Up Clubs, inclusive education, and safe learning environments. The role is responsible for driving improved learning outcomes, safe and inclusive access, and transition pathways into formal education systems, ensuring integration with child protection, MHPSS, and WASH interventions as outlined in the project design.
SCOPE OF ROLE:
Reports to: Programme Manager- ECHO.
Technical reporting line: Head of Education/Education Technical Advisor

Staff directly reporting to this post: Education Officers/EiE Officers
KEY AREAS OF ACCOUNTABILITY:
1. Technical Leadership & Programme Quality

• Lead the technical implementation, and continuous improvement of EiE interventions in line with the approved proposal and ECHO requirements.

• Ensure quality delivery of core EiE approaches including:

• Accelerated Basic Education Programme (ABEP)

• Literacy Boost & Numeracy Boost

• Teaching at the Right Level (TaRL)

• Catch-Up Clubs for adolescents, especially girls

• Provide technical oversight to ensure programmes deliver foundational literacy, numeracy, and transition outcomes for both in-school and out-of-school children.

• Ensure alignment with INEE Minimum Standards, Safe Schools approach, and GEDI (Gender Equality & Disability Inclusion) frameworks.

• Embed inclusive education practices, including disability screening, assistive devices, and differentiated instruction.
2. Programme Implementation & Delivery Support

• Guide field teams and partners in translating programme design into high-quality implementation plans.

• Ensure delivery of key EiE components including:

• OOSC mapping, enrolment campaigns, and transition pathways

• Establishment and management of ABEP centres and learning spaces

• Remedial education and structured learning activities

• Teacher deployment and classroom support

• Ensure integration of psychosocial support (PSS), safeguarding, and protection referral pathways within all education activities.

• Oversee safe, gender-responsive, and disability-inclusive learning environments, including school rehabilitation and learning spaces.
3. Teacher Development & Pedagogical Support

• Lead technical delivery of teacher training and continuous professional development, including:

• ABEP methodology and curriculum delivery

• TaRL, Literacy Boost and Numeracy Boost

• Inclusive pedagogy and Universal Design for Learning

• Classroom-based PSS and positive discipline

• Support establishment of coaching, mentoring, and classroom observation systems to improve teaching quality.

• Ensure teachers are equipped to identify, respond, and refer child protection concerns safely.

4. Learning Outcomes & Assessment

• Ensure effective implementation of learning assessments (ASER, EGRA/EGMA, TaRL tools, continuous classroom assessment).

• Track and improve learning outcomes, retention, and transition rates in line with ECHO indicators.

• Work with MEAL team to ensure:

• Robust indicator tracking (enrolment, retention, transition, learning gains)

• Use of data for adaptive programming

• Promote evidence-based decision making to improve programme effectiveness.
5. Partner Technical Support & Capacity Strengthening

• Provide hands-on technical guidance to implementing partners (LABDI, PREHYA) to ensure quality delivery of EiE components.

• Lead partner capacity strengthening in:

• EiE methodologies and pedagogy

• Inclusive education and safeguarding

• Learning assessment and data use

• Conduct regular technical field visits, joint monitoring, and review sessions.
6. Integration & Coordination

• Ensure strong integration between education, child protection, MHPSS, WASH, and cash components.

• Coordinate with:

• SUBEBs, Ministries of Education, LGEAs

• Education Cluster / EiE Working Group

• Local stakeholders (SBMCs, PTAs, community leaders)

• Support system strengthening, including school safety systems, referral pathways, and community engagement structures.
7. Safe, Inclusive & Protective Learning Environment

• Ensure all education interventions are:

• Child-safe and safeguarding compliant

• Gender-responsive and inclusive of children with disabilities

• Risk-informed and conflict-sensitive

• Lead implementation of Safe Schools principles, including:

• School safety systems

• Child protection integration

• Risk-informed planning
8. Monitoring, Documentation & Learning

• Ensure systematic documentation of:

• Best practices, case studies, innovations

• Lessons learned in EiE programming

• Contribute to technical reporting (donor and internal) ensuring high quality and evidence-based inputs.

• Facilitate learning and reflection sessions to improve programme quality.
9. Human Resource Management & Team Development

• Provide technical supervision, coaching, and performance management for EiE staff.

• Identify staff capacity gaps and implement structured technical development plans.

• Foster a culture of quality, learning, and accountability within the education team.
10. Technical Representation & Advocacy

• Represent the education unit in:

• Coordination meetings and technical forums

• Government engagements

• Contribute to advocacy on access to safe, inclusive education for crisis-affected children.

SKILLS AND BEHAVIORS (our Values in Practice)
Accountability:

• Holds self accountable for making decisions, managing resources efficiently, achieving and role modelling Save the Children values.

• Holds the team and partners accountable to deliver on their responsibilities – giving them the freedom to deliver in the best way they see fit, providing the necessary development to improve performance and applying appropriate consequences when results are not achieved.
Ambition:

• Sets ambitious and challenging goals for themselves (and their team), takes responsibility for their own personal development, and encourages others to do the same.

• Widely shares their personal vision for Save the Children, engages and motivates others.

• Future orientated, thinks strategically.
Collaboration:

• Builds and maintains effective relationships with their team, colleagues, Members and external partners and supporters.

• Values diversity sees it as a source of competitive strength.

• Approachable, good listener, easy to talk to.
Creativity:

• Develops and encourages new and innovative solutions.

• Willing to take disciplined risks.

Integrity:

• Honest encourages openness and transparency.
Occasional duties:

• Perform any other duties as may be assigned from time to time.

Judgement and Decision-Making

The Education Project Coordinator will in close collaboration with the, Programme Manager, Technical Advisors, Team Leaders and Deputy Director Programme Operations Humanitarian be responsible for making quick decisions aimed at improving timely and quality delivery of the interventions. Some of the decisions that require consultations include but not limited to; major operational issues, technical guidance, policies/procedural changes and financial decisions.
Academic background; experience & person specifications:

• Minimum of a bachelor’s degree in education, Arts, Social Sciences. Experience in managing integrated programmes across different thematic areas such as education, child protection, child rights governance or disaster risk reduction is a must.

• At least 5 years of accrued working experience in program implementation with a minimum of 2 years in a quasi-management level position in an international NGO and those applying partnership approaches is desirable.

• Experience in strategic thinking and planning skills, be able to set priorities, prepare manageable plans and to evaluate progress.

• Experience of working with local partners and Local Government and State Authorities in Education, Child Rights Governance, Health, Nutrition, Education, or Child Protection is an added advantage.

• Strong analytical skills and strategic planning abilities.

• Ability to establish and maintain conducive collegial relations and perform effectively as a member of a team.

• Willingness to travel and work in hard-to-reach areas, occasionally under strenuous conditions.

• Computer literacy and excellent documentation skills are a must.

• Availability and willingness to work extra hours during times of humanitarian responses.

• Highly developed cultural awareness and ability to work well in an international environment with people from diverse backgrounds and cultures

• Ability to intervene with crisis management or troubleshooting as necessary.

• Highly developed interpersonal and communication skills including influencing, negotiation and coaching

• Excellent time management and planning capacity.
Contacts:
Internal Contacts

• Programme Manager - frequent contact

• EDUCATION Projects Staff – frequent contact

• Field Finance Manager – frequent contact

• Technical Specialists – frequent contact

• Other Save the Children Staff – regular contact
External Contacts:

• Partners – frequent contact

• Children, stakeholders – regular

• Government agencies (LGEA & State Government staff) – Frequent contacts
Health and Safety:

The role holder is required to carry out the duties in accordance with SCI Health and Safety policies and procedures.