Education Monitor – Erbil camps and urban areas – (KRI/023)

Position	EDUCATION MONITOR
Reports to	EDUCATION OFFICER
Supervise	VOLUNTEERS UNDER THE PROGRAM
Duty Station	Erbil camps and urban areas

 

All INTERSOS employees are expected to perform their roles and responsibilities according to the INTERSOS charter of values, code of ethics, PSEA and Child Protection policies. The job description is mandatory for all positions within INTERSOS and shall be signed by the employee within the first week of employment.

 

Purpose/objective of the position:

The Education Monitor position main tasks include the overall monitoring of the education context and the collection of qualitative and quantitative data in the assigned areas of responsibility.

S/he identifies gaps, needs and barriers in education system in the community and ensures the quality and meaningful access to education for children.

 

Reporting lines:

The Education Monitor will report to the Education Team Leader/Education Manager during the implementation of the education project activities (line manager).

 

Specific Duties:

 

COMMUNITY-BASED-EDUCATION MONITORING:

• Conduct regular monitoring in the communities to support access and quality of education and to identify gaps related to education (i.e., enrolment challenges, OOSC, teachers’ gaps) and contribute to disseminate information to community on enrolment procedures;
• Ensure networking with community structures (i.e., local community leaders, outreach volunteers, School Management Committees/ PTAs, families) in all project target locations;
• Conduct out-of-school children identification assessment through mobilization processes at community level;
• Identify individual cases with education and protection concerns during data collection for referral to internal services or specialized agencies and partners;
• Monitor, survey, and assess the target population in the assigned areas at both household and group level, through regular home visits;
• Organize and conduct FGDs and consultation meetings with teachers, PTAs, community representatives and children;
• Report on findings from community consultations;
• Conduct education monitoring activities in the area of intervention and at community level using deferent quantitative and qualitative tools.

 

SCHOOL MONITORING:

• Collect information/data on the overall student enrollment including the children with disability from the targeted schools;
• Monitor attendance and performance of children during formal school and the first and second term exams;
• Supervise and ensure proper usage of the assigned equipment and education material in the targeted schools during the implementation of the non-formal activities;
• Identify children at risk of dropout in close coordination with schools’ principals, social workers and teachers;
• Understanding and use of data collection tools such as key Informant Interviews, observation tools, case studies as defined by the Team Leader and Education Manager;

 

TRANSPORTATION SERVICES:

• Supervise transportation services activities for refugee children in formal schools and non-formal activities;
• Supervise the Walking Bus Facilitators (WPF) in following up on the transportation services by ensuring necessary tools are in place such as list of the children supported, daily bus attendance sheet and schedule;
• Ensure visibility and safety and security measures are in place;
• Share monthly updates on overall numbers of children supported with transportation with Team Leader.

 

NON-FORMAL EDUCATION (NFE):

• Contribute to identify OOSC children and children at risk of dropout for the implementation of NFE activities (remedial and catch-up classes);
• Follow-up on the daily attendance of the children attending non-formal education (remedial and catch-up classes) and point out the differences/variations from one month to another;
• Support education facilitators/teachers working on the NFE classes to submit pre and post-tests for children attending classes, collect results and provide Team Leader with quality database;
• Follow-up with teachers on monthly exams/quizzes for teachers participating in Kurdish classes to assess their knowledge and progress;
• Support the Team Leader in the recruitment process of volunteer teachers needed for NFE classes;
• Encourage and stimulate full participation of children in the planning of education and recreational activities, including social cohesion activities with special focus on youth and adolescents;

 

CONDUCTING AWARENESS SESSIONS:

• Provide guidance to Teachers, PTAs, education committees in the planning and implementation of participatory community activities, awareness sessions and campaigns and in the general communication with communities;
• Support REIP sensitization sessions, information dissemination and training activities by conducting regular awareness sessions on different education and community engagement topics;
• Promoting parent’s participation on the topic of children’s education and disseminating positive messages to the population while enhancing peace building, social cohesion, and integration activities;
• Contribute to disseminate information on education services provided by INTERSOS to the community through posters and brochures.

 

PSS:

• Organize and conduct trainings for teachers and PTA members on protection, children participation and engagement, safeguarding, Psychological First Aid (PFA) and basic counselling, inclusive, child-centered and gender-sensitive teaching methodologies, and MHPSS principles;
• Provide teachers with tools enhancing the creation of a safe learning environment (i.e, provision of psychological counselling, trainings on caregivers’ reactions and communication strategies, the role of teachers in creating a safe learning environment);
• Supervise teachers in NFE activities to ensure children well-being;
• Conduct assessments on teachers and children well-being in the formal and non-formal school environment;
• Organize and lead social cohesion and recreational activities at school and community level;
• Lead and follow-up the development and implementation of school-based Code of Conducts (CoCs) determining the rules, standards and procedures to adopt for the achievement of a safe educational environment;
• Organize regular awareness raising sessions on protection, children engagement, safeguarding, children and school personnel wellbeing;
• Follow-up and support beneficiaries that have been identified as needing protection and psychosocial intervention;
• Follow-up on school-based established referral system and provide continuous refreshment sessions for teachers, parents and children;
• Conduct focus group discussions and other participatory activities to engage community members in protection activities and to better understand their needs and interests;

 

Other Duties:

 

• REIP implementation: Support the Education Team Leader in sharing regular updates from the field such as REIP field monitoring by collecting qualitative and quantitative data and information;
• Capacity building training for teachers and DoE’s supervisors: submission of capacity building assessments for the teachers and DoE’s supervisors; communicate with teachers and school management to share information about trainings; organise trainings and ensure transportation for participants is in place;
• Support the establishment of PTAs in the schools and support with training on guidelines, roles and responsibilities, development and follow-up of school resilience plans, understanding of resources needed, as well as assessing capacity building trainings needed;
• Support education committee’s selection, meetings and activities;
• Conduct education needs assessments & participatory assessments as requested by Team Leader;
• Translate documents (tools, activity guidelines, and key messages) from/to Arabic or Kurdish.

 

Competencies: (Knowledge, Skills & Abilities)

Professional Competencies:

• A minimum of 1-year experience in the Education sector (or any children related activities/programs).
• Experience as a frontline staff (field staff) is required.
• Strong experience in PSS activities and PFA.
• Previous working experience with camp and out of camp settings with IDPs, returnees, refugees and host- communities.
• Ability to deal with Disability cases, during class and school activities.
• University degree – College of Education, social science, or Psychology.
• Fluency in Arabic and Kurdish, English is an asset.
• Computer Skills: Data entry and presentation. MS Offices (Excel and word). PowerPoint is an asset.
• Ability in analysing data and issue timely structured reports.
• Ability to participate in school activities and project teamwork.
• Ability to deliver trainings on MHPSS related topics.
• Knowledge of the context and of the Education system in KRI.
• Knowledge of Child Safeguarding policy and PSEA.

Requirements:

• Strong diplomatic, interpersonal, listening and communication skills.
• Ability to work in a multicultural context as a flexible and respectful team.
• Pro-activity and independency.
• Flexibility and ability to cope with stressful situations.