Project Officer – Inclusive Education in Emergencies (with Focus on Accelerated Learning)

1. Background

The Ethiopian Center for Disability and Development (ECDD) is a non-governmental, non-partisan, and non-profit organization. ECDD committed to promoting the rights and opportunities of persons with disabilities through policy advocacy and the mainstreaming of disability inclusion in service delivery, development programs, and humanitarian actions, in partnership with other organizations. Established in 2005, ECDD is dedicated to fostering an inclusive Ethiopia where persons with disabilities in all their diversities exercise their human rights and have access to mainstream services and opportunities on an equal basis with others.

ECDD, with funding from UN OCHA, is implementing the project entitled “Supporting Access to Education Needs for Crisis-Affected Communities in Machakel, Enemay, and Sedea Woredas of East Gojam Zone, Amhara Region”. The specific interventions that ECDD focuses on are ensuring access to quality and inclusive education for crisis-affected children, especially children with disabilities and those who have missed out on schooling due to conflict, displacement, or other emergencies. The project includes Accelerated Learning Programs (ALPs) to support out-of-school children to catch up and reintegrate into the formal education system. The interventions are aligned with the UN Convention on the Rights of Persons with Disabilities (UNCRPD), the Education Cannot Wait (ECW) strategy, and national frameworks for inclusive and accelerated learning in Ethiopia.

2. Purpose of the Role

The Project Officer will be responsible for the day-to-day implementation of the project at the grassroots level in their assigned woreda. This includes direct engagement with communities, teachers, and school administrators, supporting the establishment and running of ALP centers, ensuring that children with disabilities are identified and supported, and promoting inclusive, safe, and quality education in emergency contexts.

3. Key Responsibilities

Program Implementation

• Support the establishment and operationalization of disability inclusive Accelerated Learning Program (ALP) centers in target kebeles.
• Identify, enroll, and track the participation of children with disabilities.
• Distribute accessible and disability-inclusive teaching and learning materials.
• Ensure ALP curricula are adapted to meet the needs of diverse learners, in collaboration with teachers/facilitators.
• Promote inclusive teaching methods and support teachers/facilitators in applying child-centered, gender-responsive, and disability-inclusive approaches.

Community Mobilization and Stakeholder Engagement

• Conduct community sensitization sessions to promote the right to education for children with disabilities.
• Mobilize parents, caregivers, and community leaders to support attendance and retention of learners with disabilities.
• Strengthen the capacity of Parent-Teacher Associations (PTAs) and School Improvement Committees (SICs) to advocate for and support disability inclusive education.
• Facilitate linkages with local education offices, Organizations of Persons with disabilities (OPDs), and service providers.

Capacity Building

• Organize and deliver basic training and ongoing coaching for ALP facilitators and school staff on inclusive education and disability awareness.
• Share good practices in adapting teaching methods and materials for learners with special needs.

Monitoring, Evaluation, and Reporting

• Collect accurate, disaggregated data on learners (age, gender, disability, and location).
• Conduct regular visits to ALP centers and schools to ensure quality and compliance with project standards.
• Document and report progress, challenges, and success stories to the Project Coordinator.
• Participate in review meetings and contribute to donor and internal reports.

Child Protection and Safeguarding

• Ensure that all project activities comply with ECDD’s Code of Conduct, Child and Adult at Risk Safeguarding Policy, and PSEA (Prevention of Sexual Exploitation and Abuse) Policies.
• Identify and report protection risks, making timely referrals to appropriate services.
• Promote safe, protective, and accessible learning environments.

Administrative and Logistical Support

• Assist with organizing training, meetings, and community events.
• Coordinate with the procurement team of ECDD to ensure timely procurement and delivery of materials.

4. Qualifications and Experience

Essential:

• Bachelor’s degree in Education, Special Needs Education, Social Work, Community Development, or a related field.
• Minimum of 2 years’ experience in community-based education, humanitarian programming, or disability inclusion work.
• Practical understanding of inclusive education principles and the needs of children with disabilities.
• Experience working with ALP frameworks, non-formal education, or education catch-up models.
• Experience in implementing UN-funded projects and understanding, preferably projects funded by UN OCHA.
• Experience working in rural and/or emergency-affected areas.
• Ability to collect and manage data accurately.
• Fluency in Amharic and local dialects in East Gojam; good communication in written and spoken English.

Desirable:

• Experience with Accelerated Learning Programs or non-formal education approaches.
• Knowledge of local contexts in Machakel, Enemay, and Sedea Woredas.
• Skills in Ethiopian Sign Language or other accessible communication methods.

5. Core Competencies

• Strong commitment to the rights of persons with disabilities and inclusive education.
• Good facilitation, communication, and community mobilization skills.
• Cultural sensitivity, patience, and adaptability to challenging environments.
• Ability to work independently and as part of a diverse team.
• Problem-solving and proactive approach to field challenges.

6. Reporting Line

The Project Officer will report directly to the Project Coordinator and work in close collaboration with Woreda education offices, schools, and community structures.