Promoting access to quality, safe, and relevant education for all persons affected by crisis

Job Posting with Norwegian Refugee Council

Education Programme Development Manager
Norwegian Refugee Council
31 May 2017


An Education Programme Development Manager is required to establish and manage NRC’s education programme in Kibondo, Tanzania. The manager will have overall responsibility for the design and implementation of all education projects, including youth programmes, primary education support, and accelerated education. The manager will supervise two education officers and two education assistants. The manager must be able to speak English and French.


The Norwegian Refugee Council (NRC) is a non-governmental, humanitarian organisation with 60 years of experience in helping to create a safer and more dignified life for people affected by displacement. NRC advocates for the rights of displaced populations and offers assistance through its core competencies (CCs): Camp Management, Education, Food Security and Livelihoods, Information Counselling and Legal Assistance, Shelter, and Water, Sanitation and Hygiene.

Political instability in Burundi and the Democratic Republic of the Congo has caused a large number of refugees to seek sanctuary in Tanzania. As of March 2017, Tanzania is hosting almost 235,000 Burundian refugees, with a daily arrival of more than 300 persons. To respond to this situation, NRC opened an operational office in Kibondo, North Western Tanzania, in November 2016. It now operates in two camps hosting Burundian refugees, Mtendeli and Nduta, and plans to operate in a third, Nyagasuru. Fifty-nine per cent of the refugee population are children under the age of 18, yet education provision in the camps is extremely poor. In addition, there are very limited opportunities for youth. The language of instruction for Burundian refugees is French, although it is possible that this will transfer to English in the future.

NRC will operate projects in the camps to ensure better access to quality education. Principal activities will include construction of classrooms and other learning spaces; provision of basic education to primary and secondary school-aged children and youth through formal and informal means; vocational skills training for youth, and training of teachers. The projects will focus on quality and inclusion, and support children’s, youths’ and teachers’ protection and well-being. They will aim to integrate NRC’s CCs so that a holistic approach is provided. NRC will work closely with partners, including the relevant authorities, to achieve this.

An Education Programme Development Manager is required to establish and manage these projects. The Manager will have overall responsibility for the design and implementation of NRC’s education projects in Tanzania. The salary and benefits will be in accordance with NRC’s general directions.

All NRC employees are expected to work in accordance with the organisation’s core values: dedication, innovation, inclusivity and accountability. These guide NRC’s actions and relationships. The post-holder will observe NRC’s code of conduct and working hours for NRC Tanzania.


Generic responsibilities

  1. Development of the Education CC Strategy and Macro Log-frame for Tanzania, along with technical standard operating procedures and guidelines.
  2. Ensure compliance with NRC policies, CC tools, handbooks and guidelines.
  3. Development and management of proposals for funding, project budgets and donor reports.
  4. Overall management of education project staff.
  5. Coordination and management of education CC project implementation (activities, budget and project documentation) in line with proposals, strategies and donor requirements.
  6. Capacity development of project staff and transferral of key skills.
  7. Liaison and collaboration with relevant local and national authorities and stakeholders, and representation of NRC in relevant forums/cluster/working groups.
  8. Promotion of the rights of displaced persons in line with the NRC Advocacy Strategy.

Specific responsibilities

  1. Provide technical oversight of NRC education activities in the country; ensuring quality standards; developing tools to facilitate quality implementation; conducting field visits and ensuring that project implementation is in compliance with the donors’ agreed requirements, community expectations, global standards, and NRC, government and UNHCR policies; and managing evaluations. In particular, ensure that education programmes accord with the Inter-agency Network for Education in Emergencies’ Minimum Standards for Education and Conflict Sensitive Education Principles.
  2. Establish an accelerated education programme in accordance with the Accelerated Education Working Group’s Principles; conducting a comprehensive assessment, including identification of the numbers and learning needs of overage and out-of-school children and youth not in employment, education or training; potentially developing an AE curriculum; establishing AE learning centres; training AE teachers and centre managers; and ensuring alignment with formal provision of education.
  3. Provide support for formal schooling, working with partners as appropriate, to address barriers to enrolment, attendance and performance, and ensure children and adolescents are provided with high-quality, relevant education.
  4. Provide flexible and appropriate youth programming, including undertaking a comprehensive, participatory assessment in coordination with partners, with a particular focus on market-based, innovative interventions; identifying relevant courses; establishing youth skills centres, including management structures; working with partners to ensure no duplications or gaps; recruiting and training instructors; and ensuring the programme responds to changing needs.
  5. Establish a competency-based teacher training programme, defining training contents through needs-based assessment of teachers, coordinating with partners, and delivering and monitoring training. In particular, with partners, adapt the Training Pack for Primary School Teachers in Crisis Contexts to the local context, incorporating relevant sessions into the teacher training programme. In particular, explore the provision of long-term, classroom-based coaching/mentoring models, including through partnerships.
  6. Assess needs and explore opportunities for establishing education in emergencies, or other responsive measures to promote learning, protection and well-being, in new camps or transit centres;
  7. Ensure that the project targets beneficiaries most in need of protection; ensuring the meaningful participation of the community, including children and youth, in project implementation; and exploring and implementing new and better ways to assist the most vulnerable, especially girls and young women and children and youth with disabilities or special learning needs. In particular, integrate education projects with community-based child protection and psychosocial support interventions, through partners where necessary, and lead the implementation, management and monitoring of NRC’s Protection from Sexual Exploitation and Abuse in Education initiative throughout the education programme.
  8. Solicit, develop, promote and share ideas for improvement, innovation and necessary changes in project approaches and activities.
  9. Maintain overall responsibility for monitoring budgets; ensuring project implementation staff are adequately trained in tracking expenditure; and working with project teams to improve value for money and cost efficiency.
  10. Ensure the effective, accurate and timely monitoring, supervision, evaluation and reporting of projects; providing M&E support to implementation staff; supporting the Support Manager and Finance Coordinator on budget development and tracking and compiling financial reports; compiling narrative reports to the donor and any other project documentation; identifying opportunities to undertake appropriate research into education in the context; and ensuring learning from M&E activities is fed back to staff and stakeholders and used for continuous quality improvement of programming.
  11. Liaise with donors to identify funding opportunities.
  12. Collaborate with relevant local authorities and other key stakeholders.
  13. Support the recruitment of technical staff across the country programme.
  14. Work with the Regional Education Adviser and other education staff in the region and globally to contribute to continuous quality improvement of NRC’s education programming.


Professional competencies

Generic professional competencies

  • Programme and project management experience, gained from coordinating and/or managing education interventions (including formal and non-formal education and education in emergencies), especially in displacement-affected humanitarian/early recovery contexts.
  • Strong co-ordination competence, with the ability to establish and supervise technical lines, promote communication and knowledge sharing, manage multiple work streams, and ensure quality.
  • Qualified teacher with a minimum of a Certificate in Education from a recognised institution, and a minimum of five years’ teaching experience, including in minimally resourced education systems. Experience teaching large classes and developing own teaching and learning materials is an advantage.
  • Understanding of child-centred, process-oriented teaching and learning methodologies, positive discipline, inclusive classroom management and curriculum strategies (including gender and children with disabilities or special educational needs), formative and summative assessment, and lesson planning and schemes of work, along with understanding of ‘traditional’ modes of delivery.
  • Understanding of adult learning methodologies, with experience in delivering a range of teacher development activities, preferably including through in-service and pre-service modalities, and at a variety of different levels, but especially training primary and secondary teachers; experience developing teacher training materials preferred. Up-to-date knowledge of trends in teacher development.
  • Ability to assess institutional and professional capacity, design capacity development strategies through participatory mechanisms, and deliver organisational and staff development through a variety of means, including formal and informal training, mentoring, coaching and workshop facilitation.
  • Ability to rapidly understand the policy, strategic and institutional environment and to provide contextually appropriate and achievable technical advice.
  • Understanding and experience of programme monitoring, evaluation and reporting, with the ability to design effective M&E tools and train implementation staff in their use, and to use evidence to inform programme design and management.
  • Sound interpersonal, verbal and written communication skills, with in particular the ability to write concise, accurate reports in easily-understood language.
  • Commitment to participatory and inclusive methods of working.

Context specific skills, knowledge and experience

  • Fluency in English and French, both written and oral. Knowledge of Kirundi would be an advantage.
  • Experience starting-up new education programmes, including assessment, and developing education strategies and proposals.
  • Ability to use ICT software to develop proposals, budgets, training and work plans, and monitoring and evaluation tools.
  • Driving licence.

Behavioural competencies

  • Managing resources to optimise results.
  • Managing performance and development.
  • Empowering and building trust.
  • Handling insecure environments.
  • Strategic thinking.
  • Initiating action and change.



Apply through NRC's website.