وظائف مدرس رسم و فنون في السودان

<p>Vacancy No: 31<br>Duty Station: Khartoum<br>Closing Date: 01 Oct 2026</p><h4>Background</h4><p>Our <strong>Research and Marketing Department in the industrial sector</strong> plays a pivotal role in linking the factory with the external market, converting production capacities into market shares and sustainable profits.&nbsp;Unlike service companies, this department in industries focuses on the nature of the product, production lines, and supply chains.</p><h4>Duties and responsibilities</h4><p>1- <strong>Market Research and Industrial Studies (Market Research)</strong></p><ul><li><strong>Industrial Consumer Behavior Study (B2B):</strong>&nbsp;Analyzing the needs of factories and other companies purchasing the factory's products (such as raw materials or machinery).</li><li><strong>Competitor Analysis:</strong>&nbsp;Monitoring competing products in the market, knowing their prices, quality, strengths, and weaknesses.</li><li><strong>Demand Forecasting:</strong>&nbsp;Estimating future demand for products to assist production management in adjusting manufacturing quantities and avoiding inventory accumulation.</li><li><strong>Exploring New Markets:</strong>&nbsp;Studying export opportunities and new geographical markets where the factory can expand.</li></ul><p><strong>2- New Product Development (Product Development)</strong></p><ul><li><strong>Identifying Market Gaps:</strong>&nbsp;Monitoring deficiencies in current products and proposing ideas for new products that meet customer needs.</li><li><strong>Collaboration with Engineering and Production (R&amp;D):</strong>&nbsp;Conveying market and customer requirements to the manufacturing team to develop product specifications (quality, size, packaging).</li><li><strong>Product Testing:</strong>&nbsp;Introducing test samples into the market to measure customer feedback before starting large-scale commercial production.</li></ul><p><strong>3- &nbsp; Strategic Marketing and Industrial Promotion (Marketing Strategy)</strong></p><ul><li><strong>Industrial Branding:</strong>&nbsp;Building a strong reputation for the factory associated with quality and reliability.</li><li><strong>Industrial Pricing Strategy:</strong>&nbsp;Participating in setting flexible pricing policies suitable for wholesale, taking into account production costs, profit margins, and competition.</li><li><strong>Distribution Channel Management:</strong>&nbsp;Selecting the best methods to deliver the product to the end consumer (whether through agents, distributors, or direct sales to companies).</li><li><strong>Participation in Industrial Exhibitions:</strong>&nbsp;Organizing the factory's presence at local and international trade fairs, which is the most important channel in industrial marketing.</li></ul><p><strong>4- Sales Support and Customer Service</strong></p><ul><li><strong>Preparation of Technical Promotional Materials:</strong>&nbsp;Creating catalogs, brochures, and technical product specifications needed by sales personnel to convince customers.</li><li><strong>Measuring Customer Satisfaction:</strong>&nbsp;Following up on post-sale buyer feedback and addressing quality complaints to improve production lines.</li></ul><p>&nbsp;</p><h4>Minimum Qualification, Skills and Experience Required</h4><ul><li>Bachelor's degree in <strong>Business Administration, Marketing, Industrial Engineering</strong>, or Economics</li><li>At least <strong>5 to 7 years</strong> of experience in marketing or market research, preferably partly within the <strong>industrial sector</strong></li><li><strong>Big Data Analysis:</strong> Ability to handle numbers, statistics, and read market indicators to forecast demand and sales volume.</li><li><strong>Proficiency in Research and Marketing Tools:</strong> Good knowledge of Customer Relationship Management (<strong>CRM</strong>) systems, statistical analysis software (such as SPSS or advanced Excel), and competitor analysis tools.</li><li><strong>Technical Product Understanding:</strong> Ability to comprehend technical specifications of products manufactured by the factory and translate them into clear marketing language easily understood by customers.</li><li><strong>Strategic Planning:</strong> Ability to develop short- and long-term marketing plans aligned with the factory's production capacity.</li><li><strong>Team Management and Leadership:</strong> Skill in leading a team of researchers, designers, and marketing executives, and allocating tasks effectively.</li><li><strong>Data-Driven Decision Making:</strong> Ability to make tough decisions (such as entering a new market or discontinuing a product) based on research reports rather than guesswork.</li><li><strong>Effective B2B Communication:</strong> Ability to build strong relationships with major industrial clients, suppliers, and business partners.</li><li><strong>Critical Thinking and Problem Solving:</strong> Quick response to marketing crises (such as a new competitor entering with lower prices, or a market recession).</li><li><strong>Negotiation and Persuasion Skills:</strong> Ability to convince senior management of the feasibility of investing in new research or adjusting pricing policies.</li></ul><p>A successful Research and Marketing Manager in the industry is the <strong>"translator"</strong> who takes complex market numbers and converts them into clear sales opportunities, and takes customer requirements and turns them into ideas for new products developed by the factory.</p>

<p>Vacancy No: 17808<br>Section/Unit: Education<br>Grade Level: NAT 4<br>Supervisor: Education Coordinator<br>No. of Post: 1<br>Duty Station: Al Geneina<br>Duration: 24 Months<br>Closing Date: 13 Oct 2026</p><h4>Background</h4><p><strong>ROLE PURPOSE:</strong></p><p>&nbsp;</p><p>The Education Officer, under the guidance of Education Coordinator or Head of Program Implementation is responsible for the planning, implementing, monitoring and reporting of the ECW program (including primary, secondary and education in emergencies) in line with and agreed plan of action and budget, donor, SC and government policies, requirements and procedures. The project officer will provide technical support to partners at state, district and school level including teachers focusing on effective planning, school WASH related activities, distribution of teaching and learning materials, reporting, school management and leadership, ILET and child centred teaching learning methodologies among others. He/she will ensure efficient utilization of program resources for the intended purpose through effective planning and monitoring. He or she will ensure the use of appropriate, cost effective and innovative approaches especially in improving quality, equity, inclusiveness and performance of students especially those disadvantaged groups. He or she will ensure synergy through collaboration and networking with other actors at state and locality level. The project officer will ensure partnership with relevant partners including Secretariat of education (SOE) County education officers (CEOs), community-based organizations, (CBOs,) Parent Teacher Association PTA, teachers and children. The project officer shall ensure linkage among education and other thematic areas at field level. He or she will play key role in representing SCI in relevant networks and forums and engage in advocacy and dialogue with relevant education duty bearers and stakeholders at region and district level.</p><h4>Duties and responsibilities</h4><p><strong>Program Implementation</strong></p><ul><li>With support from the Education Coordinator, develop, implement, and monitor quarterly, monthly, and weekly activity plans to achieve expected results. This includes planning of activities, budgets, and procurement.&nbsp;</li><li>Ensure that all planned activities are implemented on time, to quality measures and within budget as per the monthly plan. Where challenges arise, ensure that these are flagged early, communicated to the Education Program Coordinator, and addressed on time way.</li><li>Lead the preparation of all procurement and administrative documents required for program implementation.</li><li>Work with communities (leaders, parents, etc.) and disseminate information about education issues and available services.</li><li>Hold meetings with stakeholders including schools, local councils and other organizations serving children and the community to understand their education priorities familiarize them with the projects and its objectives and engage them in the process.</li><li>Keep proper records of field expenditures when appropriate and report on these to the Programme Manager.</li><li>Ensure that the Education program is implemented in ways that are responsive to communities and children, in line with SC’s principles, values and strategic plan and compliant with SC’s procedures.&nbsp;</li></ul><p><strong>Monitoring and Reporting</strong></p><ul><li>Ensure that all program data is properly and regularly collected, check data, and ensure that it is logically presented to the Education Manager.&nbsp;</li><li>Collect and compile projects based on the standard formats and submit weekly reports capturing achievements, case studies and lessons learned to the Education Manager.</li><li>Contribute to the preparation of internal and external reports.&nbsp;</li><li>Participate in team reviews of results and program progress and/or project evaluation when and as requested.</li></ul><p><strong>Collaboration and Representation</strong></p><ul><li>Represent professionally save the Children.</li><li>Liaise with other stakeholders, including schools, local leaders, and partners and participate in relevant meetings.</li><li>Collaboration with other team members across to ensure synergies and consistency in our programming approaches.</li><li>Represent programming with local government, NGOs, communities and within SC as appropriate.</li></ul><p><strong>General:</strong></p><ul><li>Comply with Save the Children policies and practices concerning child protection, code of conduct, health and safety, equal opportunities and other relevant policies and procedures.</li></ul><p><strong>SKILLS AND BEHAVIOURS (SCI Values in Practice</strong>)&nbsp;</p><p>&nbsp;</p><p><strong>Accountability:</strong></p><ul><li>Holds self-accountable for making decisions, managing resources efficiently, achieving and role modelling Save the Children values.</li></ul><p><strong>Ambition:</strong></p><ul><li>Set ambitious and challenging goals for themselves and take responsibility for their personal development.</li><li>Widely shares their vision for Save the Children and engages and motivates others.</li></ul><p><strong>Collaboration:</strong></p><ul><li>Builds and maintains effective relationships, with their colleagues, Members and external partners and supporters.</li><li>Values diversity sees it as a source of competitive strength.</li><li>Approachable, good listener, easy to talk to.</li></ul><p><strong>Creativity:</strong></p><ul><li>Develops and encourages new and innovative solutions.</li></ul><p><strong>Integrity:</strong></p><ul><li>Honest, encourages openness and transparency; demonstrates the highest levels of integrity.</li></ul><h4>Minimum Qualification, Skills and Experience Required</h4><p><strong>QUALIFICATIONS, EXPERIENCE AND SKILLS</strong></p><p>&nbsp;</p><p><strong>Essential:</strong></p><ul><li>Bachelor’s degree in Education, Social Sciences, Psychology, Humanities, or another relevant field.</li><li>At least two years of relevant professional experience in education programming, preferably including experience in child protection or integrated programming.</li><li>Demonstrated experience in implementing education or children’s programmes and working directly with children and communities in humanitarian or emergency contexts.</li><li>Good understanding of education programming and child development approaches, particularly those related to primary education, intermediate education, Education in Emergencies, and children’s developmental and learning needs.</li><li>Sound knowledge of education and development issues, particularly barriers affecting women’s and children’s access to safe, inclusive, and quality education.</li><li>Familiarity with formal and non-formal education strategies, methodologies, and approaches at the primary and intermediate education levels.</li><li>Knowledge of child-centred teaching and learning methodologies, teacher professional development, school management, and community engagement.</li><li>Understanding of child safeguarding, protection principles, gender equality, disability inclusion, and conflict-sensitive education programming.</li><li>Experience in activity planning, implementation, monitoring, data collection, budget follow-up, and preparation of timely and accurate reports.</li><li>Ability to coordinate effectively with education authorities, schools, teachers, community-based organizations, Parent-Teacher Associations, children, and other relevant stakeholders.</li><li>Strong interpersonal, communication, facilitation, teamwork, and problem-solving skills.</li><li>Ability to work independently, manage multiple priorities, meet deadlines, and perform effectively in challenging and changing operational environments.</li><li>Good written and spoken communication skills in <strong>Arabic and English</strong>.</li><li>Computer literacy, including proficiency in <strong>Microsoft Word, Excel, PowerPoint, Outlook, and other relevant data-management tools</strong>.</li><li>Willingness and ability to travel to field locations as operationally required.</li></ul><p><strong>Desirable:</strong></p><ul><li>Previous experience implementing donor funded education projects, particularly Education Cannot Wait or similar Education in Emergencies programmes.</li><li>Experience working with international or national humanitarian and development organizations.</li><li>Knowledge of the local education context, government education structures, and relevant coordination mechanisms.</li><li>Experience supporting teacher training, school improvement planning, distribution of teaching and learning materials, and school WASH activities.</li><li>Knowledge of Save the Children’s education approaches, including <strong>Improving Learning Environments Together</strong>, where applicable.</li></ul><p><strong>Equal Opportunities&nbsp;</strong></p><p>The post holder is required to carry out the duties under the SCI Equal Opportunities and Diversity policies and procedures.</p><p>&nbsp;</p><p><strong>CHILD SAFEGUARDING:</strong> The post holder will have contact with children and/or young people <i>either</i> frequently&nbsp;(e.g. once a week or more) or intensively (e.g. four days in one month or more or overnight) because they work country programs or are visiting the country programs; or because they are responsible for implementing the police checking/vetting process staff.</p><p>&nbsp;</p><p><strong>Health and Safety</strong></p><p>The role holder is required to carry out the duties in accordance with SCI Health and Safety policies and procedures.</p>

<p>Vacancy No: 54792<br>Section/Unit: Program<br>Grade Level: C2<br>Supervisor: Project Manager<br>No. of Post: 1<br>Duty Station: Algadarif<br>Duration: 1 year<br>Closing Date: 31 August 2026</p><h4>Background</h4><p><strong>Role PURPOSE</strong></p><p>Plan International is an independent child rights and humanitarian organisation committed to children living a life free of poverty, violence and injustice.</p><p>We actively unite children, communities and other people who share our mission to make positive lasting changes in children’s and young people’s lives. We support children to gain the skills, knowledge and confidence they need to claim their rights to a fulfilling life, today and in the future. We place a specific focus on girls and women, who are most often left behind.&nbsp;</p><p>We have been building powerful partnerships for children for more than 75 years, and are now active in more than 70 countries.</p><p>The role is to provide technical support to the design, implementation and monitoring of the <strong>Early Childhood Education</strong> (ECE) activities in the project in the target project locations with a special focus on improving access to early childhood education in Kassala State, through ensuring 550 children 0-5 years old are enrolled ECE centers in in the targeted localities.&nbsp;</p><h4>Duties and responsibilities</h4><ul><li><strong>Dimensions of the Role</strong></li></ul><p>The Program Officer –&nbsp; is a key person among the teams, the areas of his/her role is mainly focus on the following 04 dimensions of roles:</p><ul><li>Ensure that all project activities under his\her responsibility are implemented as planned and facilitate for smooth implementation.</li><li>Ensuring good management of project partners.</li><li>Ensure good working relationship with all the key stakeholders including, Kassala State’ Ministry of Education (SMOE), localities Level - Departments of Primary Education (DPE), PTAs and target communities.</li><li>Ensure and participate effectively in reporting for Donors and other partners reporting requirements-which are stated in the FAD and project agreements- in proper and timely manner.</li><li>Actively participate in the design and implementation of new initiatives that would improve the existing project. Lead these initiatives where appropriate.&nbsp;</li><li>Support proposal development for new project proposals, as necessary.</li><li><strong>Accountabilities</strong><ul><li>Ensure that project activities are implemented in compliance with Plan and Donors quality standards and performance measures.</li><li>Work closely with the Project Manger to achieve project objectives and targets effectively and efficiently.</li><li>Oversee that the approved projects activities are implemented according to the approved budget lines and time frames.</li><li>Ensure that cost effectiveness is maintained in all implemented project activities.</li><li>Maintain effective monitoring for the project’s interventions and in coordination with Project Manager undertake necessary corrective actions if need arises.</li><li>Produce monitoring and progress reports on regular basis.</li><li>Participate effectively in project reviews and evaluation.</li><li>Achieve proper documentation of the project’s interventions under his\her scope of responsibility.</li><li>Achieve proper management and achieve regular field visits and reports.&nbsp;</li><li>Insure development of various ECE models (such as neighbourhood preschools, seasonal preschool, ALP for ECE etc) and construction/rehabilitation, furnishing, and equipment of 22 ECE centres.</li><li>Insure creation of a teacher training manual for each of the ECE models.</li><li>Insure creation of a monitoring tool to measure the quality of ECE sessions. ECE monitoring tool will be created to measure the quality of the ECE programme.&nbsp;</li><li>Insure conduction of quarterly teacher trainings for ECE teachers.&nbsp;</li><li>Insure conduction of ECE awareness campaign targeting parents and other community members.&nbsp;</li><li>Insure creation of a parenting programme curriculum based on the classroom curriculum. A ‘Learning at home’ curriculum will be developed.&nbsp;</li><li>Insure creation of a monitoring tool to measure the quality of parenting sessions.</li><li>Insure conduction of quarterly teacher trainings on how to conduct parenting programmes in their respective preschools.&nbsp;</li><li>Monitor closely activities implemented by the 2 applicants and submit field visits reports.</li><li>Insure partners advances were liquidated on time and that all needed documents were correct and meets donor compliances.&nbsp;</li><li>Work closely with two co-applicants in order to strengthen their capacities while respecting the guidelines of this project.&nbsp;</li><li>To be involved in the implementation of activities as noted&nbsp;<strong>1</strong>. above – particularly technical support on capacity building activities, campaigns, managing the Financial Support to Third Parties (FSTP) and working with local level actors.&nbsp;</li><li>Necessary information / training, performance monitoring skills acquired by the CBOs.&nbsp;</li><li>Communities properly mobilized and well contributed in the project in order to lead their development process themselves.&nbsp;</li><li>Participate in developing&nbsp; and&nbsp;maintaining of&nbsp; project&nbsp; reporting&nbsp;protocols,&nbsp; both&nbsp; narrative&nbsp;and&nbsp; financial,&nbsp; and&nbsp;ensure accurate and prompt reporting to all concerned (Plan International Sudan, donor, Government of Sudan, and other project stakeholders).</li><li>Work with the project’ partner to ensure that lessons learned case studies are captured and properly documented and archived by carrying out regular project/program reviews.</li><li>Support project manager ensure timely quarterly performance indicator tracking tables.&nbsp;</li><li>Support project manager ensure grant/project management compliance with donor regulation.</li></ul></li><li><strong>Actively participate in the design and implementation of new initiatives that would improve the existing project. Lead these initiatives where appropriate.&nbsp;</strong></li><li><strong>Support proposal development for new project proposals, as necessary.</strong></li><li><strong>Other support&nbsp;</strong></li><li><strong>Ensure that all project activities under his\her responsibility are implemented as planned and facilitate for smooth implementation:</strong></li><li>Ensure that Plan’s and Donor’s policies and procedures are continuously adhered to in all actions contributing to the design, planning, managing and monitoring of project activities.</li><li><strong>Insure good management of project&nbsp;partners (two co-applicants SORD and JASMAR and targeted CBOs and CSOs).</strong></li><li><strong>Ensure and participate effectively in reporting</strong>&nbsp;<strong>for Donors and other partners&nbsp;reporting requirements-which are stated in the FAD and project agreements- in proper and timely manner.</strong></li><li>Collect and compile project data regularly to submit to the project Manager, including case studies, success stories and photographs of project activities.</li><li>Ensures that Plan International’s global policies for Child Protection (CPP) and Gender Equality and Inclusion (GEI) are fully embedded in accordance with the principles and requirements of the policy including relevant Implementation Standards and Guidelines as applicable to their area of responsibility. This includes, but is not limited to, ensuring staff and associates are aware of and understand their responsibilities under these policies and Plan International’s Code of Conduct (CoC), their relevance to their area of work, and that concerns are reported and managed in accordance with the appropriate procedures.</li><li><strong>Key relationships</strong></li></ul><p><strong>Internal Communication</strong></p><ul><li><strong>Project Manager</strong> – High level of Communication to report, seek approvals, sharing views to strengthen the project implementation and to ensure continues needed support.</li><li><strong>Other departmental heads in the Program Area&nbsp;</strong>– Regular communication with Program Area departments to share work progress and updates and technical follow up.</li><li><strong>Project key stakeholders</strong>: Build good working relationship with all the key stakeholders including, the 2 project partners SORD and JASAMR&nbsp; Kassala State’ Ministry of Education (SMOE), localities Level - Departments of Primary Education (DPE), PTAs, and 15 target child focused CSOs and&nbsp; target communities.</li></ul><p><strong>External Communication</strong></p><ul><li><strong>Implementing Partners</strong> – high level of communication with implementing partners to understand their process and progress on implementation of the&nbsp;project and provide the required support.</li></ul><h4>Minimum Qualification, Skills and Experience Required</h4><p><strong>Technical expertise, skills and knowledge</strong></p><p><strong>Skills&nbsp;</strong></p><ul><li><strong>Presentation skills</strong><ol><li>Negotiation skills&nbsp;</li><li>Facilitation skills s.</li><li>Analytical and logical skill.</li></ol></li><li><strong>Communication skills</strong><ol><li>Good command of written and spoken English and Arabic languages.</li><li>Good skills in spread sheet and word processing computer application</li><li>Good skills in computer information and communication.</li><li>Excellent skills in reading, writing, speaking, and listening skills.</li><li>Ability to document progress and trend reports.</li><li>Ability to think creatively to understand including risks associated to internet and social media and present appropriately.</li><li>Strong interpersonal skills to cope up with stress and managing work effectively.</li></ol></li></ul><p><strong>Knowledge and expertise&nbsp;</strong></p><ul><li>The post holder is expected to have considerable knowledge of the inclusive gender responsive quality education.</li><li>Substantial experience of working in education program at least 2-4 years.&nbsp;</li><li>Considerable experience in working with CSOs, children participation and community mobilization.</li><li>Knowledge of child friendly tools.&nbsp;</li><li>Proven ability to communicate on Education topics with diverse groups.</li><li>Ability to support in the development and roll out of Education project.</li><li>Good development and facilitation skills, including catalysing, connecting, and building the capacity of community groups/ partners.</li><li>Strong communicator at all levels with interpersonal skills, ability and commitment to listen to others.</li><li>Working knowledge of programs/projects cycle management.</li><li>Ability to maintain effective working relationships with staff and key partners.</li></ul><p><strong>Essential</strong></p><ul><li>Bachelor’s Degree in Education, Social Sciences or other related fields.</li><li>A high level of written and spoken English</li><li>Excellent communication skills</li></ul><p><strong>Desirable</strong></p><ul><li>Understanding and commitment to Plan International values, mission and mandate.&nbsp;</li><li>Sensitization and mobilization of local communities, building capacities and skills of communities, refugees and migrant.</li></ul><p>&nbsp;</p><p><strong>Plan International’s Values in Practice</strong></p><p><strong>We are open and accountable</strong></p><ul><li>Promotes a culture of openness and transparency, including with sponsors and donors.</li><li>Holds self and others accountable to achieve the highest standards of integrity.</li><li>Consistent and fair in the treatment of people.</li><li>Open about mistakes and keen to learn from them.</li><li>Accountable for ensuring we are a safe organisation for all children, girls &amp; young people</li></ul><p><strong>We strive for lasting impact</strong></p><ul><li>Articulates a clear purpose for staff and sets high expectations.</li><li>Creates a climate of continuous improvement, open to challenge and new ideas.</li><li>Focuses resources to drive change and maximise long-term impact, responsive to changed priorities or crises.</li><li>Evidence-based and evaluates effectiveness.</li></ul><p><strong>We work well together</strong></p><ul><li>Seeks constructive outcomes, listens to others, willing to compromise when appropriate.</li><li>Builds constructive relationships across Plan International to support our shared goals.</li><li>Develops trusting and ‘win-win’ relationships with funders, partners and communities.</li><li>Engages and works well with others outside the organization to build a better world for girls and all children.</li></ul><p>&nbsp;</p><p><strong>We are inclusive and empowering</strong></p><p>&nbsp;</p><ul><li>Seeks constructive outcomes, listens to others, willing to compromise when appropriate.</li><li>Builds constructive relationships across Plan International to support our shared goals.</li><li>Develops trusting and ‘win-win’ relationships with funders, partners and communities.</li><li>Engages and works well with others outside the organization to build a better world for girls and all children.</li></ul><p>&nbsp;</p><p>Physical Environment</p><p><i>[In this section, state “typical office environment”, or conditions such as “must work outside in an extremely hot and humid climate”. Also note if any protective equipment is required.]</i></p><ul><li>Must work in busiest environment outside the office with multi stakeholders.</li><li>Must work outside in an extremely hot and humid climate to perform her/is tasks.</li><li>Must work under high stresses.&nbsp;</li><li>Must work off hours after daily working hours when ever requirement arises.&nbsp;</li></ul><p>Application Link:- <a href="https://career5.successfactors.eu/sfcareer/jobreqcareerpvt?jobId=54792&amp;company=PlanInt&amp;st=3DFC0408C483EA8ECD78645B8B67FBE4EBD77E5E">https://career5.successfactors.eu/sfcareer/jobreqcareerpvt?jobId=54792&amp;company=PlanInt&amp;st=3DFC0408C483EA8ECD78645B8B67FBE4EBD77E5E</a>&nbsp;</p><p>&nbsp;</p><figure class="table"><table><tbody><tr><td><p><strong>In addition to the Motivation letter and your CV, please attach copies of your academic certificates, experience certificates, and either your passport or your national ID card. These documents are required to complete the review of your application.</strong></p><h2><br><strong>Women are strongly encouraged to apply</strong></h2></td></tr><tr><td>&nbsp;</td></tr></tbody></table></figure><p>&nbsp;</p><p>&nbsp;</p>

<p>Section/Unit: Operations<br>Grade Level: 13<br>Supervisor: Education Manager<br>No. of Post: 1<br>Duty Station: Khartoum<br>Duration: 1 year with possibility<br>Closing Date: 27 August 2026</p><h4>Background</h4><p>The Education Officer (EiE) will support the effective design, implementation, and monitoring of Education in Emergencies interventions to restore and sustain safe, inclusive, and protective learning opportunities for crisis-affected children. The role contributes to improving access, retention, and learning outcomes while reducing protection risks such as child labor, early marriage, and exploitation. The position ensures alignment with project design, INEE Minimum Standards, World Vision education in emergency implementation standard, and integrated multi-sector responses, working closely with government, clusters, and communities. The position will also contribute to assessing the capacity of local partners, developing capacity development plans, and providing ongoing coaching and mentorship.</p><h4>Duties and responsibilities</h4><p><strong>1.Project Implementation:&nbsp;</strong></p><p>• Lead implementation of EiE activities including, school rehabilitation, and accelerated learning programs.&nbsp;</p><p>• Ensure integration of psychosocial support (PSS), SEL, and life skills into education programming. • Support the selection of incentive workers, training, and supervision.&nbsp;</p><p>• Distribute Teaching &amp; Learning Materials (TLMs) and school supplies.</p><p>• Ensure inclusion of vulnerable groups (girls, children with disabilities, IDPs/refugees)&nbsp;</p><p>• Support safe school reopening advocacy and coordination with stakeholders.&nbsp;</p><p>• Facilitate back-to-school campaigns and community mobilization. • Implement Accelerated Learning Programs (ALP)</p><p>• Organize remedial classes to address learning loss.&nbsp;</p><p>• Establish and strengthen child protection referral pathways in collaboration with protection sector and other stakeholders. • Facilitate community dialogues on safe education and protection risks.&nbsp;</p><p>• Support cash for education initiatives to reduce economic barriers.&nbsp;</p><p>• Promote inclusive education support for children with disabilities.&nbsp;</p><p>• Establish and strengthen gender clubs for life skills and protection awareness.&nbsp;</p><p>• Work closely with local partner, provide on time support and mentorship&nbsp;</p><p>• Follow up enrolment, attendance, drop out and retention&nbsp;</p><p>• Establish a system of reporting with local partner and regularly check plans and reports&nbsp;</p><p>• Support the establishment and strengthen of school base data record and keeping&nbsp;</p><p>• Work closely with respective school management and PTA to ensure efficient school improvement plan</p><p>&nbsp;</p><p><strong>2.Capacity Building &amp; Field Support&nbsp;</strong></p><p>✓ Train teachers and facilitators on:</p><p>&nbsp;• EiE, child-centered pedagogy, and inclusive education&nbsp;</p><p>• MHPSS (Mental Health and Psychosocial Support) and SEL&nbsp;</p><p>• Child safeguarding and protection&nbsp;</p><p>• Instructional planning&nbsp;</p><p>• Continuous assessment&nbsp;</p><p>• Strengthened capacity of teachers and education stakeholders.&nbsp;</p><p>• Improved quality of teaching and safe classroom practices.&nbsp;</p><p>• Improved planning and reporting&nbsp;</p><p>•Train school leaders, PTA members, and education officials on Education in Emergency. &nbsp;</p><p>•Provide mentoring, coaching, and supportive supervision.</p><p>•Regularly contact partner and conduct capacity need assessment, identify capacity gap and organize on job training.</p><p>&nbsp;</p><p><strong>Stakeholder and Communities Engagement:&nbsp;</strong></p><p>• Coordinate with Education Cluster, Locality education department, local partner schools, and PTAs.&nbsp;</p><p>• Strengthen community-based structures to support education access.&nbsp;</p><p>• Collaborate with Protection, WASH, Health, Nutrition, MPCA and FSL teams for integrated programming.&nbsp;</p><p>• Support EiE advocacy and coordination platforms</p><p>&nbsp;</p><p>&nbsp;</p><p><strong>Monitoring, Evaluation Evidence and Knowledge Management:&nbsp;</strong></p><p>• Prepare weekly, monthly and Quarter donor reports&nbsp;</p><p>• Develop weekly plan and support partner organization to regularly pan and report&nbsp;</p><p>• Monitor program performance using Kobo, indicator tracking tools, and WV systems. • Conduct joint monitoring visits with stakeholders&nbsp;</p><p>• Support assessments&nbsp;</p><p>• Ensure implementation of Accountability to Affected Populations (AAP) mechanisms.&nbsp;</p><p>• Document lessons learned, best practices, and case studies.&nbsp;</p><p>• Organize project review workshops&nbsp;</p><p>• Ensure appropriate data record and keep system in all targeted schools</p><p>&nbsp;</p><h4>Minimum Qualification, Skills and Experience Required</h4><p><strong>1.Required Education, training, license, registration, and/or Certification</strong><br>1.BA/BSc in Education, Educational Planning &amp; Management, or related field&nbsp;</p><p>2.Master’s degree is an advantage</p><p>&nbsp;</p><p><strong>2.Required Professional Experience</strong></p><p>1.Minimum 3–5 years of experience in education programming, preferably in emergency or humanitarian contexts&nbsp;</p><p>2.Experience in: ✓ EiE programming (ALP, PSS, CVA, remedial class)&nbsp;</p><p>3.Teacher training and community mobilization ✓ Protection mainstreaming (CPiE, safeguarding)&nbsp;</p><p>4.Familiarity with INEE Minimum Standards and cluster coordination systems&nbsp;</p><p>5.Strong experience in monitoring, reporting, and data management</p><p>&nbsp;</p><p><strong>3.Required Language(s)&nbsp;</strong></p><p>1. English (fluent)&nbsp;</p><p>2.Arabic (required)&nbsp;</p><p>3.Local language (advantage)</p><p>&nbsp;</p><p><strong>4.Required travel and/or work environment accommodations</strong></p><p>1.Based in project location with frequent travel to crisis-affected areas&nbsp;</p><p>2. Work in resource-constrained and insecure environments&nbsp;</p><p>3.Extended working hours during reporting and emergency response periods</p><p>&nbsp;</p><p><strong>5.Preferred Experience, Knowledge and/or Key Competencies</strong></p><ul><li>Be Safe and Resilient&nbsp;</li><li>Build Relationships&nbsp;</li><li>Learn and Develop&nbsp;</li><li>Partner and Collaborate&nbsp;</li><li>Deliver Results&nbsp;</li><li>Be Accountable&nbsp;</li><li>Improve and Innovate&nbsp;</li><li>Embrace Change&nbsp;</li><li>Demonstrated success and previous experience managing project across education, education in emergency projects. &nbsp;Experience in fragile, conflict-affected contexts&nbsp;</li><li>In-depth knowledge and previous experience of program quality standards, evidence-based approaches, and innovation in in problem solving during challenging situations to implement education interventions. &nbsp;</li><li>Familiarity with localisation frameworks, partnership models, and systems-strengthening approaches.&nbsp;</li><li>Applied knowledge of cross-cutting themes: gender equality, safeguarding, conflict sensitivity, faith and development, do no harm, social inclusion, and climate resilience.</li></ul>

<p>Vacancy No: 17660<br>Section/Unit: Education<br>Grade Level: NAT 4<br>Supervisor: Education Coordinator<br>No. of Post: 1<br>Duty Station: Nyala<br>Duration: 10 Months<br>Closing Date: 24 Sept 2026</p><h4>Background</h4><p><strong>ROLE PURPOSE:</strong></p><ul><li>The Education Officer under the guidance of the Education Coordinator is responsible for the planning, implementing, monitoring, and reporting of education projects funded by CDCS.</li><li>In line with an agreed plan of action and donor budget, SC and government policies, requirements, and procedures.</li><li>He/she will ensure efficient utilization of project resources for the intended purpose through effective planning and monitoring.&nbsp;</li><li>He or she will ensure the use of appropriate, cost-effective, and innovative approaches, especially in improving the quality, equity, inclusiveness, and performance of students, especially those disadvantaged groups.&nbsp;</li><li>He or she will ensure synergy through collaboration and networking with other actors at the locality and school level.&nbsp;</li><li>The project officer will ensure partnership with relevant partners including MoE officials at the Locality level, community-based organizations, (CBOs,) Parent Teacher Associations (PTAs), teachers and children.&nbsp;</li><li>The project officer shall ensure linkage between education and other thematic areas at the field level. He or she will play a key role in representing SC in relevant networks and forums and engage in advocacy and dialogue with relevant education duty bearers and stakeholders at the region and district levels.</li></ul><h4>Duties and responsibilities</h4><p><strong>Program Implementation</strong></p><ul><li>With support from the Education Coordinator, develop, implement, and monitor quarterly, monthly, and weekly activity plans to achieve expected results. This includes planning of activities, budgets, and procurement.&nbsp;</li><li>Ensure that all planned activities are implemented on time, to quality measures and within budget as per the monthly plan. Where challenges arise, ensure that these are flagged early, communicated to the Education Program Coordinator, and addressed on time way.</li><li>Lead the preparation of all procurement and administrative documents required for program implementation.</li><li>Work with communities (leaders, parents, etc.) and disseminate information about education issues and available services.</li><li>Hold meetings with stakeholders including schools, local councils and other organizations serving children and the community to understand their education priorities familiarize them with the projects and its objectives and engage them in the process.</li><li>Keep proper records of field expenditures when appropriate and report on these to the Programme Manager.</li><li>Ensure that the Education program is implemented in ways that are responsive to communities and children, in line with SC’s principles, values and strategic plan and compliant with SC’s procedures.&nbsp;</li></ul><p><strong>Monitoring and Reporting</strong></p><ul><li>Ensure that all program data is properly and regularly collected, check data, and ensure that it is logically presented to the Education Manager.&nbsp;</li><li>Collect and compile projects based on the standard formats and submit weekly reports capturing achievements, case studies and lessons learned to the Education Manager.</li><li>Contribute to the preparation of internal and external reports.&nbsp;</li><li>Participate in team reviews of results and program progress and/or project evaluation when and as requested.</li></ul><p><strong>Collaboration and Representation</strong></p><ul><li>Represent professionally save the Children.</li><li>Liaise with other stakeholders, including schools, local leaders, and partners and participate in relevant meetings.</li><li>Collaboration with other team members across to ensure synergies and consistency in our programming approaches.</li><li>Represent programming with local government, NGOs, communities and within SC as appropriate.</li></ul><p><strong>General:</strong></p><p>Comply with Save the Children policies and practices concerning child protection, code of conduct, health and safety, equal opportunities and other relevant policies and procedures.</p><p>&nbsp;</p><p><strong>SKILLS AND BEHAVIOURS (SCI Values in Practice</strong>)&nbsp;</p><p>&nbsp;</p><p><strong>Accountability:</strong></p><ul><li>Holds self-accountable for making decisions, managing resources efficiently, achieving and role modelling Save the Children values.</li></ul><p><strong>Ambition:</strong></p><ul><li>Set ambitious and challenging goals for themselves and take responsibility for their personal development.</li><li>Widely shares their vision for Save the Children and engages and motivates others.</li></ul><p><strong>Collaboration:</strong></p><ul><li>Builds and maintains effective relationships, with their colleagues, Members and external partners and supporters.</li><li>Values diversity sees it as a source of competitive strength.</li><li>Approachable, good listener, easy to talk to.</li></ul><p><strong>Creativity:</strong></p><ul><li>Develops and encourages new and innovative solutions.</li></ul><p><strong>Integrity:</strong></p><ul><li>Honest, encourages openness and transparency; demonstrates the highest levels of integrity.</li></ul><h4>Minimum Qualification, Skills and Experience Required</h4><p><strong>QUALIFICATIONS&nbsp;</strong></p><p>&nbsp;</p><p><strong>Preferably a candidate with a strong statistical and research background</strong>.&nbsp;</p><p>Minimum BSC in Education, social sciences psychology, and any other humanity science. &nbsp;</p><p>&nbsp;</p><p><strong>EXPERIENCE AND SKILLS</strong></p><ul><li>Bachelor’s in education, social science, psychology, and any other humanity science.&nbsp;</li><li>Have experience in education or children's programs and have experience working with children in humanitarian / emergency contexts.</li><li>At least 3 years’ experience in the education sector, and child protection sector.</li><li>Good understanding of education and children development strategies specifically related of primary education and children's development needs.</li><li>Conversant with&nbsp; &nbsp;Education Issues and development particularly those related to women and children and their access to quality Education.</li><li>Familiar with various primary education strategies and approaches (formal and non-formal)</li><li>Conversant in learner-centred learning methodologies, lesson planning, assessment techniques, and co-curricular activities</li><li>Knowledge and skills in school child participation techniques, protection and child-friendly school and inclusive education concepts and principles.</li><li>Proven capacity to lead, mentor, coach, and inspire staff; and ability to facilitate/conduct large technical pieces of training.</li><li>Good command of spoken and written English, proposal and report writing skills</li><li>Good communication and interpersonal skills</li><li>Computer skill</li><li>Supportive and proven personnel management style</li><li>Willingness and capacity to work in the field.</li><li>Good team player.</li></ul><p><strong>Equal Opportunities&nbsp;</strong></p><p>The post holder is required to carry out the duties under the SCI Equal Opportunities and Diversity policies and procedures.</p><p>&nbsp;</p><p><strong>CHILD SAFEGUARDING:</strong> The post holder will have contact with children and/or young people <i>either</i> frequently&nbsp;(e.g. once a week or more) or intensively (e.g. four days in one month or more or overnight) because they work country programs or are visiting the country programs; or because they are responsible for implementing the police checking/vetting process staff.</p><p>&nbsp;</p><p><strong>Health and Safety</strong></p><p>The role holder is required to carry out the duties in accordance with SCI Health and Safety policies and procedures.</p>

<p>Vacancy No: 07<br>Section/Unit: Program<br>Supervisor: Field coordinator<br>No. of Post: 1<br>Duty Station: Khartoum<br>Duration: One year<br>Closing Date: 10 Oct 2026</p><h4>Duties and responsibilities</h4><p><strong>Objective 1: Assessment, Planning &amp; Capacity Building</strong></p><p>• Lead WASH assessments in all targeted schools and translate findings into phased, school-specific intervention plans.<br>• Develop master implementation plans, including Gantt charts, risk registers, and phased priorities.<br>• Establish water quality monitoring systems and ensure corrective actions for unsafe drinking water.<br>• Build technical capacity of engineers, contractors, and field teams on WinS standards, MHM, gen-der-sensitive design, and ESMP compliance.</p><p><strong>Objective 2: Technical Supervision &amp; Quality Assurance</strong></p><p>• Review and approve all BOQs, technical designs, and specifications to ensure compliance with WFP, SELD, SPHERE, and WinS standards.<br>• Provide overall supervision of construction and rehabilitation works across all phases.<br>• Ensure quality control, contractor compliance, and technical resolution of field issues.<br>• Validate commissioning and WASH-readiness certification of schools before inclusion in school meals rollout.<br>• Oversee procurement planning, material quality, ESMP compliance, and infrastructure standards across all sites.</p><p><strong>Objective 3: Coordination &amp; Government Liaison</strong></p><p>• Maintain strong coordination with SELD, district authorities, WFP, and other line departments.<br>• Lead processes for obtaining NOCs, approvals, and MoU facilitation were required.<br>• Represent SIF in technical working groups, coordination forums, and joint monitoring visits.<br>• Ensure strong engagement with SMCs, school leadership, and communities for ownership and sus-tainability.<br>• Ensure alignment with provincial Wins strategy and WFP School Meals standards.</p><p><strong>Objective 4: SBCC, MEAL &amp; Behavior Change Integration</strong></p><p>• Integrate SBCC approaches into WASH programming to promote hygiene, sanitation, and safe food handling behaviors.<br>• Design and implement SBCC strategies for hygiene, sanitation, nutrition, and food safety.<br>• Develop IEC/BCC materials and behavior change communication tools.<br>• Conduct awareness sessions for students, teachers, cooks, parents, and school committees.<br>• Coordinate with MEAL teams to define indicators, validate data, and use evidence for programme improvement.<br>• Ensure inclusion of gender, disability, safeguarding, and protection considerations in alle Intervention.</p><p><strong>Objective 5: Documentation, Reporting &amp; Handover</strong></p><p>• Ensure complete and auditable documentation of all WASH activities including designs, BOQs, ESMP logs, and completion records.<br>• Prepare master implementation plans, phased progress reports, and final programme reports.<br>• Conduct regular field reporting, including quality audits, contractor performance, and risk tracking.<br>• Lead formal handover of completed WASH facilities to SMCs and SELD with O&amp;M training and doc-umentation.<br>• Ensure all reporting complies with WFP and SIF requirements<br>&nbsp;</p><h4>Minimum Qualification, Skills and Experience Required</h4><p>• BE/BSc/B-Tech in Civil Engineering, Environmental Engineering, or Public Health Engineering; a master's degree in WASH, Environmental Health, Development or related field is preferred<br>• Minimum ten (5) years of progressive experience in WASH programme management, with at least two years in a technical lead or specialist role; prior experience managing school WASH, WinS programming, or WFP/UN-funded WASH projects is strongly preferred<br>• Strong understanding of hygiene behavior changes and community engagement.<br>• Deep knowledge of SPHERE Standards, WinS (WASH in Schools) guidelines, ESMP frameworks, and gender-sensitive and disability-inclusive WASH design; strong understanding of DRR, climate resilience, and O&amp;M sustainability in institutional WASH programming<br>• Proven ability to produce high-quality technical reports, donor updates, BOQ reviews, and programme presentations; experience preparing WFP-format progress reports and phased completion reports is an asset<br>• Strong interpersonal, communication, and liaison skills; able to represent SIF credibly in technical coordination forums with WFP, SELD, and government counterparts at district and provincial levels<br>• Excellent written and verbal communication skills in English and Urdu; ability to translate complex technical findings into clear language for non-technical audiences including school communities, SMCs, and government officials<br>• Culturally sensitive, with strong interpersonal skills and the ability to work effectively with diverse school communities, government officials, and humanitarian partners in Sindh<br>• Demonstrated ability to manage a technical team, priorities competing demands, and drive results with minimal supervision in a complex, multi-stakeholder programme environment<br>• Skilled in managing relationships at all levels with tact and diplomacy; able to negotiate constructively with government counterparts, contractors, and WFP while maintaining SIF's programme commitments and accountability standards<br>• Strong team leadership qualities; motivated to work in field conditions across Karachi districts, committed to SIF's values of accountability, transparency, and community-centered programming, and able to maintain performance under pressure and in dynamic environments<br>&nbsp;</p>