• Implement community-based initiatives that promote school enrollment, retention, and transition especially for girls, and children with disabilities in consultation with the project coordinator.
• Assist with mapping and updating the referral pathways for children with disability
• Provide targeted support in the distribution of teaching and learning materials to children living with disabilities and lead follow-ups on the appropriate and correct usage of project resources supplied to schools with children living with disabilities.
• Conduct training for parent support groups, PTAs and teachers in collaboration with other team members ensuring gender and disability mainstreaming.
• Guide and support teachers in delivering gender transformative and disability friendly conflict-sensitive education.
• Lead the processes of monitoring, tracking attendance with a particular focus on gender sensitive and inclusive education and recommend appropriate steps to take to address identified gaps.
• In coordination with M&E Officers participate in education assessments and determine priority needs in project locations ensuring the needs of children with disability and those of girls are prioritized.
• Ensure correct data collection for children with disabilities and girls and tracking of all education interventions and participate in compiling emergency-related internal (bi-weekly, monthly, quarterly) and external (interim and final) reports.
• Performance management of volunteers under your responsibility
• Other relevant tasks as assigned by the Project Coordinator

Eligibility Criteria

Generic professional competencies for this position:

• At least a bachelor’s degree or Higher National Diploma from a recognized academic institution in Gender, Disability, Psychology, Social Work or any other relevant field
• A minimum of 3 years’ experience from working as a Project Officer with responsibilities for gender and inclusion mainstreaming in an emergency and/or recovery context
• Experience in working with people and children living with disabilities.
• Previous experience working in complex and volatile contexts.
• Fluency in English both written and verbal required.

Context-related skills knowledge and experience (shall be adapted to the specific position):

• Familiarity with INEE technical standards
• Proven experience in implementing psycho-social support, or inclusive education interventions.
• Fluency in a native language spoken in the project location is essential.
• Knowledge of Juba Arabic an added advantage
• Good-level competency in computer skills (common Microsoft Office and Windows applications)
• Good written and oral communication skills
• Strong organizational and logistical skills and ability to work with minimum supervision.
• Some experience in implementing gender transformative programs is highly desired.
• Motorbike driving license and experience required.