Background
NRC has been a key actor in the Education in Emergencies (EiE) sector in Yemen, with a well-established presence in Taiz governorate, primarily through formal education interventions. These efforts have focused on restoring access to safe and quality education for children affected by conflict and displacement, supporting school rehabilitation, teacher training, and psychosocial support.
In response to the growing number of out-of-school children and adolescents who have missed years of schooling due to conflict, displacement, or poverty, NRC is introducing Non-Formal Education (NFE) programming for the first time in Taiz. The aim is to provide inclusive, flexible, and accelerated learning opportunities for children and youth who are unable to enroll or remain in formal schools. Through basic literacy and numeracy (BLN), remedial education, catch-up classes, , NRC seeks to address learning gaps and support pathways back to formal education or alternative opportunities.
The Education Officer will play a central role in the first-phase rollout of NRC’s education programming in Taiz, including Non-Formal Education (NFE) and its associated components. The position is responsible for overseeing the day-to-day delivery of education activities in the field, encompassing planning and coordination, community engagement, learner identification and retention, teacher and facilitator training, and the integration of child protection and safeguarding measures within learning environments. The role also includes supporting the monitoring of children’s learning outcomes and academic progress through structured assessments and close collaboration with NRC’s MEAL team. The Education Officer will work closely with consortium partners and internal technical teams to ensure that interventions are evidence-based, inclusive, and responsive to the needs of conflict-affected and out-of-school children. This position requires a hands-on, adaptable approach and strong coordination with internal and external stakeholders to ensure quality implementation and effective delivery of education services in a new operational area.
Roles and responsibilities
As a part of an Education Team, the role shares a collective responsibility to coordinate, undertake, monitor and deliver the activities outlined in the project’s documents as per NRC standards.
The role ensures alignment with project objectives, donor guidelines, and national education frameworks while promoting inclusion, gender sensitivity, and community engagement. It also focuses on implementing non-formal education program to help out-of-school children and children at-risk of dropping out progress academically and retain in the formal education classes, restoring and sustaining access to quality education for displaced and conflict-affected children by improving school environments, supporting school-level planning, and working closely with communities. In addition, the role will follow upon protection related activities including GBV and MHPSS trainings and referral of cases to internal and external services.
Another key part of the role is to work closely with consortium partners to ensure harmonization and timely implementation of activities and up to the required standards.
Generic Responsibilities
• Apply NRC’s standard operating procedures, technical tools, and accountability frameworks to all aspects of education programming to maintain quality, consistency, and compliance with organizational standards.
• Plan and carry out assigned activities in line with the approved work plan, ensuring they meet technical standards, address the needs of affected communities, and are completed within set timelines and budgets.
• Provide ongoing technical oversight and guidance to consortium partners, ensuring programmatic alignment, quality assurance, and consistent communication channels.
• Regularly document field progress, beneficiary numbers, challenges, and successes in line with internal reporting schedules and donor requirements, ensuring information is clear, timely, and based on field evidence.
• Keep proper records of project activities, including attendance sheets, training reports, meeting minutes, and distribution lists, in line with NRC’s document retention and compliance policies.
• Identify and communicate opportunities to improve implementation methods, address emerging needs, or adjust approaches to better respond to local contexts and community feedback.
• Ensure that NRC programming focuses on the most at-risk groups — including displaced children and youth, girls, and children with disabilities — and look for new ways to reach those who may be excluded or underserved.
• Maintain regular communication and strong relationships with consortium partners, education offices, school leadership, community groups, and TVET authority to foster ownership and improve coordination across stakeholders.
• Compliance and adherence to NRC policies, guidance and procedures, (if a function role) and a specific responsibility for the functions policies and procedures
Specific responsibilities:
• Lead the planning and implementation of NFE activities (remedial, BLN, catch-up, ALP) in NRC-targeted locations, ensuring quality and adherence to NRC standards.
• Support the coordination with consortium partners to align implementation approaches, activity timelines, and quality benchmarks across all locations.
• Support identification, enrollment, and retention of out-of-school children and youth in NFE programs, both for NRC and in partner-managed locations.
• Conduct joint field monitoring visits to observe classes, check attendance, review lesson plans, and assess teaching quality.
• Support the coaching and technical support to NRC facilitators, and partners’ staff to deliver quality NFE programming.
• Facilitate regular coordination meetings with consortium partners to review progress, challenges, and solutions, and ensure harmonization of approaches.
• Administer and support pre-assessments, formative, and summative assessments across NRC and partner sites, ensuring results are analyzed and acted upon.
• Collaborate with MEAL and partner MEAL focal points to monitor learners’ academic progress and adapt programming accordingly.
• Consolidate partner activity reports and monitoring findings into a unified consortium-level report for submission to the Consortium Lead and donors.
• Support theand follow up on partner performance against agreed workplans and budgets, providing feedback and recommendations for improvement.
• Coordinate procurement and distribution of learning materials for NRC-managed sites, and ensure timely partner procurement processes where relevant.
• Represent NRC and the consortium in relevant local education coordination meetings, workshops, and joint planning sessions.
• Ensure safeguarding, inclusion, and protection standards are met across both NRC and partner implementation sites.
• Update the service map and follow up on the identification and referral of registered students.
• Coordinate logistics and procurement processes for NRC-managed activities, and support partners in ensuring timely procurement and delivery of teaching and learning materials in line with agreed standards and timelines.
• Support the coordination with local education offices and other NGOs to avoid duplication of interventions, as referenced in prior correspondence.
• Represent the organization in relevant cluster meetings in Taiz, including the Yemen Education Cluster and Child Protection AoR.
• Support the technical guidance to trainers on adapted pedagogy for diverse learners, including literacy/numeracy support.
• Support the implementation of baseline, post-distribution monitoring (PDM), and endline assessments for program indicators.
• Any other tasks as delegated by the line managers.
Generic professional competencies
Skills & Knowledge
• The ability to take the initiative and work independently, innovatively and effectively with limited direct supervision.
• Ability to work within a team – supporting other departments is essential
• Substantial knowledge in NFE programs in operational and technical aspects.
• Ability to lead consortium partners’ teams to effectively and efficiently achieve progress.
• Excellent organizational and problem-solving skills with the ability to remain calm whilst dealing with conflicting priorities/work under pressure
• Good networking, negotiation and representation skills with the ability to influence and advocate
• Excellent interpersonal and communication skills (written and verbal English and Arabic skills) and the ability to write clear, concise reports.
• Ability to work with others to develop vision into strategy and communicating and influencing this to a wider audience.
• Commitment to NRCs overall aims, policies and values with experience of promoting gender equity, diversity and the interests of marginalised people in all aspects of NRC’s work
• Ability to travel in Southern Governorates, working flexibly and willingness to learn
Experience
• At least 3 years of experience in Education in Emergencies (EiE), and Non-formal Education Programs implementation.
• Proven experience in stakeholder coordination, community mobilization, and partnership management.
• Familiarity with monitoring and evaluation tools and methodologies.
• Strong report-writing and communication skills in English and Arabic.
• Knowledge of the Yemeni context, particularly in Taiz Governorate, is highly desirable.
• Good knowledge on integrating protection activities into education programs.
• Sensitivity to gender, disability, and inclusion principles.
• A proven record of knowledge of design, and implementation of INEE projects
• Able to work in highly insecure environment
• Team Player, flexible, hardworking and able to cope with short deadlines
• Good documentation and report writing skills.
Formal Education
• B.SC/BE in Education, Social Sciences, rural development protection or other related Social Sciences.
Context related skills, knowledge and experience
Context/specific skills, knowledge and experience:
• Good knowledge and understanding of Education in Emergencies (EiE), Community-Based Education, and Accelerated/Remedial Learning Programs.
• In-depth knowledge of the operational fields and socio-economic context in Taiz Governorate and Yemen overall.
• Solid experience working in IDP settings and/or in schools facing emergency-related interruptions, with a strong understanding of the specific education challenges in Taiz, particularly in conflict-affected or displacement areas.
• Good knowledge of coordination mechanisms with education stakeholders, communities, and the ability to effectively engage within the multi-sector coordination landscape in Taiz.
• Strong interpersonal skills with a demonstrated ability to engage youth, parents, and school actors in challenging and sensitive environments.
• Knowledge of and practical experience with measures to make learning environments safer and more inclusive for children with disabilities.
Behavioural competencies
• Planning and delivering results
• Analysing
• Working with people
• Communicating with impact and respect
• Handling insecure environments
• Coping with Change
• Managing performance and development
• Managing resources to optimise results
• Initiating Action and Change
• Influencing
