Project Coordinator – EiE TLS Project (Subject to Donor Approval)

Job Summary

1. Position Purpose:

The Project Coordinator is responsible for the overall coordination, planning, implementation, supervision, monitoring, and reporting of SADA's Education in Emergencies (EiE) Temporary Learning Spaces (TLS) north region. The position will coordinate the establishment and effective operation of TLS, ensuring safe, inclusive, quality, and gender-responsive learning opportunities for vulnerable returnee children and supporting their transition to formal schools.

 

2. Responsibilities and Tasks

1. Lead the overall planning, coordination, implementation, supervision, and monitoring of the EiE/TLS project in accordance with the approved project document, workplan, budget, targets, donor requirements, Ministry of Education standards, and SADA policies.
2. Develop, review, and regularly update detailed implementation plans, activity schedules, monitoring plans, procurement forecasts, spending plans, staff movement plans, and risk-mitigation measures for project activities.
3. Lead joint needs assessments with the Provincial Education Department (PED), District Education Departments (DEDs), donor, hub schools, and communities to identify out-of-school returnee children, assess education needs, select appropriate TLS locations, and identify barriers affecting access to education.
4. Coordinate the establishment, operation, and maintenance of Temporary Learning Spaces and ensure that each TLS meets approved standards for safety, accessibility, classroom conditions, WASH, gender and disability inclusion, child safeguarding, and quality learning.
5. Ensure that each TLS is formally linked to an appropriate hub school and maintain close coordination with PED, DEDs, hub-school management, teachers, parents, School Management Shuras, community leaders, and other relevant stakeholders throughout the project cycle.
6. Supervise and support project staff through regular meetings, clear task allocation, performance monitoring, coaching, field visits, and timely follow-up on assigned responsibilities, implementation gaps, and agreed actions.
7. Coordinate the transparent recruitment, verification, orientation, deployment, supervision, and performance management of qualified TLS teachers in collaboration with SADA’s HR team, PED/DED, hub schools, and community structures.
8. Ensure that TLS teachers receive appropriate initial and refresher training, coaching, and technical support on accelerated and catch-up learning, multi-level teaching, foundational literacy and numeracy, language readiness, inclusive education, classroom management, psychosocial support, safeguarding, PSEA, and conflict-sensitive education.
9. Oversee learner identification, verification, registration, placement, and enrolment and ensure that students are placed in appropriate classes based on their age, previous education, documentation, and assessed learning level.
10. Ensure systematic monitoring of learner attendance, participation, retention, learning progress, and protection concerns, with particular attention to girls, children with disabilities, over-age learners, children facing language barriers, and other vulnerable returnee children.
11. Ensure that children requiring catch-up learning, language support, psychosocial assistance, disability-related accommodations, health services, protection support, or other specialized assistance are identified and referred through appropriate and confidential mechanisms.
12. Develop and oversee a clear transition plan in coordination with PED, DEDs, and hub schools, including document verification, learning assessments, examination arrangements, grade placement, transfer records, and enrolment of eligible learners into the appropriate grades in formal public schools.
13. Coordinate the timely provision, distribution, utilization, and tracking of textbooks, student kits, teacher kits, classroom materials, WASH supplies, furniture, equipment, and other project resources, ensuring complete inventory, distribution, and handover documentation.
14. Support the establishment, orientation, and strengthening of School Management Shuras and facilitate community engagement on learner enrolment and retention, girls’ education, child rights, inclusive education, safeguarding, community ownership, and successful transition to formal schools.
15. Ensure that functional, accessible, child-friendly, and confidential Grievance Redress Mechanisms are established at each TLS, including complaint boxes, focal points, logbooks, awareness materials, referral pathways, and safe feedback channels for children, parents, teachers, and community members.
16. Coordinate closely with the MEAL/M&E team to monitor project indicators, verify enrolment and attendance records, assess learning progress, track teacher performance and TLS functionality, document community participation, and measure learner-transition outcomes.
17. Ensure that all project data are accurate, complete, disaggregated by sex, age, and disability, supported by verifiable evidence, and consistent across field records, SADA databases, donor reporting systems, and relevant education-authority records.
18. Manage the project budget in coordination with Finance and SADA management, regularly monitor expenditure against approved budget lines and planned activities, prepare accurate forecasts, and take timely action to prevent over- or underspending.
19. Coordinate with Finance, HR, Procurement, Logistics, Administration, MEAL, and other SADA departments to ensure the timely availability and proper management of staff, funds, transportation, supplies, services, equipment, and other operational requirements.
20. Conduct regular monitoring visits to assess implementation progress, teaching quality, teacher attendance and performance, learner participation, classroom conditions, use of materials, WASH functionality, safeguarding measures, community engagement, and compliance with project standards.
21. Identify and manage programmatic, operational, financial, security, safeguarding, staffing, coordination, and sustainability risks; maintain updated issue and risk trackers; develop practical mitigation measures; and promptly report significant concerns or delays to SADA management and donor.
22. Prepare and submit timely, accurate, evidence-based, and high-quality progress reports, activity and training reports, monitoring findings, donor reports, presentations, success stories, lessons learned, case studies, and other required project documentation.
23. Represent SADA professionally in donor, Education Cluster, PED/DED, hub-school, community, monitoring, review, and donor meetings and missions, and ensure that all decisions, recommendations, commitments, and action points are documented and followed up promptly.
24. Ensure that project visibility, photographs, case studies, and communication materials comply with informed-consent, confidentiality, dignity, child-safeguarding, and donor/SADA visibility requirements, particularly for vulnerable children and children receiving psychosocial support.
25. Ensure full compliance with SADA’s Code of Conduct, Child Safeguarding Policy, PSEA requirements, gender and disability-inclusion standards, Accountability to Affected Populations, GRM procedures, donor requirements, and relevant national education policies.
26. Perform any other project-management responsibilities assigned by SADA management to ensure the timely, accountable, and high-quality implementation of the project.

Highly Required:

• Recognize and report any concerns related to Sexual Exploitation and Abuse (SEA).
• Share PSEA key messages with beneficiaries, vendors, and contractors.
• Report SEA allegations through established SADA reporting mechanisms.
• Maintain confidentiality and respect the dignity of survivors.
• Refer SEA survivors to available support services in accordance with SADA procedures.
• Adhere to SADA's Code of Conduct, Child Safeguarding, and PSEA policies.

Job Requirements

• Education: Bachelor's degree in Education, Social Sciences, Development Studies, Project Management, BBA or a related field. Master's degree is an advantage.
• Experience: Minimum 4 years of relevant experience with an NGO/INGO or humanitarian/development organization, including experience in a similar project coordination or management position.
• Experience in Education in Emergencies (EiE), Temporary Learning Spaces (TLS), Community-Based Education (CBE), returnee education, or similar education projects is highly desirable.
• Experience working with donor, MoE/PED/DEDs, Education Cluster, or other education stakeholders is an advantage.
• Strong skills in project planning, team supervision, coordination, monitoring, reporting, and stakeholder engagement.
• Good understanding of inclusive education, child safeguarding, PSS, gender, PSEA, GRM, and accountability to affected populations.
• Good computer skills, particularly MS Word, Excel, PowerPoint, and digital reporting/data management tools.
• Languages: Fluent in Dari and Pashto and good written and spoken English.
• Willingness and ability to regularly travel and work in challenging field environments.