Organization: IRC – International Rescue Committee
Location: Addis Ababa
Grade: Level not specified – Level not specified
Occupational Groups:
Education, Learning and Training
Closing Date:
The International Rescue Committee (IRC) responds to the world’s worst humanitarian crises, helping to restore health, safety, education, economic wellbeing, and power to people devastated by conflict and disaster. Founded in 1933 at the call of Albert Einstein, the IRC is one of the world’s largest international humanitarian non-governmental organizations (INGO), at work in more than 50 countries and more than 25 U.S. cities helping people to survive, reclaim control of their future and strengthen their communities. A force for humanity, IRC employees deliver lasting impact by restoring safety, dignity and hope to millions. If you’re a solutions-driven, passionate change-maker, come join us in positively impacting the lives of millions of people world-wide for a better future.
The IRC has worked in Ethiopia since 2000, providing essential services through direct and partner-led programming. Currently, the IRC offers multi-sectoral assistance through emergency response and long-term resilience-building. The IRC implements development, humanitarian, and life-saving emergency programs through different sectors, including Environmental Health, Health and Nutrition, Economic Recovery and Development (ERD), Emergency Rapid Response (ERR), Education (EDU), Child Protection (CP), and Community Wellbeing Initiative (CWI).
In Ethiopia, the IRC delivers educational services to children, their parents or caregivers,and to government-run primary schools. The IRC operates directly and indirectly throughout all regions of Ethiopia, except for the Southwest Region. The IRC works through seven field offices – in Adama, Hawassa, Asossa, Gambella, Somali, and Shire, and four satellite offices in Aleta Wondo Harar, Bahir Dar, and Shiraro. The IRC directly operates in Oromia, Somali, Tigray, Beninshangul-Gumuz, Southern Nations, Nationalities, and Peoples (SNNP), Sidama, Gambella, and Harari regions. The IRC operates directly and through its partners in Amhara and Afar regions.
Background and Objectives of the FCDO Transforming Education in Ethiopia (TREE) Programme
Education in Ethiopia is under stress, with limited access and retention for marginalized groups and reduced levels of learning outcomes across all year groups. This is further compounded by different crises – conflict, climate-induced shocks, and residual impacts of COVID-19, with some children out of school for most of the past 3.5 years. The Transforming Education in Ethiopia (TREE) Programme (2024 – 2029)” initiated by the FCDO (Foreign, Commonwealth & Development Office) aims to increase access to education for girls and other marginalized groups and enhance their learning outcomes as well as improve teaching quality and learning outcomes with a focus on foundational learning.
The program will focus on three key components below:
Teacher and school leader development
English language teaching and learning
Equity, inclusion and girls’ education
Recruitment for this role is contingent upon the successful award of the project, and the final applicant’s selection is subject to FCDO approval.
Scope of Work
The IRC is seeking candidates to fill the following roles to form part of the TREE core team of technical experts:
Curriculum & Teaching
Educational leadership
Learning assessment (national learning assessments, program evaluation, formative assessment)
Gender and social inclusion (including girls’ education, disability inclusion, child
protection)
Governance and public financial management
English language instruction
Education policy development, education policy implementation
These are senior technical positions which require outstanding leadership, strategic thinking, and organisational, team-building and representational skills. They will be responsible for the management and oversight of the program across all programme areas. They are envisaged to be full-time and will be based in Addis Ababa, Ethiopia or potentially in the programme’s regional offices. Travel to intervention areas within Ethiopia may be required.
We encourage open applications for roles on the programme from qualified candidates.
Responsibilities for technical leads:
Overseeing, supporting and mentoring Ethiopia Ministry of Education (MoE) officials at the federal and regional levels (Regional Education Bureas – REBs), as required for successful achievement of programme goals
Lead the development and implementation of the programme’s overall approach and each of its components and thematic areas in coordination with partners and advisors to drive towards the programme’s objectives.
Drive the delivery of programme strategy for the thematic areas of responsibility across countries, providing direct advisory support to MoE and REB officials, and coordinating additional short term technical experts’ inputs when necessary.
Lead or support the development of research, monitoring, evaluation, and learning plans, and ensure linkages between evidence generation at all levels, local and national dialogue and policy/practice uptake.
Provide technical assistance and expertise to TREE’s targeted interventions aimed at improving access, continuity, quality and equity of education in Ethiopia.
Role requirements
A strong track record of leading the management or technical delivery of large and/or complex donor funded programmes and managing a diverse team of professionals and consortium partners.
Extensive experience working in East Africa and/or Ethiopia is essential.
Exceptional experience, expertise and commitment to foundational learning and gender and social inclusion in East Africa.
Strong skills in programme design and development, advocacy and networking with international and national institutions and development agencies which promote girls’ education and empowerment.
Broad and specific technical knowledge (according to role) of technical assistance and systems strengthening programming, as well as political savvy will be essential.
Ability to perform at a senior management level including managing staff in a matrixed system with a focus on adaptive management.
Experience and ability to provide leadership and direction in harnessing the multi-disciplinary skills of technical government personnel and consortium partners.
Familiarity with current global and regional debates about foundational learning and girls’ education including FCDO’s thinking and emerging priorities.
Prior experience in managing or delivering large FCDO programmes (preferably commercial contracts) will be a strong asset.
Fluency in English required; fluency in other Ethiopian languages a plus.
Qualified candidates from the focus countries listed for this opportunity are preferred
Application requirements
To apply please submit your CV and a cover letter specifying the position you are applying for and how your skills and experience make you a suitable candidate for the role.
Please note that the scope of work is high level and indicative only at this stage and may be subject to change once the final Terms of Reference for the programme is released and as the opportunity develops. This position will be contingent on the programme being awarded to IRC.
Standard of Professional Conduct:The IRC and the IRC workers must adhere to the values and principles outlined in the IRC Way – our Code of Conduct. These are Integrity, Service, Accountability, and Equality.
Commitment to Gender, Equality, Diversity, and Inclusion: The IRC is committed to creating a diverse, inclusive, respectful, and safe work environment where all persons are treated fairly, with dignity and respect. The IRC expressly prohibits and will not tolerate discrimination, harassment, retaliation, or bullying of the IRC persons in any work setting. We aim to increase the representation of women, people that are from country and communities we serve, and people who identify as races and ethnicities that are under-represented in global power structures.