Accelerated Education Program (AEP) Facilitator (14 Positions)

Introduction:

Positive Action for Development (PAD) is an indigenous, non-governmental, non-profit, secular, and legally registered Ethiopian Civil Society Organization (Registration No. 2330). PAD is committed to promoting a just, compassionate, and inclusive society where all people can thrive. Guided by the values of optimism, integrity, kindness, excellence, and impactful action, PAD works to provide effective humanitarian and development support to communities in need.

Position Details:

• Position: Accelerated Education Program (AEP) Facilitator
• Number required: 14 positions required
• Duty Station: 4 positions in North Wollo Zone: Raya Kobo and Habru woredas at TVET, Awura Godana, Abuarie, and Jara IDP sites; 3 positions in North Shewa Zone around Debre Birhan Town: Woinshet, Bakelo, and China IDP sites; and 1 position in Wag Himra Zone at Sekota Town, including Mebrathail, Maybulit, and Qunta Fabrica IDP sites.
• Language: Proficiency in English and Fluency in the local language(s) of the project area are mandatory.
• Employment Type: Contractual, project-based position subject to project funding and duration

Job Summary:

The AEP Facilitator is responsible for delivering high-quality, child-centered and inclusive teaching and learning activities under the Accelerated Education Program (AEP) for crisis-affected and out-of-school children. The Facilitator will create and maintain a safe, inclusive, accessible and protective learning environment that enables all learners, including Children with Disabilities (CWDs) and children with other learning and support needs, to participate meaningfully and achieve the expected learning outcomes.

The Facilitator will implement the approved AEP curriculum using learner-centered, participatory and differentiated teaching approaches. The Facilitator will identify and address barriers to learning and participation, provide appropriate classroom-level support and reasonable accommodation, and support the effective use of assistive devices by CWDs. The Facilitator will monitor learner attendance, participation, learning progress and completion; support assessment and transition of successful learners into the formal education system; and work closely with parents/caregivers, schools, Woreda Education Offices and project staff to promote retention and continuity of education, particularly for CWDs and other vulnerable learners.

Key Duties and Responsibilities

Teaching and Learning

• Deliver AEP lessons in accordance with the approved AEP curriculum, teaching guidelines and relevant education standards.
• Prepare daily and weekly lesson plans and appropriate teaching and learning materials.
• Use learner-centered, participatory, activity-based and accelerated learning methodologies.
• Adapt teaching methods, learning activities and materials to accommodate learners with different abilities, learning levels and support needs.
• Ensure CWDs participate meaningfully in classroom activities and are not excluded or segregated because of disability.
• Apply differentiated instruction and additional learning support for learners who require assistance.
• Use locally available and low-cost learning materials and classroom adaptations where appropriate.
• Promote a respectful classroom environment that encourages participation, peer support, critical thinking, problem-solving and positive behavior.
• Identify barriers affecting learner participation and promptly communicate significant concerns to the Roving Education Officer.

Disability Inclusion and Support for CWDs

• Identify and support the participation of Children with Disabilities (CWDs) enrolled in AEP.
• Identify physical, communication, instructional and other barriers that may affect CWDs’ attendance, participation and learning.
• Provide appropriate reasonable accommodation based on individual learners’ needs.
• Adapt classroom activities, learning materials and teaching approaches to support CWDs.
• Support children who use assistive devices to use them safely and appropriately during learning activities.
• Monitor the functionality and appropriate use of assistive devices and promptly report damage, loss, malfunction or other concerns.
• Support the identification of CWDs who may require additional educational, rehabilitation, protection or other services and facilitate referral through established mechanisms.
• Work with parents/caregivers and relevant education or service providers to address barriers affecting CWD participation.
• Promote a classroom environment free from stigma, discrimination, bullying and exclusion.
• Maintain confidentiality when handling disability-related information and learner records.

Learner Support and Assessment

• Monitor learner attendance, participation, engagement and learning progress on a regular basis.
• Provide additional support to learners who are struggling with specific learning competencies.
• Give particular attention to learners at risk of dropping out, including CWDs and other vulnerable learners.
• Conduct and support continuous and end-of-cycle assessments in accordance with approved AEP procedures.
• Use inclusive assessment approaches and make reasonable adaptations where required for CWDs.
• Maintain accurate records of learner attendance, assessment results, learning progress and completion.
• Identify learners who meet the required learning outcomes for transition to formal education.
• Support the implementation of placement or transition assessments as required.
• Provide information to parents/caregivers and relevant education authorities regarding learner progress and transition.

Attendance, Completion, Transition and Retention

• Monitor daily learner attendance and follow up on repeated or prolonged absence.
• Identify barriers affecting attendance and work with parents/caregivers and community structures to address them.
• Support learners to complete the AEP cycle successfully.
• Support the transition of eligible and successful AEP learners into the appropriate grade of the formal education system.
• Coordinate with receiving schools and relevant education authorities regarding learner placement and enrollment.
• Ensure CWDs transitioning to formal education are appropriately supported and that reasonable accommodation needs are communicated to the receiving school where appropriate.
• Follow up on transitioned learners, where required, to support continued attendance and retention.
• Report cases of dropout, prolonged absence or barriers to transition to the Roving Education Officer.

Child Protection and Safeguarding

• Ensure the AEP learning environment is safe, protective, inclusive and child-friendly.
• Promote positive discipline and child-friendly teaching practices.
• Identify and promptly report suspected cases of abuse, neglect, exploitation, violence or other protection concerns through established referral and reporting mechanisms.
• Ensure CWDs and other vulnerable learners are protected from stigma, discrimination, bullying, abuse and exclusion.
• Follow PAD’s child safeguarding, PSEA, Code of Conduct and child protection procedures.
• Maintain confidentiality when handling sensitive information concerning children and families.
• Promote awareness of available feedback, complaints and reporting mechanisms among learners.

Parent, Community and Stakeholder Engagement

• Engage parents/caregivers in supporting children’s regular attendance, learning and transition.
• Communicate with parents/caregivers regarding learners’ progress, attendance and support needs.
• Engage parents/caregivers of CWDs in identifying and addressing barriers to participation and learning.
• Support community awareness activities on the importance of AEP, inclusive education, disability inclusion and child protection.
• Promote positive community attitudes toward CWDs and the use of assistive devices.
• Coordinate with school directors, teachers, Woreda Education Offices and community structures as required.
• Support community-level identification and referral of children who require additional educational or protection support.

Monitoring, Reporting and Documentation

• Maintain accurate daily attendance and learner records.
• Ensure learner data is appropriately disaggregated by sex and disability.
• Track AEP enrollment, attendance, learning progress, completion, assessment, transition and retention.
• Maintain appropriate records of CWD participation, support needs, reasonable accommodations, referrals and assistive-device provision/use.
• Report implementation challenges, including accessibility and inclusion barriers, to the Roving Education Officer.
• Participate in monitoring visits, learner assessments, data verification and other project monitoring activities.
• Contribute to monthly and periodic project reports by providing accurate and timely information.
• Document good practices, success stories, challenges and lessons learned, including examples of effective disability inclusion.
• Safeguard learner information and ensure records are maintained securely and confidentially.

Professionalism and Continuous Development

• Participate in training, coaching, mentoring, monitoring visits and supervision sessions.
• Participate in capacity-building activities on AEP methodology, inclusive education, disability inclusion, safeguarding, child protection and classroom management.
• Apply feedback from the Roving Education Officer and other technical staff to improve teaching and learner outcomes.
• Demonstrate professional, respectful and non-discriminatory behavior toward all learners, parents/caregivers, colleagues and community members.
• Maintain professional integrity and comply with PAD policies, procedures and Code of Conduct.
• Demonstrate commitment to equal access to quality education for girls, boys, CWDs and other marginalized learners.

Profile of the Ideal AEP Facilitator

The ideal candidate should:

• Demonstrate strong commitment to inclusive and child-centered education.
• Have a good understanding of AEP methodology and accelerated learning principles.
• Demonstrate patience and the ability to work effectively with learners with diverse abilities and learning needs.
• Have the ability to adapt teaching approaches and materials to support CWDs.
• Understand the importance of reasonable accommodation and inclusive assessment.
• Demonstrate basic knowledge of assistive devices and willingness to support learners who use them.
• Promote positive peer relationships, participation and a respectful classroom environment.
• Be able to identify barriers affecting learner attendance, participation and learning.
• Demonstrate strong communication and interpersonal skills.
• Maintain accurate learner and attendance records.
• Respect children’s confidentiality, dignity and rights.
• Demonstrate commitment to safeguarding, child protection, PSEA and non-discrimination.

Qualification:

• Diploma or Bachelor’s degree in Education, Special Needs/Inclusive Education, Social Sciences, Development Studies or a related field.

Work Experience:

• At least 1–2 years of experience in teaching, AEP, ALP, community education or similar education programs.
• Previous experience working with Children with Disabilities or inclusive education programs is an advantage.
• Experience working with crisis-affected, displaced, vulnerable or out-of-school children is an advantage.

Skills:

• Strong classroom management, facilitation and communication skills.
• Ability to apply learner-centered and accelerated teaching methodologies.
• Ability to differentiate instruction according to learners’ needs and abilities.
• Basic understanding of inclusive education and disability inclusion.
• Ability to provide reasonable accommodation and classroom-level support to CWDs.
• Basic knowledge of assistive devices and disability-related referral mechanisms is an advantage.
• Ability to identify and report child protection and safeguarding concerns.
• Good record-keeping and reporting skills.
• Ability to work collaboratively with parents/caregivers, communities, schools and education authorities.
• Commitment to inclusion, equality and non-discrimination

Other Considerations:

• Willingness and ability to work regularly at AEP learning centers and undertake community-level activities within the assigned project locations.
• Ability to work in challenging and crisis-affected environments.
• Commitment to PAD’s safeguarding, child protection, PSEA, inclusion and Code of Conduct policies.
• Demonstrated commitment to ensuring equal access to education for girls, boys, CWDs and other marginalized children.

Competencies

• Action facilitations
• Communications
• Ethics & Values
• Teamwork
• Behavioral Flexibility
• Client Orientation
• Initiative
• Interpersonal Relations
• Reasonable Judgment

Equal Employment Opportunity

PAD promotes fairness, equity, and diversity in the workplace. We welcome applications from qualified individuals of all backgrounds, regardless of gender, age, disability, ethnicity, religion, or other personal status.

Hiring decisions are made solely based on skills, experience, and suitability for the role.
PAD is committed to creating a respectful and inclusive environment where all staff can thrive, contribute meaningfully, and grow professionally.

Zero Tolerance for Misconduct

PAD maintains zero tolerance for abuse, harassment, exploitation, or misuse of power. All staff, volunteers, and partners are expected to follow PAD’s policies and uphold our values at all times.
All successful candidates will undergo background checks and must adhere to PAD’s code of conduct and safeguarding principles.

Recruitment Flexibility

PAD reserves the right to:

1. Recruit more than the required candidates from this announcement.
2. Keep qualified applicants in our database for future similar roles.

Important Notice on Recruitment Fraud

If you encounter any misconduct, fraud, or corruption related to PAD’s recruitment process or operations, please report immediately via:

• Email: safeguarding@padethiopia.org
• Link: https://one-pad.org/guest_new/public_add_issue
• Toll-free Hotline: 9135

PAD treats all reports confidentially and takes them seriously, ensuring appropriate action is taken.