Education Project Coordinator

• Reports to: Program Coordinator
• Category: Education
• Duty Station: Finoteselam town, West Gojjam Zone, Amhara Region, Ethiopia
• Project Focus: Girls Education, Safe Schools Advocacy, Protection & Gender-Responsive Programming
• Level: Mid-Level (3+ – 5 years’ experience)
• Project Duration: 3 years
• Employment Type: Contract-based
• Salary: As per the organization’s salary scale
• Required Number: 1

About ASDEPO:

Action for Social Development and Environmental Protection Organization (ASDEPO) is an Ethiopian indigenous, “Civil Society Organization” established in 2014. ASDEPO is mandated to operate in all regional states of the country and is engaged indifferent thematic program areas of intervention namely: Humanitarian Response, Education, Nutrition, Health/HIV and AIDS/RH, Women and Youth Economic Empowerment, Gender Based Violence and Child Protection, Migration/Human Trafficking, Water, Sanitation and Hygiene (Wash), NTD’s Climate Change, Agriculture, Urban Agriculture, Environmental Protection and Training in Addis Ababa, Gambella, Oromia, Amhara, Benishangul Gumuz, Afar, SNNPR and Somali Region.

1. Job purpose

The Education Project Coordinator will provide overall technical leadership, zonal management, and day-to-day coordination for education programming across target districts. Particular emphasis is placed on safe, inclusive, and gender-responsive secondary education for adolescent girls in conflict-affected and vulnerable settings. The position oversees and supports implementation across education, Safe Schools, child protection, gender-based violence (GBV) prevention/response, girls’ empowerment, teacher and school-community capacity strengthening, stakeholder coordination, monitoring, reporting, and organizational learning.

2. Key Responsibilities and Duties

• Lead and coordinate zonal execution of education activities in line with approved project documents, workplans, budgets, donor requirements, and ASDEPO operational guidelines.
• Provide direct technical guidance to woreda education officers schools, teachers, education officials, girls’ clubs, and school communities to promote safe, inclusive, equitable, and quality secondary education.
• Support Safe Schools programming, including local advocacy, coordination mechanisms, capacity building, school safety preparedness, risk mitigation, and fostering safe learning environments.
• Coordinate initiatives strengthening girls’ participation, retention, and re-enrolment, including girls’ clubs, mentorship, peer support networks, back-to-school campaigns, remedial/bridge learning, and social/behavioral change communication.
• Integrate gender equality, child protection, GBV prevention/response, safeguarding, disability inclusion, psychosocial wellbeing, and conflict sensitivity across all education interventions.
• Organize and facilitate technical trainings, workshops, coordination meetings, school/community dialogues, simulation exercises, and awareness campaigns; prepare comprehensive agendas, materials, participant records, and workshop reports.
• Support the establishment and strengthening of functional referral pathways linking schools to education, health, protection, GBV, psychosocial, and relevant community services.
• Work closely with Regional/Zonal/Woreda Education Offices, school leaders, teachers, police, child protection actors, women/youth groups, community leaders, civil society organizations, and academic institutions.
• Conduct regular field visits across the zone to monitor activity quality, identify gaps, provide technical coaching, and follow up on agreed corrective actions.
• Contribute to baseline, endline, mid-term reviews, and terminal evaluations; ensure rigorous education data and evidence are collected, verified, documented, and utilized for iterative programme improvement.
• Support the development and dissemination of education, protection, Safe Schools, advocacy, and communication materials, ensuring high technical accuracy and gender- and child-sensitive language.
• Systematically document good practices, field innovations, implementation challenges, and lessons learned, promoting their use in programme adaptation and organizational learning.
• Support responsible use of zonal project resources, procurement planning, activity budgeting, and expenditure tracking in close coordination with programme and finance teams.

3. Core Competencies

• Strong project coordination, planning and organizational skills.
• Good understanding of inclusive, gender-responsive and child-sensitive education programming.
• Strong interpersonal, facilitation, negotiation and stakeholder-engagement skills.
• Ability to work independently in field settings and manage competing priorities.
• Strong report writing, documentation and communication skills.
• Commitment to safeguarding, confidentiality, accountability and ethical conduct.
• Ability to identify implementation challenges and develop practical solutions.
• Basic computer literacy, including Microsoft Word, Excel, email and online communication platforms.

4. Safeguarding and Accountability

The post holder is expected to uphold ASDEPO’s safeguarding and protection standards, including child safeguarding, prevention of sexual exploitation and abuse, non-discrimination, confidentiality, accountability to affected populations and the principle of do no harm. The Officer must immediately report suspected or observed safeguarding or serious protection concerns through ASDEPO’s established reporting mechanisms.

5. Desirable

• Proficiency in spoken and written English and Local language

6. Qualifications and Experience

• Minimum Bachelor’s degree in Education, Educational Planning/Management, Psychology, Social Sciences, Development Studies, Gender Studies, or a closely related field.
• 3 years of relevant professional experience in coordinating education, child protection, gender, humanitarian/development programming or community-based projects in NGO settings.
• Proven track record working productively with Regional/Zonal/Woreda Education Offices, local administration, schools, teachers, and community structures.
• Hands-on experience in training facilitation, workshop management, field supervision, monitoring, and narrative report writing.
• Familiarity with MEAL approaches, field data collection (including digital survey tools), and basic data analysis.
• Strong computer literacy in MS Office Suite (Word, Excel, PowerPoint).