Gender Equality and Social Inclusion (GESI) Lead

Reporting to: PMU Director

Employment condition: contract for one Year with the possibility of extensions

Direct reports:  N/A

Duty station: Addis Ababa, Ethiopia, with occasional field travel

Number of positions: One (1)

Salary: As per the organization’s salary scale

Application Deadline: 10 October 2025

The overall purpose of the role:

The GESI Lead will provide strategic leadership and technical guidance to ensure the program meaningfully integrates gender equality and social inclusion across all components—particularly within secondary schools, teacher development, and community engagement and Teachers, leaders and supervisors, stakeholders.

The role focuses on context, exploring identifying and addressing barriers to participation, voice, and achievement among underserved groups, including girls, students with disabilities, and other underrepresented youths. The GESI Lead will design inclusive strategies, provide capacity building for stakeholders, and work collaboratively to ensure the program is inequitable, responsive, and inclusive.

Major Role & Responsibilities:

A. GESI Strategy Development & Integration

• Lead the development and implementation of a GESI Strategy and Action Plan for the program in alignment with global and national frameworks.
• Work with all PMU teams to mainstream GESI principles across program design, delivery, and monitoring.
• Identify and mitigate gender and inclusion barriers in school access, participation, learning outcomes, and leadership opportunities.

B. Program Design & Technical Support

• Provide technical input during the design of curriculum enhancements, that gender responsive  and inclusive pedagogy, practices, teacher training modules, and student leadership activities to ensure inclusiveness and equity.
• Develop tools, checklists, and frameworks that help schools and implementing partners apply a gender and inclusion lens in planning and delivery.
• Support the design and facilitation of safe, inclusive spaces in schools and community platforms for marginalized groups to participate actively and design creative response steps/ mechanisms to harmful gender practices at school local communities  with harmonized checklists.

C. Capacity Building & Partner Support

• Build the capacity of teachers, school leaders, mentors, and implementing partners through GESI-focused training, coaching, and mentoring.
• Organize workshops on gender-responsive pedagogy, inclusive leadership, and strategies for supporting students with disabilities, displaced children, and other vulnerable groups.
• Serve as a resource person for GESI across the consortium and foster a culture of reflection, equity, and mutual respect or a friendly  and safe work environment.

D. Community Engagement & Advocacy

• Partner with community leaders, PTAs, girls’ clubs, and youth networks to promote awareness and action around gender equality, disability inclusion, and social justice and social engagement
• Coordinate community dialogues, campaigns, and forums that amplify the voices of marginalized students and their families.
• Collaborate with local organizations and government stakeholders to strengthen systems that protect and support inclusive education.
• Establish gender inclusion platforms and encourage school community interaction for inclusion

E. Monitoring, Evaluation & Learning (MEL)

• Collaborate with the MEL team to define and track GESI-specific indicators (e.g., participation disaggregated by gender and disability, perceptions of inclusion, incidence of harmful practices).
• Collect and analyze disaggregated data to assess progress, inform adaptive programming, and address emerging gaps.
• Document and share success stories, promising practices, and lessons learned that highlight transformative GESI outcomes.

F. Events, Knowledge Sharing & Representation

• Contribute to and co-lead high-profile events such as Girls’ Education Days, Inclusive Education Forums, and Youth-Led Advocacy Campaigns.
• Represent the program in GESI-related national and international working groups, donor meetings, and policy dialogues.
• Support the development of policy briefs, blogs, and other advocacy materials to position GESI as central to effective educational reform.

• Foster an environment that supports values of women and men, and equal access to information.
• Provide a work environment where women and men must be evaluated and promoted based on their skills and performance.
• Respect beneficiaries’ women, men, and children (boys and girls) regardless of gender, sex orientation, disability, or religion. race, color, ancestry, national origin, age, or marital status.
• Value and respect all cultures.

Safeguarding Commitment 

Imagine1day has zero tolerance for violations of Child and Adult Safeguarding, Sexual Exploitation and Abuse, and the Code of Conduct. In the process of recruitment, selection, and appointment Imagine1day implements a range of procedures and actions including Criminal Background Checks/ International vetting/Certificates of good conduct to ensure children and vulnerable adults are safeguarded and abuse is prevented.

• Minimum 5 years of experience in advancing gender equality and social inclusion in education, youth development, or community programming.
• Demonstrated experience designing and implementing inclusive strategies, tools, and training for education systems in  INGO culture as well.
• And Direct role and responsibility in gender and inclusion assessments, practices and reviews  for improvements.

Competency Description

• Technical Expertise in GESI – Strong knowledge of gender equity, disability inclusion, and cross-sectional within education.
• Facilitation & Design Training – Skilled in delivering participatory training and coaching for diverse audiences, including educators and youth.
• Policy & Systems Thinking – Ability to analyze systems and design solutions that influence structural change for equity.
• Data & Analysis – Competence in using disaggregated data and qualitative findings to inform programming and influence stakeholders.
• Communication – Excellent written and verbal communication in English; Amharic or other local language proficiency is a plus.
• Cultural Competency – Ability to work with empathy, respect, and adaptability across diverse cultural and socioeconomic contexts.

Education:

• Master’s Degree (MA/MSc) in Gender Studies, Education, Social Work, Sociology, Development Studies, Human Rights, or a related field.

Languages:

• Language: English and Amharic. An additional national language is an advantage.
• Level of language required: Fully operational.

Key Internal & External Stockholders:

• Imagine 1day Internal staffs
• Imagine 1day External partners (Pension Office, Landlord, and other government & private organizations