Education Project Officers (2 Positions)

• Organize and facilitate professional development workshops for teachers.
• Conduct peer-learning circles and mentorship sessions.
• Train teachers on Learning through Play (LtP) methodologies.
• Support teachers in applying LEGO Six Bricks concepts in classroom learning.
• Provide practical guidance on integrating playful approaches into teaching.
• Follow up with teachers to assess adoption and address implementation challenges.

• Conduct regular support-supervision visits to participating schools.
• Observe classroom activities and provide constructive feedback to teachers.
• Guide teachers in developing playful teaching and learning materials.
• Encourage the use of locally available and low-cost resources.
• Support teachers to create engaging and child-centred learning environments.
• Document classroom observations and follow-up actions.

• Facilitate community sensitisation meetings on playful learning.
• Work with Parent-Teacher Associations (PTAs) to promote parental participation.
• Organize home-based play sessions.
• Explain the importance of play-based learning to parents and caregivers.
• Encourage families to support children's learning outside the classroom.
• Build positive relationships with school and community stakeholders.

• Coordinate the distribution of Play Kits and teacher guides.
• Ensure educational materials reach the intended schools and beneficiaries.
• Maintain accurate distribution records.
• Track materials to promote accountability.
• Ensure distribution is safe, equitable, and transparent.
• Report shortages, losses, or distribution challenges promptly.

• Work closely with the MEAL Officer to collect school-level data.
• Support data cleaning and verification.
• Track teacher adoption of Learning through Play approaches.
• Monitor student attendance.
• Verify information collected from participating schools.
• Contribute to project reports and documentation.
• Identify implementation challenges and provide recommendations.

• A Bachelor’s Degree or Diploma in:
  • Primary Education
  • Early Childhood Development (ECD)
  • Teacher Education
  • Or a related field.
• At least 3 years of field-level experience teaching or supporting primary education.
• Experience supporting teacher-training initiatives.
• Experience working in refugee settlements is highly desirable.
• Strong understanding of active learning methodologies.
• Fluency in local languages spoken in Kiryandongo is a strong advantage, particularly:
  • Acholi
  • Langi
  • Arabic
  • Kiswahili
• A valid motorcycle riding licence is required.

• Teacher training skills
• Classroom supervision
• Learning through Play knowledge
• Early Childhood Development knowledge
• Active learning methodologies
• Community mobilisation
• Parent engagement
• Facilitation skills
• Mentorship and coaching
• Monitoring and reporting
• Data collection
• Data verification
• Stakeholder engagement
• Communication skills
• Teamwork
• Problem-solving
• Record keeping
• Field coordination
• Child-centred education approaches

• Primary education
• Early Childhood Development
• Teacher training
• Teacher mentorship
• Learning through Play
• Active learning
• Classroom observation
• School support supervision
• Community mobilisation
• PTA engagement
• Parent sensitisation
• Education programme implementation
• Refugee education
• Humanitarian programmes
• Educational materials distribution
• Field monitoring
• Data collection
• MEAL collaboration
• Project reporting

Trained teachers.

Facilitated teacher professional-development sessions on child-centred and active-learning approaches and provided follow-up classroom mentorship to strengthen practical implementation.

Worked with schools.

Conducted regular school-support visits, observed classroom practices, provided feedback to teachers, and documented implementation challenges for programme follow-up.

1. What is Learning through Play?
2. Why is play important in early childhood and primary education?
3. What are some examples of active learning methodologies?
4. How would you help a teacher who struggles to adopt playful learning?
5. How can teachers use locally available materials for learning?
6. What is the role of a teacher in a play-based learning environment?

1. How would you organize a teacher-training workshop?
2. How would you conduct a classroom support-supervision visit?
3. What would you look for when observing a teacher?
4. How would you provide constructive feedback to a teacher?
5. How would you monitor whether teachers are actually adopting the LtP approach?
6. How would you ensure Play Kits are distributed fairly?

1. How would you explain Learning through Play to parents who believe children should only learn through formal classroom instruction?
2. How would you organize a PTA sensitisation meeting?
3. How would you encourage parents to conduct home-based play activities?
4. How would you handle resistance from a community member?

1. A teacher refuses to use Learning through Play because they believe it wastes teaching time. What would you do?
2. You discover that educational materials have not reached some schools. How would you respond?
3. School attendance data submitted by a teacher appears inaccurate. What would you do?
4. A planned teacher-training session has very low attendance. How would you handle the situation?

• Senior Education Project Officer
• Education Programme Officer
• Education Coordinator
• Project Coordinator
• Education Programme Manager
• Teacher Training Coordinator
• ECD Programme Officer
• Education Specialist
• Programme Quality Officer
• Education Project Manager