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. In Ethiopia, the IRC delivers various educational services to children, their parents or caregivers, and government-run primary schools.
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.
IRC directly operates in Oromia, Somali, Tigray, Beninshangul-Gumuz, Southern Nations, Nationalities, and Peoples (SNNP), Sidama, Gambella, and Harari regions.
IRC operates directly and through its partners in Amhara and Afar regions.
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).
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Background and Objectives of the FCDO UK Support for Girls’ Education and Improved Learning in Ethiopia
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 “Ethiopia Support for Girls’ Education and Improved Learning (2024 – 2029)” program initiated by the FCDO (Foreign, Commonwealth & Development Office) aims to improve access to education for girls and marginalized groups and enhance their learning outcomes. The program will focus on four key components below:
1. School Leadership Support: Providing training, resources, and guidance to school leaders to enhance their capacity to manage schools and learning effectively.
2. Equity Support: The program aims to promote equity in education by addressing barriers that hinder access to education for marginalized groups, including girls and children from disadvantaged backgrounds and those in hard-to-reach areas. Strategies may include collaborating with Government ministries to strengthen policies to ensure equal student access.
3. Teacher Support: The program will train teachers, equip them with effective teaching strategies, and promote continuous learning. This support may include training workshops, mentoring programs, and access to educational resources.
4. English Language: The program will prioritize initiatives to strengthen English language instruction. This may involve training teachers in effective language teaching methods, providing language learning materials, and integrating English language instruction into the curriculum.
Scope of Work
The Deputy Team Lead (DTL) will be responsible for supporting the Team Lead in project management, management of staff, capacity building, and stakeholder engagement, including relevant government line ministries. They will coordinate the development, implementation, and reporting on detailed management plans that may include implementation plans and deliverables tracking in assigned areas of responsibility. The DCOP will also manage implementing partners and oversee programmatic excellence supported by and in coordination with the relevant IRC Ethiopia and implementing partner teams. This senior position requires outstanding leadership, strategic thinking, and organizational, team-building and presentational skills.
Qualifications
• An advanced degree (or equivalent experience) in Education, Gender, disability and inclusion, or a related field with at least 8 years of work experience in international development.
• At least 8 years experience in a senior management role of large and complex donor-funded programs, managing a diverse team of professionals and consortium partners. Experience with delivery at a national scale will be an advantage. • Extensive experience working in East Africa, ideally in Ethiopia. • Experience and ability to provide leadership and direction in harnessing the multi-disciplinary skills of the technical personnel and consortium partner within complex and high-risk environments. • Familiarity with current debates about girls’ education and education for children with disabilities, including FCDO’s thinking and emerging priorities.
