Project Officer - Education at Save the Children International

Stockholm, , Sweden -

Full Time

Start Date

Immediate

Expiry Date

18 Aug, 26

Salary

0.0

Posted On

20 May, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Curriculum Development, Project Implementation, Stakeholder Coordination, Thai Language Instruction, Monitoring and Evaluation, Data Collection, Report Writing, Interpersonal Communication, Humanitarian Programming, Educational Transition Planning, Case Study Documentation, Multi-cultural Collaboration

Industry

Non-profit Organizations

Description

EXTERNAL ANNOUNCEMENT TITLE: Education Project Officer Contract Type: National TEAM/PROGRAMME: Program Implementation LOCATION: Mae Sot, Tak Province, Thailand CONTRACT LENGTH: 1 year, with the possibility of extension ROLE PURPOSE: The Education Officer supports the effective implementation of refugee education activities under the Refugee Education and Protection Programme, including the “Inclusive Futures: Phased Integration of Refugee Services and Economic Inclusion in Thailand’s System” project and the “Sustaining safe and inclusive education for conflict affected children in Rakhine and along the Thailand cross border” project. The post holder works closely with the Senior Education Officer, partners, and camp based education stakeholders, with a focus on strengthening coordination between camp based education service providers and Thai education authorities, enhancing Thai language capacity in the refugee camps, and supporting evidence generation to advocate for learning recognition and to facilitate the transition of refugee students into public and private education pathways beyond the camps. SCOPE OF ROLE: Reports to: Senior Education Officer Staff reporting to this post: N/A Budget Responsibilities: N/A Location: Mae Sot field office with regular travel to refugee camps KEY AREAS OF ACCOUNTABILITY: Thai language learning for transition * Work with relevant Thai education authorities (e.g. DOLE) to support the review, selection and adaptation of appropriate Thai‑as‑a‑Second‑Language modules for refugee students and teachers, aligned with national standards. * Assist in the development and distribution of Thai language teaching and learning packages (workbooks, reference guides, practice materials) for use across the nine camps. * Support coordination of structured Thai language courses for students and teachers, including timetables, teacher allocation and basic monitoring of participation and progress. * Help facilitate advanced Thai‑language training opportunities for selected teachers with higher proficiency and document how Thai language learning supports transition readiness. Coordination with Thai authorities and refugee stakeholders * Support structured coordination and technical dialogue between Thai education authorities (e.g. MoE, MoI, CUPT) and Karen/Karenni education stakeholders to advance refugee education transition. * Assist in organising and participating in regular consultation meetings and technical exchanges, including preparing agendas, documentation and follow‑up on agreed actions. * Help maintain constructive relationships and day‑to‑day communication with key counterparts at district and camp levels on transition and recognition issues. Curriculum alignment and pilots * Under the guidance of the Senior Education Officer and MoE technical input, support joint curriculum mapping of camp‑based primary and secondary subjects against the Thai national curriculum. * Assist in consolidating mapping findings and in the development and adaptation of aligned curriculum and syllabus packages for priority core subjects (e.g. Mathematics and Science). * Support the piloting of aligned curricula in selected camp‑based schools, including teacher orientation, scheduling, classroom follow‑up and collection of feedback. * Provide support for targeted teacher training and coaching linked to the aligned curriculum, including logistics, materials and basic co‑facilitation. * Assist in documenting lessons learned and evidence from curriculum pilots to inform future scale‑up and policy dialogue. Transition planning and review * Contribute to multi‑stakeholder consultations to identify practical steps, requirements and constraints for refugee students’ access to education beyond the camps. * Support the drafting, refinement and updating of a phased, government‑aligned transition plan covering documentation, language preparation, bridging/equivalency and teacher recognition aspects. * Help track progress against transition milestones and highlight bottlenecks, risks and recommended adaptations. Monitoring, documentation and reporting * Maintain organised records of curriculum mapping outputs, aligned materials, trainings, exposure visits, meetings and transition‑planning processes. * Collect and compile basic quantitative data (e.g. numbers of participants, classes, schools) and qualitative feedback (from teachers, students and officials) related to transition and curriculum alignment. * Provide clear written inputs for internal reports, donor reports, case studies and advocacy materials on transition and curriculum alignment activities. BEHAVIOURS (Values in Practice): Accountability: * Holds self-accountable for making decisions, managing resources efficiently, achieving and role modelling Save the Children values * Holds the team and partners accountable to deliver on their responsibilities - giving them the freedom to deliver in the best way they see fit, providing the necessary development to improve performance and applying appropriate consequences when results are not achieved. Ambition: * Sets ambitious and challenging goals for themselves and their team, takes responsibility for their own personal development and encourages their team to do the same * Widely shares their personal vision for Save the Children, engages and motivates others * Future orientated, thinks strategically and on a global scale. Collaboration: * Builds and maintains effective relationships, with their team, colleagues, Members and external partners and supporters * Values diversity, sees it as a source of competitive strength * Approachable, good listener, easy to talk to. Creativity: * Develops and encourages new and innovative solutions * Willing to take disciplined risks. Integrity: * Honest, encourages openness and transparency; demonstrates highest levels of integrity QUALIFICATIONS: * Post‑secondary education and/or relevant training in education, curriculum development, social sciences or a related field; equivalent experience in education programme implementation may be considered. * At least three years of experience in education programming, preferably in humanitarian or refugee/migrant contexts. * Good understanding of the Thai education system and refugee education along the Thailand–Myanmar border. * Experience in coordination with government education authorities and/or education stakeholders. * Strong skills in relationship‑building and written/oral communication. * Ability and willingness to travel regularly to refugee camps and work in multi‑cultural environments. EXPERIENCE AND SKILLS Essential * Post‑secondary education and/or relevant training in education, social sciences, or a related field; equivalent experience in community or refugee education may also be considered. * At least three years of professional experience in education or humanitarian/development programmes, preferably in refugee or migrant contexts. * Good understanding of the Thai education system and refugee education along the Thailand–Myanmar border. * Experience supporting coordination with government education authorities and/or education partners. * Strong skills in administration, documentation, and basic data collection (e.g. attendance, simple surveys, meeting notes). * Ability and willingness to travel regularly to refugee camps and work in remote, low‑resource settings. * Good communication and interpersonal skills, with the ability to work effectively in a multi‑cultural team. * Ability to speak and write Thai and English; additional Karen or Burmese language skills are an advantage. Desirable * Experience coordinating Thai Myanmar education service providers and supporting Thai language classrooms as a second language, while promoting inclusive education. * Strong language skills in Thai and English; additional languages are an advantage. * Familiarity with NGO project implementation procedures, including basic monitoring, reporting, and use of data systems (e.g. PRIME or similar). Additional job responsibilities The duties and responsibilities as set out above are not exhaustive and the role holder may be required to carry out additional duties within reasonableness of their level of skills and experience. Equal Opportunities The role holder is required to carry out the duties in accordance with the Save the Children International (SCI) Equal Opportunities and Diversity policies and procedures. Child Safeguarding: We need to keep children safe so our selection process, which includes rigorous background checks, reflects our commitment to the protection of children from abuse. Safeguarding our Staff: The post holder is required to carry out the duties in accordance with the Save the Children International (SCI) anti-harassment policy. Health and Safety The role holder is required to carry out the duties in accordance with Save the Children International (SCI) Health and Safety policies and procedures. Interested candidates should apply and submit a motivational letter, comprehensive CV, expected salary and details of at least 3 referees. Due to the volume of applications, only shortlisted candidates will be contacted. “We need to keep children safe so our selection process, which includes rigorous background checks, reflects our commitment to the protection of children

Responsibilities

The Education Project Officer supports the implementation of refugee education activities, focusing on Thai language capacity and curriculum alignment with national standards. The role involves coordinating between camp-based providers and Thai authorities to facilitate the transition of refugee students into formal education pathways.