1. Position Purpose:
The Provincial Coordinator Lead (PCL) is responsible for the overall coordination, supervision, and quality implementation of SADA's Education in Emergencies (EiE) Community-Based Education (CBS/CBE) project within the assigned province. The PCL will provide leadership and support to project teams, coordinate with education authorities, donor, communities, and other stakeholders, monitor project progress and quality, and ensure that CBS/CBE activities are implemented effectively and in accordance with approved project plans, targets, donor requirements, and SADA policies.
2. Responsibilities and Tasks
- Lead the overall planning, coordination, implementation, and day-to-day management of CBS, CBE, and TLS activities in the assigned province, ensuring compliance with the approved project document, workplan, budget, targets, implementation schedule, donor requirements, Ministry of Education standards, and SADA policies.
- Develop, review, and regularly update provincial implementation plans, activity schedules, monitoring plans, procurement forecasts, spending plans, and staff movement plans, and ensure that all activities are completed within the agreed timeline.
- Lead field assessments for the establishment of new CBS, CBE classes, and TLS, including identification of out-of-school children, assessment of education needs, verification of proposed locations, analysis of school accessibility and capacity, and identification of gender, disability, protection, safety, and language-related barriers.
- Coordinate closely with the Provincial Education Department (PED), District Education Departments (DEDs), hub schools, local authorities, communities, School Management Shuras (SMS), and donor during assessments and obtain the necessary technical verification, approvals, and community commitments before establishing new classes or learning spaces.
- Ensure the effective continuation and functionality of existing CBE classes and CBS, including timely teacher deployment, student enrolment, attendance and retention, availability of teaching and learning materials, classroom readiness, winterization support, community participation, and regular supervision.
- Oversee the establishment and operation of new CBS, CBE classes, and TLS in accordance with approved selection criteria and minimum quality standards, ensuring that facilities are safe, accessible, inclusive, child-friendly, and appropriately linked with nearby public schools.
- Ensure that each CBS, CBE class, and TLS is formally linked to an appropriate hub or public school and that learner records, class documentation, assessment results, attendance data, and other required information are regularly coordinated with the relevant education authorities.
- Develop and oversee a clear transition plan for learners, including documentation verification, learning assessments, examination arrangements, grade placement, coordination with PED/DED and hub schools, and the timely enrolment of eligible learners into the appropriate grades in public schools.
- Closely monitor learners at risk of absenteeism or dropout and ensure that teachers, social workers, community mobilizers, and Shuras take timely follow-up actions to improve attendance, retention, participation, and successful transition, particularly for girls and other vulnerable children.
- Provide effective leadership, supervision, coaching, and performance management to education officers, master trainers, teacher trainers, social workers, teachers, MEAL staff, support staff, and other field personnel, and promote teamwork, accountability, respectful communication, and close internal coordination.
- Conduct regular team meetings, review staff performance and workloads, clarify individual responsibilities and targets, follow up on assigned actions, and address performance or coordination gaps in a timely and professional manner.
- Assess staff capacity-building needs and coordinate orientations, coaching, mentoring, refresher training, and technical-support sessions on CBE/TLS methodologies, classroom management, inclusive education, accelerated and multi-level learning, psychosocial support, safeguarding, PSEA, AAP/CFRM, reporting, and project requirements.
- Ensure teachers and field teams receive appropriate technical guidance and materials to deliver quality, inclusive, gender-responsive, child-friendly, and conflict-sensitive education and to respond appropriately to the needs of girls, returnee children, over-age learners, children with disabilities, and other vulnerable learners.
- Conduct frequent field monitoring and supportive-supervision visits to assess implementation progress, teaching quality, teacher attendance and performance, learner participation, classroom conditions, community engagement, use of materials, WASH facilities, protection measures, and compliance with project standards.
- Ensure the timely provision, proper distribution, appropriate use, and safeguarding of textbooks, student kits, teacher kits, classroom kits, heaters, winterization materials, furniture, equipment, and other project supplies, with complete distribution, inventory, asset, and handover records.
- Coordinate and monitor rehabilitation works, community-space rentals, latrine and handwashing-facility construction, winterization support, and other approved classroom or hub-school improvements, ensuring quality, value for money, timely completion, and proper handover.
- Manage the provincial project budget in close coordination with the National Projects Coordinator and Finance Department, regularly review expenditure against approved budget lines and activity plans, prepare accurate forecasts, prevent over- or underspending, and ensure that all costs are reasonable, documented, and project-related.
- Coordinate closely with Finance, Procurement, Logistics, HR, Administration, and other support departments to ensure the timely recruitment of staff and availability of funds, transportation, materials, supplies, services, and other resources required for uninterrupted project implementation.
- Maintain effective coordination and communication with donor through regular meetings, joint planning, field visits, progress updates, information sharing, and timely follow-up on agreed actions, recommendations, concerns, and required adjustments.
- Maintain strong and continuous coordination with PED, DEDs, hub schools, local authorities, communities, and other education stakeholders to resolve implementation challenges, strengthen government and community ownership, and ensure alignment with education standards and priorities.
- Work closely with the MEAL/M&E team to monitor project indicators, verify enrolment, attendance, retention, learning, and transition data, review data quality, address inconsistencies between field and partner records, and ensure that all achievements are supported by accurate and verifiable evidence.
- Ensure effective community mobilization and engagement to promote enrolment, regular attendance, retention, girls’ education, inclusive education, child rights, community contribution, protection of education facilities, and successful transition of learners into public schools.
- Ensure the establishment and effective functioning of School Management Shuras and community feedback mechanisms, including complaint boxes and other accessible CFRM channels, and ensure that complaints and feedback are documented, referred, and addressed promptly and confidentially.
- Coordinate the integration of psychosocial support, child protection, gender and social inclusion, disability inclusion, WASH, safeguarding, and referral mechanisms within CBS, CBE, and TLS activities and ensure effective collaboration among education, protection, social work, WASH, and MEAL staff.
- Identify and regularly assess programmatic, operational, financial, security, safeguarding, staffing, coordination, and sustainability risks; maintain an updated risk and issue tracker; develop practical mitigation and contingency measures; and promptly escalate significant concerns to the National Projects Coordinator and SADA management.
- Review, verify, and consolidate reports submitted by field teams and prepare timely, accurate, evidence-based, and high-quality provincial progress reports, activity and training reports, monitoring findings, success stories, lessons learned, case studies, and inputs for donor and donor reporting.
- Represent SADA professionally in relevant donor, PED/DED, government, community, education-sector, monitoring, review, and donor meetings and visits, and ensure that decisions, recommendations, commitments, and action points are properly documented and followed up.
- Ensure that project visibility activities are implemented appropriately and that photographs, success stories, case studies, and other communications materials comply with informed-consent, child-safeguarding, confidentiality, dignity, and donor/SADA visibility requirements.
- Ensure that all project staff and activities comply with SADA and donor policies and procedures, the Code of Conduct, Child Safeguarding, PSEA, gender and disability inclusion, Accountability to Affected Populations, conflict-of-interest requirements, and other applicable donor and national standards.
- Perform any other project coordination and management duties assigned by the National Projects Coordinator or SADA management to ensure the effective, timely, accountable, and high-quality implementation of the project.
Highly Required:
- Recognize and report any concerns related to Sexual Exploitation and Abuse (SEA).
- Share PSEA key messages with beneficiaries, vendors, and contractors.
- Report SEA allegations through established SADA reporting mechanisms.
- Maintain confidentiality and respect the dignity of survivors.
- Refer SEA survivors to available support services in accordance with SADA procedures.
- Adhere to SADA's Code of Conduct, Child Safeguarding, and PSEA policies.
