District Programme Officer

• Lead the technical delivery of the programme in the districts.
• Provide support and capacity development to enhance system strengthening to improve the performance of District Education Offices (DEOs).
• Engage school level structures to promote safe and effective learning environments.
• Support DEOs to integrate girls and disability into their core functions of improving safe and effective learning.
• Support DEOs and principals to continue generating meaningful data through Tangerine to be analysed and utilised for decision-making
• Be the focal point of the programme in the district and be flexible to undertake additional or alternative activities as required.
• The specification and requirement for services may shift in response to changes in the scope and needs of the wider programme.
• Other duties as may be assigned from time to time by the Team Leader.

• Capacity development and systems strengthening for DEOs.
• Continuous engagement with school level structures to promote safe and effective learning environments.
• Maintaining good relationship with DEOs, education and social welfare sectors, and schools.
• Monitoring and mentoring.
• Working with data collection.
• Must be a native of Falaba or Koinadugu or must have lived there for the past five years
• Experience working in the Falaba district

• Independent and proactive.
• Keenness to bring about positive change.
• Collaborative and respectful of others.
• Problem solving and troubleshooting
• Willingness to travel regularly to remote schools.

• Gender and disability inclusion, including child protection and safeguarding.
• Support to raising student learning outcomes.
• Working with and through others.
• Respecting and meeting deadlines.
• Continuous improvement.

• English (professional proficiency).
• Krio (fluent spoken).

• Improvement of the secondary education system in Sierra Leone and to create safer and more enabling environments for girls, boys, and all children with disabilities to access education and achieve learning results.
• Overall systems strengthening to improve areas such as teaching and learning including teacher capacity building, school leadership, data systems for decision-making, PFM, and systemic approaches to supporting girls (e.g., CSE, GBV)
• Supporting the implementation of recent major policies (Free Quality School Education and Radical Inclusion) and supporting policy development in new areas, potentially including pre-service, teacher allocation, distance to school and COVID-19 resilience.
• Gender and Disability inclusion (linked to the national policy for Radical Inclusion), with improved access and results for girls, pregnant girls in particular, students with disabilities, and other vulnerable students.
• Community engagement and community messaging to challenge social norms, improve links to good healthcare for girls, improve access to services, and build positive messages for education of girls, boys, and individuals with disability.
• Using data, research, and adaptive management to identify what works and inform programme direction.

Equality, diversity and inclusion

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