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Project Officer - Education
Program/Project ManagementEducation
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Full Description
**EXTERNAL ANNOUNCEMENT**
**TITLE: Project Officer - Education**
**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 responsibiliti
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