1.       Background

·       The Education for All South Sudan (EFASS) programme is a flagship FCDO-funded initiative building on the legacy of GESS, with a strategic shift toward learning recovery, system strengthening, and evidence generation. It aims to scale proven approaches into sustainable, government-owned solutions that reduce learning poverty and support long-term stability.

·       The initiative will be implemented through a consortium of INGOs and NOs across six states—Upper Nile, Lakes, Eastern Equatoria, Northern Bahr el Ghazal, Western Bahr el Ghazal, and Central Equatoria. The programme focuses on: (i) access and retention, (ii) foundational learning recovery, (iii) Inclusive, adoptive education approaches, (iv) evidence generation, and (v) system uptake pathways.  Gender Transformative Education and Disability Inclusion are embedded as core accountability frameworks across all outcomes, ensuring improved equitable, inclusive, and conflict-sensitive education system capacity and delivery.

2.      PURPOSE OF ROLE:

The Gender Transformative Education (GTE) Officer will provide technical support to integrate gender equality, inclusion, and conflict-sensitive approaches across all EFASS components in line with the GTE framework presented in the final proposal, in planning, implementation, monitoring, evidence generation and policy engagement including reporting. The Officer will also support and actively participate in day today direct implementation of all education models particularly in Lakes with occasional support to other states when required.

3.      KEY RESPONSIBILITIES:

Technical Role:

·       Under guidance of technical leads and Program manager support in the planning and implementation of Gender Transformative Education (GTE) across EFASS with particular focus to Lakes where Oxfam directly implement.

·       Ensure integration of gender equality, disability and inclusion across all programme components (SP, TaRL, ALP, SBCC, CPD) and as part of system strengthening, aligned with MoGEI frameworks, global standards, and conflict-sensitive education principles.

·       In collaboration with the technical leads and PM support in adaptation and contextualization of existing guides and tools into an EFASS specific package in close coordination with disability inclusion and SBCC consortium leads.

Programme planning & Implementation:

·       Under guidance of technical leads, participate in operationalizing GTE through in Lakes through community engagement (e.g., GALS), SBCC, and gender-responsive pedagogy, while strengthening inclusion and gender responsive conflict sensitivity in teacher development, school governance and learning environments among others.

Actively participate in development of the process tools such as DIP, Supply plan and others including review and implementation of the tools including monitoring and reporting of all education related activities, team-management of

·       Project volunteers, Volunteer ALP& Primary Teachers under incentives, school Mothers under incentives and other volunteers in the project.

·       The Gender Transformative Education Officer in collaboration with the PM and other officers will development quality, detailed weekly and monthly work plans for project activities in alignment with GTE, inclusion, and conflict-sensitive approaches including timely implementation of activities as per the requirement of the project. He/she will strive to work towards a holistic intervention with key focus in integrating gender in all aspects of EFASS programme.

·       Reporting & Accountability: In close collaboration with PM and MEAL, contribute to high-quality technical reporting, and internal updates, ensuring accurate documentation of progress, learning, challenges, and results related to GTE and inclusion.

·       Prepare detailed monthly activity report by describing clear project activities implemented during the month, key achievements, challenges and recommendations while providing supporting documents like pictures, personal testimonies, case stories, beneficiaries feedback, monitoring forms etc.

·       Capacity Strengthening. In collaboration with the technical leads, participate in development and delivery of capacity strengthening (ToT and refresher), trainings for Lakes and support continuous learning within key project stakeholders in Lakes and government collaborators on GTE, inclusion, and conflict-sensitive approaches.

·       Evidence Generation and assessment. Contribute to gender analysis and integration of gender and inclusion indicators into MEAL systems, LOQA and evidence generation, ensuring application of tools and analysis of inclusion data to inform adaptive programming in Lakes.

·       Policy Engagement & Systems Strengthening. Translate programme evidence into policy-relevant insights, engage and represent the consortium on GTE with MoGEI and coordination platforms, and support pathways for system uptake and scale: Contribute to ensuring meaningful engagement of community and local voices (e.g. OPDs, WROs and marginalized/ female teachers) in policy processes in Lakes.

·       Coordination & Partnership. Contribute to collaboration within Lakes to ensure building and adapting the EFASS approach on local insights, ensuring relevant harmonized approaches and consistent implementation across all schools and community ownership. Externally, engage with MoGEI at State and counties, technical forums, and wider sector actors to learn, align approaches, support system strengthening, and promote sustainability and uptake of inclusive, gender-transformative education models and ways of working.

·       Safeguarding & Accountability. Contribute to ensuring that gender and inclusion risks (based on ongoing localized analysis) are addressed within safeguarding systems, strengthen Accountability for Affected Population mechanisms and inclusive feedback systems, and support mitigation of risks related to GBV, exclusion, and harmful social norms in the project Area.

·       Maintain own technical knowledge by attending educational workshops, reading professional publications and participating in professional forums.

·       Perform other roles as assigned by the team leader, Education PM, APM among others).

  Essential:

·       A South Sudanese national.

·       Experience working in Education project in a similar position, with excellent knowledge of Lakes context.

·       Strong practical understanding of Gender Transformative Education and Accelerated Learning Program (ALP) including general Education issues and approaches in humanitarian contexts, as well as constraints, sensitivities and risks associated with such work in South Sudan.

·       Excellent verbal and written communication skills, including high-level interpersonal, influencing, negotiation, and representational capabilities. Fluency in written and spoken English language is essential

·       Good reporting skills with command in MS Office

·       At least a bachelor’s degree in education from a recognized institution with more than 3 years’ experience in a similar role. 

Desirable

·       English and local Languages (Dinka & Arabic) skills would be an added advantage.

·       Experience in teaching and supervision/monitoring and mentoring of ALP and Primary teachers during the teaching learning process.

Key Attributes

·       Ability to demonstrate sensitivity to cultural differences and gender issues, as well as the commitment to equal opportunities.

·       Ability to demonstrate an openness and willingness to learn about the application of gender/gender mainstreaming, women’s rights, and diversity for all aspects of development work.

·       Commitment to Oxfam’s safeguarding policies to ensure that all people who encounter Oxfam are as safe as possible.

Organizational Values

• Accountability – Our purpose-driven, results-focused approach means we take responsibility for our actions and hold ourselves accountable. We believe that others should also be held accountable for their actions
• Empowerment – Our approach means that everyone involved with Oxfam, from our staff and supporters to people living in poverty, should feel they can make change happen
• Inclusiveness – We are open to everyone and embrace diversity. We believe everyone has a contribution to make, regardless of visible and invisible differences

Note to candidates: Shortlisted candidates will be assessed on our organizational values and attributes at the interview stage. The successful candidate(s) will be expected to adhere to our code of conduct. We encourage candidates to read and understand our code of conduct here.