JOB DESCRIPTION

TITLE: Education Cluster Coordinator

REPORTS TO: Program Development, Quality & Impact Director

LOCATION: Ethiopia – AA

TEAM/PROGRAMME: PDQ

TYPE: National

GRADE: 1A

CONTRACT LENGTH: 12 months (renewable)

CHILD SAFEGUARDING:

Level 3: the role holder will have contact with children and/or young people either frequently (e.g. once a week or more) or intensively (e.g. four days in one month or more or overnight) because they work in country programs; or are visiting country programs; or because they are responsible for implementing the police checking/vetting process staff.

ROLE PURPOSE:

Save the Children (SCI) and UNICEF share global responsibility for the coordination of Education in Emergencies as part of the UN humanitarian reform (www.humanitarianreform.org) and the Cluster system.

The overall aim of the Education Cluster in Ethiopia is to support the coordination of a timely, coherent and effective education preparedness, plan and response by mobilizing and coordinating stakeholders to respond in a strategic manner to existing and potential emergencies. The education cluster is accountable to the Humanitarian Country Team and Humanitarian Coordinators through the lead agencies (Save the Children and UNICEF) to fulfil this aim.

The Education Cluster Coordinator will lead this initiative by working impartially and closely with coordination staff from our co-lead (UNICEF) and lead (Ministry of Education) organizations, EiE information management specialists, UN OCHA, and other cluster coordinators, to serve the needs of all members of the Education Cluster. As of September 2025, the Cluster approach is active in Ethiopia, if it is de-activated, the Coordinator is expected to co-lead implantation of the transition strategy of which development is underway.

The Coordinator has the responsibility to strengthen and coordinate both national and sub-national education clusters. He/she will also work with key education stakeholders, which include children, families, communities, Regional Education Bureaus and other relevant authorities, ECW Coordination Unit, education institutions and INGOs, National NGOs and UN agencies, to provide an effective, timely and strategic collective response to the current situation.

The Coordinator will also work closely with the existing subnational cluster coordinators/focal points in Oromia, Tigray, Amhara, Somali and facilitate communication and two-ways information-sharing with them. Depending on the scale of the emergency it may be necessary to facilitate the set-up of new clusters at sub-national level and to work with/supervise dedicated information management staff.

SCOPE OF ROLE:

Reports to: Director of Program Development and Quality

Staff reporting to this post:

KEY AREAS OF ACCOUNTABILITY:

Support service delivery by

• Being/providing an impartial and neutral resource and platform for Education in Emergencies that ensures service delivery is driven by the Humanitarian Response Plan (HRP) and Education Cluster strategic priorities with a strong emphasis on localization, AAP, humanitarian and development nexus/continuum and identification of durable solutions.
• Developing and maintaining mechanisms to eliminate duplication of service delivery and identify gaps and resources/partners to address them. (demonstrated by the maintained ‘Education Cluster Monitoring Tool’ database).

Inform the Humanitarian Coordinator (HC)/Humanitarian Country Team (HCT)’s strategic decision-making through the SCI Country Director who is HCT member, by

• Preparing needs assessments (review of secondary data, as relevant) and analysis of gaps
• Identifying and finding solutions for (emerging) gaps, obstacles, duplication and cross-cutting issues.
• Formulating priorities on the basis of analysis.

Plan and develop strategy by

• Developing and updating strategic documents for the sector, including: Humanitarian Needs Overview (HNO), Humanitarian Response Plan (HRP), Education Cluster Strategy and Annual Workplan that address cross cutting issues (gender, localization, AAP, disability, protection, etc.) and Humanitarian-Development nexus/continuum.
• In collaboration with Child Protection and WASH Cluster, developing, applying and adhering to common standards and guidelines.
• Clarifying funding requirements, helping to set priorities, and agreeing cluster contributions to the HC’s overall humanitarian funding proposals.

Monitor and evaluate performance by

• Monitoring and reporting on activities and needs (quantitative and qualitative approach), including but not limited to the consolidation and analysis of the Education Cluster Monitoring Tool.
• Measuring performance against the EiE Cluster strategy and agreed results and recommending corrective action where necessary.

Contribute to Localization and Capacity Building:

• Identify institutional capacity needs and gaps of local and national cluster member organizations, and facilitate addressing these gaps.
• Increase the voices of local and national members by facilitating their membership to cluster and Strategic Advisory Group
• Identify technical capacity building opportunities for country Cluster staff, government counterparts and National NGOs in order to guarantee on-going sustainability and quality of the response.

Advocacy and Resource Mobilization

• Identifying concerns that contribute to HC and HCT messaging and action.
• Undertaking advocacy on behalf of the Education Cluster membership, and affected people, to ensure education is included in humanitarian appeals
• Manage relations with donors and provide information on funding requirements and operational capacity of members
• Maintain close engagement with the Ministry of Education

Accountability to Affected Populations and Child Participation

• Introducing/mainstreaming existing mechanisms by which to obtain feedback from communities, ensuring this includes represents the full spectrum of stakeholders (including women, children and people with disabilities) on the effectiveness and efficiency of the education sector humanitarian response.

Child Safeguarding

• Ensure that Cluster mainstreams Child Safeguarding principles, and cluster members’ awareness and capacities on CSG are strengthened through planned activities.

As of September 2025, the Cluster system is activated in Ethiopia. In order to support eventual transition planning, the role entails supporting development and implementation of the Cluster transition strategy – transition of key roles to support neutral, principles EIE coordination that is as locally-led as possible. This in addition to supporting area-based coordination (ABC) which may commence in 2026 in key, crisis-affected regions in the country. Co-leadership arrangements and support to ABC and transition should be decided with key stakeholders including MoE, REBs, and UNICEF.

General:

• Comply with Save the Children policies and practice with respect to child protection, code of conduct, health and safety, equal opportunities and other relevant policies and procedures.
• Display neutrality and act as representative of all education cluster members.
• Develop and maintain a strong and positive relationship with key counterparts at the relevant line ministry/department and UNICEF

COMPETENCIES FOR THIS ROLE

1. Leading and Inspiring Others

Demonstrates leadership in all our work, embodies our values, and articulates a compelling vision to inspire others to achieve our goals for children.

Desired level: Accomplished

2. Problem Solving and Decision Making

Takes effective, considered and timely decisions by gathering and evaluating relevant information from within or outside the organization.

Desired level: Leading Edge

3. Communicating with Impact

Communicates clearly and confidently with others to engage and influence; promotes dialogue and ensures timely and appropriate messages, building confidence and trust with others.

Desired level: Leading Edge

4. Working Effectively with Others

Works collaboratively to achieve shared goals and thrives on diversity of people and perspectives. Knows when to lead and when to follow and how to ensure effective cross-boundary working.

Desired level: Leading Edge

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

• MSc/MA/MEng level in Education (or a related field) or equivalent field experience with Education in Emergency (EiE)
• A minimum of 8 years of relevant progressive experience, out of which 5 years in Senior Managerial positions
• Prior experience in EiE/ cluster coordination (senior management of Education in Emergency (EiE) programmes may be considered a substitute)
• Excellent communication skills, including ability to work with key stakeholders to support neutral, principles, and inclusive EiE coordination (MoE, REBs, and CSOs)
• Politically and culturally sensitive with qualities of patience, tact and diplomacy
• Previous first phase emergency response experience is essential – including understandings or rapid and anticipatory/ early action in education
• Understanding of the Humanitarian Program Cycle including experience with Humanitarian Response Planning and/or Humanitarian Needs Overview
• Demonstrable ability to work and represent views across different stakeholders taking part in the Education Cluster
• Experience of high level co-ordination and chairing of meetings
• Demonstrable understanding of international humanitarian response and co-ordination mechanisms
• Understanding of opportunities to provide integrated or cross-cutting humanitarian interventions with other sectors and Clusters, especially Child Protection and WASH
• Experience of applying relevant interagency humanitarian frameworks and standards in education in emergencies (for example INEE Minimum Standards)
• The capacity and willingness to be flexible and accommodating in difficult and sometimes insecure working circumstances.

Experience and Skills

Desirable

• Strong information management skills
• Strong influencing skills and experience in advocacy
• Experience or knowledge of working and living in relevant regions/contexts

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 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.

Health and Safety

The role holder is required to carry out the duties in accordance with SCI Health and Safety policies and procedures.