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VAC-11839 State Education Facilitator


  • Organization: CTG - Committed To Good
  • Location: Yobe
  • Grade: Level not specified - Level not specified
  • Occupational Groups:
    • Education, Learning and Training
    • Children's rights (health and protection)
  • Closing Date: Closed

Job description

CTG overview

CTG staff and support humanitarian projects in fragile and conflict-affected countries around the world, providing a rapid and cost-effective service for development and humanitarian missions. With past performance in 17 countries – from the Middle East, Africa, Europe, and Asia, we have placed more than 20,000 staff all over the world since operations began in 2006.

CTG recruits, deploys and manages the right people with the right skills to implement humanitarian and development projects, from cleaners to obstetricians, and mechanics to infection specialists, we’re skilled in emergency response to crises such as the Ebola outbreak in West Africa. Key to successful project delivery is the ability to mobilise at speed; CTG can source and deploy anyone, anywhere, in less than 2 weeks and have done so in 48 hours on a number of occasions.

Through our efficient and agile HR, logistical and operational services, CTG saves multilateral organisations time and money. We handle all our clients’ HR related issues, so they are free to focus on their core services.

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Overview of position
  • The situation in north east Nigeria continues to be a highly complex humanitarian crisis. The ten year conflict has affected over 14 million people, with approximately 1.7 million displaced, predominantly in the north eastern states of Borno, Yobe, Adamawa. The conflict has caused serious effect on the education system in which more than 2.8 million children need urgent education services. Prior to the crisis, the north east had the highest percentage (52%) of children who never attended schools, with at least 17.1% in Adamawa state & 73% in Yobe state. Moreover, the north east had the highest children drop out rates, at 3.2% (4.4 for Adamawa & 1.6 for Yobe). The current situation shows a decline in the total number of schools by 22% & a decline in total enrolment by 38%.

  • Currently there is a unique opportunity to reach conflict affected children in IDP camps & host communities with education services. The increase in accessibility of LGAs constitutes an opportunity for early recovery interventions & system building support to the government. To intervene, our clients basic education section is implementing interventions across LGAs in Borno state (MMC, Jere, Gwoza & Bama LGAs) & Yobe state (Damaturu, Gujba & Potiskum LGAs). The interventions include among others North East Nigeria Transition to Development (NENTAD) with funding from DFID. Support to early recovery & resilience in Borno state with funding from EU; resilience integrated education programming for children in northeast Nigeria.

  • Our client has therefore planned to recruit State Supervisors, Senior State & LGA Facilitators to be managed through a 3rd party arrangement. The Facilitators will support implementation of the interventions at states & LGAs level in the 2 states. The Facilitators work under strategic guidance & direction from the Education Manager, Chief of Field Office & directly supervised by the Education Specialist / Officer.

  • The Facilitators are responsible for the field monitoring & reporting of the interventions & essentially collaborate with WASH & child protection & other relevant sectors where necessary. They are responsible for monitoring the day to day implementation of education activities across our client supported education program sites in their areas including both formal & non formal learning schools / centers.

  • Two State Supervisors (one for Borno & Yobe states each), two Senior State Facilitators (one for Borno & Yobe states each), two Senior LGA Facilitators for Gujba & Fune LGAs in Yobe State & 4 for MMC & Biu LGAs in Borno state will be recruited & managed under a third party contracting agreement. The Facilitators will be based full time in states / LGAs of the assignment to monitor implementation in real time.

The interventions are aimed at:

  • Contributing to realization of inclusive, quality & equitable basic education & strengthening the resilience of the most vulnerable communities, especially the children in Borno state.

  • Contributing to increasing the resilience & social inclusion of adolescents & young people in Borno state, allowing them to attain economic independence & actively paly a positive role in the society.

  • Contributing to community empowerment to demand inclusive education & strengthening institutional capacity to sustain support system for vulnerable children as part of the inclusive education.

  • Strengthening school & community based psychosocial support to students, their families & teachers, as well as strengthening institutional capacity of support system for vulnerable children & adolescents with special neds (including children severely distressed because of the conflict) as part of the inclusive education.

Role objectives

Operational support:

  • Support planning, implementation of EIE activities at state & LGA levels in collaboration with the following implementing partner, Local Government Education Authorities (LGEAs), Borno & Yobe State Universal Basic Education Board (SUBEB), Borno & Yobe State Ministry of Education (SMoE), Borno & Yobe State Ministry of Religious Affairs (SMoRA) & the Borno & Yobe State Agency for Mass Education (SAME).

  • Present / explain to state & LGA level stakeholders, beneficiary groups (teachers, students & community) & local government partners the education program deliverables, their roles & expected results of the program & the change the program aims to support using materials developed by our client.

  • Hold focus group discussions with stakeholders at community levels on key aspects of the program.


  • Provide periodic updates on schools’ condition using weekly monitoring tracking template.

  • Monitor quality implementation of education activities according to national standards, working in close collaboration with other sectors particularly, WASH & child protection sectors.

  • Support & monitor distribution of education supplies in close coordination with SUBEB offices & LGEAs.

  • Conduct classroom observation of teachers’ application of teaching techniques / skills learned from training.

Evidence based planning & reporting:

  • Maintain database on key education targets using tools provided by our clients education section.

  • Regularly communicate with our clients field office education staff responsible for the EiE activities & discuss issues of concern on the implementation of projects.

  • Provide fortnightly, monthly, quarterly & annual progress report on the status of the project activities.

  • Support documentation of best practices & lessons learned from implementation.

  • Develop at least one human interest story per month.

  • Provide high resolution photos of implemented activities.


  • Weekly / monthly work plan / travel plan, with effective & timely follow up on recommendations & actions.

  • School & classroom monitoring reports (including effective utilization of resources delivered).

  • Fortnightly, monthly & quarterly reports including update of database (quantitative) & lessons learned / good practices (qualitative).

  • Monthly human interest stories.

  • Participate in teacher, girls’ selection, supporting the organisation of teacher trainings, girls for girls’ activities in schools & follow up.

  • Minutes of weekly / monthly meetings with SBMCs, SUBEB or SUBEB focal point, MoE, LGEA.

Project reporting

The Facilitators work under strategic guidance & direction from the Education Manager, Chief of Field Office & directly supervised by the Education Specialist / Officer.

Key competencies
  • University degree or diploma in education & / or other related to social science field (advanced degree in the same field is an added advantage) or relevant experience with a minimum of two years’ experience in implementing, supporting managing projects with government counterparts, in an aid organization or community based organisation & in education programming

  • Computer literate.

  • Fluency in English & one other local language preferably Hausa / Kanuri.

  • Effective communication skills.

  • Strong analytical & report writing skills.

  • Thorough knowledge of the geographical area of responsibility.

  • Good verbal & communication skills.

  • Good in working with people.

  • Demonstrated leadership skills.

  • Able to work effectively in a multicultural & conflict affected environments.

  • Good understanding of education in emergencies, girls’ education, community involvement & participation.

Team management

This role has no team management responsibility.

Further information

Qualified female candidates are encouraged to apply for this role.

· At no stage of the recruitment process will CTG ask candidates for a fee. This includes during the application stage, interview, assessment and training.
· CTG has a zero tolerance to Sexual Exploitation and Abuse (SEA) which is outlined in its Code of Conduct. Protection from SEA is everyone’s responsibility and all staff are required to adhere to CTG’s Code of Conduct at all times.
This vacancy is now closed.
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