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1. Introduction:

Positive Action for Development (PAD) is an indigenous, non-governmental, non-profit, secular, and legally registered Ethiopian Civil Society Organization (Registration No. 2330). PAD is committed to promoting a just, compassionate, and inclusive society where all people can thrive. Guided by the values of optimism, integrity, kindness, excellence, and impactful action, PAD works to provide effective humanitarian and development support to communities in need.

PAD is currently seeking qualified and motivated individuals for the following position(s)

1. Position Details:

• Position: Accelerated Education Program (AEP) Facilitator
• Number required: 14 positions required
• Duty Station: 4 positions in North Wollo Zone: Raya Kobo and Habru woredas at TVET, Awura Godana, Abuarie, and Jara IDP sites; 3 positions in North Shewa Zone around Debre Birhan Town: Woinshet, Bakelo, and China IDP sites; and 1 position in Wag Himra Zone at Sekota Town, including Mebrathail, Maybulit, and Qunta Fabrica IDP sites.
• Language: Proficiency in English and Fluency in the local language(s) of the project area are mandatory.
• Employment Type: Contractual, project-based position subject to project funding and duration

1. Job Summary:

The AEP Facilitator is responsible for delivering high-quality, child-centered and inclusive teaching and learning activities under the Accelerated Education Program (AEP) for crisis-affected and out-of-school children. The Facilitator will create and maintain a safe, inclusive, accessible and protective learning environment that enables all learners, including Children with Disabilities (CWDs) and children with other learning and support needs, to participate meaningfully and achieve the expected learning outcomes.

The Facilitator will implement the approved AEP curriculum using learner-centered, participatory and differentiated teaching approaches. The Facilitator will identify and address barriers to learning and participation, provide appropriate classroom-level support and reasonable accommodation, and support the effective use of assistive devices by CWDs. The Facilitator will monitor learner attendance, participation, learning progress and completion; support assessment and transition of successful learners into the formal education system; and work closely with parents/caregivers, schools, Woreda Education Offices and project staff to promote retention and continuity of education, particularly for CWDs and other vulnerable learners.

Instruction

• Plan and teach civics and government courses aligned with curriculum standards
• Cover topics such as the structure of government, constitutional principles, rights and responsibilities, the electoral process, the rule of law, and local, national, and global citizenship
• Use varied teaching methods, including discussion, debate, simulations (e.g., mock trials, model legislatures), and project-based learning
• Differentiate instruction to meet the needs of diverse learners

Student Development

• Foster critical thinking, media literacy, and the ability to evaluate sources and arguments
• Facilitate respectful discussion of current events and controversial issues in a balanced, nonpartisan manner
• Encourage student participation in service learning, student government, and community engagement

Assessment and Records

• Design and grade assignments, tests, projects, and presentations
• Monitor student progress and provide timely, constructive feedback
• Maintain accurate attendance and grade records

Collaboration and Professional Duties

• Collaborate with colleagues, administrators, and families to support student success
• Participate in department meetings, professional development, and school events
• Maintain a safe, inclusive, and orderly classroom environment
• Supervise or sponsor clubs or activities such as Model UN, debate, or student council (as applicable)

Teaching and learning

• Plan and teach Physics lessons in line with the Cambridge syllabuses ( IGCSE and AS/A Level) and the school's scheme of work.
• Use varied teaching methods, including inquiry-based learning, demonstrations, problem-solving and technology, to suit different learning needs.
• Prepare, supervise and assess practical work and experiments, and keep to laboratory health and safety rules.
• Set clear learning objectives and differentiate to support both struggling and high-achieving students.

Assessment and reporting

• Set, mark and moderate assignments, tests and mock exams that follow Cambridge assessment objectives and mark schemes.
• Track student progress, give timely, constructive feedback and keep accurate records.
• Prepare students for Cambridge external examinations and help with exam administration when needed.
• Contribute to progress reports and parent-teacher meetings.

Classroom and student wellbeing

• Create a safe, inclusive and well-managed learning environment.
• Apply the school's behaviour, child protection and safeguarding policies.
• Support students' pastoral care and personal development.

Department and school contribution

• Work with colleagues on curriculum planning, resources and shared best practice.
• Look after laboratory equipment and report shortages, damage or safety concerns.
• Take part in staff meetings, training, school events and extracurricular activities (for example a science club or science fair).
• Communicate professionally with parents and with school leadership.

SMART MIND INTERNATIONAL SCHOOL

INTERNATIONAL SCHOOL VACANCY ANNOUNCEMENT

About Smart mind International School

Smart Mind International School is a premier, fast-growing international school located in Addis Ababa, Ethiopia, dedicated to providing a world-class educational experience. Grounded in a commitment to holistic student development, academic rigor, and global citizenship, our school delivers a high-quality international curriculum aligned with the Cambridge Assessment International Education framework from Early Years through Primary and Secondary education.  We are committed to continuous professional development, collaborative school leadership, and maintaining the highest standards of child protection and safeguarding.

Place of work: Addis Ababa, CMC area

Salary and Benefit Package: Highly attractive and as per the school policy

Vacancy Announcement IB MYP Design Teacher Addis Ababa, Ethiopia

Kelem International School (KIS) is a Pre-KG to Grade 10 institution with a rich 80- year history as a Scandinavian school in Addis Ababa. For 74 years it operated under the Swedish Embassy as the Swedish Community School before transitioning in 2019 to an independent, not-for-profit international school. Today, KIS continues its legacy of academic excellence, student-centered learning, and global citizenship.

Who We Are

At KIS, our vision is to become a collaborative center of learning in Ethiopia, nurturing confident and self-realized global citizens. Our mission is to empower every child to reach their full potential, developing resilient, curious, open-minded, and reflective learners who can express themselves effectively.

We are committed to equipping our students with the ability to think critically, analyze information, and solve problems creatively, preparing them to thrive in a rapidly evolving world. As lifelong learners, our teachers, and staff engage in continuous professional development to uphold the highest educational standards.

KIS fosters compassionate and responsible global citizens, while honoring and respecting Ethiopia’s rich heritage. Our diverse student body, representing 28 different nationalities, follows the Finnish curriculum blended with international educational best-practices and standards for Grades 1-10, alongside the International Early Years Curriculum (IEYC) for kindergarten.

If you are an educator who values inquiry-based learning, creativity, and student empowerment, we invite you to apply and become a part of our innovative learning

community.

Job Description

Kelem International School (KIS) is looking for a qualified, experienced, and energetic IB MYP Design Teacher for an immediate opening. KIS is currently an IB MYP Candidate School actively working towards full IB authorization.

Duties & Responsibilities

• Teach MYP Design (Digital and Product Design) to secondary students in line with International Baccalaureate principles.
• Guide students through the four stages of the IB Design Cycle.
• Develop curriculum documents, unit planners, and rubrics required for the school’s IB authorization process.
• Maintain a well-organized, safe, and collaborative practical classroom/lab environment.
• Regularly evaluate student progress using IB criterion-based assessment rubrics.
• Participate in school meetings, professional learning communities, and extracurricular activities as required.

LOCATION: Birsste Gebriel (Sar Bet)

CAREER LEVEL:

EMPLOYMENT TYPE:

SALARY (Optional):

JOB DESCRIPTION

Sparkle Pre-School is a private school in Addis Ababa, Ethiopia that works to give a high quality and caring education service. As Cambridge system accredited school we operate to provide affordable and outstanding early years education service.

MAIN DUTIES AND RESPONSIBILITIES:

• Preparing Cambridge system lessons based on the scheme of work.
• Using creative and inspiring approach to deliver the lessons.
• Providing extracurricular activities.
• Carryout active learning.
• Overseeing pupils' overall performance and tracking progress.
• Anticipate the needs of the pupils to address them according to their needs.
• Undertake other related duties as may reasonably be assigned to you by the supervisor.

Skills

• Good command of English (spoken and written) – minimum B2 level.
• Good knowledge of computer and AI use.
• Knowledge of other foreign languages (Arabic) is a plus (preferable).

Position: English Teacher

Company: BS School Group PLC (School of Americana)

Location: Lideta, Soliana Building

Education Level: BA Degree in Accounting & Finance Or Any Related Fields  

WE ARE HIRING | SAFEWAY INTEGRATED SCHOOL

We are seeking academically qualified educators with strong subject-matter expertise and a demonstrated ability to deliver high-quality instruction.

• Chemistry Teacher
• Biology Teacher
• Geography & Social Studies Teacher

Job Title: Education In Emergency Officer

 About Right To Play:

For more than 25 years, Right To Play has been protecting, educating, and empowering millions of children each year to rise above adversity through the power of play.

We offer programs in 14 countries across Africa, Asia, the Middle East and North America, reaching millions of children each year in some of the most difficult places on earth, helping them to stay in school and learn, overcome prejudice, heal from trauma, and develop the skills they need to thrive. We do this by harnessing play, one of the most fundamental forces in a child's life, to teach children the critical skills they need to dismantle barriers and embrace opportunities, in learning and in life.

This work is supported by our two global offices in Toronto, Canada and London, UK; and seven National Offices in North America and Europe.

Right To Play Ethiopia started its operation in 2005 and have implemented several interventions to protect, educate and empower children and youth in different parts of the country.

 Benefits Highlights:

• Connect and collaborate with a global team who are passionate about protecting, educating and empowering children and youth using the power of play!
• Culture premised on our Culture Code (accept everyone, make things happen, display courage, demonstrate care, and be playful)
• Paid leaves (20 days annual leaves, 3 personal days per year)
• Competitive benefits such as medical and life insurance, hardship allowance, transportation allowance, communications allowance, etc.)
• Learning opportunities and 5 learning and development (L&D) days per year
• More information on what we offer is available on our website.

Job Description:

1-  Purpose:

The EIE Officer is responsible for supporting the planning, implementation, monitoring, evaluation, and reporting of education in Emergency activities in alignment with Right To Play (RTP) policies, standards, and program objectives. Reporting to the Project Manager, the incumbent will contribute to ensuring that children and adolescents affected by crises have access to safe, inclusive, and quality learning opportunities.

The role requires close collaboration with refugees, schools, communities, government education authorities, humanitarian partners, and other stakeholders to effectively deliver education interventions and promote positive learning outcomes and well-being among children and youth in refuges and host communities.

2-  Accountability & Responsibilities:

Project Planning and Implementation (40%)

• Support the planning, coordination, and implementation of education project activities and work plans.
• Provide technical and operational support to field staff to ensure activities meet quality standards and established best practices.
• Coordinate and implement activities, including sports tournaments and community events for both refugee and host communities.
• Support the delivery of safe, inclusive, and quality education interventions in crisis-affected settings, in accordance with Education in Emergencies (EiE) standards, including the INEE Minimum Standards and Child Protection Minimum Standards (CPMS).
• Assist in the recruitment, training, mentoring, and supervision of project staff and facilitators.
• Support teachers, school personnel, and community facilitators in implementing play-based learning approaches that enhance participation, learning, and child well-being for both refugee and host communities.
• Ensure all education interventions comply with RTP organizational policies and donor requirements EIE standards.

Program Management and Support (20%)

• Provide day-to-day supervision, guidance, and support to assigned project staff, school settings both for refugee and host communities where applicable.
• Participate in education needs assessments, rapid emergency assessments, and situational analyses.
• Collaborate with Child Protection and Psychosocial Support (CP-PSS) focal persons and relevant stakeholders to strengthen linkages between education, child protection, psychosocial support services, and referral pathways.
• Collect, analyze, and utilize data to inform program design, implementation, and decision-making.
• Identify educational gaps and contribute to the development of appropriate educational responses and interventions.
• Support emergency preparedness, contingency planning, and response activities as required.

Coordination and Partnerships (15%)

• Maintain effective working relationships with local partners, community-based organizations, schools, and government authorities.
• Participate in Education Cluster meetings, coordination forums, and joint planning initiatives, representing RTP as appropriate.
• Ensure that partners, consultants, and service providers adhere to RTP policies, safeguarding standards, and Code of Conduct.
• Work closely with education authorities, school management committees, and refugee leadership structures.
• Collaborate with child protection, WASH, health, and other sector actors to promote integrated programming and service delivery.

Monitoring, Evaluation, and Reporting (15%)

• Conduct regular field visits to monitor implementation quality and provide technical support.
• Collect, manage, and analyze program data using RTP monitoring, evaluation, and learning (MEL) tools and systems.
• Prepare timely and accurate activity reports, progress updates, and outcome reports for internal and external stakeholders.
• Document success stories, lessons learned, innovations, and best practices.
• Support the implementation of accountability and feedback mechanisms and ensure community feedback is documented, addressed, and used to improve program delivery.

Safeguarding and Protection (10%)

• Ensure all education activities are implemented in accordance with RTP safeguarding and child protection policies.
• Promote safe, inclusive, and protective learning environments that support children's psychosocial well-being.
• Identify, document, and report protection concerns through established referral and case management pathways.
• Perform other duties as assigned

 Scope (geographical and/or functional), Impact and Autonomy

• Operating at the local level, the role has a direct impact on program quality and stakeholder relationships. The EIE Officer makes operational decisions within established plans and policies and contributes to strategic recommendations.

4-  Leadership and Staff management

• The incumbent may supervise and mentor some RTP project staff if applicable. The role fosters a collaborative, learning-oriented culture and supports partner capacity strengthening.

5-  Information requirement for decision-making

• Rely on program data, field reports, and stakeholder feedback to make decisions and recommend adjustments. Uses judgment in responding to local challenges and adapts project delivery.

6-  Innovation and Improvements

• Identifies opportunities to strengthen delivery and adapt programming based on needs. Suggests operational efficiencies and collaboration on solutions for improved project outcomes.

7-  Relationships & Communications: Internal / External:

• Internal: Program and Partnerships Manager, Project Manager, Finance Manager, Impact Lead Logistics and People and Culture where applicable External: Partners, Peer organizations, community leaders, local NGOs, facilitators, teachers, school administrators, relevant government departments (e.g. Education, Youth, Sports), and other partners.