Your mission

The Capacity Building Officer–Education- PlayMatters 3.0 (PM3.0) will support the effective delivery of key training packages to implementing partners ensuring the quality and timely delivery of project interventions in line with workplans, budgets, and project priorities. The role will support partners delivering Play (LtP) Core Package, including teacher training, continuous professional development (CPD), classroom support, and community engagement, working closely with teachers, school leaders, PTAs/SMCs, and local education authorities to strengthen practical application of LtP in schools

The Capacity Building Officer reports to the Project Coordinator and in charge of training and capacity building of local partners in execution of training package of PM 3.0.

Your profile

Work with partners in Teacher Professional Development (TPD) Support

Work closely with CPD structures, Teacher Training Institutes (TTIs), and local education authorities to support ongoing teacher professional development.

• Provide on-site coaching, demonstrations, and follow-up support to teachers, school leaders, and school management committees.
• Facilitate and monitor the application of Learning through Play (LtP) approaches in classroom practice and school routines.
• Track teacher participation, engagement, and uptake of skills, and support continuous improvement through Teacher Learning Cycles (TLCs).
• Promote integration of LtP into lesson delivery, school routines, and community engagement activities

Monitoring, Accountability, Reporting and Learning

• Conduct regular field monitoring visits to assess implementation quality, progress, and adherence to standards.
• Collect, verify, and submit accurate and timely data in line with MEAL systems and tools.
• Gather and document feedback from teachers, learners, and communities to inform adaptive programming.
• Document challenges, lessons learned, and good practices to support learning and evidence generation.
• Contribute to activity reports, donor reporting inputs, and learning documentation.

Participate in assessment, development, and maintenance of implementing partnership relations in existing and/or potential project locations.

Coordination and Stakeholder Engagement

Maintain regular coordination with local education authorities, partners, schools, TTIs, and implementing partners.

• Participate in County/Payam-level coordination meetings and relevant forums, representing PlayMatters as required
• Support alignment of project activities with existing education systems, structures, and sector priorities.
• Strengthening collaboration between schools, communities, government actors, and national partners.
• Facilitate collaboration, joint troubleshooting, and consensus to ensure integration and harmonization of other sectors, departments during implementation.

Support Communications, Collaboration and Partnerships

Support partners in preparation and submission of quarterly activity plans, budget inputs, and implementation schedules.

Ensure compliance with WCH policies, donor requirements, and safeguarding standards, including proper documentation and reporting

About us

The War Child Alliance is an international non-governmental organization committed to providing psychosocial support, child protection, youth empowerment programming and quality education to the children affected by armed conflict. We implement evidence-based interventions to empower key stakeholders—including governments, educators, caregivers, and communities—to foster children’s wellbeing, education, and self-determination. We work with global teams with team members being based in different locations. War Child is currently operates in: Afghanistan, the Central African Republic, Colombia, DR Congo, Germany, Jordan, Lebanon, the occupied Palestinian territory, South Sudan, Sweden, Syria, Uganda, Ukraine (soon to be registered), and Yemen. We also have offices in the Netherlands and the United Kingdom.

• Provide on-site coaching, demonstrations, and follow-up support to teachers, school leaders, and school management committees.
• Facilitate and monitor the application of Learning through Play (LtP) approaches in classroom practice and school routines.
• Track teacher participation, engagement, and uptake of skills, and support continuous improvement through Teacher Learning Cycles (TLCs).
• Promote integration of LtP into lesson delivery, school routines, and community engagement activities
• Conduct regular field monitoring visits to assess implementation quality, progress, and adherence to standards.
• Collect, verify, and submit accurate and timely data in line with MEAL systems and tools.
• Gather and document feedback from teachers, learners, and communities to inform adaptive programming.
• Document challenges, lessons learned, and good practices to support learning and evidence generation.
• Contribute to activity reports, donor reporting inputs, and learning documentation.
• Participate in assessment, development, and maintenance of implementing partnership relations in existing and/or potential project locations.
• Maintain regular coordination with local education authorities, partners, schools, TTIs, and implementing partners.
• Participate in County/Payam-level coordination meetings and relevant forums, representing PlayMatters as required
• Support alignment of project activities with existing education systems, structures, and sector priorities.
• Strengthening collaboration between schools, communities, government actors, and national partners.
• Facilitate collaboration, joint troubleshooting, and consensus to ensure integration and harmonization of other sectors, departments during implementation.
• Support partners in preparation and submission of quarterly activity plans, budget inputs, and implementation schedules.
• Ensure compliance with WCH policies, donor requirements, and safeguarding standards, including proper documentation and reporting

• Strong understanding of education systems in South Sudan, including teacher management, curriculum, and coordination structures.
• Demonstrated experience in developing and adapting educational content or training packages, preferably in low-resource or crisis contexts.
• Proven leadership and team management skills, with experience in mentoring, capacity strengthening, and managing diverse teams and partners.
• Strong analytical, problem-solving, and organizational skills, with the ability to manage multiple priorities effectively.
• Excellent communication and facilitation skills, including experience delivering training, workshops, and stakeholder engagements.

• Bachelor’s degree in education, Teacher Education, Curriculum Studies, or a related field required.
• Minimum of 5 years of progressively responsible experience in education programming, including teaching professional development and programme management in humanitarian or development contexts.
• Strong understanding of education systems in South Sudan, including teacher management, curriculum, and coordination structures.
• Demonstrated experience in developing and adapting educational content or training packages, preferably in low-resource or crisis contexts.
• Demonstrated experience in developing and adapting educational content or training packages, preferably in low-resource or crisis contexts.
• Proven leadership and team management skills, with experience in mentoring, capacity strengthening, and managing diverse teams and partners.
• Strong analytical, problem-solving, and organizational skills, with the ability to manage multiple priorities effectively.
• Excellent communication and facilitation skills, including experience delivering training, workshops, and stakeholder engagements.
• Experience working with INGOs and NNGOs and in humanitarian or refugee contexts is highly desirable.