The Education Officer–PlayMatters 3.0 (PM3.0) will support partners in implementation of the project activities. The role will support partners in planning, implementation monitoring and evaluation. The Education Officer will provide first-line technical support to local implementing partners and field teams, support routine monitoring, data collection, and reporting, and ensure regular follow-up to maintain implementation quality and accountability. S/he will actively engage with local implementing partners, sub-national stakeholders and represent PlayMatters in grassroot coordination forums to ensure alignment with government systems and sector priorities. Working within a systems-strengthening approach, the role will contribute to reinforcing existing teacher development structures and coordination mechanisms, while supporting adaptive programming through feedback, learning, and collaboration with WCH technical, RMEAL, and operations teams

The Education Officer reports to the Dedsignated Local Partner Focal Point and in charge of supporting partners in planning, implementation, monitoring and evaluation of PlayMatters 3.0 intervention in South Sudan.

Teacher Professional Development (TPD) Support

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

Provide support to local partners through on-site coaching, demonstrations, and follow-up support to teachers, school leaders, and school management committees.

Support partners to facilitate and monitor the application of Learning through Play (LtP) approaches in classroom practice and school routines

Support partners in project activities implementatio

Support local partners in the day-to-day implementation of PlayMatters 3.0 activities at school and community levels, ensuring alignment with workplans, timelines, and quality standards.

Support parters in coordination and schedule activities in collaboration with County/Payam education authorities, schools, and community structures

Assist partners in organising and delivering teacher training, mentorship sessions, CPD activities, and community engagement initiatives, ensuring adherence to Learning through Play (LtP) approaches and guidance.

Monitoring, Accountability, Reporting and Learning

Conduct regular field monitoring visits with local partners to assess implementation quality, progress, and adherence to standards.

Support partners to collect, verify, and submit accurate and timely data in line with RMEAL systems and tools.

Provide feedback to local partners in order to support teachers, learners, and communities to inform adaptive programming.

Coordination and Stakeholder Engagement

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

Support partners in County/Payam-level coordination meetings and relevant forums, representing PlayMatters as required.

Support partners in alignment of project activities with existing education systems, structures, and sector priorities.

Strengthening collaboration with local partners, schools, communities, government actors, and national partners.

Support Communications, Collaboration and Partnerships

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

Generate and follow up payment of partners cash requests and logistical needs to ensure timely implementation.

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

Support partners to maintain organized and up-to-date project files and records.

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.

• Support partners in implementation of the project activities.
• Support partners in planning, implementation, monitoring and evaluation.
• Provide first-line technical support to local implementing partners and field teams.
• Support routine monitoring, data collection, and reporting.
• Ensure regular follow-up to maintain implementation quality and accountability.
• Actively engage with local implementing partners and sub-national stakeholders.
• Represent PlayMatters in grassroot coordination forums.
• Contribute to reinforcing existing teacher development structures and coordination mechanisms.
• Support adaptive programming through feedback, learning, and collaboration with WCH technical, RMEAL, and operations teams.
• Support partners in planning, implementation, monitoring and evaluation of PlayMatters 3.0 intervention in South Sudan.
• Work closely with local partners and capacity building Officer to deliver CPD structures, Teacher Training Institutes (TTIs), and local education authorities to support ongoing teacher professional development.
• Provide support to local partners through on-site coaching, demonstrations, and follow-up support to teachers, school leaders, and school management committees.
• Support partners to facilitate and monitor the application of Learning through Play (LtP) approaches in classroom practice and school routines.
• Support local partners in the day-to-day implementation of PlayMatters 3.0 activities at school and community levels, ensuring alignment with workplans, timelines, and quality standards.
• Support partners in coordination and schedule activities in collaboration with County/Payam education authorities, schools, and community structures.
• Assist partners in organising and delivering teacher training, mentorship sessions, CPD activities, and community engagement initiatives, ensuring adherence to Learning through Play (LtP) approaches and guidance.
• Conduct regular field monitoring visits with local partners to assess implementation quality, progress, and adherence to standards.
• Support partners to collect, verify, and submit accurate and timely data in line with RMEAL systems and tools.
• Provide feedback to local partners in order to support teachers, learners, and communities to inform adaptive programming.
• Maintain regular coordination with local partners, local education authorities, schools, TTIs, and implementing partners.
• Support partners in County/Payam-level coordination meetings and relevant forums, representing PlayMatters as required.
• Support partners in alignment of project activities with existing education systems, structures, and sector priorities.
• Strengthening collaboration with local partners, schools, communities, government actors, and national partners.
• Support partners in preparation and submission of activity plans, procurement requests, budget inputs, and implementation schedules.
• Generate and follow up payment of partners cash requests and logistical needs to ensure timely implementation.
• Ensure compliance with WCA policies, donor requirements, and safeguarding standards, including proper documentation and reporting.
• Support partners to maintain organized and up-to-date project files and records.

• Fluency in English and location local language.

• Degree from an accredited university in Education, Teacher Education, Social Science, or other relevant field of study.
• Basic understanding of education systems in South Sudan, including roles of County/Payam education structures and coordination mechanisms.
• Demonstrated ability to work with communities, teachers, and local stakeholders in diverse and resource-constrained settings.