ALP Teacher (2 Positions)

The International Rescue Committee (IRC) responds to the world's worst humanitarian crises, helping to restore health, safety, education, economic wellbeing, and power to people devastated by conflict and disaster. Founded in 1933 at the call of Albert Einstein, the IRC is one of the world's largest international humanitarian non-governmental organizations (INGO), at work in more than 40 countries and 29 U.S. cities helping people to survive, reclaim control of their future and strengthen their communities. A force for humanity, IRC employees deliver lasting impact by restoring safety, dignity and hope to millions. If you're a solutions-driven, passionate change-maker, come join us in positively impacting the lives of millions of people world-wide for a better future.

Required Qualifications:

Bachelor’s degree in education from any HEC-recognized university, or experience in a relevant field. Candidates who have teaching experience, particularly in ALP centers, and have expertise in facilitation and communication skills, including education field management experience in education projects, will be preferred.

Desired Skills:

Strong facilitation skills, including excellent content delivery skills, negotiating and school management skills. Strong communication skills (both English and local language.

Experience

At least 03 years of advanced work experience in the relevant field of Education, experience of managing a small-scale school/ ALP center and facilitation-related activities in ALP; having good command over formal and non-formal education programs and systems support activities. Must be a local from Chaghi and the same area where ALP will be established.

Functional Responsibilities

ALP Teacher will be responsible for overall management of ALP center and its related activities intended to strengthen the education services delivery system in the district. ALP Teachers will offer technical support by facilitating and applying effective teaching methods. This includes leading and coordinating the nonformal education program and supporting system activities to promote educational initiatives within the community. The responsibilities include,

• To attend teacher training offered by the IRC at the district as well as at the provincial level.
• Implement education activities according to agreed strategy and plans.
• Support in the establishment of ALP centers and enrollment of OOSC.
• Provide Non-Formal Education (NFE) to the children through active, effective, joyful, and participatory activities.
• Encourage OOSC to participate in learning activities through motivation, participatory, co-curricular activities, and effective facilitation tools.
• Impart lessons as per the agreed curriculum (Package A).
• Involve children in recreational and motivational activities for provision of necessary recreational activities.
• Involve children with special needs in the NFE activities and to enhance their learning skills.
• Adopt teaching methodology for the inclusion of the children with disabilities along with other children.
• Ensure adherence to child protection.
• Assist the psychologist in Behavior observation and psychological tests as well as timely coordination with the psychologist, social mobilizers, and health officer to address the issues being identified.
• Maintain files, records of children, test result and visiting register. Strengthening Access to Protection and Essential Services for Vulnerable Host Communities in Balochistan
• Maintain the registration record of enrolled children, dropout record of the children, and share with the concerned regularly.
• Timely information sharing with the mobilization team, education officer, and project team regarding dropout and absentees of children with reasoning and logs.
• Conduct assessment and placement tests of students, allotting according to their capacity.
• Conduct examinations for students and appropriate to their level and set the dates of examinations in coordination with the management.
• Share information with the project team when a child is ready for mainstream in formal school.
• Facilitate and support necessary documentation required for transition in formal schools.
• Regular coordination and meetings with all SMC/PTSMCs to review the progress; meeting minutes to be developed and recorded.
• Close coordination with parents/guardians to assess the child’s educational performance.
• Conduct meetings with government school teachers regarding mainstreaming of newly transitioned children.
• Conduct follow-up visits for children after the mainstreaming process.
• Conduct effective awareness sessions for children to sensitize them on WASH, protection, environment, education, and Health.
• Identify children with special needs and those who require special attention to meet their academic needs during class time.
• Engaging the communities for an effective role in retention, controlling dropouts, and monitoring activities through the community members.
• Listening to students' concerns regarding protection, social, academic, or personal circumstances.
• Providing students with support and guidance on how to deal with problems.
• Referring students to other support services and mental health professionals as needed.
• Working with students to develop and improve their skill set.
• Any other tasks assigned by the line Supervisor.

Professional Standards: All International Rescue Committee workers must adhere to the core values and principles outlined in IRC Way - Standards for Professional Conduct. Our Standards are Integrity, Service, Equality and Accountability. In accordance with these values, the IRC operates and enforces policies on Safeguarding, Conflicts of Interest, Fiscal Integrity, and Reporting Wrongdoing and Protection from Retaliation. IRC is committed to take all necessary preventive measures and create an environment where people feel safe, and to take all necessary actions and corrective measures when harm occurs. IRC builds teams of professionals who promote critical reflection, power sharing, debate, and objectivity to deliver the best possible services to our clients.

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Work that has meaning: Every day at the IRC is a chance to make a difference through a purpose-driven career. Whether you're working directly with communities or providing support behind the scenes, you will be part of a dynamic team that is always innovating, scaling, and testing new and better solutions to ensure the best possible outcomes for the people we serve.

Global scale, dynamic workplace: At the IRC, we believe that the dynamic, global make-up of our team is our strength. When you join us, you're not just starting a job—you will be part of a global organization positively impacting millions of lives in over 40 get to work with colleagues from all around the world—working across time zones and regularly exchanging different ideas, perspectives and insights. You’ll join a team that is dedicated to fostering a supportive environment to create a workplace where everyone feels valued, respected, and heard.  

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Our Typical Recruitment Process

The interview process typically includes three rounds, though the number may vary depending on the role and level of seniority. It usually begins with a conversation with our recruiting team to learn more about you and your goals. This is followed by an interview with a hiring manager or business stakeholder to explore your background and provide more insight into the role. The final round focuses on assessing your role-specific expertise and may be conducted as a panel interview to evaluate your cross-functional strengths. Before extending an offer, we generally conduct reference checks, and after an offer is made, a standard background check is completed. While we strive for consistency, the process may differ based on the role, business unit, location, job type, legal requirements, and other factors.

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