Civil society has long been a key factor in addressing a full range of issues in the social, cultural, religious, humanitarian, and political life of Afghanistan. With the focus on the transition to Afghan leadership, civil society, particularly local and national non-governmental organizations (NGOs), have the potential to play an important and complementary role in Afghanistan in the delivery of the government’s priority programs, in supporting improved governance, in connecting the wider Afghan population to the state, and in advocating for the vulnerable and excluded.

NGOs in Afghanistan face challenges, including financial and capacity gaps and a public trust deficit, in their endeavors to play such a role effectively. The government, the international community, and civil society have been considering methods by which to support NGOs to address these challenges and realize their potential, dating back to discussions at the Conference on Enabling Environment for Effective Private Sector Contribution to Development in Afghanistan in June 2007. One of the outcomes of these considerations was the formation of a working group, with representation from international and national NGOs, key national NGO networks, and civil society professionals, to establish an organization that will enable NGOs to address these challenges.

The Afghanistan Institute for Civil Society (AICS) objectives are:

1. To raise the credibility of the civil society sector by certifying local NGOs using locally defined and internationally recognized standards.
2. To systemize capacity-building efforts by coordinating initiatives using measurable performance indicators.
3. To strengthen the role of civil society in Afghanistan’s development through policy dialogue and active engagement with the government, donors, and the broader development sector.
4. To provide a channel for resources for civil society by strengthening philanthropic and corporate social responsibility efforts.

The District Teacher Educator Education  (DTEE) is a member of the AICS Education programme.  In close cooperation with the AICS provincial  education team, she works on improving the quality of teaching and learning in all  ECD education programs supported by AICS.

The DTEE will also collaborate her efforts with the District Education Department inspectors and community leaders to help build the capacity of everyone working in, and affected by, the  education system. The DTEEs main focus will be to help build the capacity of schools through working with hub-school mangaemnt team (SMT) to establish and improve the preprimary classes in the schools and also to set up community based preprimary classes.

ECD Improvement

• Support improvement of preschool activities in accordance with AICS policy and MOE directives;
• Work in assigned area and plan activities each week with team members;
• Provide in-classroom mentoring and support to improve teaching and learning in the preprimary classes and Demonstrates and encourages inclusive work practices.
• Prepare mentoring plans in consultation with the DEDs and SMTs;
• Help teachers, community vulanteers, parents to develop learning resources;
• Support the school and communities to help strengthen the School Mangemnet Shuras (SMS);
• Distribute kits, books and materials to preschools and community libraries;
• Support community libraries and preschools teachers to conduct parenting, PSS, life skills sessions and reading days.
• Encourage school Management Shura, teachers, children and community members to ‘own’ the  preschools and to play a role in maintaining their preschool and community library; and

Training and Mentoring

• Train and mentor PED/DED officials and SMTs on holistic gender responsive ECD package
• Train and mentor preschool teachers on holistic gender responsive ECD package to support preprimary classes
• Train and mentor ECD teachers and volunteers to deliver gender-responsive parenting sessions (including life skills, Psychological Support (PSS), and self-expression)
• Train and mentor ECD teachers/volunteers on ECD entrepreneurship packages.
• Train and mentor school Management shura on ECD-Shura package

Monitoring and Reporting

• Observe activities being implemented and prepare future plans on progress.
• Review activities conducted each week and prepare future weeks’ plans on the basis of progress made or not made.
• Data collection on M&E tools and forms
• Record all visits and activities in the Observation Book.
• Record all planned activities, results, challenges, and impacts on a daily basis in their DTEE notebook.
• Develop and compile success stories, lessons learned, and any other AICS requested documents and reports.  

Other

         Carries out the responsibilities of the role in a way which reflects AICS  commitment to protecting              children in accordance with the Child Safeguarding Policy.

• A Bachelor’s degree (preferably in Education or child phsycoloy)

• At least 2-3 years’ experience in education particularly in areas of teaching, conducting training, and mentoring

• Excellent interpersonal and communication skills

• Proven experience in working within a diverse team in a demanding environment

• Good social skills and ability to work as part of a team

• Experience of working with communities and Shuras

Qualified interested national candidates are kindly requested to submit their application (cover letter & updated CV) no later than 27 July 2024 to the email (Jobs@aicsafg.org) 

Please mention the vacancy number and job title in the subject line of your email (AICS2024-07-001 ) District Teacher Educators

The female residents of Baghlan( Baghlan Jadid and Pul e Khumri) Samangan ( Dara e Suf Bala and Dara e Suf payeen) are highly encouraged to apply.