Mission

Founded in 1994, Acted is a non-governmental organization with headquarters in Paris, France. Independent, private and not-for-profit, Acted respects principles of strict neutrality and impartiality in its decisions, and operates according to non-discrimination and transparency principles. Acted endeavors to respond to humanitarian crises and build resilience; promote inclusive and sustainable growth; construct effective governance and support the building of civil society worldwide by investing in people and their potential. In Pakistan, Acted has been active since 1993 and has provided assistance across all provinces to an estimated 6.9 million people. The assistance has included emergency response to meet the immediate and live-saving needs of natural disaster and complex emergency affected households, as well as recovery and development support in the form of education and livelihoods promotion and assistance.

Acted is implementing a project as implementing partner titled "Radio Education: Promotion of Learning through Radio in Isolated Areas of Pakistan" being implemented by Acted in Pakistan. The project aims to enhance access to education for schools, communities, and youth in marginalized areas through Radio educational programmes, improving their learning skills. Based on the national curriculum, these programmes use an Interactive Radio Instruction (IRI) approach, focusing on educational content related to Education for Sustainable Development (ESD), Global Citizenship Education (GCED), environmental awareness, and tangible and intangible cultural heritage. The content aligns with the broader framework of Sustainable Development Goal (SDG) 4.7, empowering learners to play active roles in building peaceful, tolerant, inclusive, and secure societies. The Radio programmes employ activity-based learning methods to disseminate knowledge on Climate Change, GCED, ESD, and tangible and intangible cultural heritage practices and highlight the role of culture in sustainable development.

The project seeks to promote knowledge and understanding of the tangible and intangible cultural heritage of the local areas; and the role of culture for sustainable development, among children and youth, enhancing preparedness for disasters like floods, droughts, epidemics, and other emergencies. In this context, the project will focus on practical knowledge related to ESD, GCED, and indigenous cultural practices, to engage teachers and students in activity-based learning including teacher capacity building and sustainable development practices like school gardens and water harvesting systems. Advocacy messages promoting the right to education will be broadcasted to encourage school attendance and enrolment of out-of-school children. Public service messages will cover information on ESD, GCED, and culture heritage to stimulate a desire for knowledge and learning and facilitate the reintegration of out-of-school children into formal education.

Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) are two transformative educational approaches championed by UNESCO to foster a more inclusive, equitable, just, and sustainable world through education. The ESD and GCED Capacity-Building Initiative aims to enhance the understanding, integration, and practice of Education for Sustainable Development (ESD) and Global Citizenship Education (GCED), environmental awareness, and tangible and intangible cultural heritage.  in schools across three provinces of Balochistan, Khyber Pakhtunkhwa and Gilgit Baltistan. This includes curriculum integration, teacher training, action planning, and implementation of school-based projects aligned with national education priorities and UNESCO frameworks.

The Senior Project Officer will lead, supervise, design activities, coordinate and implement the project, ensuring that all components are delivered effectively, on time, and within budget.

HIERARCHICAL RELATIONS  

Under the authority of:

Technical Advisor-Education

Responsible for:

• Implementation of project “Radio Education “Promotion of Learning through Radio in Isolated Areas of Pakistan"

FUNCTIONAL RELATIONS

Internal relations:

• FLATS team
• PIU, TU and MEAL teams
•  Area Coordination
• HQ Team

External relations:

• Relevant provincial, district and local stakeholders
• Relevant sector working groups

OBJECTIVES

1. To assist the Country Coordination while ensuring the program is achieving all Value for Money benchmarks.
2. Coordination with relevant departments (Program development, Implementation Unit, Area Coordination, Logistics, Finance, HR, M&E, Security) within Acted and consortium/implementing partners as well as external stakeholders when needed to ensure activities are implemented in a smooth manner.

FUNCTIONS

1.      External Positioning

• ·Provincial and District Education and Culture Departments. ·        
• School Administration and School Management Committees. ·        
• District Education Sector Working Group.

2.      Project Implementation

• Oversee the planning, implementation, and monitoring of project activities, ensuring timely delivery of outputs and adherence to project timelines and budgets
• Ensure integration of ESD/GCED and tangible and intangible cultural heritage content into teachers’ training and,
• Ensure effective coordination and collaboration among project staff, partners, and stakeholders to maximize project impact
• Develop a localized capacity-building curriculum that integrates the principles of ESD and GCED and cultural heritage with the socio-cultural and educational context of the target areas
• Prepare a comprehensive capacity-building manual for teachers, headteachers, and facilitators, incorporating theoretical underpinnings, practical application, outcomes and desired impacts of the project
• Plan, organize and implement  capacity-building workshop for teachers on project activities primarily focusing on ESD, GCED and tangible and intangible cultural heritage
• Providing participants with practical tools, strategies, and examples to integrate ESD and GCED principles into their classroom teaching practices
• Supervise field activities, school visits, and on-site facilitation support
• Keep abreast of development trends related to ESD, GCED and tangible and intangible cultural heritage to enhance programme management, efficiency and delivery
• Establish specific goals, objectives, strategies and implementation plans for the smooth implementation through results-based planning and methodology (RBM).
• Work closely and collaboratively with internal colleagues and partners to discuss strategies and methodologies to ensure the achievement of concrete and sustainable results.
• Provide technical and operational support throughout all stages of project implementation 
• Develop and implement strategies for engaging with government, policymakers, and stakeholders to advocate for ESD, GCED and heritage education
• Build the capacity of project staff and partners through training, mentorship, and knowledge sharing to enhance their skills in ESD, GCED and tangible and intangible cultural heritage
•  Foster a collaborative and inclusive team culture that encourages innovation and shared learning.
• Establish and maintain strong relationships with key stakeholders, including government agencies, NGOs, community organizations, and international partners, to facilitate project implementation and ensure sustainability.
• Plan and collaborate with internal colleagues and external partners to establish monitoring benchmarks, performance indicators assess/strengthen performance accountability, coherence and delivery of concrete and sustainable
• Participate in monitoring and evaluation exercises, programme reviews and monthly reviews to assess progress and to determine required action/interventions to achieve results.
• Prepare and assess monitoring and evaluation reports to identify gaps, strengths and weaknesses in programme management.
• Identify lessons learned and use knowledge gained for development planning and timely intervention to achieve goals.
• Actively monitor programmes/projects through field visits and surveys, and exchange information with stakeholders to assess progress, identify bottlenecks and potential problems, and take timely course correction measures
• Prepare regular and mandated programme reports for management, donors and partners to keep them informed of programme progress.
• Monitor budget utilization and ensure cost-effective use of resources.
• Coordinate with the finance team for budgeting, financial reporting, and compliance.
•  

OBLIGATIONS:

Accountability

All Acted team members are expected to support all efforts toward accountability, specifically to our beneficiaries and to international standards guiding international relief and development work, while actively engaging beneficiary communities as equal partners in the design, monitoring and evaluation of our field projects.

PSEAH Obligation:

 Acted has a zero-tolerance approach to sexual exploitation, abuse and harassment (SEAH) and strives to recruit those who share our values.

 All candidates will be subject to a pre-employment check that includes satisfactory references, screening, and criminal checks in line with legal requirements.

All candidates who have been offered a position will sign and respect Acted’s Code of Conduct and related policies as part of their work contract. All staff are expected to abide by the standards of behaviour outlined in those documents.

Managers will have a special responsibility to foster a safe environment.

Misconduct can lead to serious disciplinary sanctions.

For the purposes hereof, the following definitions shall be used.

Sexual exploitation means any actual or attempted abuse of a position of vulnerability, differential power, or trust, for sexual purposes, including, but not limited to, profiting monetarily, socially or politically from the sexual exploitation of another.

Sexual abuse means the actual or threatened physical intrusion of a sexual nature, whether by force or under unequal or coercive conditions

“As a Senior Project Officer, you are dedicated to upholding the highest standards of integrity and professionalism in our workplace. You are committed to actively preventing sexual exploitation, abuse, and harassment (SEAH) by fostering an environment that promotes respect, safety, and gender equality for all employees.

Your responsibilities include:

• Leading by example: Demonstrate zero-tolerance for any form of sexual exploitation, abuse, and harassment through your behavior and actions.
• Creating a safe environment: Ensure that all team members feel safe and supported to report any concerns or incidents without fear of retaliation.
• Training and awareness: Facilitate training sessions or ensure training sessions are organized to raise employees’ awareness about Acted PSEAH policy, reporting mechanisms, and their contractual duty to report.
• Prompt Action: React swiftly and effectively to any alert by transferring them without delay to Country Direction and to the HQ Investigation Unit.”

KEY PERFORMANCE INDICATOR

 [To be completed]

[To be completed]

TECHNICAL SKILLS

• At least a master’s degree in social sciences including Environmental Science, Development Studies, Sustainable Development, or a related field.
• A minimum of 5 years of professional experience in designing training manuals and conducting teachers’ training on the themes related to GCED, ESD and Cultural Heritage.
• Experience with UN agency would be preferred
• Proficiency in English and Urdu languages explicitly mentioned in the CV.

Other qualifications

• Able to process and articulate complexity in a clear and coherent way.
• Excellent interpersonal skills with an ability to collaborate and form effective partnerships with internal and external stakeholders
• Excellent report writing skills in English
•  Excellent English and Urdu verbal skills
• Good knowledge of MS Word, PowerPoint, Excel, formatting etc.
• Familiarity with technology tools for virtual meetings and coordination
• Ability to work under pressure and tight deadlines