Skills Development Field Assistant

Job Description

Title: Skills Development Field Assistant

Company Name: Eco-Social Development Organization (ESDO)

Vacancy: 11

Age: 18 to 35 years

Job Location: Cox`s Bazar (Teknaf, Ukhia)

Salary: Tk. 40000 (Monthly)

Experience:

• 2 to 3 years
• The applicants should have experience in the following business area(s): NGO

• Bachelor’s degree in education, Technical and Vocational Education (TVET), Youth Development, Adolescent Development, Development Studies, Social Work, Sociology, Livelihoods, or a related discipline from a recognized university.

• Candidates with academic specialization in Youth Development, Community Development, Education, Livelihoods, or Skills Development will be given preference.

• Additional training in humanitarian coordination, camp management, safeguarding, community engagement, facilitation, or adolescent programming will be considered an advantage.

• 2 to 3 years
• The applicants should have experience in the following business area(s): NGO

• Age 18 to 35 years

• Physically fit and prepared for daily field movement across multiple multi-purpose centres and communities in demanding humanitarian conditions.

• Demonstrated ability to deliver under pressure, remain composed during operational challenges, and respond effectively to natural and man-made emergencies including cyclones, floods, landslides, fire incidents, and civil disturbance.

• Strong interpersonal, coordination, communication, and problem-solving skills, with sensitivity to community dynamics and cultural norms.

• Ability to hold trusted relationships with government authorities, camp leadership, community structures, adolescents, and volunteers with diplomacy and respect.

• Strong programmatic mindset with commitment to project goals and career growth in the humanitarian and development sector.

• Ability to advise adolescents and support Adolescent Action Groups without dominating, respecting adolescent agency and leadership.

• Report writing and documentation skills in Bangla and working English.

• Proficiency in Microsoft Office applications and comfort with digital data collection tools such as Kobo or ODK.

• High integrity, confidentiality, and professionalism.

• Strong commitment to child rights, inclusion, safeguarding, and gender equality.

• Must possess a valid driving license.

• Demonstrated experience managing day-to-day operations at community-based learning facilities, including learner attendance, volunteer coordination, materials management, and community relationships.

• Demonstrated experience working with adolescents in structured learning or participation settings, including advising or facilitating youth committees, Adolescent Action Groups, student councils, or equivalent platforms.

• Experience coordinating with camp majhis, sub-majhis, community leaders, parents, and community-based structures in a humanitarian or displacement setting.

• Experience integrating inclusion, gender-responsive practice, safeguarding, and protection into day-to-day field delivery.

• Experience supporting monitoring visits, spot checks, and Third-Party Monitoring exercises with facility-level evidence.

• Experience working with UNICEF, UN agencies, INGOs, or donor-funded programmes will be highly preferred.

• Experience working in the Cox's Bazar Rohingya humanitarian response is strongly preferred.

Eco-Social Development Organization (ESDO) started its journey in 1988 with a noble vision to stand in solidarity with the poor and marginalized. Being a people` centered organization, ESDO envisioned for a society which will be free from inequality and injustice, a society where no child will cry from hunger and no life will be ruined by poverty. Near about three decades of relentless efforts to make this happen, ESDO has embraced new grounds and opened up new horizons to help the disadvantaged and vulnerable people to bring meaningful and lasting changes in their lives. During this long span, ESDO has adapted with the changing situation and provided the most time-bound services especially for the poor and disadvantaged. A community focused and people centered approach has been adapted by ESDO while consideration was given to the national policy and Sustainable Development Goals (SDGs) as its guiding principle. ESDO is one of the most dynamic organizations expanding its development interventions across 422 upazilas under 56 districts of Bangladesh covering over 10 million poor and vulnerable people.

ESDO is going to implement a UNICEF-supported project titled “Provide quality, inclusive skills development and Myanmar Curriculum STEM education for adolescent learners aged 15-18, and portable skills training for education volunteers in Cox's Bazar” in Rohingya camps of Ukhia, Cox’s Bazar. The project aims to improve access to quality foundational literacy numeracy (FLN), trade skills, employability skills, leadership skills, entrepreneurship training, STEM Education and portable skills opportunities for Rohingya adolescents and youth through multi-Purpose Centers (MPCs), Science & IT Labs, and SKILFO-based portable skills interventions.

The Skills Development Field Assistant is the facility-level anchor of the project, directly responsible for the day-to-day running of an average of three assigned multi-purpose centres. The position ensures that learners, volunteers, instructors, learning materials, and community engagement come together every day into a functioning, safe, inclusive, and productive learning experience. The Field Assistant is the first field-level point of contact for anything needs to happen at a multi-purpose centre, from a broken workshop tool to a safeguarding concern, from an absent instructor to a community grievance, from a monsoon-damaged facility to an incoming monitoring visit. The position also serves as the advisor to the Adolescent Action Groups at the assigned multi-purpose centres, coaching adolescents to lead their own deliberations while ensuring participation outcomes are meaningful and documented. This is a demanding facility-level position that carries real responsibility for how the project shows up to learners, families, and communities every single day.

The Skills Development Field Assistant will work under the direct supervision of the Skills Development Field Officer, and supervise the volunteers at the assigned multi-purpose centres. The position also works closely with camp majhis, sub-majhis, community leaders, Community Education Support Groups (CESGs), and cross-sectoral focal points at camp level under Field Officer’s guidance.

Reporting to: Direct reporting to Skills Development Field Officer

Job Responsibilities

A. Facility-Level Operations, Daily Delivery, and Learning Environment

• Ensure every learning session across the assigned multi-purpose centres starts on time, follows the agreed timetable, and unfolds in a safe, inclusive, and adolescent-friendly learning environment.

• Ensure classrooms and trade labs are clean, orderly, well-lit, and appropriately equipped for the day's sessions, with materials, consumables, and teaching aids in place before learners arrive.

• Monitor day-to-day quality of instruction at classroom and workshop level, spot delivery issues early, and either resolve them at facility level or escalate to the Skills Development Field Officer with clear framing.

• Verify learner and instructor attendance daily, keep signed attendance records, and reconcile records against reported figures at monthly closure.

• Serve as the first field-level point of contact for anything that arises at the assigned multi-purpose centres and coordinate the immediate operational response.

• Support beneficiary identification, enrolment, and verification processes at the assigned multi-purpose centres in coordination with the Skills Development Field Officer, ensuring inclusion of adolescent girls, adolescents with disabilities, and other under-represented adolescents.

• Monitor learner participation, retention, and engagement across the assigned multi-purpose centres, and identify learners who are dropping out or attending irregularly early enough to act.

• Support follow-up of irregular learners through home visits, parent and caregiver consultations, and community-based outreach, in coordination with volunteers, Community Education Support Groups, and the Inclusion Associate as required.

B. Volunteer Supervision and Day-to-Day Coordination

• Supervise and guide the volunteer instructor, ensure class rotation effectively and timely, implementation of unit plan, use of lesson plan, formative assessment and necessary functionality of the multi-purpose center for effective learning delivery.

• Verify daily attendance and performance of volunteers at facility level and provide verified attendance and performance information for incentive disbursement processing by the HR and Admin Associate.

• Provide day-to-day coaching, guidance, and problem-solving support to volunteers, escalate concerns to the Skills Development Field Officer, and support Performance Improvement Plans where quality concerns are identified.

C. Advisor to Adolescent Action Groups (AAGs)

• Serve as the facility-level advisor to the Adolescent Action Groups at the assigned multi-purpose centres, coaching adolescents to plan meetings, deliberate on issues, propose solutions, and take initiative for themselves, while stepping back so that AAGs remain adolescent-led.

• Ensure AAG meetings are inclusive across gender, disability, and community, safe, and documented, and that decisions and recommendations are recorded and passed to the Skills Development Field Officer and Adolescent Development Specialist for follow-up.

• Track adolescent participation outcomes at facility level, including whether AAG recommendations translate into visible changes, and share observations with the Skills Development Field Officer.

D. Community Engagement, Communication, and Front-line Response

• Maintain active, respectful, and trusted relationships with camp majhis, sub-majhis, community leaders, parents and caregivers, Community Education Support Groups (CESGs), and neighbouring households of the assigned multi-purpose centres.

• Serve as the first field-level point of contact for community members raising concerns, questions, feedback, or complaints about the project, and route them through the Community Feedback and Response Mechanism.

• Support the Father-Brother Engagement Strategy, outreach to households of adolescent girls and adolescents with disabilities, and community mobilization activities under the guidance of the Skills Development Field Officer and Inclusion Associate.

• Support cross-sectoral coordination at facility level, including day-to-day communication with Child Protection, GBV, MHPSS, Health, and other sectoral focal points operating in the same camps.

• Coordinate closely with Community Education Support Groups (CESGs) at the assigned multi-purpose centres to strengthen enrolment, retention, community ownership, and support for adolescent learning.

• Facilitate community meetings, consultations, and awareness sessions at facility and community level, record minutes, follow up on agreed actions, and maintain documented evidence of completion.

• Promote active community participation and ownership of project activities so that learners, families, and communities see the multi-purpose centres as their own.

E. Inclusion, Gender Mainstreaming, Safeguarding, and Protection at Facility Level

• Ensure adolescent girls, adolescents with disabilities, and other under-represented adolescents experience equal, safe, and dignified access to learning, participation, and outcomes at the assigned multi-purpose centres.

• Ensure gender-responsive delivery is visible in classroom and workshop practice, including safe arrival arrangements, sanitation and menstrual hygiene support, and safe learning environment.

• Ensure the referral pathway maintained by the PSEA, CSG and AAP Officer is visible, understood by learners and volunteers, and actively used, and route any safeguarding disclosure or protection concern to the Skills Development Field Officer and PSEA, CSG and AAP Officer immediately.

• Collaborate with Education IP’s Field Assistants closely on identification, reasonable accommodation, and follow-up for adolescents with disabilities at the assigned multi-purpose centres.

• Actively support the inclusion of adolescent girls, adolescents with disabilities, and other vulnerable adolescents in every project activity at the assigned multi-purpose centres, including enrolment drives, learning sessions, AAG participation, community engagement, and post-graduation transition activities.

• Ensure day-to-day adherence to safeguarding and protection standards during programme implementation, so that every session, interaction, and community engagement is delivered safely, respectfully, and with dignity for learners and community members.

• Support the implementation of the project's PSEA, Child Safeguarding, AAP, Environmental and Social Standards (ESS), ESRM, and organizational commitments at facility level, in coordination with the PSEA, CSG and AAP Officer, Inclusion Associate, and Associate Construction Engineer.

F. Monitoring, Documentation, and Reporting Support

• Prepare weekly and monthly facility reports for the Skills Development Field Officer, and contribute facility-level data inputs to Result Framework tracking.

• Support learner assessments, surveys, tracer data collection, and evaluation activities at facility level.

G. Facility, Asset, Materials, and Resource Management

• Ensure the assigned multi-purpose centres remain safe, functional, clean, and appropriately maintained day-to-day, and escalate any structural, safety, or DRR concern to the Skills Development Field Officer and Associate Construction Engineer.

• Ensure workshop consumables, learning materials, safeguarding materials, first aid kits, fire safety equipment, and other supplies are received in good order, stored appropriately, used as intended, and replenished on time.

• Support facility-level fire and disaster drills, community engagement for infrastructure protection, and emergency response readiness under the direction of the Associate Construction Engineer.

• Track assets and supplies at facility level, report any damage, loss, or misuse promptly, and support end-user monitoring documentation coordinated by the Warehouse Associate.

H. Safeguarding, Accountability, and Other Responsibilities

• Uphold PSEA, Child Safeguarding, AAP, ESRM, and anti-fraud standards across every interaction with learners, volunteers, families, and community members at the assigned multi-purpose centres, and report any concern to the Skills Development Field Officer and PSEA, CSG and AAP Officer immediately.

• Respond calmly and quickly to natural and man-made emergencies affecting the assigned multi-purpose centres, learners, and volunteers, and support the Skills Development Field Officer and Associate Construction Engineer on facility-level assessment and response.

• Perform any other duties assigned by the Skills Development Field Officer in the interest of the project and its participants.

According to project Allocation