Education & Training Specialist – System Integration Lead
Full-TimeUpdated on 10/17/2026
$35k - $40k/yr
Senior
Master's
Bangui, Central African Republic
In PersonFrequent travel to other prefectures is required.
TrainingCorporate & Technical Training, Instructional Design & Curriculum Development
About the job
Requirements
A master's degree in Education, Humanitarian Affairs, Project Management, International Relations, or Sociology is required.
A minimum of 5–7 years of experience in education programming, specifically focused on teacher training or curriculum development in humanitarian settings, is required.
Proven experience in system strengthening, specifically working alongside Ministry of Education officials to align NGO projects with national standards, is required.
Strong technical knowledge of Education in Emergencies, including Accelerated Learning Programs for out-of-school youth, is required.
Demonstrated ability to manage data integration and ensure project results are accurately captured in the national Education Management Information System is required.
Excellent facilitation and coaching skills, including the ability to lead workshops for government partners and community leaders, are required.
Experience representing the organization in high-level coordination groups such as the Education Cluster to help lead the wider sector response is required.
Commitment to locally led development and partnership-based programming is required.
Fluency in French and English, written and spoken, is required.
Offers of employment are subject to satisfactory references and appropriate background checks, including a Criminal Records check.
Applicants are subject to information requests to previous employers under the Inter Agency Misconduct Disclosure Scheme.
Responsibilities
Map existing supervision and inspection frameworks to identify systemic barriers to foundational literacy and numeracy.
Design and propose scalable, system-level models for Ministry adoption to enhance learning quality, aligning TaRL and EAGLE methodologies with national education standards and statutory frameworks.
Support Ministry Directorates in shifting from administrative compliance toward a data-driven focus on learning outcomes.
Partner with Directors of Pedagogical Services to institutionalize learning monitoring within core Ministry workflows.
Transition inspectors, circumscriptions, and sector leaders from compliance monitoring to instructional coaching with direct classroom-based support.
Enable sector chiefs and school heads to use structured observation tools for real-time pedagogical feedback.
Support streamlined administrative reporting using outcome-oriented reporting formats.
Facilitate joint planning cycles to create a unified approach across Ministry departments.
Review pre-service curricula to identify high-impact entry points for TaRL and EAGLE.
Negotiate and secure formal agreements with teacher training college leadership for long-term module integration.
Align teaching calendars to include foundational methodologies in theory and practice.
Institutionalize the approach within official teacher training college assessment protocols and student-teacher practicums.
Curate and approve training agendas to ensure alignment with national standards.
Coach and certify trainers to ensure high-fidelity delivery of pedagogical principles.
Conduct field monitoring and feedback loops to maintain implementation standards.
Document institutional lessons learned to drive iterative system improvements.
Define and train Ministry actors on their responsibilities in driving foundational learning.
Facilitate capacity-building sessions that prioritize system ownership over project-based dependency.
Cultivate proactive leadership at provincial and central levels.
Develop and execute transition strategies to ensure long-term sustainability of interventions.
Adhere to Street Child's policies and procedures.
Represent Street Child appropriately internally and externally.
Carry out reasonable requests within the broad remit of the role.
Desired Qualifications
Experience working in the Central African Republic or the Great Lakes Region.
Technical familiarity with digital learning tools or solutions designed for low-connectivity or off-grid environments.
Fluency in additional languages relevant to the Central African Republic's context.
Education & Training Specialist (System Integration Lead)
Street Child · Bangui, Central African Republic · Full-time · Posted 2026-03-09
Salary: USD 35,000–40,000
Workplace: on_site
Department: Programmes
Description
Job Title: Education & Training Specialist (System Integration Lead)
Reporting to: Country Programme Director
Contract Type: Full time (Hours)
Principal Location: Bangui, Central Africa Republic (with frequent travels in other prefectures)
Annual Salary: USD 35,000 to 40,000
Updated: 15th April 2026 (Until a suitable candidate is appointed (CV review is done as applications arrive)
Desired start date: ASAP
About Street Child
Street Child believes that every child deserves the chance to go to school and learn. Our projects focus on a combination of education, child protection and livelihood support to address the social, economic, and structural issues that underpin today’s education crisis. We partner with local organisations and communities to deliver our locally rooted programmes, using evidence to drive learning and the refinement and scale up of programmes to create maximum impact for the most children at the lowest cost. We pride ourselves on being willing to go to the world’s toughest places where others won’t, including remote, hard-to-reach areas and fragile, disaster-affected states across sub-Saharan Africa and South Asia. Since 2008 we have helped over 1.6 million children to go to school and learn.
Part 1: Role Purpose:
Role Purpose:
The Education & Training Specialist will lead both the institutionalisation and instructional quality for SC Education programs, ensuring that program methodologies are deeply embedded within the national framework. This role involves working closely with Ministry directorates, inspectors, and teacher training colleges to integrate specialized approaches into existing education policies, supervision structures, and teacher preparation systems so they become part of routine education delivery rather than a standalone project. Simultaneously, the Specialist will ensure pedagogical fidelity by designing training content, preparing trainers, and guiding classroom implementation. By providing ongoing technical support, they ensure that teaching practices are applied correctly and consistently across schools, sustaining high-quality educational outcomes through formal systems.
Part 2: Key Responsibilities:
1. System Integration & Policy Alignment
Map existing supervision and inspection frameworks to identify systemic barriers to foundational literacy and numeracy.
Design and propose scalable, system-level models for Ministry adoption to enhance learning quality with emphasis on fully aligning TaRL and EAGLE methodologies with National Education standards and statutory frameworks.
Support Ministry Directorates in pivoting from administrative compliance toward a data-driven focus on learning outcomes.
2. Strengthening Ministry Structures
Partner with Directors of Pedagogical Services (Academic inspections) to institutionalize learning monitoring within the core Ministry workflow.
Transition Inspectors, Circumscriptions’ and sector leaders from compliance monitors to Instructional Coaches providing direct classroom-based support.
Empower Chefs of Sectors and head of schools to utilize structured observation tools for real-time pedagogical feedback.
Support the streamlining of administrative reporting with outcome-oriented reporting formats.
Facilitate joint planning cycles to ensure a unified approach across all Ministry departments.
3. Teacher Training College (TTC) Integration
Conduct a comprehensive review of pre-service curricula to identify high-impact entry points for TaRL + EAGLE.
Negotiate and secure formal agreements with TTC leadership for long-term module integration.
Align the teaching calendar to include foundational methodologies in both theory and practice.
Institutionalize the approach within official TTC assessment protocols and student-teacher practicums.
4. Programme Quality Oversight
Curate and approve all training agendas to ensure absolute alignment with national standards.
Coach and certify trainers to ensure high-fidelity delivery of pedagogical principles.
Execute rigorous field monitoring and feedback loops to maintain implementation standards.
Document institutional lessons learned to drive iterative system improvements.
5. Institutional Capacity Building
Define and train Ministry actors on their specific responsibilities in driving foundational learning.
Facilitate capacity-building sessions that prioritize system ownership over project-based dependency.
Cultivate a culture of proactive leadership at both provincial and central levels.
Develop and execute transition strategies to ensure the long-term sustainability of the interventions.
6. Other
A strong commitment to Street Child's vision, mission, and values
Adhere to all Street Child’s policies and procedures
Able to represent Street Child appropriately both internally and externally
Carry out all reasonable requests that are within the broad remit of the role
Part 3: Person Specification
Essential:
A master’s degree in any of the following fields: Education, Humanitarian Affairs, Project Management, International Relations or Sociology
Minimum 5–7 years of experience in education programming, specifically focusing on teacher training or curriculum development in humanitarian settings.
Proven experience in "System Strengthening," specifically working alongside Ministry of Education officials to align NGO projects with national standards.
Strong technical knowledge of Education in Emergencies (EiE), including Accelerated Learning Programs for out-of-school youth.
Demonstrated ability to manage data integration, ensuring project results are accurately captured in the national Education Management Information System (EMIS).
Excellent facilitation and coaching skills, with the ability to lead workshops for diverse groups, from government partners to community leaders.
Experience representing the organization in high-level coordination groups such as the Education Cluster to help lead the wider sector response.
Excellent communication, relationship-building, and negotiation skills.
Commitment to locally led development and partnership-based programming.
Fluency in French and English (written and spoken).
Desirable:
Experience working in CAR or the Great Lakes Region.
Technical familiarity with Digital Learning tools or solutions designed for low-connectivity or off-grid environments.
Fluency in additional languages relevant to CAR’s context.
Street Child’s commitment to Safeguarding
Street Child is committed to the safeguarding and protection of the communities we serve, our partners, our volunteers, and our staff.
As part of this commitment to safeguarding, all offers of employment will be subject to satisfactory references and appropriate background checks, including a Criminal Records check.
Street Child also participates in the Inter Agency Misconduct Disclosure Scheme. In line with this Scheme, we will request information from job applicants’ previous employers about any findings of sexual exploitation, sexual abuse and/or sexual harassment during employment, or incidents under investigation when the applicant left employment. For purposes hereof, the following definitions will be used:
Sexual exploitation: refers to any actual or attempted abuse of a position of vulnerability, a power differential, or trust, for sexual purposes, including, among other things, with the aim of profiting pecuniarily, socially, or politically from the sexual exploitation of another.
Sexual abuse: refers to actual physical harm or threat of physical harm, of a sexual nature, which may occur by force, or in situations of inequality, or coercive conditions.
To apply:
Street Child welcomes applications from all suitably qualified persons regardless of their race, sex, disability, religion/belief, sexual orientation or age.