Field Education Officer Job
Work Hours: Full-time, 08 hours per day
Salary:
Attractive
Job Deadline: 07 August 2026
Number of Jobs: 01
Hiring Entity: LABE Uganda
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| LABE Uganda |
Location: In Uganda
Job Details:
Function: Programme Implementation
Reports to: The Project Coordinator – PlayMatters Project
Supervise: School project teachers
Location: Yumbe
Contract Type: 3 years but renewed annually
Effective Date: 17th August, 2026.
Application Deadline: 7th August 2026. 17:30 Hrs
ORGANISATION OVERVIEW & ROLE PURPOSE
About LABE
LABE was founded in 1989 at Makerere University to provide nonformal literacy and basic education to adults including urban refugees from neighbouring countries. It is now among the largest indigenous non-governmental education organisations in Uganda. LABE is registered with the Ugandan NGO board, registration number INDR11921197NB, with headquarters located at Kiggundu Mittala Road, Block 220 Plot 1527, Banda-Kyambogo in Kampala but operating across Uganda. This mandates us to deliver interventions integrating literacy and basic education to children and adults. We do this with and through partners that include international, national and community-level Civil Society Organisations (CSOs), Government, the Private Sector, primary schools and parents.
About the project
The PlayMatters project under LABE is looking for a Field education officer. PlayMatters aims to promote learning through play for children aged 3 to 12+ affected by conflict in Uganda. It engages a range of stakeholders, including children, caregivers, educators, communities, and educational systems. LABE’s role within the PlayMatters consortium includes leading community engagement in Learning through Play and integrating gender and inclusion. Specifically, LABE leads the implementation of PlayMatters activities in Yumbe, contributing to content refinement, quality assurance, timely delivery, tracking of outputs, and capturing best practices and lessons learned during the project’s implementation. Additionally, the Field Project Lead coordinates engagement with local system actors in Yumbe.
ROLE DIMENSIONS:
Working closely with relevant district and community level education and community structures to ensure that the application of LtP in target schools is visibly evident.
The Field education officer will be responsible for collaborating with relevant education stakeholders to implement Learning through Play (LtP) approaches, resources, and supportive mechanisms at community and school level.
The holder of this position is expected to work collaboratively and in coordination with key field level partners including UN agencies, education stakeholders including Plan International Uganda education sector, PlayMatters Consortium field counterparts, and relevant focal persons in the teacher training institutions (TTIs) and district education offices in the project schools.
The major challenge of the role is to achieve project goals on time and to standard, adaptively managing the project to optimise LABE’s beneficial impact on learners’ outcome
This requires the job holder to:
• Have an accountability for the timely implementation of the project activities
• Execute tasks within activities effectively in dynamic and evolving environments,
collaborating with multiple stakeholders
• Have communication and interpersonal skills to deal with various stakeholders at local levels
Level of contact with children
This position has been classified as “high contact”: Significant interaction with children
Key result areas:
KRA 1: Partnership Management
Collaborate with district, community, and school-level stakeholders to coordinate training and mentorship of teachers in assigned schools on LtP application.
Act as a frontline representative of PlayMatters coordinating support and relationships with the project beneficiariesKRA 2: Communicating for Influence
• Support the documentation of learning, knowledge, and experience generated from Project implementation
• Support implementation of PlayMatters Project activities in Early Childhood Development Centres, Primary Schools following an already developed curriculum and PlayMatters contents.
• Attend camp and district education and child protection sector meetings to share frontline experiences and gather best practices to improve local implementation when designated.
• Plan and conduct regular visits to project schools alongside MEL officers to observe implementation, respectfully provide direct technical assistance to ECD and Primary School teachers, and help address on-site challenges.
• Attend school-based meetings/events and create awareness on LtP among ECD and Primary School teachers, parents, and community leaders.
KRA 3: Ensuring Impactful Implementation
Provide support towards the implementation of projects, ensuring that the desired results, and final impact, are achieved on time and to standard
Support the functionality of the School Management Committees including towards sustainability of Learning through Play initiatives
Participate in after action review meetings to contribute lessons, best practices, and success stories.
Generate activity reports incorporating reach numbers, photos, change stories, and key lessons learned.
In consultation with the supervisor, develop and cost an individualized detailed implementation plan to ensure timeliness
Prepare procurement, distribution, and spending plans for the assigned locale/schools to feed into the project’s operational plans.
Timely submission of procurement and financial requests including monthly payments of caregiver’s stipends.KRA 4: Risk, Compliance & Accountability
• Support the identification and management of risks, in particular those associated with procurement, finances, safeguarding, and staff health, safety and security:
• Implement LtP materials and guidance directly with CPD committees, teachers, school/centre management committees, accountability committees, and the community by offering, where needed, practical demonstrations and on-the-spot coaching to help them adopt LtP in their routine functions.
• Support the functionality of Teacher Continuous Professional Development Committees and related activities including filing of the CPD tracker, peer meetings & support, coaching and mentoring and mentoring teachers to undertake lesson plans and schemes of work
• Gather real-time feedback from teachers, students, and community members through mechanisms established by the project and target schools, sharing with the TPD Coordinator and Project Lead any challenges and successes to refine approaches for local relevance and effectiveness.
• Assist school/centre management committees (S/CMCs) and the headteachers in integrating LtP concepts and strategic project activities within school improvement plans in collaboration with other partners, district, community, and school level stakeholders.
• Work with other Plan International Uganda education sector programs at the field office to share LtP tools and methodologies, facilitating cross-departmental learning and providing practical examples for local implementation.
• Coordinate efforts at school and community level to ensure project stakeholders understand and implement all Plan International relevant policies, procedures and guidelines (e.g. finance, procurement, security, gender equality & inclusion, harassment, bullying & non-discrimination policy as well as Children and Young People Safeguarding policy etc.)
Ensure that all stakeholders and associates are aware of and understand their responsibilities under these policies and Plan International’s Code of Conduct (CoC), their relevance to their area of work, and that concerns are reported and managed in accordance with the appropriate procedures
Comply with the risk management framework during the implementation of project activities
Develop and file project activity reports and ensure all activity reports are submitted for approvalKRA 5: Safeguarding, Gender Equality & Inclusion
• Implement the policies and Plan International’s Code of Conduct (CoC) to all areas of work, and concerns promptly reported and managed in accordance with the appropriate procedures
• Ensure that Plan International’s global policies for Safeguarding Children and Young People and Gender Equality and Inclusion are fully embedded in accordance with the principles and requirements of the policy including relevant Implementation Standards and Guidelines as applicable to their area of responsibility.
• Ensure all associates and all resource persons engaged by the project in the field are aware of and understand their responsibilities under Safeguarding policies and Plan International’s Code of Conduct (CoC), their relevance to their area of work and that concerns are reported and managed in accordance with the appropriate procedures.
• Report any violations of the organization’s code of conduct by staff, caregivers, or project stakeholders
ROLE REQUIREMENTS: Qualifications
Understanding of the TDMS system in Uganda from the classroom and the school community, straight on up to the district education office, TTIs, and MoES.
Proven abilities and experience in teamwork, capacity sharing, and effective use of participatory training techniques.
Good working knowledge of Microsoft office programs including MS Excel, MS Word and MS Power Point.
Strong respectful communication skills, both oral and written.
Strong skills in teamwork and networking.
Familiarity with West Nile Region or Refugee settings
Ability to ride a motor bike with valid riding permit.
• Bachelor’s degree from an accredited university in Education, Teacher Professional Development, Curriculum Studies, Early Childhood Care and Education, or relevant Social Science with experience implementing education play-based interventions.
• At least 3 years’ experience in teacher professional development and community engagement preferably with a primary school teaching background. S/he should equally demonstrate education programming experience.
• Demonstrable understanding of how the Ugandan education sector, school, classroom, teacher, and school community systems are established and coordinated in refugee settlements and host communities.
Leadership Competencies
• Myself as a Leader
Behaves in line with our values, bringing energy and commitment to the task of safeguarding girls, children, young people, vulnerable adults and colleagues; constructive and optimistic in facing challenges and change.
• Lasting Impact
Focuses effort where it will make the best contribution to LABE’S’s purpose and strategic goals; takes the initiative to find new and better ways of doing work.
• Open & Accountable
Holds self and others to account for what we have agreed, dealing with poor performance quickly, firmly and constructively; at all times acts in the best interests of LABE’S and her beneficiaries.
• Work Well Together
Acts as a good team player, communicating effectively and being open and supportive towards
those around them; is aware of the potential impact of their behaviour on others and makes sensitive choices.
• Inclusive & Empowering
Collaborates with team members, colleagues and partners in an active and engaged manner; shares information, experience and ideas with the aim of helping or empowering others.
• Skills & Knowledge
Takes responsibility for own performance and development: reflecting, seeking and listening to feedback, learning from mistakes, finding people or resources to help them learn, keeping knowledge and skills up to date.
Critical Business Management Competencies
Good understanding of education system in Uganda and humanitarian sector and key external organisations relevant to the [thematic area of job].
Experience of using project management principles and practices to lead significant projects; ensuring the achievement of results on time and to standard
Good understanding of Learning Through Play Intervention in education
Good written and spoken communication skills, with an ability to effectively adjust content and presentation so as to connect with an audience.Critical Technical Competencies
Experience of the project management cycle and a track record of successful delivery of impactful projects
Project specific know-how
• Good analytical skills as required to obtain and process information and numerical data from a range of sources and use the insights gained to inform decisions or communications.
• Track record of leading a team to work effectively together, using negotiation and mediation techniques to manage conflict, and ensuring that diverse perspectives and viewpoints are welcomed.
• Desirable: Experience in networking with poor children and their families, local and international NGOs, local government partners, and local community-based organizations
Labe Commitment to Prevention of Sexual Exploitation and Abuse
LABE has zero tolerance of all forms of Sexual Abuse and Exploitation and it is
committed to conducting his/her work in a manner that is safe for all staff and all vulnerable groups it serves at different levels.
The potential Candidate we shall hire, shall be expected to know and comply with LABE Policy and code of conduct on sexual exploitation and abuse by reporting any sexual exploitation and abuse witnessed and cooperating during investigations into Sexual Exploitation and Abuse. He/She is expected to conduct themselves in a professional and ethical manner with integrity to safeguard her employees and all vulnerable group of people involved in LABE work.
LABE is an equal opportunity employer;
Female candidates are strongly encouraged to apply. We also encourage qualified candidates from the West Nile region to submit their applications.
Application procedure
TheApplication Process: Interested candidates with matching qualifications and attributes are requested to send their applications and Detailed CVs letter to the Human Resources unit: annet@labeuganda.org by 7th August 2026 17:30HRS |
Please attach the following documents in PDF Format as one attachment.
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Posting Date: 2026-07-26
