Education Officer At RET International

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Background

RET is committed to working in emergencies, protracted crises and fragile contexts to alleviate the deepest suffering, build people’s resilience and improve their self-reliance.

We are one of the leading NGOs in offering tailored solutions and relevant programs to reduce gaps and respond to the real needs and challenges of communities.

We assume a crucial catalytic role in sustainable development. Our goal is to bring about significant positive change that empowers vulnerable young people, especially young women, to take control of their lives and realize their social and economic rights.

We accompany individuals, refugees, returnees, internally displaced persons and host communities, adopting the fundamental principles of humanity, impartiality, neutrality and independence.

Within the framework of the projects that RET International implements in Venezuela, the position of Education Officer is published.

Job description

Job Objective

The Education Officer will be responsible for providing leadership and specialized technical assistance for the planning, implementation, monitoring, and quality assurance of the Education in Emergencies component of the project. They will ensure that the educational interventions implemented by RET and the Consortium’s partner organizations are carried out in accordance with the approved project design, its Results Framework, donor standards and guidelines, the INEE Minimum Standards, the MPPE policies and guidelines, and the cross-cutting approaches of protection, gender, disability, inclusion, and accountability to affected populations.

It will also provide ongoing technical support to the territorial teams and education focal points of the partner organizations, promoting methodological harmonization, pedagogical quality and the consistent application of the standards defined by the Consortium.

Job location

The position is based at the RET National Office / Consortium Management Unit, located in the Caracas Metropolitan Area, with frequent missions and travel to the intervention areas according to the needs of the project.

Reporting Line

The Education Officer will report to the Project Coordinator and work under the technical and strategic guidance of the Consortium Head. They will maintain ongoing coordination with the MEAL Officer, the Information Management Officer, the Protection, Gender, Inclusion/Disability, Access and Security, Communications, and other relevant technical teams.

It will also provide technical assistance to RET field teams and Education focal points of the Consortium’s partner organizations, and will coordinate technically with the MPPE, the Centers for the Development of Educational Quality, the Education Cluster and other relevant sectoral bodies.

Specific Responsibilities

1. Technical Leadership and Programmatic Quality in Education in Emergencies

  1. To technically lead the implementation of the Education in Emergencies (EiE) component of the project, ensuring its alignment with national education policies and guidelines, donor standards, INEE Minimum Standards and the project Results Framework.
  2. To guide the design, adaptation and implementation of relevant curricular and pedagogical strategies for emergency contexts, ensuring their articulation with the official curriculum and promoting the continuity and educational progression of girls, boys and adolescents affected by the emergency.
  3. Design, adapt and provide technical support to learning recovery, leveling, remediation and educational acceleration strategies, including mechanisms to identify learning gaps, define differentiated support routes and monitor the educational progress of the participants.
  4. Provide technical assistance for strategies for access, return, reintegration, retention and educational continuity, including the pedagogical management of temporary learning spaces and the articulation between the modalities of formal and non-formal education provided for by the project.
  5. To guide and monitor the pedagogical quality of the educational offer, formal and non-formal, implemented by the project, ensuring methodological coherence, relevance and effective progression of learning for girls, boys and adolescents.
  6. To ensure the cross-cutting, systematic and high-quality integration of the educational inclusion approach —disability, gender and other vulnerability factors— in the design and implementation of all the component’s pedagogical strategies, in coordination with the Consortium’s specialized partner in the matter, identifying and contributing to reducing the physical, pedagogical, communicational and attitudinal barriers that affect the access, retention and learning of children and adolescents, particularly those with disabilities.
  7. Review and technically validate pedagogical materials, guides, tools, educational kits and teaching resources to ensure their relevance, quality, accessibility and suitability to age and context.
  8. Promote and implement Socio-Emotional and Psychosocial Learning (PESL) actions in the classroom, in coordination with the Consortium’s protection, gender and inclusion specialists, contributing to peaceful school coexistence and the prevention of school and gender-based violence (GBV), without assuming case management or specialized protection, which corresponds to the protection teams.
  9. To pedagogically articulate educational interventions with the components of psychosocial support and socio-emotional learning (PSS/SEL) and with the protection teams and safe environments of the Consortium, ensuring their integration into the strategies of continuity, permanence and educational recovery.

2. Harmonization and technical support to partner organizations

  • Provide ongoing technical assistance to the Education focal points and territorial teams of the Consortium organizations.
  • Design, adapt and validate pedagogical tools, teaching guides and educational materials, including specific materials and resources for recovery, leveling and remediation of learning, ensuring their relevance to the emergency context and their accessibility for the diversity of students.
  • Promote the use of harmonized methodologies, quality criteria, monitoring tools and technical standards.
  • Periodically review the technical quality of the interventions and formulate recommendations and improvement plans.
  • Facilitate technical spaces for exchange, case analysis, learning, and resolution of implementation challenges.
  • Identify deviations from the approved design and support the Project Coordinator and the Consortium Head in defining corrective measures.3. Training and Capacity Building
  1. Design, coordinate and execute the capacity building plan for the educational component.
  2. Develop and/or facilitate training processes aimed at teachers, administrators and educational communities in Education in Emergencies (EiE), INEE Minimum Standards, curriculum adaptation in emergency contexts, recovery and leveling of learning, UDL, reasonable adjustments, differentiated teaching, inclusion, protection and other topics defined within the framework of the project.
  3. To provide technical support to the RET field teams and Consortium partners in the formation of local Educational Support Systems and community inclusion networks.
  4. Monitor the practical application of the strengthened knowledge and skills.
  5. Promote mechanisms for technical exchange, peer learning and capacity transfer among the Consortium partners.

4. Technical Monitoring, Results Framework and Quality Assurance

  1. Conduct periodic technical monitoring and pedagogical support visits to schools, temporary learning spaces, community modalities and other implementation sites.
  2. Verify that educational activities are implemented in accordance with the approved Results Framework, technical criteria of the indicators, minimum standards and operational procedures of the project.
  3. Coordinate with the MEAL Officer and the Information Management Officer to ensure that educational indicators have clear operational definitions and that the information collected meets the program’s technical criteria, including disaggregation (sex, age, type of disability using the Washington Group’s Brief Set).
  4. Review the programmatic coherence of educational data and identify possible inconsistencies from a technical perspective, without replacing the validation, consolidation and data management functions corresponding to the MEAL/Information Management team.
  5. Contribute to the periodic analysis of coverage, access, attendance, retention, completion, return, learning recovery, inclusion and safety.
  6. Participate in programmatic reviews and adaptive management processes, providing evidence-based recommendations.
  7. Documenting results, challenges, good practices, innovations and lessons learned from the educational component.

5. Advocacy, sectoral and institutional coordination

  1. To technically represent RET and the Consortium in the Education Cluster and in the Local Coordination Forums (LCF), as well as in working groups on Inclusive Education and Child Protection.
  2. Maintain technical coordination with the MPPE, the CDCE, educational institutions and other competent authorities.
  3. Contribute to harmonizing the project with existing sectoral strategies, standards, and tools.
  4. Facilitate the institutional appropriation and sustainability of methodologies, tools and capacities developed by the project.
  5. To contribute to the identification and systematization of lessons learned that can strengthen future Education in Emergencies responses.
  6. To provide technical, programmatic and results information about the project, and to support the development of new proposals and initiatives, contributing data, evidence, lessons learned and other relevant inputs derived from the implementation.6. Cross-cutting approaches and safeguards
  • To ensure the integration of the educational component with the components of MHPSS/SEL, child protection, prevention and mitigation of gender-based violence (GBV), gender equality, WASH, risk management and safeguarding, promoting a comprehensive, coherent and safe response for girls, boys and adolescents.
  • Ensure the effective integration of protection, gender equality, disability, inclusion, intersectionality, child participation and AAP approaches in educational interventions.
  • Promote safe, protective, accessible and inclusive learning environments.
  • Comply with and promote compliance with the Code of Conduct, safeguarding policies and PSEAH and other RET institutional policies.
  • Identify and promptly communicate risks or situations that may affect the safety, dignity or protection of the participants, using the established channels and protocols.

Additionally, like all RET staff

  1. Work with confidence and integrity and have a clear commitment to RET’s core values ​​and principles, ensuring that activities and performance comply with RET’s Code of Conduct, PSEAH, and other Internal Manuals and Policies.
  2. Working as a team to achieve institutional goals, managing allocated resources transparently.
  3. Ability to communicate clearly, assertively, and sensitively with relevant institutions and organizations.
  4. To propose, in a constructive manner, alternative solutions to problems that arise in the work area.Qualifications and requirements

Academic background

University Title: Bachelor’s or University Degree in Education (Special, Comprehensive, Primary or related mentions), Psychology, Psychopedagogy, Social Work or Social Sciences.

Postgraduate qualifications, diplomas, or verifiable supplementary training in Emergency Education (EE), curriculum planning and adaptation in emergency contexts, learning recovery and acceleration, educational leveling/remediation, learning assessment, teacher training, and/or educational policies will be especially valued. Training or experience in inclusive education, Universal Design for Learning (UDL), and attention to diversity will also be considered an asset.

Experience

  1. Minimum 3 to 4 years of relevant professional experience in the design, planning, implementation and/or evaluation of educational or socio-educational projects.
  2. At least 2 years of specific experience in Education in Emergencies projects, inclusive education, educational continuity, learning recovery or programs aimed at children and adolescents in contexts of vulnerability or crisis.
  3. Proven experience providing support or technical assistance to implementation teams.
  4. Experience in training and supporting teachers and educational communities.
  5. Experience in projects funded by international donors and knowledge of results frameworks, indicators and monitoring mechanisms.
  6. Experience in humanitarian or development contexts in Venezuela.
  7. Experience working on projects implemented through consortia or multi-actor alliances will be valued.

Technical skills

  1. Solid knowledge of Education in Emergencies (EiE), the INEE Minimum Standards and the principles and standards applicable to educational responses in emergency contexts.
  2. Knowledge of policies, regulations and guidelines of the Venezuelan education system, including national curriculum and guidelines related to access, retention, continuity and educational reintegration.
  3. Knowledge and experience in curriculum adaptation and flexibility in emergency contexts, as well as in the design and implementation of relevant pedagogical strategies for populations affected by crises.
  4. Experience in recovery, leveling, remediation and/or acceleration of learning, including identification of gaps, evaluation of progress and adaptation of pedagogical strategies according to learning needs.
  5. Ability to design and facilitate training and pedagogical support processes for teachers, managers and educational communities, particularly in Education in Emergencies, recovery of learning and teaching methodologies relevant to crisis contexts.
  6. Knowledge and application of inclusive education approaches, Universal Design for Learning (UDL), differentiated teaching and reasonable adjustments, as well as strategies for identifying and reducing barriers to access, participation and learning.
  7. Knowledge of the principles of child protection, safeguarding, gender equality, psychosocial support and social-emotional learning (PSS/SEL) and ability to integrate them into educational interventions.
  8. Ability to develop, review and adapt tools, guides, materials and pedagogical resources, ensuring their curricular, contextual, pedagogical and accessibility relevance.
  9. Ability to provide technical support, monitor educational quality and analyze the results of interventions, in coordination with MEAL teams and partner organizations.
  10. Proficiency in using digital tools and office applications for planning, monitoring, systematizing and reporting educational activities (Office 365: Word, Excel, PowerPoint, Teams, digital forms for collecting information).

How to apply

Applications

Professionals who meet the required profile can submit their resume (CV) along with a signed cover letter, including their salary expectations and three (03) verifiable work references from the last few years, until October 27, 2026. Applications should be sent to rrhh.ven@theret.org, indicating in the subject line: “Education Officer”.

Due to the urgency of the recruitment process, RET reserves the right to review CVs continuously, and shortlisted candidates may be interviewed before the indicated closing dates. Therefore, we encourage you to apply as soon as possible. RET cannot respond individually to each candidate due to the high volume of applications expected. Please note that only shortlisted candidates will be contacted for an initial interview.