Education and Culture Field Facilitator- ESD ,GCED and Heritage Education Project

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 Education and Culture Mobilizer will be responsible for community engagement and outreach, community sensitization, mobilization and awareness raising. He/she will facilitate grassroots activities related to ESD, GCED, and cultural heritage preservation. He/she will  act as a bridge between the project team and community stakeholders, ensuring effective communication, participation, and sustainability of initiatives.

HIERARCHICAL RELATIONS  

Under the overall authority of:

·        Senior Project Officer

Reporting to:

·        Technical Advisor-Education and Protection

Responsible for:

·        Responsible for ensuring outreach of activities, coordination with stakeholders and smooth implementation activities under the 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 district and local stakeholders

·        Relevant district sector working groups

OBJECTIVES

1. To assist the Senior Project Officer 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

·        District Education and Culture Departments. 

·        School Administration and School Management Committees. 

·        District Education Sector Working Group.

2.      Community Outreach and Mobilization

• Reach out to community and conduct awareness sessions on ESD, GCED, and cultural heritage within target communities and schools.
• Facilitate community meetings and dialogue as well as cultural mapping activities to identify local heritage (both tangible and intangible).
• Encourage and support local ownership of ESD, GCED and cultural preservation initiatives.

3.       Facilitation and Coordination

• Coordinate with students, teachers, parents, and community groups for participation in project related activities.
• Coordinate with and facilitate school management, local leaders, and cultural practitioners for joint action and collaboration.
• Support the identification and formation of community-based committees where applicable.

4.      Facilitation in Training and Learning Activities

• Assist in the organization and facilitation of school and community-based trainings/workshops on ESD, GCED, environmental stewardship, and cultural appreciation.
• Provide logistical and administrative support for training sessions, cultural events, and radio listening groups

5.      Documentation and Reporting

• Maintain field activity records, attendance sheets, and community feedback documentation.
• Submit weekly and monthly field reports to the Project Coordinator.
• Document case studies, success stories, and challenges faced during mobilization.

6.       Monitoring and Follow-Up

• Monitor community participation and provide feedback for improvement of project activities.
• Follow up with schools and community stakeholders to ensure continued engagement and action post-training.
• Report any risks or issues that could affect community participation or project outcomes.

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 Mobilizer 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.”

 TECHNICAL SKILLS

• Bachelor’s degree in Social Sciences, Education, Development Studies, or a related field.
• Minimum 2 years of relevant experience in community mobilization at local and  grassroot level
• Familiarity with ESD, GCED and cultural heritage concepts
• Strong communication, facilitation, and interpersonal skills.
• Ability to work independently and with diverse community groups, including youth, elders, and teachers.
• Fluency in local language(s)
• Willingness to travel frequently within target areas.