Education Officer

Role Overview

The Education Officer will be responsible for
managing day-to-day operations of CanShala in the state and ensuring the effective implementation of educational interventions at CanShala
centers. This includes U-DISE registration of all children, following up
with home/parent schools for U-DISE registration and re-integration of
children, developing appropriate resource materials, monitoring registering
learners, overseeing the Personalized Education Plans (PEPs), monitoring
the student progress, and facilitating reintegration into formal schooling.
Additionally, this role will lead capacity-building workshops for teachers,
parents, and school communities, creating awareness about education for
children with cancer. The Education Officer will play a key role in advocacy
efforts, school partnerships, and impact documentation, ensuring every
child receives quality education and a seamless transition back to mainstream
schooling.

Key Responsibilities

1.  Implementation of educational
interventions

·        Monitor
all eligible children are registered as learners at CanShala centers.

·        Ensuring U-DISE registration and implementation of Personalized Education
Plans (PEPs) in collaboration with teachers.

·        Ensuring
the diagnostic assessments and tracking student progress in
collaboration with teachers.

·        Monitor
the Medically Disadvantaged Learners (MDL) support ratio and ensure
timely interventions.

·        Monitoring
the scholarships, learning outcomes and ensuring children are
successfully promoted to the next class.

·        Visiting
the care centres and units within the state to ensure effective implementation
of educational services.

2. Reintegration & Schooling

·        Tracking
each child's progress and monitoring the reintegration of eligible learners into formal schooling annually by tracking through follow-ups.

·        Ensure
successful reintegration of children into the UDISE system or other
affiliated schools.

·        Maintain
accurate records of school enrollment, treatment cycle, and intervention
effectiveness.

3. Parent & Community Engagement & Advocacy

·        Organize monthly Parent-Teacher Meetings (PTMs) to discuss student progress and
reintegration plans.

·        Conduct awareness sessions for parents on education continuity and dropout
prevention.

·        Organize
and conduct workshops for teachers, parents, and school communities
(government/private schools) on cancer awareness and advocacy.

·        Engage
with local schools, community organizations, and stakeholders to build
awareness and support reintegration efforts.

4. Capacity Building & Training

·        Conduct training programs for teachers, support staff, social workers, and
volunteers.

·        Develop
and customize curricula to support learning for children with cancer.

·        Collaborate
with NGOs and education bodies for resource materials and skill
development.

5. Monitoring, Evaluation & Reporting

·        Report monthly on registered learners, U-DISE registrations, learning outcomes,
MDL support ratio, and scholarship status.

·        Monitor
and document student attendance at CanShala centers and follow up on
absenteeism.

·        Track
children’s promotion to the next class and ensure academic progression.

·        Develop impact stories of children, capturing their educational journey and
success.

·        Monitor
the status of PEP/IEP plans, attendance records, and reintegration status
logs.

·        Provide monthly progress reports on student development and intervention impact.

Key Skills & Competencies

·        Effective communication skills (written and
verbal) for engaging with children, parents, and stakeholders.

·        Strong team management skills to coordinate
with teachers, social workers, and partner organizations.

·        Ability
to conduct training workshops for teachers, parents, and school staff.

·        Advocacy and awareness-building experience in education
or child welfare.

·        Proficiency in data tracking, reporting, and
documentation.

·        Willingness to travel for school
visits, reintegration follow-ups, and community workshops.