Welcome to Cambridge International School – Kaxda District, Mogadishu

Your Child’s Future Begins Here!

Cambridge International School is proud to open its doors in the vibrant Kaxda District of Mogadishu, offering world-class education to empower the next generation of leaders, thinkers, and innovators.        Hadda is qor, haddana soo wac, telefoonka: 061 3984232, or Email: a22farah@yahoo.CA.

 Learn English in 6 months

Our innovative English as a Second Language (ESL) program uses cutting-edge audio-visual technology to help students master English confidently and quickly.

Flexible Enrollment Options

• Full-Time Program: Saturday to Wednesday
• Week-End Program: Thursday & Friday
• Online Learning: Study from anywhere with our virtual classes
• Thursday and Friday Special Programs Day time for children: Enrich your child’s skills with focused weekend sessions in language
• Thursday and Friday evening Special Programs for adults. Register now!

Ku baro luqadda Englishka muddo 6 bilood ah

• Macalimiin ajaanib ah o takhasus gaar ah u leh hab casri ah o maqal iyo muuqaal ah
• Dooro waqtiga kugu habboon
• Sabti ilaa Arbaco
• Khamiis iyo Jimco maalinimada: Caruurtada ka dhis luuqadda
• English-ka, qoris, akhris iyo ku hadal intaba.
• Khamiis iyo Jimco fiidki: Waqti ku habboon dadka waaweyn ee donaya in ay habeenkii waxbartaan.
• Imtixaan qimen ah heerka ardayga: Bilow, dhex- dhexaad ama advanced.

Sanad-dugsiyedka 2025/2026 school year.

• Full time School
• Online Learning: Study from anywhere with our virtual classes
• IGCSE Edexcel Curriculum leading to globally respected O-Level, A- Level diploma
• Canadian Curriculum leading to High School Diploma Option
• Our passionate foreign educators hold advanced degrees in their respective subjects, ensuring your child receives top-tier instruction and personalized academic support.
• Option 3: Xifdiga Qur’anka Kariimka and Arabic Language.

Isqoristu waa socotaa.

Tel: 061 3984232

Email: a22farah@yahoo.CA

Teachers Wanted for New School in Mogadishu 

📍 Location: Mogadishu, Somalia
📅 Start Date: As soon as possible
📩 How to Apply: Please send your CV, cover letter, and copies of qualifications to email: a22farah@yahoo.CA

A newly established school in Mogadishu is seeking qualified and experienced teachers to join our dynamic team and help shape the future of our students.

Available Positions:

1. English Language & Social Studies Teacher
2. Math & Science Teacher

Position 1: English Language & Social Studies Teacher

Requirements:

• Licensed and qualified teacher
• Minimum of 5 years of teaching experience
• Strong ICT (Information and Communication Technology) skills
• Ability to teach both English Language and Social Studies

Position 2: Math & Science Teacher

Requirements:

• Licensed and qualified teacher
• Minimum of 5 years of teaching experience

We are looking for passionate, committed, and innovative educators who are ready to inspire young minds and contribute to a positive and engaging learning environment.

📍 Location: Mogadishu, Somalia
📅 Start Date: As soon as possible
📩 How to Apply: Please send your CV, cover letter, and copies of qualifications to email: a22farah@yahoo.CA

NRC has been active in Somalia since 2004 with four area offices in Kismayu, Mogadishu, Garowe and Hargeisa, providing protection and humanitarian assistance to refugees, internally displaced persons and returnees in Somaliland, Puntland, South Central and Jubbaland regions. NRC offers a comprehensive response for returnees and IDPs of high need, addressing their food security, livelihood, shelter, education, ICLA, and water, hygiene and sanitation needs and also responding to emergencies through NRC’s five core competences: Shelter, Education, Food Security and Livelihoods, WASH and Information, Counselling and Legal Assistance (ICLA).

In response to the ongoing emergency response, NRC is setting up a roster for programme roles that area office could use. We are seeking highly qualified, resilient, dynamic professionals to respond to the emergency and support affected communities.

Your passion, skills, and experience can make a big difference.

Specific Responsibilities:

• Assist in the planning and implementation of education projects, ensuring alignment with NRC’s objectives and standards.
• Work with the Education team, Ministry of Education (MOE), and communities to identify target communities and schools based on needs assessments in project operational areas.
• Organize and lead mobilization and sensitization campaigns within target communities to raise awareness and promote participation in the education program.
• Collaborate with district education authorities, head teachers, and Community Education Committees (CECs) to ensure the enrollment and effective learning of pupils in accordance with NRC standards and criteria.
• Strengthen the capacity of communities to identify and address barriers to quality education for vulnerable children through training and coaching.
• Assist local education authorities in the recruitment of teachers based on established selection criteria. Regularly update the teachers’ payroll to ensure timely incentive payments.
• Train and coach CECs, head teachers, and teachers in the development and implementation of School Improvement Plans, in collaboration with regional and district education officers.
• Ensure that the education program is implemented in close coordination with MOE and other education sector actors, promoting synergy in project activities.
• Participate and contribute to emergency response activities as needed, ensuring that educational needs are addressed during crises.
• Ensure strict compliance with NRC policies, procedures, and relevant donor regulations. Ensure visibility of NRC and donors during project implementation.
• Regularly supervise the teaching and learning processes in supported schools to ensure adherence to quality standards.
• Document and share challenges, gaps, needs, best practices, and lessons learned. Ensure the collection of quality and relevant data using NRC’s M&E procedures and tools.
• Identify operational, technical, and management challenges during project implementation and report them to the project team leader for resolution.
• Organize and prepare monthly Education in Emergency Working Group coordination meetings in the project target location, ensuring effective communication and collaboration among stakeholders.

Skills & Experience:

• Diploma or bachelor’s degree in education, Social Sciences, or a related field.
• At least two years of experience in implementing education projects in a humanitarian or development context. eV5TCqO B2ukkq
• Experience working with local communities, MOE, and other education stakeholders.
• Strong understanding of the challenges and barriers to education in emergency and development settings.
• Proven ability to organize and lead community mobilization and sensitization campaigns.
• Experience in training and capacity-building for education personnel and community members.
• Excellent interpersonal, communication, and organizational skills.
• Proficiency in English (both written and spoken); knowledge of Somali is an advantage.
• Ability to work independently and as part of a team, with a strong sense of initiative and problem-solving skills.

To apply this job, tap the link below:

Education Specialist – NOC, TA (364 days), Mogadishu CSR Post# 00119171 (Open to Somali nationals only)

Job no: 548343

Position type: Temporary Appointment

Location: Somalia Division/Equivalent: Nairobi Regn’l(ESARO)

School/Unit: Somalia

Department/Office: Modagishu Zonal Office

Categories: Education

UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.

Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.

And we never give up.

For every child, Education

How can you make a difference?

MAIN DUTIES AND RESPONSIBILITIES

Support to programme development and planning

•  Support the updating of state-level sectoral situation analyses for continuous refinement of the UNICEF education programme and to ensure that current and comprehensive data on education issues is available to guide UNICEF and the line Ministries’ strategic policy, advocacy, intervention and development efforts in the education sector.
•  Contribute to establishing priorities, strategies and implementation plans within the Education Programme. Keep abreast of sectoral and socio-economic trends to enhance programme management, efficiency and delivery.
•  Participate in strategic programme discussions on the planning of the UNICEF Education Programme and in particular relating to the humanitarian response planning within the Education Programme portfolio.
•  Establish specific goals, objectives, strategies and implementation plans for the programme’s engagement in humanitarian programming, using results-based planning terminology and methodology (RBM). Prepare required documentations for programme review and approval.
• •  Work closely and collaboratively with internal colleagues and partners to discuss strategies and methodologies, to ensure the achievement of concrete and sustainable results.
  •  Provide technical and operational support throughout all stages of programming processes and to ensure integration, coherence and harmonization of programmes/projects with other UNICEF sectors and achievement of results as planned and allocated.
  •  Provide technical and administrative support in executing and administering technical programme transactions, preparing materials and documentations, and observing the organizational compliance systems to support programme planning, rights & result-based management, monitoring and evaluation of results.

  Networking and partnership building

  •  Build and sustain effective working partnerships with localized government counterparts, civil society organizations and education stakeholders through active sharing of information and knowledge to facilitate programme implementation and build capacity of stakeholders to achieve and sustain results.
  •  Contribute to strengthening cross sectoral convergence and integration with other sections within UNICEF and externally with other UN Agencies, with a particular focus on the KfW financed Resilience Programme
  •  Participate in appropriate inter-agency coordination meetings and events on programming, advocacy and sharing information.
  •  Support in verification of completeness of partnership documents and provide needful technical assistance to meet office requirements.
  •  The post incumbent will support the actualisation of UNICEF’s commitment to the Prevention from Sexual Exploitation and Abuse (PSEA), by regularly assessing PSEA capacity of implementing partners, monitoring the implementation of associated activities and progress against the country office action plans.

  Programme management, monitoring and delivery of results

  •  Provide technical and operational support throughout all stages of programming processes and to ensure integration, coherence and harmonization of programmes/projects with other UNICEF sectors and achievement of results as planned and allocated.
  •  Provide technical and administrative support in executing and administering technical programme transactions, preparing materials and documentations, and observing the organizational compliance systems to support programme planning, rights & result-based management, monitoring and evaluation of results.
  •  Monitor financial execution of resources allocated to field office education section
  •  Undertake field visits and surveys and share information with stakeholders to assess progress and refer to relevant colleagues for resolution. Report on critical issues, bottlenecks and potential problems for timely action to achieve results. c7EsUIl Dgn9WK
  •  Work closely with UNICEF partnership hub HACT units in ensuring due diligence and compliance issues of education implementing partners are sufficiently addressed and government and CSO partners meet compliance procedures and standards.
  •  Monitor status of implementation of follow-up actions related to high-priority findings and observations from the HACT assurance activities, financial and programmatic visits.

  Innovation, knowledge management and capacity building

  •  Contribute to identifying, capturing, synthesizing, and sharing lessons learned for knowledge development and capacity development of stakeholders.
  •  Apply innovative approaches and promote good practice to support the implementation and delivery of concrete and sustainable programme results.

  Participate as a resource person in capacity building initiatives to enhance the competencies of government/CSO partners and stakeholders

  To qualify as an advocate for every child you will have…

  •  An advanced university degree in one of the following fields is required: education, social science, development planning, evaluation, survey implementation, statistical research, or another relevant technical field.
  •  A minimum of five years of relevant professional experience in programme planning, monitoring, data management, and/or research in education is required.
  •  Fluency in Somali and English is required.

  For every Child, you demonstrate…

  UNICEF’s values of Care, Respect, Integrity, Trust, and Accountability (CRITA).

  The UNICEF competencies required for this post are…

  •  Nurtures, Leads and Manages People (1)
  •  Demonstrates Self Awareness and Ethical Awareness (2)
  •  Works Collaboratively with others (2)
  •  Builds and Maintains Partnerships (2)
  •  Innovates and Embraces Change (2)
  •  Thinks and Acts Strategically (2)
  •  Drive to achieve impactful results (2)
  •  Manages ambiguity and complexity (2

  To view our competency framework, please visit here.

  UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.

  UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.

  Remarks:

  •  The VA is open to all (internal and external candidates).
  •  UNICEF only considers Higher education qualifications obtained from an institution accredited/recognized in the World Higher Education Database (WHED), a list updated by the International Association of Universities (IAU), United Nations Educational, Scientific and Cultural Organization (UNESCO). The list can be accessed at http://www.whed.net
  •  Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

  Advertised: Feb 10 2022 E. Africa Standard Time Application close: Feb 24 2022 E. Africa Standard Time

Ministry of Education, Culture and Higher-Education (MOECHE)

Deadline extended: Terms of Reference for Consultancy Service for Development, Harmonization of Training Manual & Coaching Protocol for School Head Teachers

A. General Information

Post/Title:

Consultancy Service for Development, Harmonization of Training Manual & Coaching Protocol for School Head Teachers

Reporting to:

Director of Teacher Development, Teacher Development Advisor and Program Coordinator

Duration

30 days

Closing date

17-Nov-2020

Project

GPE MCA Program

Type

Short term Individual Consultant

Location

Mogadishu

1. Background and Context

In April 2020, the Global Partnership for Education has approved an additional Maximum Country Allocations (MCA) for the implementation of the Education Sector Strategic Plan of the Federal Government of Somalia. It is two year program commencing from June 1, 2020 to May 2023. The program has four key components including:

Component 1: Increasing equitable access to and quality of early childhood care and education: This component seeks to Increase equitable access to and quality of early childhood care and education services through: (a) developing institutional structures at the state levels to better manage the sub-sector; (b) establishing coordination mechanism between the Ministries of religious affairs and Ministries of Education; (c) increasing awareness at the community level on the role of ECCEin children’s development increasing parents’ involvement and support for ECCE; (d) addressing quality of the subsector through the development of an integrated Quranic-ECCE curriculum and training of 50 Quranic teachers; (e) increasing the availability of learning facilities through constructing 50 ECCE hubs within existing traditional Quranic schools.

Component 2: Increased equitable access to quality primary education for out-of-school children: This component seeks to enhance equitable expansion of access to quality primary education through: (a) construction and rehabilitation of school infrastructure(classrooms and WASH facilities), (b) improving access to primary education for children with disabilities.

Component 3: Enhanced quality of education and children’s learning outcomes: This component also seeks to enhance quality of primary education and children’s learning outcomes through (a) provision of school based coaching for headteachers to improve school performance, (b) review of textbooks content for grade 1 to 8, (c) construction of libraries in selected schools to promoting a culture of reading and literacy, (d) increasing access to safe and protective learning environments for Somali children.

Component 4: Strengthening the education system at the federal member state level for improved service delivery: This component seeks to strengthen the education system at FGS and FMS level through: (a) provision of support for examination (primary grade 8) at FMS level to improve learning outcomes, (b) embedding technical staff at FMS level, (c) short-term skills development trainings conducted for education personnel, (d) construction of offices for two FMS and MOECHE.

This consultancy will particularly focus on component 3: Sub-component (a) provision of school based coaching for head teachers to improve school performance. The focus is to provide continuous professional development support towards strengthening the leadership qualities of head teachers to ensure overall quality of education service delivery. In this respect, the GPE MCA program targets a total of 690 school head teachers for training during mid-term school break.

2. Purpose of the Consultancy

The overall purpose of this Consultancy is to engage potential consultant that will support MOECHE the development of head teachers training manual on school leadership and coaching. Partners have been adopting different training manual for school head teacher training on leadership and schools management, thus the consultant will be expected to review the existing different head teachers training manuals used by partners and develop comprehensive and consolidated head teacher training manual. The consultant will closely work with Teachers Development Department of the Ministry of Education, Culture and Higher Education and Somali National University that will be supporting the training of the headteachers.

3. Scope of Work

The consultant should consider the purpose of assignment and gather initial information at the onset of the process. The following are some general considerations;

· Conduct extensive review of the existing head teacher training guidelines and Identify gaps

· Collaborate and Work closely with Teacher Development Department, Director of Policy and Planning for MOECHE and Somali National University

· Employ different methodologies such as desk review, FGD discussion, KIE with stakeholders, including schools headteachers to identify key topics that is necessary to be included in the training manual

· Prepare inception report and organize validation workshop with stake holders for briefing and inputs on the development of the head teachers training manual

· Develop relevant, comprehensive consolidated headteachers training manual on school leadership and management, coaching, Conflict resolutions, and basic school Quality Assurance steps.

4. Methodology

The consultant will perform the tasks under the overall authority/directions of the Director of Teacher Development and advise of the teacher training advisor.

The consultant is expected to compare and contrast the different existing head teachers training manual with different partners including learning institution such as Somali National University and identify key gaps on the different guidelines and incorporate the most relevant topics that is deemed necessary to enhance school leadership and management procedures. He/she is expected to propose key topics that need to be incorporated in the training manual which will be a resource that will be used by all education stakeholder in future.

5. Key Outputs/Deliverables

i. Submit a timeline for the deliverables/outputs, not exceeding 4 weeks (in English/Somali).

ii. Produce a framework/outline of this training manual to be approved before drafting the actual manual.

iii. Produce and deliver a draft training manual for consultations by all stakeholders.

iv. Produce and deliver a final copy of training manual inputs incorporated.

v. Conduct a validation workshop for all education stakeholders.

vi. Translate the training manual in Somali language.

vii. Submit the final versions both in English and Somali language.

6. Essential and Desirable Experience/Qualifications/Specialised knowledge

· At least 10 years of progressively responsible professional work experience in education and teacher training, with proven experience developing training materials.

· Excellent written and visual communication skills including ability to present complex processes and issues clearly to a heterogeneous audience and in an actionable manner.

· Experience in developing training programmes for adults.

· Demonstrated experience conducting training and related capacity building of school head teachers for managing schools.

· Knowledge of governance framework and issues in the Somali context.

· Preferably fluency in English and Somali.

· Excellent facilitation skills

· Advanced university degree in education or a related field.

· Availability at the preferred time/during available time window

· Acceptability to all key stakeholders

7. Lines of Communication

The consultant will be reporting to:

· The Director of Teacher Development and the teacher development advisor.

· Closely with the GPE program coordinator for the deliverables.