JOB OPENINGS
Position Title Trained Teacher (11)
Position Grade G0
Duty Station West Nile (Otumbari SS, St Luke Widi SS, Rhino Camp SS, Lewa SS,
Pagirinya SS, Dzaipi SS, Obongi SS, Millenium SS, and Yangani SS and
Southwest (Rubondo ss)
Subject
Combinations District School Subject Combination Other options
Terego Otumbari SS Physics /Math Phy/Chem
Terego St Luke Widi SS Physical Education/ PE/Math,
Biology ICT/ENT
Adjumani Lewa SS Entrepreneurship/ICT ENT/GEO
Adjumani Pagirinya SS Physical Education/ PE/Math,
Biology PE/GEO
Adjumani Dzaipi SS ICT/ Entrepreneurship ICT/Math
Obongi Obongi SS Kishwali
Koboko Millenium SS ICT/ Entrepreneurship ICT/Math/
GEO
Koboko Millenium SS PE/BIO PE/MATH
Yumbe Yangani SS Physics /Math Phy/Chem
Yumbe Yangani SS Physical Education/ PE/Math,
Biology PE/GEO
Isingiro Rubondo SS Biology/Chemistry BIO/ PE
Contract 20 months, Renewable
Reports to Project Officer Secondary -AEP
Management Students
Responsibility
Key Senior Project Officer Secondary AEP, Regional Coordinator, Monitoring
Relationships and Evaluation Officer, Education and Transferable skills Lead, and Human
Resource.
Back ground War Child Canada is an internationally recognized charity organization
registered in Toronto, Canada, dedicated to helping children and their
communities overcome the devastating effects of war. Its vision is
“Accelerating Peace by Disrupting the Cycle of Violence” and its
mission is “Driving Generational Change for The Hardest Hit By
Investing In The Power Of Local Communities”
Since being founded in 1999, War Child Canada has worked in 20 countries
across the world and we are currently operational in Afghanistan, Yemen,
Sudan, South Sudan, Democratic Republic of Congo (DRC) and Uganda.
During the past five years, War Child Canada has reached over 2,500,000
conflict-afflicted children and adults; 985,000 people benefitted from War
Child’s educational initiatives; 480,000 people were helped to climb out of
poverty and 1,075,000 people learned more about their rights and had better
access to justice systems
War Child Canada in Uganda: Since 2014, War Child Canada has worked in
10 districts (mainly Refugee hosting) implementing integrated education,
access to justice (incudes peacebuilding), opportunities/livelihoods, and
programs. Our current districts of operation include: Adjumani, Obongi,
Yumbe, Terego and Madi Okollo, Koboko, Isingiro, Kikuube, Lamwo and
Kamwenge districts.
The BRIDGE PROJECT: War Child Canada in partnership with
Context Mastercard Foundation, Community Empowerment for Rural Development
– CEFORD, Education Local Expertise Uganda (ELECU) and eight
Refugee Led Community based organizations, will be implementing the
BRIDGE: From Secondary Education and Skills Development to Job
Opportunities for Refugee and Host Community Youth in Uganda’ Project.
The BRIDGE project that will be implemented from 2022 to 2026 is
designed to further the Mastercard Foundation’ Young Africa Works
Strategy (2018 to 2030) and address the youth unemployment challenge
focusing on refugee and host communities in Uganda’s refugee settlements
in Adjumani, Obongi, Isingiro, Kamwenge, Kikuube, Yumbe, Terego and
Madi Okollo, Lamwo and Koboko districts.
War Child Canada and project implementing partners will employ a gender
sensitive and inclusive approach to programming, empower young people
and recognize their potential as agents of change to ensure effective
implementation and sustainability of the interventions. This will be
achieved through two outcomes.
1. Increased access to market relevant secondary and tertiary
education and skills for refugee and host community youth
2. Improved capacity of education institutions and teachers to offer
quality and relevant education and skills for refugee and host
community youth
The program will help to increase demand for education through a strong
community engagement and strengthen education supply by strengthening
the capacity of Alternative Education Program (AEP) host schools and
BTVETs on gender and age sensitivity education and enrol 20,400 Lower
Secondary AEP learners (14,280 female) and 2,168 (,518 female) Advanced
level learners into 34 lower secondary AEP centers, 2,003 learners (1,402
female) in 15 Business, Technical, Vocational Education and Training
(BTVET) schools and 136 learners in different universities across the
country.
The proposed program aims to improve the quality and relevance of
education by placing a strong focus on teacher capacity and formal, non-
formal and alternative education and learning opportunities.
The program will further support young people in their transition
to dignified work and throughout the life of the project, to thrive in
their chosen form of employment or livelihood. Activities to support
their success will include conducting market analysis annually to
tailor interventions to the business context at the refugee settlement,
implementing an adopted UPSHIFT -
[Link] business incubation
“boot camps”, strengthening youth business support centres and
BTVET institutions through training and infrastructure
improvements, providing financial support to young people to
access training programs and set up businesses and pairing young
people with mentors from the business community.
Finally, the program approach promotes continuous learning and
development to ensure project sustainability.
The Trained Teacher will be responsible for developing and delivering
Position engaging lessons in at least two subject areas. The role also includes
summary assessing and monitoring student progress, maintaining a positive and
inclusive classroom environment, and actively participating in school
activities.
Entrepreneurship teachers should support all student projects across all
levels.
Centre managers shall have additional roles.
Key duties and ▪ Prepare schemes of work, lesson plans, and learning aids in line with
Responsibilities: approved AEP curriculum.
▪ Deliver lessons, remedial work and project based learning as per the
school timetable.
▪ Participate in setting, administering and marking of both internal and
external examinations
▪ Provide guidance and counselling to learners.
▪ Actively participate in the process of continuous assessment and
evaluation.
▪ Maintain accurate class room records including attendance registers,
progress reports, inventories, and record of work.
▪ Participant in regular classroom observations and in-service teacher
training for professional development.
▪ Participate in co-curricular activities and strengthen school-community
relationships.
▪ Continuously research and update subject content, developing new
instructional materials as needed.
▪ Serve as classroom Teacher and undertake weekly teacher-on-duty
responsibilities.
▪ Support learner’s enrolment, retention, completion and transition of
learners through active follow-up and learner support strategies.
▪ Support in implementation of school-based project aimed at fostering
practical and vocational skills development.
Qualifications, • Minimum of a Diploma in Secondary Education from a
Skills and recognized University or institution. Diploma holders are
Experience: encouraged to pursue further education.
• Registered with the Ministry of Education and Sports.
• Recommendation letter from the Local Council One (LC1) is
required.
• Willing and ability to work under minimum supervision and meet
deadlines for assigned tasks.
• Sound understanding of curriculum development, teaching
methodologies, and instructional delivery for diverse learners.
• Ability to work in hard-to-reach and multicultural environment
• A minimum of 1 years of relevant teaching experience is
preferred, but fresh graduates willing to learn are encouraged to
apply.
• Experience in community engagement and collaboration with
Local stakeholders is an asset.
Skills and Competencies:
• Strong pedagogical skills and subject knowledge
• Proficiency in guidance and counselling
• Effective communication and interpersonal skills
• Competence in basic computer applications (Word, Excel, etc)
• Capacity for curriculum interpretation and implementation
• Record keeping and classroom management
• Ability to support learners with special needs
• Demonstrated instructional leadership and problem-solving skills.
• Familiarity with life skills education and learner-cantered teaching
approaches.
Personal Attributes:
• Affinity with War Child Canada’s mandate.
• Politically and culturally sensitive with qualities of patience, tact
and diplomacy.
• Creative, energetic, adaptable, and flexible.
• Stress-resilient to be able to cope with deadlines and complex
problems including working in hard-to-reach environments.
Interested applicants should submit their application letters with detailed
Application curriculum vitae (CV) and copies of relevant academic documents, National
Process Ids for the National applicants, Recommendation letter from LC1
Chairperson and Refugee Registration Ids for the Refugee applicants; in
sealed envelopes to:
1. WCC Isingiro Office in Kabingo Town Council along Mbarara highway
next to Electro Commission and WFP
2. WCC Adjumani Office at Adjumani district local government compound.
3. Or send electronic as one PDF Document jobs_uganda@[Link].
NOTE: Please, indicate your preferred location in the right Top corner of the
envelope.
NO FEE: War Child Canada never ask for payment as part of our
selection process, and we always contact candidates via our corporate
accounts and platforms. If you are approached for payment, this is
likely to be fraudulent.
Final candidates will be vetted in accordance with War Child Canada’s
Child Safeguarding Policy, including appropriate reference and security
checks.
DEADLINE FOR SUBMISSION IS MAY 9, 2025, 5:00 PM EAT
Note: The specific roles and responsibilities of Trained teacher may vary depending on the
program's goals.
