Job Context

Eco-Social Development Organization (ESDO) started its journey in 1988 with a noble vision to stand in solidarity with the poor and marginalized. Being a people-centered organization, ESDO envisioned a society free from inequality and injustice, where no child will cry from hunger and no life will be ruined by poverty. Near about three decades of relentless efforts to make this happen, ESDO has embraced new grounds and opened up new horizons to help the disadvantaged and vulnerable people to bring meaningful and lasting changes in their lives. During this long span, ESDO has adapted to the changing situation and provided the most time-bound services especially for the poor and disadvantaged. A community-focused and people-centered approach has been adapted by ESDO while consideration was given to the national policy and Sustainable Development Goals (SDGs) as its guiding principle. ESDO is one of the most dynamic organizations expanding its development interventions across 422 upazilas under 56 districts of Bangladesh covering over 10 million poor and vulnerable people.

ESDO is going to implement a UNICEF-supported project titled “Provide quality, inclusive skills development and Myanmar Curriculum STEM education for adolescent learners aged 15-18, and portable skills training for education volunteers in Cox's Bazar” in Rohingya camps of Ukhia, Cox’s Bazar. The project aims to improve access to quality foundational literacy numeracy (FLN), trade skills, employability skills, leadership skills, entrepreneurship training, STEM Education and portable skills opportunities for Rohingya adolescents and youth through multi-Purpose Centers (MPCs), Science & IT Labs, and SKILFO-based portable skills interventions.

The Adolescent Development Specialist is one of the two senior technical Officers who together carry out the delivery-quality skills development and market linkage for income generating activities. Within this pairing, the Adolescent Development Specialist leads the foundational and leadership half of the learner journey, encompassing foundational literacy and numeracy, 21st century leadership skills, and the life skills component, and leads the establishment and facilitation of the Adolescent Action Groups (AAGs) that give learners meaningful voice in decisions affecting their learning experience. The position ensures adolescents are treated as rights-holders and active participants, in line with UNICEF's Programme Guidance for the Second Decade, the ADAP Guidelines for Participation, the Adolescent and Youth Engagement Strategic Framework, the Global Framework on Transferable Skills, the Conceptual Framework for Measuring Outcomes of Adolescent Participation, and the IASC Guidelines on Working with and for Young People in Humanitarian and Protracted Crises.