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. Over nearly three decades of relentless efforts, ESDO has embraced new grounds and opened up new horizons to help disadvantaged and vulnerable people 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 adopted by ESDO while considering 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 and IT Labs, and SKILFO-based portable skills interventions.

The Inclusion Associate leads the operationalization of the project's inclusion agenda so that every adolescent, regardless of gender, disability, or family circumstance, has a meaningful, safe, and equal opportunity to enroll, participate, complete, and transition into livelihoods. The position applies a twin-track approach that mainstreams inclusion across every component of the project while delivering targeted support for adolescents with disabilities and adolescent girls facing structural barriers to participation. In collaboration with Education Sector implementing partners already operating disability programming in the same camps, and with technical organizations, and disability-focused civil society actors in the camp, the position ensures that learners with disabilities are identified, assessed, referred, and accompanied through their learning journey with appropriate reasonable accommodation and assistive support. In parallel, the position will lead a Father-Brother engagement strategy to shift household-level attitudes and behaviors that constrain girls' access to skills development and ensures that safe, dignified, and gender-responsive learning environments are in place across every component of the project.