PSS Facilitator / Ein El Helwe in Lebanon at The National Institution Of Social Care And Vocational Training (Beit Atfal Assumoud)

National Institution for Social Care and Vocational Training NISCVT has a zero-tolerance policy with regard to Sexual Exploitation and Abuse. Protection from Sexual Exploitation and Abuse (PSEA) is the responsibility of everyone. Selected candidates will therefore undergo rigorous reference and background checks against their past behavior against sexual exploitation and abuse and misconduct and may be required to provide additional information further on in the selection process. All individuals affiliated with NISCVT will be required to always comply with the PSEA Policy and Code of Conduct.

National Institution for Social Care and Vocational Training (NISCVT Beit Atfal Assumoud) is a humanitarian NGO working with the Palestinian communities in Lebanon since 1976 in development and emergency response. NISCVT’s mission is to contribute to the development of the Palestinian community in Lebanon through various projects and services addressing the needs of the whole family focusing on education, community, economic development and VTCs, health and relief including psychosocial support.

Project:

The Enhancing Quality Inclusive Education (EQIE) Project aims to improve access to safe, inclusive, and quality education opportunities for vulnerable children in Palestinian camps and gatherings. The project focuses on strengthening teaching and learning through teacher training, mentoring, and inclusive educational support. EQIE also promotes children’s well-being by integrating psychosocial support (PSS), play-based learning, and protective approaches within learning environments.

The project seeks to enhance teaching quality, improve students’ learning outcomes, and foster supportive and inclusive classroom environments that respond to children’s academic and psychosocial needs.

Teachers play a key role in enhancing teaching quality and improving learning outcomes across the EQIE project for school-aged children in Grades 1 to 4 who have difficulty with Arabic and English. Through classroom observation, coaching, and capacity building, the teachers ensure that instruction is learner-centered, inclusive, and aligned with program goals.

This announcement is subject to donor approval, and the partnership agreement is still pending signature.

Key responsibilities:

Candidate demonstrates understanding of emotional and physical safety, predictable routines, inclusion, positive behavior management, and structured supportive environments that help children regain a sense of stability and readiness for learning.

Candidate demonstrates basic understanding of SEL and PSS approaches that support emotional regulation, participation, concentration, and gradual re-engagement in learning processes (e.g., emotion check-ins, calming techniques, reflection activities).

Candidate suggests interactive, child-centered, and play-based approaches (e.g., storytelling, movement, games, songs, role play, collaborative activities) that promote engagement, psychosocial wellbeing, social connection, and foundational learning recovery.

Candidate demonstrates understanding of basic child protection principles, psychological safety, confidentiality, and safe referral pathways, including the importance of not handling cases alone and referring concerns through established mechanisms.

Candidate demonstrates empathy, encouragement, positive reinforcement, patience, and non-punitive approaches that help children rebuild confidence, participation, social connection, and engagement in learning