JOB DESCRIPTION AND CRITERIA FOR SAFEGUARDING OFFICER 

(Non-Remunerated Position)

Role / Purpose
To coordinate and support the development and implementation of the Africa Dyslexia Organisation’s (ADO) Safeguarding Policy, Prevention from Sexual Exploitation, Abuse, and Harassment (PSEAH) Policy, the Code of Conduct, and other relevant safeguarding standards and practices outlined in the aforementioned policy documents.

Safegaurding Officer

 Responsibilities

    • Take a lead role in raising awareness about ADO’s safeguarding and PSEAH policies, including the Code of Conduct.
    • In collaboration with human resources (HR) or hiring managers, ensure job adverts include a safeguarding commitment statement. Support the assessment of knowledge and attitude about safeguarding during interviews. Assist HR and hiring managers in ensuring background checks include questions on safeguarding/PSEAH, with Focal Points providing training and advice to staff and volunteers on these measures.
    • Work with ADO’s staff, volunteers, members, and partners to ensure that safeguarding minimum standards re being mainstreamed across all ADO’s interventions and activities.
    • Lead in awareness raising and sensitisation of project participants (beneficiaries) so they are aware of ADO’s safeguarding measures and Code of Conduct, as well as their right to protection, including how to raise concerns about Sexual Exploitation, Abuse, and Harassment (SEAH) and other safeguarding issues.
    • Take a lead role in conducting or supporting staff to carry out safeguarding risk assessments and develop safeguarding mitigation strategies for ADO’s projects, activities, and events.
    • Collaborate with other organisations and relevant units to conduct service mapping and create referral pathways that enable survivors to access safe and quality support services.
    • Work with ADO’s staff to ensure that monitoring and evaluation (M&E) activities incorporate indicators to reduce SEAH prevalence in ADO’s programmes and operations.
    • Work with the MEAL team or staff to establish project-level complaints mechanisms that facilitate reporting of concerns by programme children, parents, educators, members, partners, sponsors and other relevant stakeholders.
    • Collaborate with the communication and media team to ensure that communication materials and content across various media platforms do not include identifiable information and maintain the dignity and respect of those sharing their stories. Participants must be informed, agree, and understand how their stories will be shared by signing an informed consent form.
    • May receive and safely record safeguarding reports, respond in line with the organisation’s procedures, and provide referral or next step advice.
    • Support investigations into safeguarding policy breaches and allegations, including near misses, as necessary.
    • Provide survivor support, including psychosocial first aid (PFA), facilitating referrals to available support services to ensure the safety and welfare of individuals in cases of sexual exploitation, abuse and harassment caused by ADO’s representatives.
    • May support the monitoring of the progress of some safeguarding incidents, with the possible exception of those where the need for confidentiality may require this task to be undertaken by the Executive Director or designate.
    • Coordinate regular reports to the Executive Director and ADO’s Board members on the implementation of the safeguarding and PSEAH policies.
    • Network with safeguarding/PSEAH Focal Points of other charity organisations (e.g. PSEA Taskforce and safeguarding networks) through participation in meetings and working groups.
    • Contribute to proposal development to ensure safe programming and safeguarding resources are adequately budgeted for.
    • Document and share with the ADO’s Executive Director, Board, staff, volunteers, and members lessons learned, best practices, trends, and gaps in safeguarding, including the number of reports received and the outcomes of safeguarding investigations during a specific financial or project year.

Competencies
Strategy/decision making

      • Strategic thinker/planner who can take an overview of safeguarding/PSEAH and develop strategies and plans for strengthening the organisation’s safeguarding and PSEAH measures.
      • Confident in making appropriate decisions with particular attention paid to the sensitivity of the subject.
      • Able to gather and analyse information from across an organisation to inform strategy and decision.
      • Maintains confidentiality in information management and communication, as appropriate.
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Capacity building

      • ity-building needs and designing and delivering a range of capacity building interventions, such as training.
      • Skilled communicator capable of delivering safeguarding induction or training to a diverse range of stakeholders, including new hires, staff, programme participants, members, board members, educators, children, parents, partners, contractors and suppliers, media, and visitors to ADO.
      • Can lead or support others to hold safeguarding consultations with programme participants and key stakeholders on safeguarding, PSEAH and the Code of Conduct.
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Collaboration

      • Strong diplomacy and advocacy skills with the ability to collaborate with various internal and external stakeholders.
      • Ability to work with other teams and functions within ADO to actualise annual safeguarding workplans and objectives.
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Influencing 

      • Ability to present information to senior management, donors, members and partners in a manner that enables them to make positive safeguarding decisions.
      • Persuasive in arguments for organisational change, drawing on evidence and examples.
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Qualifications and Experience

      • Bachelor’s degree (or equivalent experience) in social work, psychology, education, human rights, child protection, or related field.
      • Minimum 2–3 years of experience in safeguarding, protection, or related areas (volunteer experience will be considered).
      • Understanding of safeguarding frameworks within NGO or educational contexts.
      • Experience providing training, conducting investigations, or supporting survivors is an advantage.
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Volunteer Benefits

    • Although this is a volunteer (non-remunerated) position, it offers exceptional professional and personal growth opportunities for the right candidate. By serving as the Safeguarding Officer with Africa Dyslexia Organization, you will:
        • Lead a transformative cause: Play a central role in shaping a culture of safety, dignity, and accountability across one of Africa’s fastest-growing social impact organizations focused on inclusive education.
        • Gain high-level experience: Build hands-on expertise in implementing safeguarding and PSEAH frameworks that align with UN, UNESCO, and UNICEF standards, making you a competitive candidate for future roles in international development and humanitarian sectors.
        • Expand your professional network: Work directly with global partners, donors, educators, and advocates across Africa and beyond, opening doors to future consultancy, fellowship, and leadership opportunities.
        • Receive recognition and mentorship: Gain structured mentorship from ADO’s leadership team, and receive a Certificate of Service, and Professional Reference Letter.
        • Enhance your visibility and credibility: Your contribution will be acknowledged across ADO’s platforms and reports shared with international stakeholders — demonstrating your leadership in advancing safeguarding and inclusive education in Africa.
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Reporting Line

      • Reports to: Executive Director
      • Works closely with: HR Lead, Communications Team, and Programme Managers
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Location and Duration

      • Remote volunteer position (flexible working hours)
      • Initial duration: 12 months, renewable based on performance and organizational need
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How to Apply

    • Interested candidates should send their CV and a cover letter (highlighting relevant experience and motivation for the role) to job@africadyslexia.org by October 20, 2025, at the latest.
      Please use the subject line: Application – Safeguarding Officer.

      Only shortlisted candidates will be contacted. The Africa Dyslexia Organization is an equal opportunity employer and does not discriminate based on gender, age, disability, religion, ethnicity, or any other status. We are committed to building a workplace that values diversity, equity, and inclusion.

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WHO ARE YOU TO THE CHILD ?

The Adult Reading History Questionnaire (ARHQ) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000), but it can also help measure risk in children, especially before school age. Reading disability is highly heritable: about 30-60% percent of children born to a dyslexic parent will develop dyslexia. Thus, one way to estimate risk of reading disability in preschool children is to evaluate parents’ own reading history. The following questionnaire was developed using parents’ reports of their own reading history as well as actual testing of their children’s reading skills. If a parent scores high on the ARHQ, their child has a higher risk of developing a reading disability. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis of either the parent or the child. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.

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The Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in school-age children (Willcutt, Boada, Riddle, Chhabildas, DeFries & Pennington, 2011). Normative scores for this questionnaire were developed based on parent-reports of their 6-18 year-old children, as well as actual reading testing of these children. Willcutt, et al. (2011) found that the CLDQ-R is reliable and valid. It is important to note that the CLDQ-R is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns. For more information about the symptoms, causes and treatment of reading disability (dyslexia), please visit the International Dyslexia Association

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WHAT'S YOUR GENDER?

The Adult Reading History Questionnaire (ARHQ) is a self-report screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000). The ARHQ asks adults about their own reading history and current reading habits in order to estimate the risk that they may have a reading disability. Normative scores are based on actual testing, and Lefly & Pennington (2000) found that the ARHQ is reliable and valid. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your reading skills, we recommend that you contact a licensed psychologist or your primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.

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