Master Trainers (2 per province, women and men)

Job Summary Training of Facilitators and Project Staff · Participate in the Training of Trainers (ToT) organized by UNESCO and successfully complete all required training components. · Cascade knowledge and skills acquired through the ToT to Literacy Facilitators, Skills Facilitators, DCMs, and other project personnel. · Lead and facilitate pre-service training for Literacy Facilitators, Skills Facilitators, and DCMs prior to commencement of classes. · Facilitate in-service and refresher training sessions throughout project implementation. · Deliver training sessions using approved UNESCO curricula, facilitator guides, and training materials. · Ensure training participants understand project objectives, methodologies, operational procedures, and reporting requirements. · Support development of facilitator competencies in literacy, numeracy, vocational skills delivery, classroom management, and learner-centred methodologies. Technical Support and Mentoring · Provide ongoing mentoring and coaching support to Literacy Facilitators and Skills Facilitators. · Conduct regular classroom observations and provide constructive feedback to facilitators. · Support facilitators in addressing technical, instructional, and classroom management challenges. · Demonstrate effective teaching methodologies and facilitate peer learning among facilitators. · Support continuous professional development of project personnel. · Provide recommendations to improve teaching quality and learner outcomes. Support to Curriculum Implementation · Ensure SDL curricula are implemented in accordance with approved methodologies and guidelines. · Support facilitators in developing lesson plans and instructional materials. · Monitor integration of literacy, numeracy, and vocational skills components within SDL classes. · Promote learner-centred, participatory, and practical teaching approaches. · Support implementation of competency-based learning and assessment practices. · Encourage adaptation of teaching methods to meet learner needs and local contexts. Support to Parenting Education and Psychosocial Support Activities · Support facilitators in integrating Parenting Education activities into SDL classes where applicable. · Orient facilitators on key parenting education concepts and methodologies. · Support Lay Counsellors and facilitators in promoting Social and Emotional Learning (SEL) and learner well-being. · Ensure project personnel understand referral pathways and basic psychosocial support principles. · Promote safe, inclusive, and supportive learning environments. Quality Assurance and Classroom Monitoring · Conduct regular monitoring visits to SDL classes. · Assess the quality of literacy, numeracy, and vocational skills instruction. · Monitor learner participation, attendance, engagement, and classroom interaction. · Identify strengths, gaps, and capacity-building needs among facilitators. · Provide recommendations to improve learning outcomes and instructional quality. · Support implementation of corrective actions where needed. Support to Learner Assessment · Support facilitators in conducting diagnostic, formative, and summative assessments. · Monitor assessment processes to ensure consistency and quality. · Review learner assessment records and provide guidance on assessment practices. · Support analysis of learner performance and learning outcomes. · Recommend interventions to improve learner achievement. Support to Community-Based Implementation · Support DCMs, PCMs, and facilitators in community engagement activities. · Participate in awareness-raising and community mobilization events where required. · Support establishment of quality learning environments in target communities. · Promote community participation and support for SDL activities. Training Documentation and Reporting · Prepare training plans, schedules, participant lists, and training reports. · Maintain records of training sessions, mentoring activities, and classroom observations. · Submit reports on training activities, coaching visits, and technical support provided. · Document lessons learned, good practices, and recommendations for programme improvement. · Support project reporting requirements related to training and quality assurance. Support to Monitoring, Evaluation, and Learning · Collaborate with the Project M&E Officer in monitoring learning outcomes and training effectiveness. · Support data collection related to facilitator performance and learner achievement. · Participate in project reviews, assessments, and learning events. · Contribute to identification and documentation of best practices and success stories. Safeguarding, Accountability, and Compliance · Promote safeguarding, Prevention of Sexual Exploitation and Abuse (PSEA), child protection, and Code of Conduct requirements during all training and mentoring activities. · Ensure training activities are conducted in a safe, respectful, and inclusive manner. · Promote equitable participation of women and vulnerable groups in training activities. · Report safeguarding concerns and serious incidents through appropriate channels. · Ensure compliance with project operational guidelines, approved curricula, and UNESCO requirements. Coordination and Collaboration · Coordinate closely with Project Officers, M&E Officers, PCMs, DCMs, Lay Counsellors, and Facilitators. · Participate in project coordination meetings and planning sessions. · Support implementation of recommendations arising from monitoring visits and reviews. · Provide technical advice to project management on teaching and learning quality issues. · Perform any other project-related duties assigned by the Project Officer to support successful implementation of the SDL Programme. Job Requirements · Bachelor's degree in Education, Teacher Education, Curriculum Development, Adult Education, Technical and Vocational Education and Training (TVET), Social Sciences, or a related field. A Master's degree is desirable. · Minimum five (5) years of experience in teaching, teacher training, literacy education, vocational skills training, curriculum implementation, or related fields. · Demonstrated experience conducting Training of Trainers (ToT), facilitator training, or capacity-building programmes. · Strong knowledge of adult learning principles, learner-centred methodologies, and participatory training approaches. · Experience supporting literacy, numeracy, vocational skills development, or non-formal education programmes is highly desirable. · Strong facilitation, coaching, mentoring, and communication skills. · Good computer skills, including Microsoft Office applications and online collaboration tools. · Fluency in Dari and Pashto (written and spoken). · Good command of English is desirable. Qualified candidates from the respective province will be given first priority during the recruitment process