15 days ago

Skills-Based Literacy Facilitator (Instructor)

Dedicated Women Social Services Organization
12825

Position Title: Skills-Based Literacy Facilitator (Instructor)

2025-03-15    Baghlan, Bamian, Ghowr, Kunduz, Nuristan, Samangan     Part Time     12825

Job Location: Baghlan, Bamian, Ghowr, Kunduz, Nuristan, Samangan
Nationality: National
Category: Education Skilled Labor
Employment Type: Part Time
Salary: 150 USD
Vacancy Number: SBL-DWSSO-007
No. Of Jobs: 350
City: Various districts of the provinces
Organization: Dedicated Women Social Services Organization
Years of Experience: • Teaching Experience: Prior experience (1-3 years) in teaching or facilitating learning, especially with adults or out-of-school youth. This could include formal school teaching, literacy classes, or non-formal education in community settings. Candidates
Contract Duration: Seven Months
Gender: Male/Female
Education: • Education: Minimum 12th grade high school education. Additional qualifications such as a teaching certificate, an NGO facilitator training, or vocational training in the skill area of the class are highly desirable. For example, a facilitator teaching a
Close date: 2025-03-15

About Dedicated Women Social Services Organization:

Dedicated Women Social Services Organization (DWSSO) is a pioneering, women-led national non-governmental organization (NGO) headquartered in Daikundi Province, Afghanistan, with a mission to empower women, strengthen community resilience, and alleviate poverty. Established in 2016 and registered with the Ministry of Economy (Registration No. 3969), DWSSO operates as a trusted partner in Afghanistan’s development landscape, bringing life-changing resources and opportunities to some of the country’s most vulnerable populations, particularly women, children, and youth. DWSSO’s robust presence spans Daikundi, Ghor, Nooristan, Zabul, Faryab, Paktika, Nangarhar, Balkh, Herat, and Helmand Provinces, with a Liaison Office in Kabul to facilitate national and international collaboration.

 

Our organization leads rights-based, inclusive initiatives that uplift marginalized Afghan communities through sustainable interventions in food security, vocational training, literacy, livelihood support, and social protection. With a focus on fostering self-reliance, economic empowerment, and social cohesion, DWSSO works to advance the Sustainable Development Goals (SDGs) and align with Afghanistan’s National Development Strategy, creating pathways out of poverty and toward dignified livelihoods.

 

Through strong partnerships with international donors, UN agencies, and local civil society networks, DWSSO integrates protection, gender equity, and accountability principles into every aspect of its programming. Our skilled personnel and established community relationships ensure effective, culturally sensitive service delivery across complex regions. As an active participant in key humanitarian clusters, DWSSO’s innovative approach and commitment to humanitarian values position us as a critical driver of sustainable progress and social change in Afghanistan.

Job Descriptions:

Overview:

The SBL Facilitator is the class instructor responsible for delivering the integrated literacy and livelihood skills curriculum to a group of learners. Each Facilitator manages a community-based class of youth and adults, teaching them basic literacy (reading, writing, numeracy) alongside practical skills (such as agricultural, craft, or service skills) that can improve their livelihoods. The Facilitator ensures that over the 6-month accelerated program, learners acquire functional literacy and the selected vocational skill, and that they are prepared to apply these skills in daily life or income-generating activities.

 

Key Responsibilities:

  • Training Participation: Attend all required training sessions prior to and during the course implementation. This includes the 10-day pre-service training for SBL Facilitators and the 2-day in-service refresher training, which are designed to equip facilitators with the necessary teaching methodologies and familiarity with the SBL materials Fully engage in these trainings and demonstrate mastery of the content and methods before leading a class.
  • Class Preparation: Secure and prepare a community learning space for the class, as per the program requirements Many facilitators are expected to provide a suitable venue (such as their home, a community hall, or other free space). Ensure the space is clean, safe, appropriately furnished (mats or chairs for learners), and comfortable in all weather (arrange heating in winter months or fans in summer as needed, with support from the project’s winterization provisions if applicable).
  • Timely Course Delivery: Implement the SBL course on the schedule agreed for the community (e.g., two hours per day, six days a week, or as defined). Follow the curriculum schedule, making sure to cover all literacy lessons (alphabets, vocabulary, reading comprehension, writing practice, basic math) and integrated skills modules (e.g., vegetable gardening, poultry keeping, first aid, tailoring, or other livelihood topics chosen within the 6-month period.
  • Instructional Methodology: Use participatory and adult-learning teaching methods as emphasized in training. Encourage learner-centered activities like group discussions, role plays, practical demonstrations for skills, and peer learning. Be mindful of the varied learning pace of adults – provide extra tutoring or practice for those who struggle, and additional challenges for those who advance quickly.
  • Literacy Instruction: Teach basic literacy (reading and writing) in the local language (Dari or Pashto, depending on the class) systematically. This includes teaching the alphabet, word formation, sentence reading, and basic writing skills. Utilize project-provided primers and literacy books, and supplement with locally relevant reading materials (such as simple stories or health brochures) to make learning relevant.
  • Numeracy Instruction: Teach basic numeracy, including number recognition, counting, simple arithmetic (addition, subtraction, and as time allows, multiplication/division) as outlined in the curriculum. Relate numeracy to daily life (for example, managing money, measuring for recipes or farming).
  • Skills Training: Deliver the practical skill component of the class, which may involve hands-on training in a specific trade or skill. For instance, if the class’s chosen skill is poultry farming, teach topics like chicken care, feeding, coop management, etc., alongside literacy content. If it’s tailoring, demonstrate sewing techniques. Use any toolkits or materials provided for these lessons. Ensure that each learner gets practical experience (e.g., practicing first aid on a dummy, planting a sample garden, or other relevant exercises.
  • Class Management: Manage the classroom environment to be respectful and inclusive. Establish ground rules with learners (punctuality, participation, respect across genders). Keep the class engaged and motivated, celebrating small achievements to encourage persistence. For female learners, ensure the environment is comfortable and culturally appropriate (e.g., seating arrangements, presence of a female co-facilitator or volunteer if needed).
  • Attendance and Follow-up: Take daily attendance and maintain the class register meticulously. If a learner misses multiple classes, inform the DCM and, if possible, follow up with the learner or their family to encourage re-attendance. Strive to minimize dropouts by understanding and addressing the reasons (schedule adjustments, community mediation for household barriers, etc.).
  • Evaluation of Learners: Conduct periodic assessments as provided by the project: a baseline test at the start (to gauge initial literacy level), quizzes or informal assessments during the course, and a final test at the end to measure literacy and numeracy gains. Also, evaluate the skill competency gained (practical test or demonstration). Record the results and progress of each learner and discuss progress with them individually.
  • Resource Management: Take responsibility for the materials and toolkits assigned to the class. Distribute textbooks, notebooks, pens, and any skill materials to learners and keep an inventory. Ensure that materials (such as tools or equipment for practical sessions) are used properly and stored safely after classes. Report any loss or damage of materials to the DCM promptly.
  • Coordination and Reporting: Coordinate with the District Community Mobilizer for any needs or issues – for example, if additional materials are required or if there’s a need to adjust class timing due to community events. Provide the DCM with required data and information for their reports, including updates on learner progress, success stories, or challenges. At the end of the course, assist in organizing a completion or graduation event if planned, which can enhance community recognition of learners’ achievements.

 

 

 

Expected Deliverables:

  • Complete Course Delivery: A fully delivered 6-month SBL course, with all curriculum units (literacy, numeracy, and livelihood skills) taught as per the syllabus. This is evidenced by the facilitator’s weekly lesson plans or a checklist of curriculum topics marked off as completed.
  • Learner Progress Records: Diligently maintained attendance registers (showing attendance for each session for each learner) and assessment records. These should indicate a high retention rate (the majority of those enrolled complete the course). The facilitator will submit the final attendance record and test scores to the project management via the DCM/M&E Officer.
  • Literacy and Numeracy Outcomes: Tangible improvement in learners’ abilities, demonstrated by comparing baseline and end line assessments. For example, if at baseline 0% of learners could read a simple sentence, by the end a targeted percentage (e.g., 80% or more) can do so. The facilitator provides these results to the M&E Officer.
  • Skill Proficiency Outcomes: Each learner should have produced or demonstrated something indicative of their new skill. For instance, if the skill is tailoring, each learner has made a simple garment; if it’s poultry farming, each learner has a plan for raising poultry or has practiced with provided hens. The facilitator compiles a brief summary of skill outcomes (possibly including photos of learner activities or products, where appropriate and consented).
  • Materials Handover Form: At the end of the class, an inventory of reusable materials or tools (sewing machines, remaining toolkits, etc.) is handed back or accounted for, per project protocol. The facilitator completes a handover form or certification that all project assets were either properly distributed to learners (if consumable) or returned/maintained.
  • Final Class Report: A short report prepared by the facilitator describing the class’s journey. This report includes: total enrolled vs. completed, key challenges faced (and how they were overcome), notable successes (such as inspirational learner stories), and recommendations for future classes. This may be done in collaboration with the DCM but should reflect the facilitator’s direct insights.
  • Community Learning Space Sustained: As a lasting outcome, the community learning space is established as a recognized spot for education in the village. While not a formal deliverable, it is expected that through the facilitator’s initiative, the space remains available for future use (e.g., for reading groups or follow-up programs). Indications of this could be a statement from the space owner or community that the class was well-received and that they are open to hosting more.

Job Requirements:

  • Education: Minimum 12th grade high school education. Additional qualifications such as a teaching certificate, an NGO facilitator training, or vocational training in the skill area of the class are highly desirable. For example, a facilitator teaching a tailoring-focused class might have a tailor training background.
  • Teaching Experience: Prior experience (1-3 years) in teaching or facilitating learning, especially with adults or out-of-school youth. This could include formal school teaching, literacy classes, or non-formal education in community settings. Candidates with experience in adult literacy are preferred, as they will be familiar with the challenges of teaching adult learners.
  • Skill Expertise: Demonstrated proficiency in the livelihood skill being imparted. If the class focuses on a specific skill (carpet weaving, poultry, first aid, etc.), the facilitator should have practical experience in that domain to effectively teach it.
  • Community Standing: A respected member of the local community. Trustworthiness and good reputation are important, since community members are more likely to allow family (especially women) to attend classes run by someone they respect. Prior community volunteer work or leadership (e.g., involvement in local council, previous development projects) is a plus.
  • Communication and Pedagogy: Ability to communicate clearly and patiently in the local language. Skill in using interactive teaching methods and simplifying complex concepts for learners with no prior schooling. Creativity in using locally available resources to demonstrate lessons (e.g., using stones for counters in math, storytelling for language).
  • Cultural Sensitivity: Understanding of local customs and norms, especially regarding gender roles. The facilitator must conduct classes in a manner that’s acceptable in the community (e.g., ensuring privacy for female learners if required, scheduling around prayer times or market days). Female facilitators are strongly encouraged for women’s classes and are often preferred by the community .
  • Reliability: Punctual and committed, as consistency is critical in building trust and ensuring learners keep attending. Able to maintain regular class schedules over 6 months and manage time effectively for preparation and follow-up.
  • Basic Reporting Skills: Able to keep records and write short reports. Does not need advanced English, but must accurately fill in attendance sheets and communicate basic information to the DCM or in forms. If literate in the local language, should be able to write a paragraph describing class progress.
  • Adaptability: Comfortable working in a modest setting with limited resources. Should be solution-oriented – for example, if some learners progress slower, willing to arrange extra tutoring; if materials run short, can find interim solutions until resupply.
  • Motivation: Passionate about education and community service, with a genuine commitment to helping learners improve their lives through literacy and skills. This often reflects in patience and encouragement given to learners, which is essential for adult education success.

Submission Guidelines:

Interested candidates should submit their applications (CV, Tazkera & Educational documents) by e-mail or in writing (marked confidential and clearly indicating on the sealed envelope the vacancy announcement number) to:

House# 10, Left Lane 02, Street 13, Wazir Akbar Khan, Kabul, Afghanistan.

Email address: hr@dwsso.org

Phone: 0799 149 513

Submission Email:

hr@dwsso.org

Apply


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