Master Trainers (2 per province, women and men)

Organization for Afghan Women Capacity and Knowledge (OAWCK) is an Afghan, independent, nonpolitical, nonsectarian, nonprofit organization, created at the initiative of a group of Afghans in 2009. It has been registered under # 1888 with the Ministry of Economy of the Islamic Republic of Afghanistan, Ministry of Public Health, Ministry of Women Affairs as well as local provincial governments – as well as member of ACBAR, AICS certified, and AHF verified partner. The organization was initially involved in to improve the capacity of afghan women, ending violence against women and developing awareness of society regarding women and children rights, health, gender equality, sexual and reproductive health, ending violence against child, ending child labor, decreasing mental and economical press of Afghan women caused by Violence, War and Poverty and active participation of women in civil society activists, Election and self/right Defense.

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.

·       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.

Applications will be accepted only from candidates who are native residents of the designated target provinces

Interested candidates are requested to send their CV and Application Letter to hr@oawck.org.af.

Please clearly mention the Position Title, Vacancy Number, and Target Province in the subject line of your email. Applications that do not include this information may not be considered.

Applications received after the closing date and time will not be considered.

We thank all applicants for their interest; however, only shortlisted candidates will be contacted.

Email / Application Submission: hr@oawck.org.af