Master Trainer

Hewad Vocational and Social Organization (HVSO) is a not-for-profit, non-political, and non-governmental humanitarian organization. HVSO was established in 2012 to work alongside other national and international partners for provision of education, health, community development and empowerment, and other social services aiming to reach the most unreached and highly underserved societies and women empowerment focusing on alleviating the sufferings of the most vulnerable groups of the society in different community structures such as rural, urban, IDPs, returnees, etc. Since its establishment, HVSO has worked hard to implement projects that ensure people’s access to quality and equitable education and health and other basic life services with focus on vulnerable group of society (women and children).

To provide technical leadership, capacity building, mentoring, and quality assurance support for the implementation of the Skill Development and Literacy (SDL) Programme. The Master Trainer is responsible for strengthening the technical capacity of Literacy Facilitators, Skills Facilitators, District Community Mobilizers (DCMs), and other project personnel through training, coaching, mentoring, classroom observation, and ongoing technical support.

The Master Trainer plays a key role in ensuring that SDL curricula, teaching methodologies, literacy and numeracy instruction, vocational skills training, parenting education, psychosocial support (PSS), safeguarding, and monitoring requirements are implemented consistently and effectively across all project locations.

Key Duties and Responsibilities

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.

Interested Afghan nationals are requested to apply by completing the Google Form and uploading their updated CV and Cover Letter. Please ensure you mention the Vacancy Announcement Number in the designated field and submit your application before the closing date.

https://docs.google.com/forms/d/e/1FAIpQLSeDtXAXACk0Thauhrr_dt1syq6JAed9b1r79RWrYJWCNeM4HQ/viewform?usp=sharing&ouid=107691376744467611850