Literacy, Numeracy and Parenting Education Facilitator

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 facilitate literacy and numeracy learning within the Skill Development and Literacy (SDL) Programme using approved SDL curricula, teaching and learning materials, and learner-centred methodologies. The Literacy Facilitator is responsible for supporting learners to develop functional reading, writing, numeracy, communication, and problem-solving skills that are integrated with vocational skills training and applicable to their daily lives, livelihoods, and future learning opportunities.

The Literacy Facilitator shall create a safe, inclusive, and participatory learning environment that enables learners, particularly women, returnees, and vulnerable populations, to improve their literacy and numeracy competencies while supporting their participation in skills development, parenting education, psychosocial support (PSS), and lifelong learning opportunities.

Key Duties and Responsibilities

Delivery of Literacy and Numeracy Instruction

·       Deliver literacy and numeracy instruction using the approved SDL curriculum, facilitator guides, and teaching and learning materials.

·       Facilitate literacy and numeracy sessions in accordance with the approved timetable and implementation schedule.

·       Support learners to develop reading, writing, numeracy, communication, and functional literacy skills.

·       Integrate literacy and numeracy concepts into vocational skills training and practical livelihood activities.

·       Promote application of literacy and numeracy skills to everyday life situations, including record keeping, budgeting, calculations, measurements, financial transactions, communication, and household management.

·       Ensure learners acquire the literacy and numeracy competencies required under the SDL curriculum.

·       Use participatory and learner-centred teaching methodologies to support effective learning.

·       Adapt teaching approaches to meet the learning needs and literacy levels of learners.

Planning and Preparation

·       Prepare daily, weekly, and monthly lesson plans based on the approved curriculum and implementation schedule.

·       Develop and adapt supplementary teaching and learning materials to support learner progress.

·       Prepare classroom exercises, assignments, practical activities, and learning aids.

·       Coordinate lesson planning with the Skills Facilitator to ensure effective integration of literacy, numeracy, and vocational skills components.

·       Ensure all required teaching and learning materials are available and utilized effectively.

·       Prepare and organize learning spaces prior to commencement of classes.

Learner Identification and Community Mobilization

·       Support DCMs, VSCs, and community representatives in identifying and mobilizing eligible learners.

·       Participate in community awareness sessions and learner enrolment campaigns.

·       Promote participation of women, returnees, internally displaced persons (IDPs), persons with disabilities, and other vulnerable groups.

·       Support community awareness regarding the benefits of literacy, numeracy, and lifelong learning.

·       Encourage community support for learner participation and retention.

·       Participate in community outreach activities and awareness campaigns.

Classroom Management and Learning Environment

·       Establish and maintain a safe, inclusive, and learner-friendly learning environment.

·       Promote active participation and engagement of all learners.

·       Encourage participation of women and girls and support their continued attendance.

·       Foster mutual respect, teamwork, and positive relationships among learners.

·       Ensure learning spaces remain conducive to effective teaching and learning.

·       Maintain discipline and positive classroom management practices.

·       Promote learner confidence, motivation, and self-directed learning.

Learner Assessment and Progress Monitoring

·       Conduct diagnostic assessments to determine learners' literacy and numeracy levels at the start of the programme.

·       Implement formative assessments throughout the learning cycle.

·       Conduct summative assessments and end-of-course evaluations as required.

·       Monitor learner progress and provide additional support to learners experiencing difficulties.

·       Maintain learner assessment records and progress tracking documentation.

·       Provide regular feedback to learners to support continuous improvement.

·       Support the Project M&E Officer and project team during assessments and learning evaluations.

Attendance and Learner Retention

·       Maintain accurate daily attendance records for all learners.

·       Monitor learner participation and attendance trends.

·       Identify learners at risk of dropping out and coordinate follow-up actions with DCMs and VSCs.

·       Conduct home visits and follow-up activities where necessary to encourage continued participation.

·       Promote learner retention and successful completion of the programme.

·       Immediately report attendance concerns and dropout risks to the DCM.

Delivery of Parenting Education

·       Deliver parenting education using the approved curriculum, facilitator guides, and teaching and learning materials. 

·       Encourage learner participation in Parenting Education sessions and related activities.

·       Reinforce key messages related to positive parenting, family well-being, and lifelong learning where appropriate.

Support to Psychosocial Support Activities

·       Coordinate with Lay Counsellors to support learner well-being and participation.

·       Promote Social and Emotional Learning (SEL) concepts, communication skills, confidence, and resilience among learners.

·       Refer learners experiencing psychosocial or personal challenges through established project mechanisms.

·       Support implementation of awareness activities related to learner well-being and family support.

Management of Teaching and Learning Materials

·       Receive, manage, and safeguard teaching and learning materials assigned to the class.

·       Ensure appropriate use and maintenance of classroom materials and resources.

·       Maintain inventories of teaching and learning materials where required.

·       Report shortages, damages, or replacement needs to the DCM.

·       Support distribution of literacy and numeracy learning materials to learners.

·       Ensure proper storage and utilization of project resources.

Monitoring, Reporting, and Documentation

·       Maintain accurate class records, attendance registers, learner profiles, assessment records, and activity documentation.

·       Prepare and submit monthly reports to the DCM.

·       Document learner achievements, challenges, success stories, and lessons learned.

·       Support monitoring visits, assessments, evaluations, and verification exercises.

·       Provide information and documentation requested by project staff and UNESCO during monitoring activities.

·       Maintain organized records and documentation related to classroom implementation.

Training and Professional Development

·       Participate in all pre-service and in-service training activities organized by UNESCO and the Implementing Partner.

·       Participate in refresher training, mentoring, coaching, and coordination meetings.

·       Apply newly acquired skills and methodologies in classroom practice.

·       Share experiences, challenges, and good practices with fellow facilitators.

·       Continuously improve literacy and numeracy facilitation skills and teaching methodologies.

Safeguarding, Accountability, and Compliance

·       Promote safeguarding, Prevention of Sexual Exploitation and Abuse (PSEA), child protection, and Code of Conduct requirements within the learning environment.

·       Ensure all learners are treated with dignity, respect, and fairness.

·       Promote inclusion, non-discrimination, and equitable participation in classroom activities.

·       Support learners in accessing complaints and feedback mechanisms where necessary.

·       Immediately report safeguarding concerns, protection risks, security incidents, or serious implementation challenges through appropriate channels.

·       Comply with approved curricula, operational guidelines, and organizational policies and procedures.

Other Duties

·       Participate in community meetings, awareness campaigns, and project events.

·       Support project teams during monitoring visits, assessments, distributions, and other project activities.

·       Coordinate closely with the Skills Facilitator to ensure integrated delivery of SDL activities.

·       Perform any other project-related duties assigned by the DCM, PCM, or Project Officer to support effective implementation of the SDL Programme.

§  Minimum Grade 12 graduate; preference will be given to candidates with teacher training, literacy facilitation, adult education, or education-related qualifications.

§  Minimum one (1) to two (2) years of experience in teaching, literacy and numeracy facilitation, community-based education, or related fields.

§  Demonstrated literacy and numeracy competencies.

§  Experience working with youth, women, returnees, and vulnerable populations is desirable.

§  Good communication, facilitation, and classroom management skills.

§  Basic computer skills are desirable.

§  Fluency in Dari and/or Pashto (written and spoken), preferably the language of the target community.

§  Basic understanding of English is an advantage.

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