Skills 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 deliver high-quality vocational skills training as part of the Skill Development and Literacy (SDL) Programme using approved curricula, training packages, and teaching methodologies. The Skills Facilitator is responsible for equipping learners with practical, market-relevant technical skills while supporting their participation in integrated literacy, parenting education, psychosocial support (PSS), and entrepreneurship-related activities.

The Skills Facilitator shall create a safe, inclusive, and learner-centred learning environment that enables learners, particularly women, returnees, and other vulnerable groups, to develop practical competencies, confidence, and employability skills that contribute to improved livelihoods and socio-economic well-being.

Key Duties and Responsibilities

Delivery of Skills Training

·       Deliver vocational skills training using the approved SDL curriculum, training packages, facilitator guides, and teaching and learning materials.

·       Facilitate practical and theoretical sessions according to the approved training schedule and timetable.

·       Ensure learners acquire the required competencies and practical skills associated with the selected livelihood or vocational skill.

·       Demonstrate practical techniques, tools, equipment, and production processes relevant to the assigned trade.

·       Ensure learners receive adequate hands-on practice and practical exposure throughout the training period.

·       Promote quality workmanship, occupational safety, and good production practices during training activities.

·       Support learners in applying acquired skills to real-life livelihood and income-generation opportunities.

Planning and Preparation

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

·       Develop practical exercises, demonstrations, assignments, and learning activities to reinforce learning outcomes.

·       Prepare supplementary training materials and visual aids where necessary.

·       Ensure availability and proper utilization of training materials, tools, and equipment before each session.

·       Coordinate with Literacy Facilitators to ensure integrated delivery of skills and literacy components.

Learner Recruitment and Community Engagement

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

·       Participate in community awareness sessions and enrolment campaigns.

·       Promote participation of women, returnees, persons with disabilities, and other vulnerable groups.

·       Encourage community support for learner participation and retention.

·       Contribute to awareness-raising activities through community meetings, events, and information sessions.

Classroom and Training Management

·       Establish and maintain a safe, organized, and conducive learning environment.

·       Ensure proper management and safeguarding of vocational tools, equipment, and training materials.

·       Promote active participation and engagement of all learners.

·       Ensure that women and girls are able to participate safely and meaningfully in training activities.

·       Maintain discipline, mutual respect, and positive learning relationships within the class.

·       Immediately address any issues affecting learner participation, safety, or well-being.

Learner Assessment and Performance Monitoring

·       Conduct diagnostic assessments to determine learners' existing skills and learning needs.

·       Implement formative assessments throughout the training programme.

·       Conduct practical competency assessments and monitor learner progress.

·       Support implementation of summative assessments and final evaluations.

·       Maintain learner assessment records and portfolios where required.

·       Provide constructive feedback and coaching to learners to improve performance.

Attendance and Learner Retention

·       Maintain accurate learner attendance records on a daily basis.

·       Monitor learner participation and identify learners at risk of dropping out.

·       Conduct follow-up with absent learners in coordination with DCMs and VSCs.

·       Promote learner retention and successful completion of training.

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

Support to Entrepreneurship and Livelihood Activities

·       Support learners in understanding basic business concepts and self-employment opportunities.

·       Encourage learners to explore livelihood and employment opportunities related to their acquired skills.

·       Support entrepreneurship, business planning, and market-oriented discussions where applicable.

·       Promote quality production, customer relations, and income-generation opportunities.

·       Provide practical guidance on utilization of vocational toolkits and productive assets.

Support to Parenting Education and Psychosocial Support Activities

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

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

·       Promote positive communication, teamwork, and learner confidence during training activities.

·       Refer learners experiencing psychosocial or personal challenges to appropriate support services through established project mechanisms.

Management of Tools and Training Materials

·       Receive, manage, and safeguard vocational toolkits, training materials, equipment, and supplies assigned to the class.

·       Maintain inventories of tools and materials used during training.

·       Ensure proper use and maintenance of training equipment.

·       Immediately report damaged, lost, or insufficient materials to the DCM and Project Officer.

·       Support distribution and documentation of vocational toolkits where required.

Monitoring, Reporting, and Documentation

·       Maintain updated class records, attendance registers, assessment records, and training documentation.

·       Prepare and submit monthly progress reports to the DCM.

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

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

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

Training and Professional Development

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

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

·       Apply knowledge and skills acquired during training to improve classroom delivery.

·       Share experiences, lessons learned, and good practices with other facilitators.

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 fairly, respectfully, and without discrimination.

·       Promote safe participation of women, girls, and vulnerable learners.

·       Report safeguarding concerns, security incidents, and implementation challenges through appropriate channels.

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

Other Duties

·       Participate in project coordination meetings and community events.

·       Support project staff during monitoring visits, distributions, assessments, and other project 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 9 graduate; preference will be given to candidates with vocational education, technical training, teacher training, or adult education qualifications.

§  Demonstrated technical competency and practical experience in the specific livelihood skill or trade to be facilitated.

§  Minimum one (1) to two (2) years of experience in vocational skills training, facilitation, apprenticeship instruction, community-based education, or related fields.

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

§  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