Job Field: Sector in Education / Teaching , NGO/Non-Profit

Subject Officer Administrators Senior Accountant Administrative Officer ICT Officer Research Officers Senior Accountant Senior Research Officer Drivers Public Communications Officer

Job Requirements

Bachelors Degree in Education specializing in Biology;
Masters degree in Education in the relevant area from a recognized institution;
Not less than ten (10) years of teaching experience in Secondary or Post
Secondary Institution teaching Biology as a major subject or related assignment;
Must have undergone SMASSE training;
Must have evidence of knowledge and proficiency in Computer Applications;
Meet the requirements of Chapter Six of the Kenyan Constitution on Leadership and Integrity.

Responsibilities
The Officer will be responsible for the planning, organizing, programming andcoordinating the development of Biology Examination papers and other related disciplines.
Skills and Competencies

Ability to portray and uphold positive national image and work in a multi- cultural and multi-ethnic environment with sensitivity and respect for diversity;
Being visionary and result oriented thinker;
Excellent organizational, interpersonal and communication skills;
Capacity to work under pressure to meet strict deadlines;
Firm, fair and with transparent management.

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October 25, 2024
Education Specialist

The Position:
The Education Specialist will lead GESCI’s education and ICT integration in education portfolio for all GESCI programmes and projects and working collaboratively with management and programme teams will advance the implementation of GESCI’s Strategy. The GESCI programmes are multi-faceted and implemented across a number of countries with different country/field teams involved in the implementation of its ICT in Education programmes. The Education Specialist will provide pedagogical leadership and oversight in the GESCI thematic focus areas of:

whole school improvement and ICT integration
teacher professional development and ICT competencies
ICTs for 21st century learning with a focus on STEM subjects
Technical and Vocational Skills Development (TVSD) and digital skills and youth entrepreneurship;
leadership development to realize the Sustainable Development Goals (SDGs)
ICT-enabled education for children and youth in crisis environments
scaling up learning opportunities in community-based settings.

The successful candidate will have substantive expertise and experience working in and with education systems across the different levels (primary to tertiary) in developing countries, and particularly in the African context. She/he will be expected to interact pro-actively and effectively with programme/project teams, and relevant levels (from international, regional, national and local) of partner and beneficiary organisations. The successful candidate will be well-informed of educational trends and challenges, able to develop effective pedagogical solutions, models and frameworks and capable of working successfully in a multi-disciplinary team. The successful candidate will also have a thorough appreciation and knowledge of the potential and advantages of incorporating mobile technologies in programme delivery.
She/he will possess excellent communication skills, be an initiative taker, facilitator, advisor and leader, critical and innovative thinker, highly motivated and results-oriented. She/he will have strong listening skills and ability to build deep and effective relationships with beneficiaries, partners and stakeholders.
The Education Specialist will report to the Director of Programmes (or designate) and will work closely and collaboratively with programme and project managers and the Monitoring, Evaluation, Research and Learning (MERL) Specialist.
Key Performance Indicators:

Effective technical expertise and leadership to ensure robust pedagogical interventions for the thematic focus areas
Simple and effective pedagogical models, tools and frameworks to facilitate effective implementation of programmes
Incorporation and use of existing and emerging mobile technologies for more effective teaching and learning
Timely and quality implementation of programme activities against set work plans, timelines and budgets and in line with programme objectives
Effective implementation of pedagogical models, frameworks and tools and regular and timely monitoring of the same in collaboration with MERL Specialist
Effective partnership building with relevant government partners and institutions, beneficiaries and stakeholders to facilitate implementation of models, frameworks, tools and solutions
Proactive identification of pedagogical trends, challenges and emergent issues and conceptualisation of appropriate responses/solutions
Effective and timely pedagogical support to programme/country project teams.

Key Areas of Responsibility:

Provide leadership, guidance and supervision to GESCI’s current and evolving areas of Education and Training in relation to ICT in education with a focus on the areas of new and emergent pedagogy, 21st century learning and skills, ICT in the curriculum, STEM, open education resources, teacher competency for ICT integration and use, leadership in ICT for the knowledge society and sustainable development and student achievement
Research, identify/develop and set up effective pedagogical models, frameworks and tools to facilitate and support programme/project implementation
Advise GESCI management and programme teams on pedagogical trends, new and emerging models, frameworks and practices as well as challenges and appropriate solutions
Build effective partnerships with partners, institutions, stakeholders and beneficiaries to facilitate implementation of pedagogical models, frameworks and tools
Provide orientation and training on the use of the models, frameworks and tools
Lead the programme teams in the development of appropriate pedagogical content, feasible training modes, OERS, assessment rubrics and capacity building for national and regional teams (e.g. through workshops, seminars, coaching and mentoring)
Support GESCI managers on programme/ project design, work plans, implementation and policies for use of ICTs in Education (in teaching and learning) and approaches for project design and implementation to promote ICT use in the Education & Development sectors
Collaborate with MERL specialist in the design of appropriate indicators to track teacher/ student/participant achievement across programmes
Collaborate with GESCI’s technology officer on the identification and effective incorporation of new mobile technologies in teaching and learning
Work with programme managers and teams to make GESCI a global leader in advocating for the role of ICT in education and development
Participate in national, regional and international meetings, workshops and conferences on cutting edge pedagogical themes and agendas and for ICT use in Education (Education & assessment, use of new / mobile technologies for teacher development & student learning etc.) and in Leadership for KS and sustainable development
Research and develop papers, opinion /think pieces and presentations to share good practice and showcase GESCI’s work
Contribute to the dissemination and exchange of GESCI programme/project research findings and policy recommendations on issues and best practices related to ICT in education, training, the knowledge society and sustainable development
Report as required to management, programme teams, partners and beneficiaries.

Required Qualifications and Experience
The ideal candidate will possess the following:
Qualifications:
Master’s degree or higher in a relevant field (Education, Technology in Education, e-Learning, or other relevant field) (R). Advanced degree or PhD desirable (D)
Experience:

Minimum of 10 years’ experience in the field of education, from which at least 3 years related to international development work in the African context (R)*
Substantive knowledge of key issues and emerging trends and barriers in education and learning in Africa (R)
At least 3 years’ experience related to education project / programme management or working in multi-faceted education project environments (R)
Experience in working with government offices and institutions and other partners (R)
Proven record as an expert in the field of ICT integration in education, as demonstrated by a track record in field experience and/or publications, in a national, regional or international capacity. (R)
Experience as a trainer and facilitator for large groups/events (R)
Content and OER development experience (R)
Online/blended learning tutoring experience (R).

*(R) Required/(D) Desirable
Skills and Abilities:

Strong research and analytical skills and excellent written and verbal communication skills in English (R). A working knowledge of French would be an asset
Excellent prioritisation and time management skills with strong attention to detail (R)
Ability to lead and work effectively in a team environment, and to achieve consensus on policy, programme/project/activity, and administrative matters (R)
Ability to plan, organise, manage, and evaluate assigned programme/project/ activities (R)
Comfortable and effective as a lead trainer on the ICT competency framework for teachers when required
Ability to handle multiple tasks and to re-prioritise and adjust where necessary (R)
Partnership building and coordination skills (R)
Self- initiation skills (R)
Excellent interpersonal and listening skills (R)
Excellent command of digital information resources and information technology. (R)
Demonstrated intellectual leadership and ability to think strategically about the use of ICT in education and training in developing countries as a tool to help meet various developmental objectives. (D)
Project management skills (D)

The Person:
The ideal candidate for the position:

Flexible, professionally mature, intellectually curious, passionate about education, learning and ICT, receptive to exploring new ideas, comfortable with ambiguity, attentive to detail and committed to development
Demonstrates tact and diplomacy in order to establish and develop sustainable working relations and a high level of trust with government institutions, officials and other partners and stakeholders
Able to thrive in a multi-cultural and multi-country working environment
Demonstrates a strong sense of professionalism and team spirit.

October 25, 2024
Vocational Skills Trainer – Electrical & Solar Vocational Skills Instructor – Phone & Electronics Vocational Skills Instructor – Plumbing & Pipe Fitting HR & Admin Assistant

ABOUT THE JOB
The Vocational Skills Trainer – Electrical & Solar will be directly in charge of delivering high quality vocational skills training to selected trainees for electrical wiring and solar installation leading to Grade Test certification by the Government of Kenya. The position holder will be responsible for fully preparing the trainees for the Grade Test Examinations.
YOUR MAIN DUTIES AND RESPONSIBILITIES Project Administration and Operation

In liaison with the VTC Lead Trainer and technical advice from training officer, the Livelihoods Team Leader, develop, customize and deliver standardized curriculum for the specified Vocational Skill Courses for learners in the refugee camps and host community;
Prepare Schemes of work/Work plans, Lesson plans and lesson notes, Record of work covered, Learners’ evaluation and progress records, Stock records for all training materials, tools and equipment in the work station.
Maintain daily class attendance register
Design and prepare materials, resources and information to be used in respect of programme delivery
Equip the students with household electricity wiring and solar installation skills
Employ appropriate teaching and learning strategies to communicate subject matter to students.
Coordinate with the examination and certification body (e.g. NITA for grade test and certification)
Guidance and skills development to ensure that learning standards are maintained and improved
Take responsibility for the quality of teaching delivered.
Modify, where appropriate, instructional methods and strategies to meet diverse student needs.
Encourage the development of communication skills and higher order thinking skills through appropriate assignments to the students
Develop and explain methods that fairly measure student progress toward student learning outcomes.
Evaluate student performance fairly and consistently and return student work promptly to promote maximum learning
Coordinate the advertisement, interviews and selection of the students to be trained on electrical wiring and solar installation.

VTC Support

Installing and management of operating equipment and fixtures;
Providing support, including procedural documentation and relevant reports;
Preparing diagrams and written instructions on repairing a faulty equipment;
Conducting safety checks on training equipment.
Undertake any other duty assigned by the supervisor

Liaison/coordination and partnership

Promote collaboration and synergy between the DRC, host community groups and refugee groups in the Kakuma and Kalobeyei refugee camps.
Represent on request in the camp-level inter-agency Livelihoods Working Group;
Promote collaboration and synergy between the DRC host community project and similar projects/groups in Kakuma and Kalobeyei Settlement

Training/Meeting/ Forums

Prepare and conduct community sensitization forums/meetings with community leaders and beneficiaries in the refugee and host community set up.
Document lessons learned from training activities, community meeting and assist in preparing training reports

Design, Monitoring and Evaluation activities

Prepare and apply appropriate tools to be used for monitoring and reporting on learners progress
Participate in regular lessons learned feedback sessions with the project team
Document success stories and project milestones as well as best practices

ABOUT YOU

A diploma or higher National diploma in Electrical and Electronics from a reputable training institution.
2 years relevant experience in hands-on training on electrical wiring and solar installation
Proficiency skills in electrical wiring and solar installation
Experience in training Community Based Vocational skills project
Strong self-starter, able to take initiatives
Good planning and organizational skills coupled with problem solving capabilities.
Hands on- community mobilization.

DRC CORE COPETENCIES In this position, you are expected to demonstrate DRC’ five core competencies:

Striving for excellence: You focus on reaching results while ensuring an efficient process.
Collaborating: You involve relevant parties and encourage feedback.
Taking the lead: You take ownership and initiative while aiming for innovation.
Communicating: You listen and speak effectively and honestly.
Demonstrating integrity: You act in line with our vision and values.

WHAT WE OFFER Contract length: 12 months (3months probation) Duty Station: Kakuma Refugee Camp Reports to: Lead Vocational Skills Instructor Direct reports: Incentive workers
Salary and conditions will be in accordance with Danish Refugee Council’s Terms of Employment for National Staff

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October 25, 2024
Business Education Trainer Professional Guidance Counselor

Department: Girls’ Empowerment Project (GEP)
Reports to :GEP Associate Program Director
Terms: 11 months, full-time
Core Responsibilities

Provide vision, leadership, and strategic direction for strengthening current curricula or launching new vocational training courses
Assess and strengthen existing business and financial literacy curricula within the GEP
Develop and oversee the implementation of new curriculum in partnership with GEP Teacher and Professional Guidance Counsellor
Work with the Professional Guidance Counselor and SGBV Outreach Leads to create a new Business Ambassador Group (BAG) amongst GEP students and Maisha Collective members
Create opportunities for BAG to interface with the Women’s Ambassador Groups to share best practices and learn from the community
Conduct two site visits with BAG members to see local businesses and applications of vocational training skills
Prepare weekly and monthly project progress reports
Regularly liaise with and update Kenya and US staff
Ensure all engaged refugee girls develop transferrable business and leadership skills that will support their livelihoods after leaving Heshima Kenya programs
Serve as a mentor for the young refugee women of Heshima Kenya

Qualifications:

First degree in Business Management, or other business related field, with 5+ years of experience in developing and managing educational and business programs for youth
Work experience with institutions or organizations running similar initiatives
Skilled in program implementation and execution
Ability to work with people of diverse culture from the greater East African countries and the great Lake Region
Right skills and approaches of working with most vulnerable groups and especially young girls and women
Excellent oral and written communication and organizational skills
Strong working knowledge of Microsoft Office, including Excel and Skype
Passion for and understanding of the unique needs of vulnerable refugee populations
Must be a Kenyan citizen and have a Certificate of Good Conduct

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October 25, 2024
Lower Primary Teacher Upper Primary Teacher

The position is responsible for provision of quality education and care to pupils in assigned class in the Lower Primary, offering holistic development, ensuring proper character formation, and imparting appropriate skills and social abilities in line with BoH values and standards for optimum development of pupils.
Job Responsibilities

Prepare and use work schemes and lesson plans in line with the approved curriculum in delivering teaching and instruction to pupils.
Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety.
Organize and label materials and display children’s work in a manner appropriate for their sizes and perceptual skills.
Take care of children to make sure they are safe, secure, and kept comfortable while in school.
Observe and evaluate children’s performance, behavior, social development, and physical health.
Organize and lead activities designed to nurture pupils’ abilities and talents and promote physical, mental, and social development (games, arts and crafts, music) including participation in school clubs.
Accompany and participate with the pupils/students in sports, games, festivals, competitions and other activities to ensure guidance and order.
Maintain the children’s progress reports (class work, attendance) and discuss the same with the parents/guardians wherever necessary.
Monitor the daily attendance of pupils, report any anomalies noted in the attendance, and make appropriate follow-ups with parents/guardians.
Ensure that pupils understand and follow school rules and regulations in order to maintain high level of discipline in the school.
Submit timely class reports including stories of the progress seen in the children.
Plan and supervise class projects, field trips, visits by guests, and guide pupils in learning from those activities.
Keep the learning environment tidy and neat at all times.
Provide toilet training and guidance for deserving pupils.
Conduct regular inspection of pupils’ bags to ensure that they do not bring undesirable and non-permitted items to school.
Provide guidance and counseling to pupils on basic life issues including spiritual care and make referrals where considered necessary.
Perform any other duties and responsibilities that may be assigned from time to time by the management.

Qualifications

Qualified teacher status: P1 Certificate or any other recognized equivalent diploma in ECD will be an added advantage.
Ability to pay attention to detail and report accurately.
Computer /internet knowledge is critical
Must be diligent, honest and responsible person with self discipline.
Demonstrate good leadership skills with the ability to work under no supervision.
Good spoken and written English and Kiswahili.
Current knowledge on Orphan and Vulnerable Children care and best practices
A love for community and a heart to serve are critical for this position
At least 5 years work experience in a busy primary school.

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October 25, 2024
Leadership Coach Project Director

Job Description
The Leadership Coach is responsible for improving teaching and learning across his/her portfolio of schools by strengthening the ability of school leaders to build the trust, systems, and collaborative leadership capacity necessary for all learners to thrive. The Leadership Coach is charged with facilitating change in schools by supporting leaders so that they can model excellence in effective pedagogy and teacher development. The Leadership Coach is responsible for fostering the ethical and effective leadership both in individual school leaders and leadership teams. These goals will be achieved through modeling, co-planning, providing feedback, and facilitating reflective conversations with school leaders. The Leadership Coach will also be appointed additional key responsibilities, such as supervising colleagues or leading the implementation of Dignitas’ partner programs, as per the direction of the Project Director. The Leadership Coach will report to the Project Director.
Roles and Responsibilities
Key Responsibilities include, but are not limited to:

Oversee coaching of school leaders enrolled in the cohort.

Demonstrate strong working knowledge of project curriculum and relevant principles
Observe instruction, staff meetings, and peer observation debriefs and facilitate reflective feedback sessions at school sites to support learning-centered leadership.
Support the development of tools and resources in instructional delivery, pedagogy, and classroom management for school leaders.
Co-plan staff meeting and professional development sessions to be led by school leaders for their schools.
Support school leaders to create teacher work groups to encourage learning, work analysis, observation, and practice refinement.
Based on learnings from professional development sessions, guide school leaders in their creation of systems for school finances, classroom lessons, staff meetings, and observations.
Continuously measure, document, reflect upon, and adjust professional learning opportunities.
Collect and analyze school data to inform coaching support.

Facilitate (plan and deliver content) for Leadership Institutes, Professional Development Workshops.

Ensure any new content is stored for future organizational use, along with relevant resources and presentation materials.
While you are not in charge of leading any sessions, you should be available to facilitate small groups and support the facilitators.

Support Project Team in successful delivery of training and coaching across the cohort

Identify and communicate project development needs
Ensure full utilization of available digital tools to drive efficiency and effectiveness of training, coaching, MEL and other program objectives.
Contribute to organizational external communications by regularly sharing blog posts, articles and other stories of interest.

Candidate Profile Qualifications:

Diploma or Degree in education, teaching or related fields
At least 4 (four) years of overall professional experience
Prior education, nonprofit, or social sector experience ideal
Excellent communication skills
Experience and proclivity to be an outgoing spokesperson, and relationship builder Key skills, mindsets, and knowledge to be successful in the role include:
Belief that all students can achieve at the highest levels
Conviction that all school leaders can develop and grow, and dramatically improve learning outcomes of their schools
Self-awareness, integrity, and empathy GSL and Dignitas’ work environment requires:
Ability to thrive in a start-up, fast-paced, highly collaborative work environment
Willingness and ability to give and receive tough feedback
Dedication to results-orientation

Candidate Profile Qualifications:

Diploma or Degree in education, teaching or related fields
At least 4 (four) years of overall professional experience
Prior education, nonprofit, or social sector experience ideal
Excellent communication skills
Experience and proclivity to be an outgoing spokesperson, and relationship builder Key skills, mindsets, and knowledge to be successful in the role include:
Belief that all students can achieve at the highest levels
Conviction that all school leaders can develop and grow, and dramatically improve learning outcomes of their schools
Self-awareness, integrity, and empathy GSL and Dignitas’ work environment requires:
Ability to thrive in a start-up, fast-paced, highly collaborative work environment
Willingness and ability to give and receive tough feedback
Dedication to results-orientation

Work Location and Remuneration
The candidate will be based in Nairobi but must have the ability to travel to various parts of Kenya as required. There may potentially be some international travel involved and the candidate must have the ability to do so. Salary is commensurate with experience and competitive with the non-profit education sector in Kenya.

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October 25, 2024
Exams Systems Advisor, Somalia

Terms of Reference
The Exam Systems Adviser will be commissioned by Africa Educational Trust (AET) to take responsibility for the implementation of the SWES Project. S/He will be responsible for the overall delivery of the project outcomes and activities. The duties will be as follows:

Responsibility for ensuring the timely delivery of the outputs and activities outlined in the agreed log frame on all exam related activities under the EU grant.
Ensure that all the project inputs are used appropriately and transparently to fulfil their intended purposes within the project
Liaison with and between the examination centres officials and the Ministries of Education in all policy decisions and in all major activities involving the project
Develop the capacity of the exam staff at the Exam Centres.
Oversee the procurement of all equipment required by the exam centres .
Write reports on a monthly basis and based on the activities done.
Keep the exam database as required by the donor.
Provide guidance on the grading of primary and secondary education examinations
Support and strengthen assessments for non-formal examinations, Technical and Vocational Examinations, institutional and enterprise based skills training courses
Provide professional advice and assistance to any related projects that are being managed by AET.
Represent AET at project coordination meetings with MOE, donors and other stakeholders
Liaise with the MoE on their priorities in terms of project planning and other related activities.
Ensure the exam database is managed and maintained properly.
Ensure projects are managed within budget and send monthly funds requests to the finance team.
Routinely support project monitoring during field visits and support/coordinate mid-term reviews and final evaluations
Ensures that project activities are conducted in line with international standards of “Do no harm principles “, to protect AET’s image and reputation.

Consultant requirements
Qualifications

Master in Education (Assessment) or a relevant field

Knowledge

Knowledge of examination theory and practice in modern day education systems
Demonstrable knowledge of project and programme management
Demonstrable knowledge of education policy and practice
Knowledge of Somalia governmental policy on education
Knowledge of the education sector operations in Somalia
Knowledge of the security environment in Somalia
Capacity building skills
Security training is desirable.
The coordination mechanisms for aid in Somalia.

Experience

10 years’ experience of delivering education projects in Somalia including experience related to formal assessment.
At least 2 years financial management of grants of over 2 million Euros.
Experience of managing donor relations and report writing
Experience of networking with government and non-governmental agencies
Demonstrated expertise in Human Capacity Development and training in assessment

Ability

Clear communication and good interpersonal skills including ability to negotiate
Strong leadership and people management skills
Excellent written English skills
Able to trouble-shoot project problems, identifies and implements creative solutions.
Able to live and work in Somalia for extended period of time.
Demonstrates cultural understanding of working and living among Somalis
Can build relations with Somali authorities creating acceptance of necessary changes

Location: FGS, Puntland, Somaliland, Jubaland (70%) and Nairobi (30%)
Fee Rate: Total monthly does not exceed 5700 Euros plus travel expenses and DSA

October 25, 2024
Vocational Training Instructor

Position Overview:
This role will focus on administering vocational training, specifically basic tailoring and income generating skills to the beneficiaries at the GEP. Using the curriculum created by RefuSHE, combined with a student-centered teaching approach; the GEP Vocational Training Instructor will develop and roll out program objectives related to the tailoring program and trainees.
Duties & Responsibilities:

Administers a tailoring training curriculum to vocational trainees that has been approved by RefuSHE and NITA.
Designs and Implement a tie and dye curriculum to prepare artisans for RefuSHE’s social enterprise.
Leads classroom activities by providing individualized support to participants and collect necessary materials to maintain a high-level learning environment for all participants
Compiles weekly and monthly reports on each participant enrolled, taking note of the work progress and evaluations of participant’s input, for onward transmission to the Associate director-GEP.
Builds good rapport with individual participants and creates an environment where each one of them has access to one on one communication when needed;
Regularly communicates additional educational needs that the participants may have and which need to be addressed by the GEP Associate Director
Maintains strict confidentiality regarding each participant served in any and all RefuSHE programs
Effectively and respectfully handles issues of discipline and behavior in the classroom while referring participants to the GEP Associate Director if follow up on any and sensitive issue is needed.
Reports all updates and status information to the GEP Associate Director in an accurate, organized and timely fashion.
Attends weekly staff meetings and actively contributes by giving feedback and ideas on how to strengthen the GEP Vocational Training Program.
Actively takes part in the preparation and transmission of weekly and monthly program reports and action plans
Learns, understands and applies RefuSHE’s mission, programs and goals in the course of discharging his/her duties.
Works closely with the procurement team at RefuSHE in making requisitions for items to ensure classroom resources are available and assessable to trainees.
Accepts additional responsibilities that may fall under one or more of RefuSHE’s Programs as delegated by Country Director.

Knowledge, Skills & Competencies

Diploma in Clothing and Textile from a recognized institution (preferably NITA).
Specialized training/experience in Tie and Dye skills
Diploma in technical education will be an added advantage.
Specialized Training/Professional Qualifications Customer Service Entrepreneurship, Sales and Marketing
Computer Proficiency in MS suite
At least two (2) years relevant experience in preparing artisans for NITA trade tests.
Must be a Kenyan citizen and a holder of a national identification card,

October 25, 2024
Adult Literacy Facilitator

To be responsible for designing, developing, and implementing adult literacy program that integrates the entrepreneurship aspect to increase credit access and strengthen already existing employment opportunities in the slum.
Key Responsibilities

Work with Education Director to develop/adapt a comprehensive tailor made adult education curriculum to suit the needs the adult learners.
Prepare schemes of work and lesson plans to be used in the curriculum implementation process.
Integrate competencies, goals, and objectives into lesson plans and incorporate specific, measurable, behavioral objectives and timeframes.
Assist in designing a system to monitor and evaluate students’ attendance and performance.
Submit weekly, monthly, quarterly, or yearly reports.
Provide students with suggestions and feedback.
Assist in the recruitment of participants, including participating in community outreach programs.
Work with other program coordinators to integrate program with others.
Ensure the creation and maintenance of a safe, orderly classroom environment.
Work with M&E for measurement of achievements attainment of program’s desired outcomes.
Design training manual and a long term plan for the program.
Review existing literacy curricula, learning materials and training methodologies and modify/adapt to suit the specific contexts and conditions.
Develop and review literacy curricular, new life skills curricula, learning materials and training methodologies.
Collaborate with the Kenya Adult Learners’ Association (KALA) to develop SHOFCO’s own Adult Literacy curriculum.
Development of quantitative and qualitative data collections to ensure monitoring and evaluation.

Job Qualifications

P1 Certificate or Diploma in Adult education and Community Development or related field

Other requirements (unique/job specific)

At least 2 years of experience teaching Adult education
Knowledge of standard office administrative practices and procedures

Functional Skills:

Articulating information
Making decisions
Producing output
Providing insight

Behavioural Competencies / Attributes:

Embracing change
Team working
Taking action
Inviting feedback

October 25, 2024
Vocational Skills Instructor- Tailoring and Hair-Dressing Community Safety Facilitator

About the job
The Instructor will be in-charge of conducting skills training to 50 students who will be undertaking Tailoring and Hairdressing course in Kalobeyei Settlement. The instructor will deliver high quality vocational skills training to the selected trainees for Tailoring and Hairdressing courses. The position holder will be responsible for fully preparing the trainees towards skilled job opportunities.
Main Responsibilities:

Prepare Schemes of work/work plans, lesson plans and lesson notes, record of work covered, learners’ evaluation and progress records, stock records for all training materials, tools and equipment in the workstation.
Maintain daily class attendance register
Deliver standardized curriculum for the specified Vocational Skill Courses for learners in the refugee camps and host community.
Design and prepare materials, resources and information to be used in respect of programme deliver
Employ appropriate teaching and learning strategies to communicate subject matter to students.
Guidance and skills development to ensure that learning standards are maintained and improved.
Maintain proper documentation process and records of the training progress, assessment and quality of the training.
Modify, where appropriate, instructional methods and strategies to meet diverse students’ needs.
Encourage the development of communication skills and higher order thinking skills through appropriate assignments to the students
Develop and explain methods that fairly measure students’ progress toward students’ learning outcomes.
Evaluate students performance fairly and consistently and return students’ work promptly to promote maximum learning
Coordinate the advertisement, interviews and selection of the students to be trained on Tailoring/hairdressing course.
Installing and management of operating equipment and fixtures for Tailoring/Hair-dressing class.
Conducting safety checks on training equipment.
Document lessons learned from training activities, community meeting and assist in preparing training reports.
Participate in regular lessons learned feedback sessions with the project team.
Conduct other duties as assigned by the supervisor and/or management

About you:

A Diploma or Certificate in Tailoring/Hair-Dressing from a reputable training institution.
2 years relevant experience in hands-on training on Tailoring and Hair-Dressing
Knowledge and Skills in training Community Based Vocational courses
Strong self-starter, able to take initiative
Good planning and organizational skills coupled with problem solving capabilities.
Hands on- community mobilization.

DRC Core Competencies
In this position, you are expected to demonstrate DRC’ five core competencies:

Striving for excellence: You focus on reaching results while ensuring an efficient process.
Collaborating: You involve relevant parties and encourage feedback.
Taking the lead: You take ownership and initiative while aiming for innovation.
Communicating: You listen and speak effectively and honestly.
Demonstrating integrity: You act in line with our vision and values.

Position Description
Location : Kakuma
Contract Duration: 5 months (renewable contingent on funding)
Reports to: Lead Vocational Skills Instructor
Salary and conditions will be in accordance with the Danish Refugee Council terms of employment for National staff.
Key stakeholders:
Internal: Programme Management Unit, M+E staff, implementing field teams, support team, Kakuma Senior Management Team, community workers.
External: Local government authorities, other NGOs, Donors and Implementing partners
General
Commitments:
DRC has a Humanitarian Accountability Framework, outlining its global accountability commitments. All staff are required to contribute to the achievement of this framework

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October 25, 2024