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.
