Master Trainer

The Afghanistan Institute for Civil Society (AICS) is a nationally recognized non-governmental organization (NGO) committed to strengthening the role of NGOs in Afghanistan’s development. AICS initially focused on enhancing the institutional effectiveness of NGOs through a certification program based on locally defined and internationally recognized standards. It has also provided capacity-building support and promoted transparency and accountability among NGOs. Furthermore, AICS is actively engaged in capacity-building initiatives and research activities.

Over time, AICS has expanded its scope to include direct implementation and support of education sector programs, particularly in Early Childhood Development (ECD), Community-Based Education (CBE), and Accelerated Learning Programs (ALP). Additionally, AICS conducts capacity-building programs for NGOs and implements research projects in the education sector to support the development of evidence-based strategies, strengthen education systems, and contribute to more effective and informed decision-making by stakeholders at all levels.

Today, AICS continues to serve as a key platform for strengthening NGO capacity, supporting inclusive and quality education services, and generating knowledge to inform policies and practices across the development sector.

• To support and implement effective education programs across ECD, CBE, and ALP, aimed at improving access to and the quality of learning for Afghan children and youth.
• To generate practical, evidence-based research that contributes to improved education policies, planning, and service delivery in Afghanistan.
• To build the institutional capacity of NGOs through tailored training, technical assistance, and performance-based support.
• To promote transparency, accountability, and quality standards among NGOs operating in Afghanistan through the application of certification systems and good governance practices.
• To facilitate coordination and constructive engagement between NGOs, government entities, and development partners for effective and aligned service delivery.
• Support Youth and Adults with Skill Learning, TVET, entrepreneurial and employability skills to establish a sustainable living.

Master Trainer will provide technical leadership, capacity building, mentoring, and quality assurance support for the implementation of the Skill Development and Literacy (SDL) Program. 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.

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 Program 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 Program.

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 Programs.

Strong knowledge of adult learning principles, learner-centred methodologies, and participatory training approaches.

Experience supporting literacy, numeracy, vocational skills development, or non-formal education Programs is highly desirable.

Strong facilitation, coaching, mentoring, and communication skills.

Good communication, facilitation, listening, and interpersonal skills.

Basic computer skills, including Microsoft Office applications.

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

Basic understanding of English is desirable.

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 applicants should submit their CV along with a cover letter to Jobs@aicsafg.org  no later than 25th July 2026. 

Important Notes: 

Please quote the Vacancy Number and Position Title and Job Location, as the Subject of the e-mail when applying. 
•    No supporting documents (e.g., diplomas, recommendation letters, identification card(s) etc.) are required at this stage. 
•    Only short-listed candidates will be contacted for further assessment.

The Afghanistan Institute for Civil Society (AICS) promotes a transparent and equitable recruitment process. We reiterate that all services related to job applications, including processing, seminars, and training programs, are provided free of charge. 

Our official job announcements are posted on the ACBAR website (acbar.org/jobs). Interested candidates are encouraged to submit their applications through our designated email address: jobs@aicsafg.org

Afghanistan Institute for Civil Society (AICS) recruitment and selection process reflect our commitment to equal opportunity and protecting children and at-risk adults, beneficiaries, partners, community members and employees from safeguarding violations. We will do everything possible to ensure that only those who are suitable to work with children and at-risk adults are recruited to work for us. In the process of recruitment, selection and appointment AICS implement a range of procedures and vetting checks including criminal records disclosures to ensure everyone associated with AICS is kept free from harm and abuse is prevented.
 
Protection from Sexual Exploitation Abuse and Harassment (PSEAH) is the responsibility of everyone, and all selected individuals will be required to comply with AICS Safeguarding Policy at all times. 

By sharing your cover letter and resume with AICS in response to this job application, applicants consent AICS to keep this information in file for Recruitment and Human Resources Management purposes.

We request all job seekers to be attentive and report any instances of individuals or entities claiming to charge fees on behalf of AICS Afghanistan to info@aicsafg.org. Our commitment to ethical practices ensures that your career aspirations are supported without any financial burden during recruitment.

The organization has the right to start the recruitment process during the announced period.