Qualifications:

• At least seven years’ progressive experience in monitoring, evaluation, research and learning, including at least three years in a senior MERL role on donor-funded programmes. Where the candidate has five to six years’ experience, this must include demonstrable leadership of a complex MERL system.
  
• Experience designing, implementing and improving MERL systems across the full project lifecycle, including baseline, routine monitoring, data quality assurance, evaluation and learning processes.
  
• Experience working on education, teacher professional development, school improvement, skills development, youth, or systems-strengthening programmes.
  
• Experience coordinating MERL inputs from multiple partners and consolidating reports for donor, consortium or governance-level submission.
  
• Experience designing data collection tools, managing field data collection, conducting data verification and producing analytical reports that inform implementation decisions.
  
• Experience developing case studies, impact stories, learning briefs or knowledge products from programme evidence.
  
• Experience working with government, civil society, donor-funded programmes or multi-stakeholder implementation arrangements.
  
• A first degree in monitoring and evaluation, education, social sciences, statistics, economics, development studies, public policy, research methods or a related field is required.
  
• A postgraduate degree in monitoring and evaluation, education, social sciences, statistics, development studies, research methods or a related field is desirable.
  

Strategic MERL planning and system design

• Lead the development and roll-out of MERL systems aligned to the TRAIN Pillar Theory of Change, Results Framework, British Council Results and Evidence Framework (REF), Mastercard Foundation MEL Standards and consortium reporting requirements.
  
• Develop and maintain the TRAIN Pillar MERL plan, learning agenda, indicator reference sheets, data collection protocols, reporting calendar and evidence-use mechanisms.
  
• Ensure MERL activities are planned, resourced and budgeted, including digital data collection tools, field verification, external technical support and human capacity for routine monitoring.
  

Data quality assurance, verification and evidence management

• Develop and implement a TRAIN Pillar data quality assurance system covering data collection, verification, cleaning, storage, version control, analysis and reporting.
  
• Ensure participant-level, trainer-level, school-level, district-level and partner-level data are traceable, validated, disaggregated and audit-ready.
  
• Conduct routine data quality assessments, spot checks and verification visits during training, school-based CPD, Communities of Practice and partner implementation activities
  

Outcome measurement and learning for teacher professional development

• Lead the design and implementation of tools to measure changes in teacher knowledge, attitudes, confidence and classroom practice following TRAIN Pillar interventions.
  
• Design or adapt pre/post assessment tools, classroom observation tools, reflective practice tools, CPD functionality checks, training quality assurance tools and qualitative learning methods.
  
• Track evidence of CBC-aligned teaching, learner-centred practice, gender-responsive and inclusive pedagogy, digital reinforcement, school-based CPD functionality and Community of Practice participation.
  

Partner MERL coordination and donor reporting

• Coordinate MERL inputs from British Council and TRAIN Pillar partners, ensuring consistency of indicators, definitions, tools, templates, timelines, disaggregation and evidence standards.
  
• Support the consolidation of TRAIN Pillar monthly, quarterly, annual and ad hoc reports, ensuring reported achievements are backed by credible evidence, analysis, learning and risk updates.
  
• Provide technical review of partner reports and data submissions, identifying gaps, inconsistencies, quality issues and corrective actions before programme-level submission.
  

Knowledge management, research and learning products

• Lead the design and implementation of knowledge management systems to capture lessons from CBC delivery, teacher training, CPD structures, digital innovation, gender-responsive pedagogy and partner implementation.
  
• Coordinate the documentation of success stories, challenges, innovations and emerging practice from field activities, teacher trainers, schools, partners and Ministry engagements.
  
• Produce and quality assure case studies, impact stories, learning briefs, research notes, quarterly learning summaries and annual learning products for internal and external audiences.
  

MERL capacity strengthening, safeguarding and inclusion

• Identify MERL capacity gaps and deliver practical capacity strengthening for British Council staff, partners, trainers, CPD Committee members and relevant field teams.
  
• Provide guidance on ethical data collection, informed consent, safe evidence generation, safeguarding referrals, confidentiality and responsible use of photographs or personal data.
  
• Ensure MERL tools and analysis integrate Equality, Diversity and Inclusion considerations, including gender, disability, school type, geography and other relevant disaggregation.