The Senior Program Officer will provide technical leadership in curriculum development, medical pedagogy, and simulation-based learning within CHAK Medical Training Colleges （MTCs）. This role is central to institutionalizing innovative teaching methods, strengthening faculty capacity, and embedding competency-based education that equips frontline health professionals with skills to prevent and manage cardiometabolic diseases （CMDs）.

Qualifications and Experience

• Bachelor’s degree in medical education, Curriculum Development, Public Health, or related field (master’s degree preferred).
  
• Minimum 5 years’ experience in curriculum design, medical pedagogy, or simulation-based education.
  
• Work experience as a tutor in medical training colleges.
  
• Proven expertise in competency-based education and faculty development.
  
• Strong understanding of CMDs, NCDs, and workforce development challenges in Kenya.
  
• Experience in institutional advocacy and engagement with academic leadership.
  

Competencies

• Curriculum design and pedagogical expertise.
  
• Simulation-based education leadership.
  
• Strong facilitation and training skills.
  
• Gender-responsive and equity-focused approach.
  
• Ability to institutionalize innovative teaching methods.
  
• Excellent communication and stakeholder engagement skills.
  

Curriculum Development

• Support design, review, and integration of inclusive CMD curricula into diploma and higher diploma programs.
  
• Ensure curricula reflect competency-based education principles and align with national health priorities and regulatory frameworks.
  
• Incorporate gender-responsive content, equity-focused modules, and locally relevant case studies
  

Medical Pedagogy Institutionalization

• Institutionalize modern medical pedagogy across CHAK MTCs, embedding innovative teaching approaches.
  
• Build faculty capacity in digital pedagogy, online blended learning, and inclusive teaching methods.
  
• Promote experiential learning and culturally responsive mentorship practices.
  

Simulation-Based Learning

• Lead the integration of simulation-based education into MTC training programs.
  
• Oversee acquisition, adaptation, and utilization of simulation tools and facilities.
  
• Train faculty and students in simulation methodologies to enhance practical skills and clinical readiness.
  

Capacity Strengthening

• Mentor faculty in curriculum design, pedagogy, and simulation techniques.
  
• Facilitate workshops and training sessions to institutionalize innovative teaching methods.
  
• Support continuous professional development for educators and clinical preceptors.
  

Collaboration and Advocacy

• Work closely with CHAK, KMTC, KCCB, Amref, APHRC, and NCD Alliance Kenya to harmonize curriculum and pedagogy reforms.
  
• Advocate for increased investment in simulation infrastructure and innovative teaching methods.
  
• Represent CHAK MTCs in national and regional forums on medical education and pedagogy.
  

Monitoring and Reporting

• Track progress of curriculum reforms and simulation integration against program indicators.
  
• Document best practices, lessons learned, and case studies for dissemination.
  
• Contribute to donor reporting and institutional publications