Required minimum Skills and Competencies:

• HND/bachelor’s degree in education, Social Sciences, or a related field.
  
• 2-4 years of experience in field-based roles, preferably in education or community-based programs.
  
• Strong project management skills with the ability to manage multiple tasks and deadlines.
  
• Experience in teacher training, mentoring, or capacity-building roles is preferred.
  
• Experience working with out of school children/ABEP Curriculum
  

1. Strengthen Teacher and Mentor Capacity for Improved Instructional Quality (30%)

• Increase instructional effectiveness by applying deep expertise in the TaRL approach to provide targeted support and coaching for teachers and mentors, improving classroom delivery and learning outcomes.
  
• Enhance teacher and mentor performance through actionable insights from classroom practice and structured quality assurance of training sessions at the LGA level.
  
• Drive continuous improvement by implementing results-focused coaching, ensuring challenges identified in reflection meetings are resolved within one academic term.
  
• Strengthen sustainability by building the capacity of Local Government Education Authorities to independently support, monitor, and improve TaRL activities.
  

2. Leverage Data for Continuous Program Improvement and Accountability (20%)

• Ensure accurate tracking of learning outcomes through timely and reliable data collection and monitoring.
  
• Improve evidence-based planning by supporting government-led data systems and generating high-quality reports for LGA-level program adjustments.
  
• Increase teaching effectiveness by using data insights to identify learning gaps, highlight successes, and recommend targeted interventions.
  

3. Contribute to Innovation and Learning to Strengthen TaRL Programming (15%)

• Enhance program effectiveness by documenting classroom successes, challenges, and best practices to inform strategic decisions and policy advocacy.
  
• Increase contextual relevance by supporting innovative classroom strategies and adapting interventions to emerging challenges.
  
• Strengthen evidence generation through systematic collection of high-quality field data that supports continuous learning.
  

4. Foster Community Ownership and Support for Foundational Learning (15%)

• Increase community engagement and support by building strong relationships with parents, local leaders, and stakeholders to promote program activities.
  
• Improve student participation and learning outcomes by sharing data with communities and empowering them to advocate for consistent school attendance.
  

5. Ensure Effective Coordination and Responsive Implementation at the LGA Level (20%)

• Enhance local education system capacity by serving as the primary liaison for TaRL activities, ensuring alignment with government officials and school leadership.
  
• Improve program delivery by proactively identifying implementation challenges and facilitating timely, context-specific solutions.