Programme Delivery and Training Assistant at Teaching at the Right Level (TaRL) - 7 Openings

Teaching at the Right Level Africa (TaRL Africa) is a newly formalised partnership between Education NGO, Pratham, and research centre J-PAL, who have been working together developing cost-effective, scalable literacy and Numeracy interventions for more than 15 years. The fruits of these efforts have been the development of what we now refer to as the TaRL.

The TaRL approach, pioneered by Pratham, helps children develop basic reading and numeracy skills. In TaRL classroom: children are assessed on basic reading and numeracy using a simple tool; grouped by learning level, rather than by grade, for a dedicated time when they focus building foundational skills through activities and materials appropriate for each group. As children progress, they move to the next learning group and continue to grow.

We are recruiting to fill the position below:

Job Title: Programme Delivery and Training Assistant

Location: Kaduna
Reports to: Associate Regional Program Manager
Slot: 7 Openings

Role Purpose 

• We are seeks to fill Programme Delivery and Training Assistant  roles, which will provide support to coordinate and facilitate TaRL activities across Teacher and Mentor Capacity Building, Measurement and Monitoring, Community Engagement, and Research and Learning at the LGA level. 
• The primary purpose of the role is to build government actors' capacity and systems to ensure that effective TaRL classes are delivered and learning outcomes improve. Programme Delivery and Training Assistants will be allocated LGAs to improve the Fidelity of the program at the LGA level. 
• The role will require someone dynamic, creative, good at managing multiple tasks, and passionate about improving the learning outcomes of all children.
• The position forms part of the state and regional team and will be based in the focus state/LGA with some travel across the state.

Major roles and responsibilities
Strengthen Teacher and Mentor Capacity for Improved Instructional Quality (30%):

• Demonstrate a strong understanding of the TaRL approach and instructional coaching techniques, contributing to effective teacher and mentor support systems across the assigned LGA.
• Leverage experience from classroom practice of the TaRL methodology to develop actionable insights that improve teacher training and mentoring quality.
•  Improve the quality of the TaRL program by supporting teachers and mentors to deliver TaRL sessions more effectively, with targeted support for schools and teachers who require it.
• Conduct quality assurance for training sessions at the LGA level to improve the competence of implementation teams in delivering the TaRL methodology.
• Drive continuous improvement in classroom delivery through regular, results-focused coaching and support for teachers and mentors.
• Strengthen the competence of Local Government Education Authorities to independently support and monitor TaRL activities, contributing to long-term sustainability.
• Support the institutionalization of data-driven reflection by ensuring that review meetings are routinely conducted and lead to actionable decisions that enhance program delivery.
• Ensure that critical challenges identified during reflection meetings are resolved within one academic term, resulting in tangible improvements in teaching and learning outcomes.
• Provide timely, strategic feedback to the TaRL Africa team, enabling responsive decision-making and program refinement.
• Contribute to the development and improvement of Teaching and Learning Materials that address emerging needs and enhance instructional delivery across contexts.

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

• Ensure the timely and accurate collection of assessment and monitoring data, leading to reliable tracking of student learning outcomes and program fidelity.
• Strengthen government ownership of data processes by supporting smooth, consistent data entry and collation systems, contributing to better planning and decision-making.
• Generate high-quality process monitoring reports that inform program design and adaptive implementation at the LGA level.
• Use data insights to identify learning gaps, highlight successes, and recommend targeted interventions, resulting in improved teaching strategies and student performance.
• Provide evidence-based feedback during program reviews, enabling data-driven refinements to TaRL implementation across allocated LGAs.

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

• Contribute to evidence generation by collecting high-quality, relevant data that informs strategic decisions and policy advocacy.
• Document field insights that can be leveraged for innovations and program adaptations, improving the effectiveness and contextual relevance of TaRL interventions.
• Enhance program responsiveness by systematically reporting classroom successes, challenges, and best practices to inform continuous learning.
• Improve student engagement and learning outcomes by supporting the design of innovative classroom strategies in response to emerging challenges.

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

• Increase community awareness and ownership of TaRL by building strong relationships with parents, local leaders, and stakeholders, resulting in greater support for program activities.
• Improve school attendance and engagement by sharing student learning data with communities and empowering parents and leaders to advocate for consistent school participation and improved learning outcomes.

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

• Strengthen local education systems by serving as the primary liaison for TaRL activities in assigned LGAs, ensuring alignment and collaboration with government officials and school leadership.
• Improve program delivery by proactively identifying implementation challenges and facilitating timely, context-specific solutions that minimize disruptions and enhance impact.
• Enable data-informed decision-making at higher levels by providing regular, actionable reports and insights from the field to regional teams.

Education and Requirements

• HND / Bachelor’s Degree/ Diploma or NCE in Education, Social Sciences, or a related field.
• HND/Bachelor's minimum of 1 year/Diploma minimum of 3 years/NCE minimum of 5 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.
• Excellent communication skills, both verbal and written, to engage with diverse stakeholders.
• Experience with community engagement and mobilizing support for educational initiatives.
• Willingness to travel within the state and engage in fieldwork in challenging environments.
• Proficiency in local languages spoken in the region is an added advantage.

Key Competencies:

• Problem-Solving Skills: Ability to develop and test creative solutions for implementation challenges.
• Adaptability: Able to adjust approaches based on the realities of the field and stakeholder needs.
• Interpersonal Skills: Strong relationship-building abilities to work effectively with teachers, government officials, and communities.
• Passion for Education: A genuine interest in improving learning outcomes for children in Nigeria.
• Flexibility: Willing to take on multiple roles and handle various responsibilities as needed.

Application Closing Date
27th June, 2025.

How to Apply
Interested and qualified candidates should:
Click here to apply online