59 Life Skills Jobs

The Social Mobilizers are responsible for implementing the Girls Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of the program. The social mobilizer will report to the Program Associate. The position will be field based; she will be responsible for a group of 80 girls as their mentor, support system and motivator. Role and Responsibilities: A. Program planning, implementation Develop a thorough understanding of Room to Read's Girls Education program design, objectives and outcomes. Implement program activities as per design maintaining fidelity. Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions, etc. Participate in program planning in consultation with Program Associate and other state-level staff. Regularly attend weekly and monthly workshops where weekly and monthly plans are made and reviewed. Attend mandatory training of Social Mobilizers. B. Family and Community engagement Have a thorough understanding of social issues, safety concerns and child protection issues affecting girl participants and an awareness of available social safety net mechanisms, schemes, and referrals. (With child protection and safety issues of girls that emerged through a study done in India last year and the new mentoring module that requires the program to address such issues, we need a social mobilizer who is well networked and well acquainted with existing social safety net mechanisms, schemes and also referrals; this skill was not required for our current social mobilizers). Organize and lead family and community meetings and consultations with school staff, parents, and community members/organizations as per design; discuss life skill content and issues with them in a tactful manner (especially sensitive/taboo issues like early marriage and attending school during menstrual cycle). Seek opportunities for networking at local level and create a resource pool to be used as a referrals if there is a need. Facilitate visits of donors, INCO and SO team members. Facilitate and support SO/INCO team members in conducting research/ survey/ study/ data collection/ baseline, etc. C. Working with girls Conduct life skills sessions for 90 girls in batches of 20-25 as per the prescribed session content and as per agreed plan. Each girl will need to be provided with a minimum of 16 life skills sessions in one year. This would require a thorough understanding of the content and skills of delivering it tactfully (especially the content related to reproductive health). The reproductive health sessions that have been introduced in the worldwide GEP modules require more experienced professionals who are well equipped to deliver the content as well as handle queries of parents and convince them on the need for these sessions. Form Life skills clubs/Children groups and facilitate regular meetings and discussions of these groups; at least 8 meetings are to be held every year. Ensure that through these groups the girl participants develop skills of articulation and self-expression and initiate action on issues they face in their lives. This would require the social mobilizer to have excellent facilitation skills and understanding of the principles of child participation. Distribute the newsletter GUPSHUP, initiate discussion around it and hold follow-up activities. (This requires an ability to engage with text in a magazine format written for girls - to eventually lead them into an analysis of the magazines/mass media and inspire them to express and deconstruct gender stereotypes). Help girls to develop wall magazines and write for state-level Gupshup so that their voices can be captured. Mentoring: Conduct group mentoring sessions for 90 girls in batches of 10-12 girls as per prescribed content guidelines and record each session. Plan out the group mentoring sessions in association with the Program Associate, taking into account the needs expressed by the girls. Conduct individual mentoring sessions as needed. This may need creation of new content wherever needed (The new mentoring module being introduced requires social mobilizers to be barefoot counselors - not just mentoring girls in groups but also identifying challenges being faced by girls, developing sessions to address the challenges, identifying the content for these sessions and developing the content if needed). D. Setting up Life skills centres /Gender Resource Centres Setting up a Gender Resource Centre (GRC) for life skills in schools/community for life skills sessions. Ensuring proper functioning and usage of GRC as per discussion with state GEP teams. Ensure the space is clean, safe and welcoming to girls. Ensure the space is well stocked with drawings/articles/expressions of children's voices; changing and putting up the articles/drawings/paintings on bulletin board periodically at least once a month. E. Home visits Mapping data as per the risk and response protocol and then making specific home visits. (The objective of the risk and response protocol is to take action based on an analysis of the four risk factors for girls dropping out. This involves tracking of each girl, understanding the risk, flagging concerns, suggesting solutions, motivating the girls to take necessary action and ultimately preventing the girl from dropping out. All this requires a very high level of analytical and strategic thinking skills, which is not currently available in the SMs). Undertaking regular school visits. Handling any critical matters that may emerge from these interactions. Organizing/conducting programmatic activities at school and community as per mutually agreed plan and responsible for managing relationships with school, community and respond to issues that may arise. The quality of home visits is expected to be high as the expectation is of higher levels of engagement and effective mentoring and outreach to families. F. Record keeping, Reporting and monitoring Update records of attendance and parent meetings regularly. Prepare and submit weekly plans during weekly reviews. Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets, parent meetings, dropouts, etc. Filling up socio-economic profile of the girls. Regular physical verification of girls on sample basis. Periodic cohort risk assessment and analysis of it. Flagging issues of concern. It is expected that Social Mobilizers will undertake risk mapping of the entire cohort as many girls drop out during transition from grade 8 and grade 11. They would need to flag these cases and identify local solutions that may keep the girls in the schools. Identify case studies of girls, schools/communities and best practices and gather all related data and information. Maintaining stock register at school/center level. Provide a list of materials required for the girls to the supervisors. Qualification & Experience: Required: Bachelor's degree in education / social sciences or equivalent / or higher. Minimum experience of 2yrs. (1-2 years of relevant experience in the education/development sector including internships). Good verbal and written communication skills in English / Hindi and the local language of the state where position is based. Like Marathi for Mumbai location. Preferred: Master's degree in education / social sciences or equivalent preferred. Counseling diploma and/or experience of having worked on mentoring / counseling issues. Experience working on life skills/gender / adolescents. Strong planning and project implementation skills. Ability to work in remote areas and travel to communities for meetings. Ability to work effectively with schools and communities. Strong written and oral communication skills. Good interpersonal skills and a team player. Room to Read is a child-safe organization. Location(s): India - Maharashtra To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment.

The Social Mobilizers are responsible for implementing the Girls Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of the program. The social mobilizer will report to the Program Associate. The position will be field based; she will be responsible for a group of 80 girls as their mentor, support system and motivator. Role and Responsibilities: A. Program planning, implementation Develop a thorough understanding of Room to Read's Girls Education program design, objectives and outcomes. Implement program activities as per design maintaining fidelity. Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions, etc. Participate in program planning in consultation with Program Associate and other state-level staff. Regularly attend weekly and monthly workshops where weekly and monthly plans are made and reviewed. Attend mandatory training of Social Mobilizers. B. Family and Community engagement Have a thorough understanding of social issues, safety concerns and child protection issues affecting girl participants and an awareness of available social safety net mechanisms, schemes, and referrals. (With child protection and safety issues of girls that emerged through a study done in India last year and the new mentoring module that requires the program to address such issues, we need a social mobilizer who is well networked and well acquainted with existing social safety net mechanisms, schemes and also referrals; this skill was not required for our current social mobilizers). Organize and lead family and community meetings and consultations with school staff, parents, and community members/organizations as per design; discuss life skill content and issues with them in a tactful manner (especially sensitive/taboo issues like early marriage and attending school during menstrual cycle). Seek opportunities for networking at local level and create a resource pool to be used as a referrals if there is a need. Facilitate visits of donors, INCO and SO team members. Facilitate and support SO/INCO team members in conducting research/ survey/ study/ data collection/ baseline, etc. C. Working with girls Conduct life skills sessions for 90 girls in batches of 20-25 as per the prescribed session content and as per agreed plan. Each girl will need to be provided with a minimum of 16 life skills sessions in one year. This would require a thorough understanding of the content and skills of delivering it tactfully (especially the content related to reproductive health). The reproductive health sessions that have been introduced in the worldwide GEP modules require more experienced professionals who are well equipped to deliver the content as well as handle queries of parents and convince them on the need for these sessions. Form Life skills clubs/Children groups and facilitate regular meetings and discussions of these groups; at least 8 meetings are to be held every year. Ensure that through these groups the girl participants develop skills of articulation and self-expression and initiate action on issues they face in their lives. This would require the social mobilizer to have excellent facilitation skills and understanding of the principles of child participation. Distribute the newsletter GUPSHUP, initiate discussion around it and hold follow-up activities. (This requires an ability to engage with text in a magazine format written for girls - to eventually lead them into an analysis of the magazines/mass media and inspire them to express and deconstruct gender stereotypes). Help girls to develop wall magazines and write for state-level Gupshup so that their voices can be captured. Mentoring: Conduct group mentoring sessions for 90 girls in batches of 10-12 girls as per prescribed content guidelines and record each session. Plan out the group mentoring sessions in association with the Program Associate, taking into account the needs expressed by the girls. Conduct individual mentoring sessions as needed. This may need creation of new content wherever needed (The new mentoring module being introduced requires social mobilizers to be barefoot counselors - not just mentoring girls in groups but also identifying challenges being faced by girls, developing sessions to address the challenges, identifying the content for these sessions and developing the content if needed). D. Setting up Life skills centres /Gender Resource Centres Setting up a Gender Resource Centre (GRC) for life skills in schools/community for life skills sessions. Ensuring proper functioning and usage of GRC as per discussion with state GEP teams. Ensure the space is clean, safe and welcoming to girls. Ensure the space is well stocked with drawings/articles/expressions of children's voices; changing and putting up the articles/drawings/paintings on bulletin board periodically at least once a month. E. Home visits Mapping data as per the risk and response protocol and then making specific home visits. (The objective of the risk and response protocol is to take action based on an analysis of the four risk factors for girls dropping out. This involves tracking of each girl, understanding the risk, flagging concerns, suggesting solutions, motivating the girls to take necessary action and ultimately preventing the girl from dropping out. All this requires a very high level of analytical and strategic thinking skills, which is not currently available in the SMs). Undertaking regular school visits. Handling any critical matters that may emerge from these interactions. Organizing/conducting programmatic activities at school and community as per mutually agreed plan and responsible for managing relationships with school, community and respond to issues that may arise. The quality of home visits is expected to be high as the expectation is of higher levels of engagement and effective mentoring and outreach to families. F. Record keeping, Reporting and monitoring Update records of attendance and parent meetings regularly. Prepare and submit weekly plans during weekly reviews. Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets, parent meetings, dropouts, etc. Filling up socio-economic profile of the girls. Regular physical verification of girls on sample basis. Periodic cohort risk assessment and analysis of it. Flagging issues of concern. It is expected that Social Mobilizers will undertake risk mapping of the entire cohort as many girls drop out during transition from grade 8 and grade 11. They would need to flag these cases and identify local solutions that may keep the girls in the schools. Identify case studies of girls, schools/communities and best practices and gather all related data and information. Maintaining stock register at school/center level. Provide a list of materials required for the girls to the supervisors. Qualification & Experience: Required: Bachelor's degree in education / social sciences or equivalent / or higher. Minimum experience of 2yrs. (1-2 years of relevant experience in the education/development sector including internships). Good verbal and written communication skills in English / Hindi and the local language of the state where position is based. Like Marathi for Mumbai location. Preferred: Master's degree in education / social sciences or equivalent preferred. Counseling diploma and/or experience of having worked on mentoring / counseling issues. Experience working on life skills/gender / adolescents. Strong planning and project implementation skills. Ability to work in remote areas and travel to communities for meetings. Ability to work effectively with schools and communities. Strong written and oral communication skills. Good interpersonal skills and a team player. Room to Read is a child-safe organization. Location(s): India - Maharashtra To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment.

The Social Mobilizers are responsible for implementing the Girls Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of the program. The social mobilizer will report to the Program Associate. The position will be field based; she will be responsible for a group of 80 girls as their mentor, support system and motivator. Role and Responsibilities: A. Program planning, implementation Develop a thorough understanding of Room to Read's Girls Education program design, objectives and outcomes. Implement program activities as per design maintaining fidelity. Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions, etc. Participate in program planning in consultation with Program Associate and other state-level staff. Regularly attend weekly and monthly workshops where weekly and monthly plans are made and reviewed. Attend mandatory training of Social Mobilizers. B. Family and Community engagement Have a thorough understanding of social issues, safety concerns and child protection issues affecting girl participants and an awareness of available social safety net mechanisms, schemes, and referrals. (With child protection and safety issues of girls that emerged through a study done in India last year and the new mentoring module that requires the program to address such issues, we need a social mobilizer who is well networked and well acquainted with existing social safety net mechanisms, schemes and also referrals; this skill was not required for our current social mobilizers). Organize and lead family and community meetings and consultations with school staff, parents, and community members/organizations as per design; discuss life skill content and issues with them in a tactful manner (especially sensitive/taboo issues like early marriage and attending school during menstrual cycle). Seek opportunities for networking at local level and create a resource pool to be used as a referrals if there is a need. Facilitate visits of donors, INCO and SO team members. Facilitate and support SO/INCO team members in conducting research/ survey/ study/ data collection/ baseline, etc. C. Working with girls Conduct life skills sessions for 90 girls in batches of 20-25 as per the prescribed session content and as per agreed plan. Each girl will need to be provided with a minimum of 16 life skills sessions in one year. This would require a thorough understanding of the content and skills of delivering it tactfully (especially the content related to reproductive health). The reproductive health sessions that have been introduced in the worldwide GEP modules require more experienced professionals who are well equipped to deliver the content as well as handle queries of parents and convince them on the need for these sessions. Form Life skills clubs/Children groups and facilitate regular meetings and discussions of these groups; at least 8 meetings are to be held every year. Ensure that through these groups the girl participants develop skills of articulation and self-expression and initiate action on issues they face in their lives. This would require the social mobilizer to have excellent facilitation skills and understanding of the principles of child participation. Distribute the newsletter GUPSHUP, initiate discussion around it and hold follow-up activities. (This requires an ability to engage with text in a magazine format written for girls - to eventually lead them into an analysis of the magazines/mass media and inspire them to express and deconstruct gender stereotypes). Help girls to develop wall magazines and write for state-level Gupshup so that their voices can be captured. Mentoring: Conduct group mentoring sessions for 90 girls in batches of 10-12 girls as per prescribed content guidelines and record each session. Plan out the group mentoring sessions in association with the Program Associate, taking into account the needs expressed by the girls. Conduct individual mentoring sessions as needed. This may need creation of new content wherever needed (The new mentoring module being introduced requires social mobilizers to be barefoot counselors - not just mentoring girls in groups but also identifying challenges being faced by girls, developing sessions to address the challenges, identifying the content for these sessions and developing the content if needed). D. Setting up Life skills centres /Gender Resource Centres Setting up a Gender Resource Centre (GRC) for life skills in schools/community for life skills sessions. Ensuring proper functioning and usage of GRC as per discussion with state GEP teams. Ensure the space is clean, safe and welcoming to girls. Ensure the space is well stocked with drawings/articles/expressions of children's voices; changing and putting up the articles/drawings/paintings on bulletin board periodically at least once a month. E. Home visits Mapping data as per the risk and response protocol and then making specific home visits. (The objective of the risk and response protocol is to take action based on an analysis of the four risk factors for girls dropping out. This involves tracking of each girl, understanding the risk, flagging concerns, suggesting solutions, motivating the girls to take necessary action and ultimately preventing the girl from dropping out. All this requires a very high level of analytical and strategic thinking skills, which is not currently available in the SMs). Undertaking regular school visits. Handling any critical matters that may emerge from these interactions. Organizing/conducting programmatic activities at school and community as per mutually agreed plan and responsible for managing relationships with school, community and respond to issues that may arise. The quality of home visits is expected to be high as the expectation is of higher levels of engagement and effective mentoring and outreach to families. F. Record keeping, Reporting and monitoring Update records of attendance and parent meetings regularly. Prepare and submit weekly plans during weekly reviews. Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets, parent meetings, dropouts, etc. Filling up socio-economic profile of the girls. Regular physical verification of girls on sample basis. Periodic cohort risk assessment and analysis of it. Flagging issues of concern. It is expected that Social Mobilizers will undertake risk mapping of the entire cohort as many girls drop out during transition from grade 8 and grade 11. They would need to flag these cases and identify local solutions that may keep the girls in the schools. Identify case studies of girls, schools/communities and best practices and gather all related data and information. Maintaining stock register at school/center level. Provide a list of materials required for the girls to the supervisors. Qualification & Experience: Required: Bachelor's degree in education / social sciences or equivalent / or higher. Minimum experience of 2yrs. (1-2 years of relevant experience in the education/development sector including internships). Good verbal and written communication skills in English / Hindi and the local language of the state where position is based. Like Marathi for Mumbai location. Preferred: Master's degree in education / social sciences or equivalent preferred. Counseling diploma and/or experience of having worked on mentoring / counseling issues. Experience working on life skills/gender / adolescents. Strong planning and project implementation skills. Ability to work in remote areas and travel to communities for meetings. Ability to work effectively with schools and communities. Strong written and oral communication skills. Good interpersonal skills and a team player. Room to Read is a child-safe organization. Location(s): India - Maharashtra To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment.

The Social Mobilizers are responsible for implementing the Girls Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of the program. The social mobilizer will report to the Program Associate. The position will be field based; she will be responsible for a group of 80 girls as their mentor, support system and motivator. Role and Responsibilities: A. Program planning, implementation Develop a thorough understanding of Room to Read's Girls Education program design, objectives and outcomes. Implement program activities as per design maintaining fidelity. Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions, etc. Participate in program planning in consultation with Program Associate and other state-level staff. Regularly attend weekly and monthly workshops where weekly and monthly plans are made and reviewed. Attend mandatory training of Social Mobilizers. B. Family and Community engagement Have a thorough understanding of social issues, safety concerns and child protection issues affecting girl participants and an awareness of available social safety net mechanisms, schemes, and referrals. (With child protection and safety issues of girls that emerged through a study done in India last year and the new mentoring module that requires the program to address such issues, we need a social mobilizer who is well networked and well acquainted with existing social safety net mechanisms, schemes and also referrals; this skill was not required for our current social mobilizers). Organize and lead family and community meetings and consultations with school staff, parents, and community members/organizations as per design; discuss life skill content and issues with them in a tactful manner (especially sensitive/taboo issues like early marriage and attending school during menstrual cycle). Seek opportunities for networking at local level and create a resource pool to be used as a referrals if there is a need. Facilitate visits of donors, INCO and SO team members. Facilitate and support SO/INCO team members in conducting research/ survey/ study/ data collection/ baseline, etc. C. Working with girls Conduct life skills sessions for 90 girls in batches of 20-25 as per the prescribed session content and as per agreed plan. Each girl will need to be provided with a minimum of 16 life skills sessions in one year. This would require a thorough understanding of the content and skills of delivering it tactfully (especially the content related to reproductive health). The reproductive health sessions that have been introduced in the worldwide GEP modules require more experienced professionals who are well equipped to deliver the content as well as handle queries of parents and convince them on the need for these sessions. Form Life skills clubs/Children groups and facilitate regular meetings and discussions of these groups; at least 8 meetings are to be held every year. Ensure that through these groups the girl participants develop skills of articulation and self-expression and initiate action on issues they face in their lives. This would require the social mobilizer to have excellent facilitation skills and understanding of the principles of child participation. Distribute the newsletter GUPSHUP, initiate discussion around it and hold follow-up activities. (This requires an ability to engage with text in a magazine format written for girls - to eventually lead them into an analysis of the magazines/mass media and inspire them to express and deconstruct gender stereotypes). Help girls to develop wall magazines and write for state-level Gupshup so that their voices can be captured. Mentoring: Conduct group mentoring sessions for 90 girls in batches of 10-12 girls as per prescribed content guidelines and record each session. Plan out the group mentoring sessions in association with the Program Associate, taking into account the needs expressed by the girls. Conduct individual mentoring sessions as needed. This may need creation of new content wherever needed (The new mentoring module being introduced requires social mobilizers to be barefoot counselors - not just mentoring girls in groups but also identifying challenges being faced by girls, developing sessions to address the challenges, identifying the content for these sessions and developing the content if needed). D. Setting up Life skills centres /Gender Resource Centres Setting up a Gender Resource Centre (GRC) for life skills in schools/community for life skills sessions. Ensuring proper functioning and usage of GRC as per discussion with state GEP teams. Ensure the space is clean, safe and welcoming to girls. Ensure the space is well stocked with drawings/articles/expressions of children's voices; changing and putting up the articles/drawings/paintings on bulletin board periodically at least once a month. E. Home visits Mapping data as per the risk and response protocol and then making specific home visits. (The objective of the risk and response protocol is to take action based on an analysis of the four risk factors for girls dropping out. This involves tracking of each girl, understanding the risk, flagging concerns, suggesting solutions, motivating the girls to take necessary action and ultimately preventing the girl from dropping out. All this requires a very high level of analytical and strategic thinking skills, which is not currently available in the SMs). Undertaking regular school visits. Handling any critical matters that may emerge from these interactions. Organizing/conducting programmatic activities at school and community as per mutually agreed plan and responsible for managing relationships with school, community and respond to issues that may arise. The quality of home visits is expected to be high as the expectation is of higher levels of engagement and effective mentoring and outreach to families. F. Record keeping, Reporting and monitoring Update records of attendance and parent meetings regularly. Prepare and submit weekly plans during weekly reviews. Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets, parent meetings, dropouts, etc. Filling up socio-economic profile of the girls. Regular physical verification of girls on sample basis. Periodic cohort risk assessment and analysis of it. Flagging issues of concern. It is expected that Social Mobilizers will undertake risk mapping of the entire cohort as many girls drop out during transition from grade 8 and grade 11. They would need to flag these cases and identify local solutions that may keep the girls in the schools. Identify case studies of girls, schools/communities and best practices and gather all related data and information. Maintaining stock register at school/center level. Provide a list of materials required for the girls to the supervisors. Qualification & Experience: Required: Bachelor's degree in education / social sciences or equivalent / or higher. Minimum experience of 2yrs. (1-2 years of relevant experience in the education/development sector including internships). Good verbal and written communication skills in English / Hindi and the local language of the state where position is based. Like Marathi for Mumbai location. Preferred: Master's degree in education / social sciences or equivalent preferred. Counseling diploma and/or experience of having worked on mentoring / counseling issues. Experience working on life skills/gender / adolescents. Strong planning and project implementation skills. Ability to work in remote areas and travel to communities for meetings. Ability to work effectively with schools and communities. Strong written and oral communication skills. Good interpersonal skills and a team player. Room to Read is a child-safe organization. Location(s): India - Maharashtra To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization. Be a proactive and innovative thinker who achieves results and creates positive change. Have a very high level of personal and professional integrity and trustworthiness. Embrace diversity and a commitment to collaboration. Thrive in a fast-paced and fun environment.

The Girl s Education Program is currently operating in 6 States across India - Chhattisgarh, Rajasthan, New Delhi, Uttarakhand, Telangana and Maharashtra. Specifically, the program seeks to achieve increased years of schooling for girls and increase girls self-awareness, decision-making and problem-solving skills. The Social Mobilizers are responsible for implementing the Girls Education program at the field level. They are the first point of contact for the girls whom we work with; they are also the point of contact for the schools and parents and hence are critical to the success of the program. The social mobilizer will report to the Program Associate/Officer. The position will be field based; she will be responsible for a group of 80 girls as their mentor, support system and motivator. Role and Responsibilities: Program planning, implementation: Develop a thorough understanding of Room to Read s Girls Education program design, objectives and outcomes Implement program activities as per design maintaining fidelity Undertake corrective action and incorporate feedback when provided by the supervisor for life skills sessions etc Participate in program planning in consultation with Program Associate and other state level staff. Regularly attend weekly and monthly workshops where weekly and monthly plans are made and reviewe'd Attend mandatory training of Social Mobilizers Family and Community engagement:Have a thorough understanding of social issues, safety concerns and child protection issues affecting girl participants and an awareness of available social safety net mechanisms, schemes, and referrals. (With child protection and safety issues of girls that emerged through a study done in India last year and the new mentoring module that requires the program to address such issues, we need a social mobilizer who is we'll networked and we'll acquainted with existing social safety net mechanisms, schemes and also referrals; this skill was not required for our current social mobilizers) Organize and lead family and community meetings and consultations with school staff, parents and community members/organizations as per design; discuss life skill content and issues with them in a tactful manner (especially sensitive/taboo issues like early marriage and attending school during menstrual cycle). Seek opportunities for networking at local level and create a resource pool to be used as a referrals if there is a need Facilitate visits of donors, INCO and SO team members Facilitate and support SO/INCO team members in conducting research/ survey/ study/ data collection/ baseline etc Working with girls:Conduct life skills sessions for 90 girls in batches of 20-30 as per the prescribed session content and as per agreed plan. Each girl will need to be provided with a minimum of 16 life skills sessions in one year. This would require a thorough understanding of the content and skills of delivering it tactfully (especially the content related to reproductive health). The reproductive health sessions that have been introduced in the worldwide GEP modules require more experienced professionals who are we'll equipped to deliver the content as we'll as handle queries of parents and convince them on the need for these sessions. Form Life skills clubs/Children groups and facilitate regular meetings and discussions of these groups; at least 8 meetings are to be held every year. Ensure that through these groups the girl participants develop skills of articulation and self-expression and initiate action on issues they face in their lives. This would require the social mobilizer to have excellent facilitation skills and understanding of the principles of child participation. Distribute the newsletter GUPSHUP, initiate discussion around it and hold follow-up activities. (This requires an ability to engage with text in a magazine format written for girls - to eventually lead them into an analysis of the magazines/mass media and inspire them to express and deconstruct gender stereotypes) Help girls to develop wall magazines and write for state-level Gupshup so that their voices can be captured Mentoring: Conduct group mentoring sessions for 90 girls in batches of 10-15 girls as per prescribed content guidelines and record each session. Plan out the group mentoring sessions in association with the Program Associate, taking into account the needs expressed by the girls. Conduct individual mentoring sessions as needed. This may need creation of new content wherever needed (The new mentoring module being introduced requires social mobilizers to be barefoot counselors - not just mentoring girls in groups but also identifying challenges being faced by girls, developing sessions to address the challenges, identifying the content for these sessions and developing the content if needed) Setting up Life skills centres /Gender Resource Centres: Setting up a Gender resource Centre (GRC) for life skills in schools /community for life skills sessions Ensuring proper functioning and usage of GRC as per discussion with state GEP teams Ensure the space is clean, safe and welcoming to girls Ensure the space is we'll stocked with drawings/articles/ expressions of children s voices ; changing and putting up the articles/drawings/paintings on bulletin board periodically at least once a month Home visits:Mapping data as per the risk and response protocol and then making specific home visits. (The objective of the risk and response protocol is to take action based on an analysis of the four risk factors for girls dropping out. This involves tracking of each girl, understanding the risk, flagging concerns, suggesting solutions, motivating the girls to take necessary action and ultimately preventing the girl from dropping out. All this requires a very high level of analytical and strategic thinking skills, which is not currently available in the SMs). Undertaking regular school visits Handling any critical matters that may emerge from these interactions Organizing/conducting programmatic activities at school and community as per mutually agreed plan and responsible for managing relationships with school, community and respond to issues that may arise. The quality of home visits is expected to be of high as the expectation is of higher levels of engagement and effective mentoring and outreach to families Record keeping, Reporting and monitoring:Update records of attendance and parent meetings regularly Prepare and submit weekly plans during weekly reviews Timely record keeping, updating the data and sharing analysis of various parameters like attendance sheets , parents meetings, drop outs etc Filling up socio-economic profile of the girls Regular physical verification of girls on sample basis Periodic cohort risk assessment and analysis of it. Flagging issues of concern. It is expected that Social Mobilizers will undertake risk mapping of the entire cohort as many girls drop out during transition from grade 8 and grade 11. They would need to flag these cases and identify local solutions that may keep the girls in the schools. Identify case studies of girls, schools/communities and best practices and gather all related data and information. Maintaining stock register at school/center level Provide a list of materials required for the girls to the supervisors. Qualification & Experience: Bachelor s degree in education / social sciences or equivalent/ or higher Minimum experience of 2yrs. (1-2 years of relevant experience in the education /development sector including internships) Good verbal and written communication skills in English, Hindi and Marathi Preferred: Master s degree in education / social sciences or equivalent preferred Counseling diploma and/or experience of having worked on mentoring /counseling issues Experience working on life skills/gender /adolescents Strong planning and project implementation skills Ability to work in remote area and travel to communities for meetings Ability to work effectively with schools and communities Strong written and oral communication skills Good interpersonal skills and a team player To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization Be a proactive and innovative thinker who achieves results and creates positive change Have a very high level of personal and professional integrity and trustworthiness Embrace diversity and a commitment to collaboration Thrive in a fast-paced and fun environment

Develop a thorough understanding of Room to Read s Girls Education program design and implement activities basis the inputs from the national and state team. Develop thorough understanding of the complete content package of the thematic area and Life Skills Curriculum to be rolled out in the selected schools. Understand and support in Program planning (in consultation with State Office and program officer/ associate). Undertake corrective action and incorporate feedback when provided by the supervisor. Participation in monthly review meetings, quarterly meetings and trainings organized by GEP national and state office team. Onsite Support and Capacity Building: Contribute in capacity building of facilitators on the program content providing necessary support to team in planning, execution and facilitation. Co-facilitation of life skill session curriculum in capacity building sessions of facilitators. Demonstrate and support teachers in life skill sessions, parents meetings and other activities of program design during implementation. Support school teachers to set schedule of program activities with girls, observe sessions and providing handholding support to the teachers. Set a schedule of visits to the schools as per the benchmarking indicated in the design. Ensuring Quality program at the field level: Observe the life skills sessions and other activities as per the program design and benchmarking indicators. Engage in regular handholding and coaching of teachers for qualitative program implementation. Ensure and support the school teachers for keeping program records as decided per the program design. Understand and work on factors that may impede quality and fidelity of Life skills on the field. Support in tracking of quality standards is being met and provide updates to PA/ PO. Use life skill observations form along with the PA/PO and basis this provides feedback to teachers. Support and facilitate the administration of teacher s training assessment tool for all the trainings. Facilitate or participate in monthly/quarterly meetings of school teachers to discuss and identify solutions to challenges are facing in program implementation and in working with the girls. Conduct discussions on Program Quality with School teachers during meeting. Ensure feedback is given to specific school and recorded. Support in dissemination of LS journals at the school level. Liaising, networking and building linkages: Support in planning and organizing trainings and meetings for government officials with SCERT, Gender Cell, District Officials, Block level/Cluster level etc about the program and its updates, upcoming plans. Effective liaison with program school administration for smooth operations of the program design. Support state PO/PA in building linkages with like-minded organizations. Support PO/PA for creating visibility of the program. Participate and support in learning events at state level. Reporting and Documentation: Fill the record and monitoring forms and trackers consolidate and report to state office. Support in documentation of best practices, case studies, photos and lessons learned and share with the GEP Team. Maintain general book-keeping of attendance in program activities at school. Record qualitative reflections of sessions. Family and Community engagement: Lead the community campaign in the schools as per the design and ensure stakeholder involvement. Support in organizing, planning and monitoring of parents meeting (conduct parents meeting if needed in specific design situations). Supporting PA/PO in facilitating donor, country office, GO team members visit. Support in ensuring the sustainability and scalability of the program. Conduct initial home visits of the participants if the design requires. Organizational Engagement: Participate in regular trainings and meetings with Room to Read staff. Participate in donor/ government stakeholders visits to program locations and provide information to donors/stakeholders about Room to Read s Girls Education Program as needed. Qualifications: Required: Bachelor s degree in education / social sciences or equivalent/ Chemistry/environmental sciences or higher. Minimum experience of 3-4yrs (1-2 years of relevant experience in the education /development sector including internships). Good verbal and written communication skills in English / Hindi and the local language of the state where position is based. Preferred: Experience working on life skills/gender /adolescents. Proven experience of working with school administration and travel to field sites. Ability to work effectively with school teachers and govt officials Strong field planning and project implementation skills. Room to Read is a child-safe organization; all personnel are expected to adhere to Room to Read s Child Protection Policy and Child Protection Code of Conduct. Room to Read is proud to be an equal opportunity employer committed to identifying and developing the skills and leadership of people from diverse backgrounds. EOE/M/F/Vet/Disabled. Location(s) India - Madhya Pradesh To be successful at Room to Read, you will also: Have passion for our mission and a strong desire to impact a dynamic nonprofit organization Be a proactive and innovative thinker who achieves results and creates positive change Have a very high level of personal and professional integrity and trustworthiness Embrace diversity and a commitment to collaboration Thrive in a fast-paced and fun environment

Customer Success Manager/Coordinator* for a consulting and leadership coaching firm, offering a permanent remote role with periodic team interactions, tailored for NCR candidates and those seeking flexible second careers or a return to work. (need based office reporting) Role Summary Join our dynamic consulting and leadership coaching firm as a Customer Success Manager or Coordinator, enabling transformative client experiences and seamless service delivery. This is a full-time, permanent remote position with a couple of days a month for in-person team interaction (preferably in NCR). Ideal for professionals seeking a second career or returning moms, with supportive policies and flexibility. Key Responsibilities - Independently manage client onboarding, engagement, and ongoing success, including direct interaction with corporate clients. - Create client logins, assist in certification processes, and ensure smooth access to our platforms and learning resources. - Foster long-term relationships with clients, providing empathetic support and regularly checking in to address issues and enhance satisfaction. - Act as a primary contact for clients, offering timely guidance and proactive problem-solving. - Collaborate with consultants, coaches, and internal teams to coordinate service delivery and resolve queries. - Regularly track client health metrics, prepare status reports and escalate feedback for continuous improvement. - Use Excel for data management, reporting, and client tracking; manage communications professionally via email. - Assist clients with online platforms, certification processes, and troubleshoot access or usage issues. Qualifications & Skills - Excellent communication skills and empathetic approach to client relationship management. - Strong proficiency in Excel and professional email correspondence. - Prior experience in customer success, client servicing, learning administration, or a related field preferred but not mandatory. - Ability to work independently and resolve client issues with minimal supervision. - Organised, detail-oriented, and proactive in learning new digital tools and systems. Compensation & Location - Salary: 6-9 lacs per annum, negotiable for outstanding candidates. - Preferred Location: NCR, with occasional face-to-face team interaction days. - Flexible work arrangements make this a standout opportunity for those seeking a second career or resuming work after a break.

NIARC - Koyilandy, Calicut is looking for Special Educator to join our dynamic team and embark on a rewarding career journey Develop and implement individualized education plans (IEPs) for students with disabilities, learning difficulties, or other special needs Collaborate with parents, other educators, and support staff to design and implement effective educational programs that meet the individual needs of each student Adapt instructional materials and methods to the learning styles and abilities of each student Use specialized instructional techniques, such as multisensory instruction, to help students overcome their challenges and achieve their academic and personal goals Teach academic subjects, social skills, and life skills to students, as appropriate Assess student progress and modify instruction as needed to ensure that each student is making progress toward his or her goals Maintain accurate and detailed records of student progress and participation, as required by law Strong communication and interpersonal skills, with the ability to engage effectively with students, parents, and colleagues

You will be responsible for training real estate sales associates in various aspects such as marketing, prospect generation, effective sales presentations, conducting site visits, handling objections, negotiations, closing sales techniques, and providing post-sales service and support. Additionally, you will focus on building awareness of the Real Estate domain, including knowledge of RERA regulations, Hydra regulations, approvals from HMDA, DTCP, and other municipal authorities. Your role will involve recruiting new associates who are driven to create wealth through Real Estate Sales. You will be required to identify individuals who are motivated and well-suited for this field. Furthermore, you will be responsible for training and motivating Real Estate sales associates in life skills, attitude, communication skills, etiquette, selling skills, presentation skills, leadership, negotiation skills, and Soft Skills. This position requires a minimum of 3 years of experience in the Real Estate sector. The work location is in person, and the job type is full-time and permanent. The schedule includes day shifts, fixed shifts, and weekend availability. In addition to the base salary, benefits such as cell phone reimbursement, food provision, health insurance, internet reimbursement, leave encashment, paid sick time, and a performance bonus are included.,

About Hope for the Children Foundation (HFCF): Established in 2007, Hope for the Children Foundation (HFCF) is a non-profit organization dedicated to empowering vulnerable communities through long-term, strategic programs. With a focus on transforming the lives of children, women, and youth, HFCF drives social change, economic empowerment, and the promotion of equal rights. Committed to ensuring that every child has access to education and opportunities regardless of their background, HFCF actively fosters Child Friendly environments. The organization operates effectively across Pune, PCMC, and rural regions of Maharashtra. Role Description: This is a full-time, on-site role based in Wadgaon Sheri, Pune, for Child Friendly Facilitators at Hope for the Children Foundation. The role involves active participation in planning and delivering Training of Trainers (TOT) sessions, creating and implementing engaging lesson plans, monthly presentations, and worksheets. The facilitator will lead awareness and life skills sessions, and design child-centric activities that support holistic learning and development, ensuring the timely and effective completion of the planned curriculum. Qualifications: - B.Ed / M.Ed/ MSW - Proficiency in English and Marathi - 5 years of relevant work experience working with the development sector & NGOs and Teaching experience - Ability to work collaboratively in a team environment and Strong Interpersonal skill,

Kohinoor International School is looking for Special Educators to join our dynamic team and embark on a rewarding career journey Develop and implement individualized education plans (IEPs) for students with disabilities, learning difficulties, or other special needs Collaborate with parents, other educators, and support staff to design and implement effective educational programs that meet the individual needs of each student Adapt instructional materials and methods to the learning styles and abilities of each student Use specialized instructional techniques, such as multisensory instruction, to help students overcome their challenges and achieve their academic and personal goals Teach academic subjects, social skills, and life skills to students, as appropriate Assess student progress and modify instruction as needed to ensure that each student is making progress toward his or her goals Maintain accurate and detailed records of student progress and participation, as required by law Strong communication and interpersonal skills, with the ability to engage effectively with students, parents, and colleagues

Neev Academy is looking for Career Counsellor to join our dynamic team and embark on a rewarding career journey Career Assessments: Administer and interpret career assessments, aptitude tests, and personality assessments to gather information about the client's interests and abilities Individual Counselling: Conduct one-on-one counselling sessions with clients to discuss their career goals, interests, and challenges Resume and Cover Letter Review: Help clients prepare effective resumes and cover letters that showcase their skills and experiences Job Search Strategies: Provide guidance on job search strategies, networking, and interviewing techniques Career Exploration: Assist clients in exploring various career options, industries, and educational pathways Education Planning: Provide information about educational programs, training, and certifications that align with the client's career goals

The Hospitality Skilling Academy, Aarti-SAATHIYA, is dedicated to producing top-tier professionals for entry-level Hospitality Operations, highly sought after by leading employers. Our mission is to equip underprivileged youth with vocational training and career development opportunities, empowering them to excel in the Hotel Industry and achieve their career goals. As a Communications and Life Skills Trainer at the Academy, you will play a crucial role in mentoring and coaching students in English Language/Communication skills and Life Skills. Your duties will include coaching students, conducting assessments, preparing them for employment, and designing innovative teaching methods to enhance their learning experience. Key Responsibilities: - Coach students in English Communication Skills and Adult Literacy - Mentor students in Life Skills - Conduct Periodic and Summative Assessments - Prepare students for Employment Essentials - Design creative assignments and engaging activities for teaching Spoken English - Monitor assignment completion and engagement with SAATHIYA Digital Network - Collaborate with Senior Trainer to develop new interventions and improve curriculum - Provide career guidance and mentoring to alumni - Follow up with students and employers to track performance in the job Qualifications and Experience: - Education Qualification: Graduate or Post Graduate - Work Experience: 8-10 years in training Language and Communication skills, preferably with young adults from less privileged backgrounds Location: - Work from office - Email CV to hr@saathiya.academy Job Type: Full-time Schedule: Day shift Experience: 10 years preferred Work Location: In person,

As a Youth Empowerment Trainer at Lead India Foundation, you will play a crucial role in empowering the youth of India through engaging and transformative training sessions. You will work directly with students aged 14-22, delivering sessions on life skills, communication, career planning, leadership, and more. Your passion and energy will inspire young individuals towards personal and societal development. Your responsibilities will include conducting interactive training sessions using creative teaching methods such as storytelling, role plays, and multimedia. You will adapt your delivery to suit different age groups and backgrounds, creating an inspiring learning environment. Additionally, you will act as a mentor and positive role model for students, providing guidance to help them overcome challenges and become socially responsible leaders. Collaboration with internal teams is essential to ensure the timely scheduling and logistics of training programs. You will also support data collection and reporting to assess the impact of the training. Representing Lead India Foundation at community events and creating awareness about the value of life skills education will be part of your outreach efforts. To qualify for this role, you should have a bachelor's or master's degree in fields like social work, education, or psychology, along with 1-3 years of experience in training or youth development. Strong communication skills in English and local languages, high energy, and a passion for youth development are crucial. While knowledge of PowerPoint and social media tools is preferred, it is not mandatory. Joining Lead India Foundation offers you the opportunity to make a real impact on thousands of youths, work in a collaborative and mission-driven environment, and grow your career in the nonprofit sector. You will receive travel allowance and field support to carry out your responsibilities effectively. If you are ready to contribute to the mission of nation-building and empower the youth of India, please send your resume to acharya@leadindiafoundation.org. This full-time, on-site position is based in Kondapur, Hyderabad, with a work schedule from Monday to Saturday, 10:00 AM to 6:00 PM.,

The role at Catalyts for Social Action (CSA) requires you to implement and monitor programs in Health, Nutrition, Education, Life Skills, Career Prep, and Aftercare. Additionally, you will be responsible for ensuring that care leavers receive proper exit preparation and development opportunities. Field visits, data management, budgeting, and vendor relations are also key aspects of this role. Collaboration with internal and external stakeholders to enhance program effectiveness is an essential part of the job. To qualify for this position, you should hold a Bachelor's or Master's degree in Social Welfare, Development Studies, or a related field. A minimum of 5 years of experience in child rights or child protection is required. Strong skills in training, data management, and communication are also necessary for this role. This is a full-time position with benefits including Provident Fund. The work schedule is during the day, and a Master's degree is preferred for this role. The work location is in person.,

The Trainer, Coach and Mentor will be responsible for training, mentoring, and coaching students in FnB Service skills, Language skills, and Life Skills at SAATHIYA Academy. As an academic lead, you will oversee the faculty to ensure compliance with SAATHIYA processes. Key Accountabilities/Duties & Responsibilities: - Review and continuously enhance FnB Service Curriculum. - Prepare a plan for the delivery of the curriculum and hourly plan for each week of the program. - Train and guide students in FnB Service Skills, Theory, and Practical aspects. - Provide training to students in Communication Skills within the context of FnB Service. - Conduct Periodic and Summative Assessments for student evaluation. - Prepare students for Employment Essentials to enhance their job readiness. - Follow up with both students and employers regarding their performance in the job. - Manage the SAATHIYA Digital Network and guide students for their Career Progression and growth. - Assist in student mobilization and Week Zero Activities as required. - Facilitate On-The-Job Training Assignments and Job Placements. - Develop and maintain relationships with Hotels. - Offer guidance and mentorship to Faculty members. - Ensure SAATHIYA process compliance among all staff. - Regularly update the SAATHIYA leadership team. Requirements for Housekeeping Trainer, Coach, and Mentor position: - Proficiency in HK Service Theory and Practical Knowledge. - Soft Skills relevant to the Hospitality Industry. - Food & Beverage Service Skills. - Strong Communication Skills. - Proficiency in English and Hindi Language skills (Mandatory). - Proficiency in Punjabi is optional but preferred. Professional Qualifications: - Minimum 10-12 years of experience in the F&B Department of a Hotel, with at least 2 years of teaching experience. Location: - Punjab Work Type: - Full-time, work from office. To apply, please send your CV to hr@saathiya.academy. Schedule: - Day shift Experience: - Total work experience of 10 years (Preferred) Work Location: - In person,

Shri Ramswaroop Memorial Public School is looking for Special Educator (RCI Certified) to join our dynamic team and embark on a rewarding career journey Develop and implement individualized education plans (IEPs) for students with disabilities, learning difficulties, or other special needs Collaborate with parents, other educators, and support staff to design and implement effective educational programs that meet the individual needs of each student Adapt instructional materials and methods to the learning styles and abilities of each student Use specialized instructional techniques, such as multisensory instruction, to help students overcome their challenges and achieve their academic and personal goals Teach academic subjects, social skills, and life skills to students, as appropriate Assess student progress and modify instruction as needed to ensure that each student is making progress toward his or her goals Maintain accurate and detailed records of student progress and participation, as required by law Strong communication and interpersonal skills, with the ability to engage effectively with students, parents, and colleagues

Organization: Unessa Foundation Role: Volunteer Teacher Location:Vadodara Time Commitment: Every Sunday | 2 hours (10 AM to 12 PM) About Us Unessa Foundation is a not-for-profit organization dedicated to empowering underprivileged children through education and holistic development. We believe that every child deserves a fair chance to learn, grow, and succeed and you can be a part of this change. Role Overview As a Sunday Volunteer Teacher, you will contribute your time and knowledge to teach and mentor children from underserved communities in Vadodara . Your presence can help shape their future and ignite a love for learning. Key Responsibilities Teach basic subjects such as English, Life Skills, and General Knowledge in an engaging and simplified manner Help kids with reading, writing, and concept clarity Conduct fun-learning activities to maintain student interest Provide moral and motivational guidance Maintain a friendly, safe, and respectful classroom environment Report progress and share feedback with the Unessa team What Were Looking For Passion for teaching and working with children Patience, empathy, and a positive attitude Prior teaching experience is a plus but not mandatory Minimum age: 18 years Must be based in or able to travel to Vadodara Perks & Benefits Certificate of Appreciation Build meaningful relationships with students and fellow volunteers Opportunity to give back to society and impact lives Gain experience in grassroots educational efforts Be the change. Teach. Inspire. Transform lives. Join us in creating a better tomorrow, one Sunday at a time. Show more Show less

Treamis International School is looking for SEN (Special Educator) to join our dynamic team and embark on a rewarding career journey Develop and implement individualized education plans (IEPs) for students with disabilities, learning difficulties, or other special needs Collaborate with parents, other educators, and support staff to design and implement effective educational programs that meet the individual needs of each student Adapt instructional materials and methods to the learning styles and abilities of each student Use specialized instructional techniques, such as multisensory instruction, to help students overcome their challenges and achieve their academic and personal goals Teach academic subjects, social skills, and life skills to students, as appropriate Assess student progress and modify instruction as needed to ensure that each student is making progress toward his or her goals Maintain accurate and detailed records of student progress and participation, as required by law Strong communication and interpersonal skills, with the ability to engage effectively with students, parents, and colleagues

The Director will lead and manage the overall functioning of The Together Community , ensuring that the residential program for adults with autism and other special needs is inclusive, person-centered, and aligned with best practices in care, independence, and dignity. You will oversee a multi-disciplinary team and ensure delivery of holistic services including care, therapy, communication, work skills, health, and community integration. Key Responsibilities: 1. Program Leadership & Strategy Define and implement the vision and values of the community. Create long-term goals for inclusive, safe, and vibrant living for residents. Represent the community to families, government bodies, and external partners. 2. Resident Care & Well-being Ensure high-quality, individualized care plans for each resident. Oversee services including healthcare, therapy, life skills, nutrition, hygiene, leisure, and vocational training. Promote independence, safety, and self-esteem among all residents. 3. Team Management Lead and mentor a diverse team including caregivers, therapists, trainers, and administrative staff. Plan and deliver staff training, capacity building, and performance reviews. Create a culture of compassion, inclusion, professionalism, and accountability. 4. Family & Community Engagement Act as the primary point of contact for families and guardians. Organize regular meetings, updates, and feedback sessions with families. Build relationships with local organizations for community-based activities and inclusion. 5. Operations & Compliance Manage daily operations, resident routines, and internal systems. Ensure all statutory, health, and safety regulations are met. Maintain documentation, records, reports, and evaluation data. 6. Budgeting & Resource Management Oversee budget planning, expenditure, and resource allocation. Ensure responsible and transparent financial management. Support fundraising and development efforts where applicable. Qualifications 1.Educational Qualification: Bachelors or Masters Degree in Special Education, Disability Studies, Psychology, Social Work, Rehabilitation, or a related field. 2.Experience: Minimum 10 years of relevant experience in disability services, autism care, or supported living programs. At least 5 years in a senior leadership or program management role. Preferred Certifications: RCI (Rehabilitation Council of India) registration (if applicable) Certifications in Autism Intervention, Applied Behavior Analysis (ABA), or Inclusive Education will be a plus. 3.Language Proficiency: Mandatory: Fluent in English Preferred: Proficiency in Tamil, Telugu, or Hindi (at least one regional language is required for effective communication with families, residents, and staff) Show more Show less

The position available at Don Bosco High School, Siwan is seeking an individual with a minimum of 12 years of experience, although freshers with relevant training are also encouraged to apply. The ideal candidate should hold a certification in ECCEd / Montessori / NTT along with a Graduation degree in any stream. This is a full-time, on-campus role that comes with benefits such as residential facility and one-time travel reimbursement for hometown visits. As a part of the team, your primary responsibility will be to create a joyful, nurturing, and developmentally appropriate classroom environment for children aged 3 to 5. You will be expected to deliver engaging lessons in phonics, numeracy, language development, and life skills using play-based and theme-based methodologies. Additionally, you will play a crucial role in fostering social-emotional growth, confidence, and basic etiquette among the students. Planning events, celebrations, and classroom activities in alignment with the school values will also be a part of your duties. Effective collaboration with co-teachers and maintaining open communication with parents are essential aspects of this role. To excel in this position, you must possess a genuine love for working with young children and a wealth of creative ideas. Demonstrating patience, empathy, and a joyful demeanor is crucial for success in this role. Basic proficiency in technology, including digital portfolios and smart class tools, is required. Moreover, fluency in English, both spoken and written, is a must-have skill for effective communication with students, colleagues, and parents.,

Position Reports to: Programs Sr Officer/ Assistant Manager/ Manager Location: Ramanagara Purpose: The Programs Associate is responsible for coordinating and delivering CMCA APF Project in Ramanagara. In specific this position is responsible for enrolling, managing and mentoring youth (imparting Constitutional values and life skills including career, livelihood, social and emotional learning (SEL) skills) in the CMCA centre and beyond, and supporting youth in collective action and experiential learning journeys. This position is responsible for day-to-day implementation, monitoring and reporting to Senior Officer. Key Responsibility Areas (KRAs) 1. Coordinate and Implement APF programs in the Ramanagara Work with program leadership to plan and implement a variety of activities and events targeted at enrollment of youth for the program Support with identifying additional expert resources to deliver complementary and supplementary learning inputs Document and report on program management aspects Performance Indicators: Maintenance of the Hub infrastructure, quality and cleanliness etc as a center of excellence and as a safe, and democratic space for youth participants, partners and team Timely and adequate enrollment of youth for the program Engagement and retention of youth Timely delivery of training Timely and accurate documentation Quality and accuracy of reports and data 2. Be a mentor, role model and guide youth fellows and youth collectives through their learning journeys (Includes Alumni Journeys) Ensure and manage attendance and participation of youth for each program Observe and mentor participants on an ongoing basis Deliver training modules to batches Guide and mentor participants to complete their individual learning journeys and complete course requirements Identify youth with potential to take on leadership and change maker roles Guide and mentor batches to form collectives and take on collective action initiatives Implement plans to manage alumni of each batch Maintain and manage the required data and information for each batch and for each participant as per required formats and templates (registration, performance, participation and engagement etc) Performance Indicators: Quality of feedback from youth participants and master trainers Increased knowledge/enhanced skills/favourable shifts in beliefs, attitudes and values among the intervened youth as per defined targets and outcomes Enhanced participation of youth fellows in experiential learning activities as per defined targets and outcomes Enhanced participation of youth fellows in the livelihood and career-building courses/workshops conducted by partner organizations 3. Stakeholder Management Build and manage relationships with education institutions / other sources of recruitment of youth Scan the market to identify potential partners and collaborators and share with program leadership Support in maintaining relationships with local government officials Collate and provide data and reports on milestones as needed for various stakeholders Performance Indicators: Enhanced support of (sensitized) community leaders, panchayat, local govt functionaries and other stakeholders Feedback received Quality and accuracy of reports and data 4. Capacity Building Acquire and be equipped with the necessary skills & tools to guide fellows Keep up to date with social, political, and education-related new thinking, trends, issues Attend organization training programs Seek feedback and identify opportunities and avenues to enhance own capability Build own capability in delivery of quality programs and be committed to learning and continuous improvement Support in developing the capability of field volunteers Performance Indicators: Quality of ideas/ suggestions Training programs attended Independent efforts made to enhance own capability External opportunities for learning leveraged 5. Grow the CMCA footprint Be a champion for CMCA and represent the organization within the location/region Identify opportunities to grow and expand the reach of CMCA - depth and breadth Support organization initiatives and contribute to other areas as needed Performance Indicators: Feedback from other department colleagues External connections made/ nurtured Alignment with CMCA Values and Principles Education Background: Minimum: Graduate in Sociology/ Development Studies Desirable: A Masters degree or equivalent / M.Ed. Years of Experience: Min 3 years of relevant experience (training, teaching) Industry Exposure: NGO of a similar nature School or College Type of Experience: Exposure to teaching, working with students especially youth/ education is highly desirable, though not mandatory Community level work in engaging youth would be an advantage Basic computer skills - Microsoft tools such as Word/ PowerPoint/ Excel; Internet usage; familiarity with Apps Preference will be given to candidates from Ramanagara

Rehaab Roots is looking for Special Educator to join our dynamic team and embark on a rewarding career journey Develop and implement individualized education plans (IEPs) for students with disabilities, learning difficulties, or other special needs Collaborate with parents, other educators, and support staff to design and implement effective educational programs that meet the individual needs of each student Adapt instructional materials and methods to the learning styles and abilities of each student Use specialized instructional techniques, such as multisensory instruction, to help students overcome their challenges and achieve their academic and personal goals Teach academic subjects, social skills, and life skills to students, as appropriate Assess student progress and modify instruction as needed to ensure that each student is making progress toward his or her goals Maintain accurate and detailed records of student progress and participation, as required by law Strong communication and interpersonal skills, with the ability to engage effectively with students, parents, and colleagues

Sri Kumaran Children?¢????¢s Home Educational Council is looking for Special Educator to join our dynamic team and embark on a rewarding career journeyDevelop and implement individualized education plans (IEPs) for students with disabilities, learning difficulties, or other special needs.Collaborate with parents, other educators, and support staff to design and implement effective educational programs that meet the individual needs of each student.Adapt instructional materials and methods to the learning styles and abilities of each student.Use specialized instructional techniques, such as multisensory instruction, to help students overcome their challenges and achieve their academic and personal goals.Teach academic subjects, social skills, and life skills to students, as appropriate.Assess student progress and modify instruction as needed to ensure that each student is making progress toward his or her goals.Maintain accurate and detailed records of student progress and participation, as required by law.Strong communication and interpersonal skills, with the ability to engage effectively with students, parents, and colleagues.

As a Soft Skill Trainer / Life Skill Trainer at Brainlurn, you will play a crucial role in bridging the gap between academic learning and real-world readiness. Your primary responsibility will be to conduct engaging and interactive training sessions for students and teachers on life skills, career planning, and personal development. You will have the opportunity to facilitate workshops and seminars across various schools and educational institutions, empowering individuals with essential life skills and career guidance. In addition to group sessions, you will also provide one-on-one counseling sessions to help students make informed academic and career choices. Collaboration with the Brainlurn team is essential, as you will work together to design and deliver customized training modules that cater to the specific needs of the audience. Your ability to evaluate the impact of training programs and provide constructive feedback for continuous improvement will be crucial for the success of the programs. To excel in this role, you are required to have a minimum of 4 years of classroom teaching or facilitation experience. Strong command of English, excellent communication skills, and willingness to travel to different locations are essential. Your interpersonal skills, presentation abilities, and motivational capabilities will be key to effectively engaging with students and educators. Prior experience in life coaching or career counseling will be advantageous in this role. Brainlurn offers competitive compensation packages based on your employment status. Full-time positions come with industry-leading benefits, while freelance opportunities offer compensation based on your experience and expertise. If you are passionate about shaping the leaders of tomorrow and meet the qualifications outlined above, we encourage you to apply by sending your updated resume to hr@brainlurn.com with the subject line: Application for Soft Skill Trainer - Rohtak, Haryana. Please note that applicants should be currently located in Rohtak or willing to relocate to Rohtak to be considered for this position.,