The Program Curriculum Lead heads Sol s ARC s Inclusive Education portfolio for Foundational Literacy and Numeracy (FLN - English and Maths) in a cascading implementation model. Sol s ARC trains and supports state teams, partner organisations and master trainers, who in turn work with teachers and schools. The role focuses on:
- Designing and refining the Inclusive Education Framework for FLN.
- Developing and reviewing FLN curriculum and training materials.
- Building capacity of partners and internal teams.
- Managing NGO and government partnerships.
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Using evidence and feedback from the field to improve programme design and delivery.
What We Need
We need a strategic yet hands-on leader who can think at the framework and system level and work closely with state, partner and internal teams. You will:
- Anchor inclusive FLN curriculum and training design.
- -Lead cascading training models for state and partner teams.
- Serve as the key technical resource for government and NGO partners.
- Support multiple projects across states.
- Build a strong, motivated Inclusive Education team that delivers high-quality content and training on time.
Key Responsibilities
1. Curriculum & Training Design (Cascading Model)
- Develop and update Sol s ARC s Inclusive Education Framework and principles for FLN (English and Maths), with a strong focus on inclusion, accessibility and alignment to NIPUN, NEP and Samagra Shiksha.
- Guide the team to design curriculum and learning materials (workbooks, worksheets, lesson plans, assessments, teacher handbooks, goal sheets, concept maps, etc.) that are simple, inclusive and easy for educators and trainers to use.
- Review content and training materials to ensure minimal errors, alignment with Sol s ARC pedagogy and adherence to government guidelines; ensure UDL-based design that works in multigrade, CwSN and low-resource settings.
- Design cascading training frameworks and annual training calendars for state teams, partner organisations, master trainers and resource persons.
- Oversee development of training materials (PPTs, manuals, modules, videos, TLMs, pre- and post-assessments) that enable others to train and support educators effectively, and facilitate/co-facilitate key trainings and ToT workshops.
2. Monitoring, Evidence & Improvement
- Work with the Monitoring & Evaluation team to define indicators for curriculum and training effectiveness in the cascading model.
- Set up tools and processes (feedback forms, training evaluations, implementation observation formats, assessment tools) that state and partner teams can use consistently.
- Use data and feedback from partners, trainers and field teams to regularly improve curriculum, training design and implementation plans.
3. Partnerships & Stakeholder Management
- Serve as the primary technical point of contact for Inclusive Education for Sol s ARC s partners (NGOs, networks, government stakeholders).
- Manage and grow education project partnerships, especially those focused on FLN and inclusive education delivered through cascading training models.
For government partners (state / UT/district):
- Coordinate with Samagra Shiksha, Inclusive Education Cells, SCERTs and other bodies to co-design curriculum, trainings and implementation plans.
- Align Sol s ARC materials and training plans with state priorities, timelines and structures.
- Support government teams to integrate inclusive practices into their teacher training and support systems.
For NGO partners:
- Co-create curriculum and training plans and support their teams to adopt and adapt inclusive content.
- Provide ongoing technical support through review meetings, coaching calls, exposure visits and shared learning spaces.
Across all partnerships:
- Collaborate with state leads and state teams through regular check-ins and sharing of best practices, ensuring program delivery is as planned.
- Ensure project deliverables and timelines are clearly defined, met and documented.
- Ensure the effectiveness of curriculum and trainings (as implemented by state/partner teams) is captured and presented through reports, presentations, and -inputs for concept notes and proposals.
4. Team Management & Development
- Lead the Inclusive Education team (curriculum developers, trainers, project coordinators, state-level staff, etc.) with clear roles, goals and work plans.
- Set up and use project trackers and simple systems for planning, documentation and reporting; monitor progress against timelines and deliverables.
- Build cohesion and collaboration across states through regular check-ins, problem-solving discussions and sharing of best practices.
- Ensure each team member has a Learning & Development (L&D) plan and that their learning and growth are tracked and supported.
- Provide regular coaching, feedback and performance inputs in line with organisational processes and promote a supportive, inclusive and learning-oriented team culture.
Key Performance Indicators (KPIs)
- FLN frameworks, workbooks, handbooks and cascading training materials for states and partners are developed, reviewed and delivered within agreed timelines (TAT).
- Regular capacity-building is conducted for state teams, partner organisations and internal staff (planned quarterly external trainings and at least one internal development session per month), with participation and feedback documented.
- Inclusive worksheets, session plans and teaching aids aligned to NIPUN outcomes and goals are created and reviewed with strong content accuracy and usability for educators and trainers.
- Curriculum and training designs are refined periodically based on assessment data, training feedback and partner inputs, with key changes captured in review notes and reports.
- Knowledge and communication outputs are delivered on time (e.g., weekly inputs for the IncluEd chatbot, monthly content for the communications team, and at least one relevant external course completed annually).
- Partnerships and team functioning are strong and reliable, reflected in positive feedback from government/NGO partners, timely delivery of project commitments, and a cohesive team that meets agreed outcomes in a cascading model.
Person Specification
Qualifications
- Master s degree in Education, Special Education, Social Sciences or a related field.
- Additional certification or training in Curriculum Development, Inclusive Education, Project Management or Educational Leadership is an advantage.
Experience
- 8-10+ years of experience in education sector roles such as curriculum development, teacher training, FLN or programme management.
- Experience managing education-related project partnerships with:
- NGOs working in education, and Government education systems (e.g. Samagra Shiksha, SCERT, State Education Departments).
- Demonstrated track record of meeting project deliverables and timelines.
- Experience in designing and/or implementing FLN programs (English and/or Maths) is strongly preferred.
- Prior experience in inclusive education or disability is
not mandatory
, but will be a strong added advantage.
Skills
- Strong skills in curriculum design, teacher training and facilitation.
- Ability to simplify concepts and design materials that are easy for educators and trainers to use.
- Good understanding of learning assessment and basic monitoring and evaluation.
- Excellent relationship-building and communication skills with diverse stakeholders (government, NGO partners, internal teams).
- Ability to plan, prioritise and manage multiple projects at the same time.
- Strong people management skills - goal setting, feedback, coaching and team motivation.
- Good computer skills (MS Office / Google Workspace; comfort with project trackers and basic data).
Attributes
- Deep belief in inclusive education and equity for all children.
- Team player with a collaborative and respectful working style.
- Detail-oriented, yet able to see the big picture.
- High ownership, reliability and follow-through on commitments.
- Curious and reflective, open to learning from data, partners and field realities.
- Comfortable working in a fast-paced, growing NGO with evolving programmes and partnerships.
Required Skills
Time & Priority Management Inclusive Education Inclusive Program Design & Delivery Teamwork Problem-Solving & Critical Thinking project Management
