Afghanistan’s rural communities face limited livelihood opportunities and widespread low literacy rates, particularly among women and girls. The Skills Development and Literacy (SDL) programme provides an integrated pathway: combining livelihood skills training (tailoring, embroidery, vegetable farming, food processing, poultry, dairy production, etc.) with functional literacy (reading, writing, numeracy) to strengthen learners’ capacity to generate income and improve daily life.
Given the realities of remote rural areas, SDL facilitators are ideally selected from the same community to ensure familiarity with local norms, trust, and effective communication.
Objective of the Position
The SDL Facilitator will be responsible for teaching both primary vocational skills training with integrated functional literacy , using textbooks and practical demonstrations. The aim is to ensure that literacy directly supports skills learning, so that participants can apply reading, writing, and numeracy in their chosen trade and daily activities.
Key Responsibilities
1. Integrated Skills & Literacy Training
- Deliver hands-on training in at least one vocational area (e.g., tailoring, embroidery, poultry, dairy, food processing, vegetable farming).
- Use participatory, demonstration-based methods appropriate for adult learners with low literacy.
- Teach literacy and numeracy directly connected to vocational tasks (e.g., reading measurements, keeping basic records, using written labels).
- Follow the Donor standard curriculum and integrate textbook-based lessons into practical sessions.
- Conduct regular assessments to measure and support learners’ progress in both literacy and skills.
2. Community Engagement
- Mobilize learners with support from Village Skills Committees (VSCs).
- Foster an inclusive, respectful, and safe learning environment that encourages women’s participation.
- Promote the benefits of combining literacy and skills for household and income generating improvements.
3. Administration & Reporting
- Maintain records of attendance, learner progress, and material usage.
- Prepare and share reports with supervisors (District Community Mobilizer or programme officer).
- Take care of training tools, textbooks, and learning materials.
4. Capacity Development
- Participate in pre-service and in-service training provided by the master trainers.
- Continuously improve teaching methods through peer learning and practical feedback.
- Share feedback from learners and communities to improve curriculum relevance through the IPs’ monthly progress reports.
