Assistant – Programme implementation Unit (Academic Support Fellow)

JOB DESCRIPTION Job Title

Assistant – Programme implementation Unit (Academic Support Fellow)

Grade

I Department

Programme Implementation Reporting to

Assistant Manager-PIU Location

Sanand-Ahmedabad (Gujarat) Contract

October 2026-September 2029

Background:

Bal Raksha Bharat (also known as Save the Children) is India’s leading independent child rights’ organisation, which works in 16 states of the country. Beginning its journey in 2008 in India, and registered as ‘Bal Raksha Bharat’, we have changed the lives of more than 12.4 million (1.2 crore) children till March 2022. We firmly believe that every child deserves the best chance for a bright future, which is why, we are fiercely committed to ensuring that children not only survive but thrive. With a bold ambition and a powerful vigilance, we do whatever it takes to save the children. In India and across the world, Save the Children works on-ground – every day and especially, in times of crisis. Our pioneering programs address children’s unique needs; giving them a healthy start, an opportunity to learn as well as protection from harm. When crisis strikes, we are always among the first to respond and the last to leave. We are the outspoken champions for children, ensuring that their voices are heard and their issues are given top priority. Drawing on a century of leading expertise, we take on the toughest challenges, facing the hardest-to-reach children – especially those unfairly excluded from the world’s progress.

PROJECT BRIEF

BRB, in partnership with Bosch India Foundation run the Program “EXCEL” in Sanand Block, Ahmedabad. This project is aiming to execute concept of 21st century skills in current education practices as emphasis by National Education Policy. This National Education policy emphasizes ‘The 4Cs’—communication, collaboration, critical thinking, and creativity—which are to be taught within the context of core subject areas, social and cross-cultural skills, proficiency in languages other than English, and an understanding of the economic and political forces that affect societies

Role Purpose:

The role is to work with Schools and Children under the guidance of an Assistant Manager and thematic leads at National / State level teams to take forward a project that is focused on 21st-century skills in schools through facilitating capacity-building programmes for the school functionaries, undertaking baseline and end lines, working with teachers and students to inculcate the skills imparted through the given by emphasizing activity-based and experiential learning for skill development. The role involves providing continuous mentoring to the teachers and students to proactive the skills that were provided through training programmes inbuilt into the project design. Overall responsibility of undertaking all the field-level activities with the support of the Assistant Manager at the school level.

The Facilitator's role is field operations to implement the project and its activities as per the project design. Continuous interaction with teachers who have trained under the project to take forward the skills to the field for practice and to create 21st-century model schools by demonstrating activity-based teaching, experiential learning, and creating no and low-cost teaching material to teach the skills to the students by ensuring student participation in classroom process.

Facilitating activities, and building a strong relationship with schools, teachers, students, and other project stakeholders for an effective implementation of the project to fulfill the overall project objectives as per the project design.

SCOPE OF ROLE

Scope: To work on Building perspectives on the 21st Century Skills project for the Gujarat

Reports to: Assistant Manager-PIU

Staff reporting to this post: No

Budget Responsibilities: No

Role Dimensions: 100%

Context:

Development "Student learning" is the core purpose of a school's existence, with classrooms being the primary focus where most learning occurs. It's crucial to transform our classrooms into nurturing spaces that foster comprehensive student development. Despite the progressive changes proposed by NCF 2005 and RTE 2009 to create vibrant, hands-on, and experiential learning environments, there is still a lack of solid evidence that these changes have been fully implemented as intended. There is an inter connectedness with respect to 21st century skills and the age levels of students. Building 21st century skills can be started from the early age itself that is at the age of 3. In fact, Teachers play a pivotal role in this process, as they are the primary facilitators of the learning environment. Creating an atmosphere that fosters the acquisition of these skills depends heavily on their ability to implement innovative teaching methods. Therefore, solutions aimed at developing 21st-century skills in students must centre around empowering teachers with the necessary tools, training, and support. By focusing on teachers as key changemakers, we can ensure that classrooms become dynamic spaces where students can thrive and develop the competencies needed for their future success under lenses of NEP 2020. The NEP 2020 is aimed to equip students with the skills needed for success in the 21st century with a special focus on Critical Thinking, Creativity & Innovation, Collaboration, Communication which lays the groundwork for a holistic and multidisciplinary education system. The term 21st century skills refer to a broad set of knowledge, skills, work habits, and character traits that are believed— by educators, school reformers, teachers and education functionaries and to face the challenges of the 21st century world that is globally-active, digitally transforming, collaboratively moving forward, creatively progressing, seeking competent human-resource and quick in adaptability.

The title of the project is: Building perspectives on 21st Century skills supported by Bridge Foundation of BOSCH Limited

GOAL: TO EMPOWER EDUCATORS BY ENHANCING THEIR UNDERSTANDING OF EXPERIENTIAL TEACHING AND LEARNING METHODS, AND EQUIPPING THEM WITH ESSENTIAL 21ST-CENTURY SKILLS TO EFFECTIVELY PROMOTE STUDENT DEVELOPMENT AND SUCCESS.

Role & responsibilities ( KEY AREAS OF ACCOUNTABILITY

Assistant Support Fellow is the key focal person between teachers and Children. The Academic Support Fellow (ASF) will be responsible for the overall operations of the execution of experiential teaching learning practice by the teachers in classroom session including suggestive improvement in learning skills, literacy skills and life skills including supporting children in academic activities, maintaining documentation, and managing school relationship, data and records. The ASF will support to teachers and facilitate in academic classes conducted in te school with trained teachers. He / She is responsible for preparing meeting minutes & reporting of meetings/training with different Teachers, students, School management, block and cluster resource persons based on the needs of the project. ASF will create a healthy and supportive environment in offices, and schools in which all activities can be delivered by supporting and coordinating with local communities and appropriate stakeholders to meet the project objectives with quality with timely deliverables & support to other project facilitators for coordinating meetings & training.

Key Deliverables: Support the Assistant Manager – Be the focal person to plan and implement project activities,

awareness building, establish linkages, at the area wise/Cluster level as per the project design and time frame. Contribute his/her actions for strengthening of a project strategy to fulfill the overall project objective and its quality parameters.

• Facilitate the Trainings programme, refresher training with teachers, block and district level consultation and build capacities of teachers and other officials at various levels
• Prepare the session plan for school, for training and refresher workshop and take session as per requirement.
• Develop academic timetables and design innovative Teaching-Learning Materials (TLMs) for children with joint engagement of school teachers.
• Facilitate and Involve in all assessment including pre, post test, Baseline and end line studies, copy checking, and date entry in prescribed format.
• Undertake regular schools’ visits, regular basis, observed the classroom session of teachers in the context of experiential teaching learning practices, initiate feedback and suggestion measure in consultation with teachers and record field visit in prescribed format.
• Maintain records, MIS and field documents to support the monthly and quarterly reports.
• Documentation of best practices, case studies for sharing with donor and to publish in internal journals
• Preparation and sharing of Monthly and Quarterly field reports to Assistant Manager or State Office with accurate information for support MIS at state level
• Support the Assistant Manager and other team members at SPO for timely and quality project/donor reporting as per the time line. Coordinate with Assistant Manager/Manager for cross sharing, learning and improving the quality of the project.
• Support SC Info/BRISK data collection and collation as and when required
• Support the field visits of Donor or teams from SPO, PIU level and NSO
• Abide the local office administrative procedures including the terms of timings, code of conduct, child safe guarding policy as per the BRB’s staff charter
• Adhering to all financial norms and procedures of Bal Raksha Bharat
• Undertake appropriate additional responsibilities as assigned by the line manager

BEHAVIOURS (Values in Practice)

Accountability:- S/he should be accountable for evaluating his/her performance or behavior related to work/community/children/society for which s/he is responsible. The term is related to responsibility but is regarded more from the perspective of oversight.

Ambition:- S/he should desire to achieve a particular goal as well as aspiration in respect of the project.

Collaboration:- S/he should work in a collaborative method with respective stakeholders (direct or indirect) and will make something together. To collaborate is to commit to the possibility of producing an outcome greater than one that would be developed in a silo.

Creativity :- Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others.

Integrity:- Integrity is the quality of being honest and having strong moral principles. S/he must be truthful and honest with him/herself and others and should align own personal behavior and his/her action will be aligned with own values, principles and ethics. S/he would have her self-awareness and have really explored the value system.

Reporting:

Direct (solid-line) to (administrative): Assistant Manager-Project

Matrix (dotted-line) to (functional): Not applicable

Direct reports (line management responsibility if any): Assistant Manager-Project

Candidate specification:

Essential (Required) Desirable (Asset)

• Minimum 3-5 years of experience in teaching (Especially English, Science, Math with Grade 3-8th standard) and working with children & Development projects /working NGOs
• 6-7 years of experience in teaching, working in the development sector for bachelor degree holder
• Working in education projects with special experience in working with education projects (Schools and Children)
• Experience in working with Government departments
• Excellent verbal, written, and communication skills, fluency in the local language and Hindi & English
• Self-motivated & ablity to work in a team
• Strong MIS skills for developing and designing MIS for Scholarships including Google spreadsheets, Canva, Kobo tools, and Excel.

• B.Ed./M.Ed. /Bachelor's Degree in Social work with adequate experience in the field. Preference given to those having degree in teaching.
• Good communication and reporting writing skills
• Knowledge in MIS and data management
• Team player

Degree/Diploma

Skills & Knowledge

• Strong commitment to the aims and objectives of BRB
• Child Safeguarding and respect for women & community
• Excellent communication skills
• Interpersonal skills
• Excellent Writing skills with more than average knowledge on MS Office package
• Team Player & leader
• Willingness to travel
• Willingness to work irregular hours when the job dictates (such as for events, in emergency response times etc)

Essential

PERSONAL ATTRIBUTES

• High degree of professional and personal integrity
• Positive attitude: High motivation, proactive & flexible-yet-uncompromising
• Quick learner
• Respect for deadlines
• Attention to details
• Ability to work long hours under pressure
• Team player
• Willingness to abide by SC BR’s Child Protection Policy
• Willingness for extensive travel within and in the state.

Essential

Disclaimers:

• Commitment to and understanding of BRB aims, values, and principles
• Recruitment and selection procedures, which include rigorous background checks, reflect our commitment to the protection of children from abuse
• BRB aims to be an equal opportunity employer. We welcome all applications irrespective of age, race, colour, gender, disability, sexual orientation, religion, belief or creed. Women candidates are encouraged to apply. We are also open to applications from people who want to work flexibly.

Child Safeguarding level required/ appropriate for the role:

Job level

Statement

Level 1

The role holder will not have contact with children and/or young people, or access to personal data about children or young people, as part of their work; therefore a police check will not be mandatory unless the content or location of the role changes, in which case the Child Safeguarding level will be reviewed.

Level 2

Either the role holder will have access to personal data about children and/or young people as part of their work; or they will be working in a ‘regulated’ position (accountant, barrister, solicitor, legal executive); therefore a police check will be required.

Level 3

The role holder will have contact with children and/or young people either frequently (e.g. once a week or more) or intensively (e.g. four days in one month or more or overnight) because they work in country programs; or are visiting country programs; or because they are responsible for implementing the police checking/vetting process staff.