Background of the project:

• LNGB project is designed based on one of the successful learning model of alternate learning Program where girls learn literacy and numbery skills.


• The Leave No Girl Behind (LNGB) project is aiming to support the ‘harder’ and ‘hardest’ to reach out-of-school adolescent girls between 10 and 19 years of age in gaining literacy, numeracy and other skills relevant for life and work. 


•   After completion of L&N cohort, girls enrol in technical and vocational training programs, where girls learn technical skills around market driven trades/skills.


• The span of technical courses are 3-4 months. 


•   the aim of the TVET component is double fold and provides opportunity to the girls to start income generation and improve their life standard.


• They are utilizing the earned money for their own and families’ education expenses.

Overview of the Post

• The Skills TVET officer will support the implementation of TVET, employment and entrepreneurship and will mainly be responsible for conduction of Knowledge about business (KAB) training component in LNGB project.


• Under the supervision of TVET Specialist, deputy team leader and Food security livelihood adviser, TVET officer will support employment and entrepreneurship implementation of Technical and Vocational training program which also include Business incubation interventions, private sector engagement, institutional support to TVET and life skills for most marginalized adolescent girls. She will engage youth /adolescent’s girls in community based programming and skill building training programsFunctions

Objective 1 – Engage market stakeholders to create earning opportunities for graduates

• Engage micro, small and medium enterprises, business associations/ trade unions and cooperatives in the identification of occupations and occupational skill sets for potential employment opportunities and connect with private sector enterprises.

Objective 2- Knowable about business Trainings (KAB)

•  Identification and selection training venue with consultation of program and coordination.


• Submission of KAB training roll out plans and training schedules.


• Developing training material including manual, handouts, banner, lesson plan etc. with consultation of TVET Specialist.


• Making logistics arrangements including stationary, venue arrangements.


• Developing of pre-post training evaluation form.


• Conduction of training at selected venue by ensuring 100% attendance of the trainees.


• Development of Business plans of the trainees.


• Development of training report.


• Follow up with trainees for their link development with identified businesses

Objective 2 – Link TVET’  trainees and link them with relevant market players

• Mobilize  the trainees and create further industry linkages.


• ·Support TVET Specialist with technical knowledge and capacity building to link adolescent’s girls to relevant employers or market their products effectively in a competitive local and regional environment.


• Engage private sector to provide employment-related services to all trainees in order to support their efforts in finding employment opportunities upon completion of skills development training.


• Strengthen the capacity of adolescent girls on business plan development and micro-entrepreneurship trainings.


•  Ensure that graduates are linked with apprenticeship opportunities


•  Ensure that graduates find income generating opportunities, including the promotion of small business development and micro-finance loans together with the anticipated partnership with private sector engagement and government led Rozgar schemes PMN


•  Identify sustainable business development opportunities in local and regional markets.

Objective 3 – Link graduates with income opportunities and financial services

On the job training -

• Supervise, monitor and evaluate internship and apprenticeship programs in order to ensure that the interns and apprentices trainees receive quality training in terms of time, access and hands-on practical opportunities during the training programs.

Career counselling –

• Play a leading role in providing support, guidance and advice on possible employment opportunities to TVET centers and TVET graduates.

Business development – 

• Support graduates in preparing business plans for self-employment and applying for micro-finance loans.

Reporting –

• Produce timely reports on monitoring giving both quantitative and qualitative data/information measuring progress against set benchmarks/indicators; highlighting program achievements, constraints and key recommendations.


• Produce timely progress monthly and quarterly progress report.


• The TVET officer is expected to provide regular reports to the TVET Specialiston the progress of the implementation of activities and on observations made during the mission and collaborate closely with the AME unit as part of monitoring and evaluation activities.

Awareness - 

• Contribute to enhanced awareness/reputation of technical and vocational education as a means to improve employment and income perspective of youth.

Liaison - 

• Work closely with internal departments, project partners and external stakeholders and ensure good working relations prevail.

Essential skills

• At least 2 years’ experience in the development sector / or alternatively at least 2 years’ experience of working in business management in the private sector, preferably in a trade relevant to the selected courses or in the TVET sector.


• At least 2 years’ KAB/Entrepreneurship training preferably in a development project


• Bachler degree in relevant field Business administration/ Commerce


• Experience of training communities in small business development and/or promoting local entrepreneurship


• Experience of conducting market appraisals and assessments for gathering information on demand and supply, ideally related to the selected trades* or technical and vocational education and training sector

Desired skills

• Experience of marketing products or services, preferably in relation to Technical and Vocational Education and Training and the skills taught in the selected courses.


• Experience of forming interest groups for income generation (e.g. savings groups, cooperatives, trade unions)


• Experience of working with TVET institutes and/or TVET sector stakeholders

ACTED SOPs:

• Good understanding of child safeguarding/protection/inclusion issues in Pakistan. Particularly for girls.


• Good fluency in Sindhi language and good interpersonal, communication, motivation and presentation skills.


• ACTED is commitment to zero tolerance to all forms of violence against children, beneficiaries and staff.


• ACTED is equal opportunity employers.


• Minorities are encouraged to apply.


• Candidates with disabilities are encouraged to apply.


• Final selection will be based on security clearance of the candidate.