Location: Pune
Travel: As per the project need
Position Overview:
Done well, children learn by
building, growing, cooking and repairing. They understand how things work,
respect all kinds of work, and see more choices for their future. Done badly,
it becomes one more period on the timetable.
Two things decide which one
happens: how well teachers are prepared, and whether their material works in a
real classroom. This role builds both as one system, and helps states use it at
scale.
Purpose
of the role:
You
will find the needs that keep coming up across states, build solutions many
states can use, and help each state adapt them without losing what makes them
work. You will always look for ways to reach more teachers with less manual
effort, using technology where it helps and keeping people where they matter
most.
You
will set the standard for how LAHI prepares teachers and builds learning
material, and lead a small team that designs training and material.
What
you will do:
- Prepare teachers
and trainers. Decide what teachers, trainers, mentors and master trainers
should be able to do, and build the path to get there. People move up by
showing they can do the work, not by attending. Build a training cascade:
a small group of strong trainers prepares the next level, who then prepare
teachers. Support teachers after training through mentors, peer groups and
short refreshers.
- Build material
that works in many states. Keep the teaching approach, core skills, safety
and assessment the same everywhere. Let language, local trades and
examples change. Decide what to reuse, improve, build or stop using,
including the material LAHI has built over twenty years, and make sure it
works in schools with few resources. Keep one shared library, with one
correct version of each resource and one person responsible for it.
- Release complete
packages, and keep improving them. Each package has the student material,
the teacher training to use it, and a way to check what students learned.
Each must show what students will learn, what practical work helps, and
what proves they learned it. You own their quality: try packages in real
classrooms, learn from teachers and student work, and make the next
version better.
- Use technology
to do more with less manual work. For example: online modules for the
knowledge part of training, AI-assisted drafts and translations checked by
people, and simple phone tools for teacher support and observation.
- Work with state
teams and state institutions. Our state teams bring real needs and
deadlines from government. Work closely with them, and notice when several
states need the same thing. Strengthen SCERTs, DIETs and district trainers
so they can run day-to-day teacher training themselves, to the same
standard.
- Lead the team.
Guide the team and specialists, and manage budgets and timelines. When
states need different things at once, decide what comes first and explain
why.
What success looks like:
- Teachers use the material well in
classrooms, and trainers can observe their work and help them improve.
- Students can show what they learned
through practical work, not just that they did the activity.
- Material is reused across states without
losing quality.
- States run more of the day-to-day
training themselves.
Your
closest partners are LAHI’s state teams. You will lead a small team, including
a senior associate for teacher training, writers, instructional designers and
designers, supported by subject and language specialists. Training reaches
teachers through master trainers and state and district trainers. Outside LAHI,
you will work with SCERTs, DIETs, state departments, boards, universities and
local practitioners.
What
will be demanding:
Several
states may need different things urgently at once, and you will be asked to
release work before it is tested. You will need to tell apart what one state
needs now from what every state will need, keep quality while offering a
practical way forward, and travel often to stay close to schools.
About
Lend A Hand India :
For twenty years, Lend A
Hand India has worked to make vocational education a real part of school
learning. Our work reaches more than 20 states, 20,000 schools, 25,000 trainers
and over 20 lakh students. India’s Economic Survey 2023–24 named our model as
an example of how vocational education can work in schools. In many states, our
teams work inside the state government as project management units.
Until now, we mostly ran
programmes ourselves. Now we are becoming a resource organisation, helping governments
run this work well on their own.
Our Mission
Equip School Students to Maximise Their
Potential Through Skill Education
- Direct
implementation in schools
- Partnership
with central-state governments to define, and scale policy
- Building
of Centres of Excellence that act as lighthouses for innovation
- Resource
organisation for the skilling ecosystem
Our Knowledge in Action
Through
the design & execution of innovative models from training centres,
innovation hubs to mobile outreach initiatives, LAHI’s innovative knowledge
resource drives both grassroots learning and systemic transformation across
India. With 250+ LAHI staff embedded in state education systems across 20+
states, we provide technical and project management support, enabling
governments to translate policy into action.
Our Reach
LAHI’s
current scale of work includes -
- 20+ States and
UTs
- 15000+ Schools
- 15 Lakh+
Students
- 250+ Team
Members
Requirements
Who we are looking for
- Most
important: you have designed and run teacher training at scale, including
training of trainers and master trainers, and you can watch a session and give
feedback people can use the next day.
- About 12–15 years
in teacher development, teacher education, curriculum or learning material,
including leading a team.
- You know
enough about curriculum and instructional design to set standards and judge
whether material teaches well.
- You have worked
with government education systems and worked to government timelines.
- You can find the
common need behind many requests.
- You have managed
external content partners and held their work to a clear quality standard.
- You can see where
digital and AI tools can save effort at scale, and where people must stay
involved. You do not need to be a technical expert.
Useful: vocational
or skill education, more than one Indian language, university partnerships.
We will discuss
one lesson from a middle-school vocational subject with you: what practical
work helps, how a t
Teacher who is not
a trade expert could run it, what shows learning, how to prepare trainers
across a state, and which parts technology could handle. There is no model
answer. We want to see how you think.
You will shape how
lakhs of teachers are prepared, at the moment vocational education enters every
school in India. You will work with governments, not around them, and see your
work used in many states. And you will build something designed to last.
Skills Required
- 12–15 years of experience in teacher development, teacher education, curriculum, or learning materials
- Experience designing and running teacher training at scale
- Experience delivering training of trainers and master trainers
- Ability to observe training sessions and provide actionable feedback
- Experience leading a team
- Knowledge of curriculum and instructional design sufficient to set quality standards and evaluate learning materials
- Experience working with government education systems and government timelines
- Ability to identify common needs across multiple requests or states
- Experience managing external content partners and enforcing quality standards
- Ability to identify where digital and AI tools can improve scale and efficiency
- Experience with vocational or skill education
- Proficiency in more than one Indian language
- Experience with university partnerships
What We Do
Lend A Hand India is the organization associated with the referenced Senior Officer—Partnerships job listing. The available page provides no further description of its mission, services, or operations because the posting is no longer available.
