{"id":7807,"date":"2026-03-23T14:02:24","date_gmt":"2026-03-23T14:02:24","guid":{"rendered":"https:\/\/jobs.dataaxisnode.com\/zambia\/job\/skills-hub-programme-manager-at-pestalozzi-international\/"},"modified":"2026-03-23T14:02:46","modified_gmt":"2026-03-23T14:02:46","slug":"skills-hub-programme-manager-at-pestalozzi-international","status":"publish","type":"job_listing","link":"https:\/\/jobs.dataaxisnode.com\/zambia\/job\/skills-hub-programme-manager-at-pestalozzi-international\/","title":{"rendered":"Skills Hub Programme Manager at Pestalozzi International"},"content":{"rendered":"

Pestalozzi International is a family of nonprofit organizations that offers child-centered education to disadvantaged children in the Global South, supporting economic growth and social mobility. Recognizing the uniqueness of every child\u2019s fullest potential, we educate beyond the classroom to develop future-oriented vocational skills and nurture emotional, social and mental well-being. Our approach provides for a future generation of compassionate global citizens equipped with the \u2018Head, Heart and Hands\u2019 to define their lives according to their potential, not their backgrounds. We see a tomorrow where every child\u2019s innate talent, empathy, and rich diversity of lived experience are nurtured. Where education instils the power to make informed decisions, fuels the fire of ambition, and inspires everyone to shape a brighter tomorrow for all humanity. Our vision is a world where every child has the knowledge, skills, and ambition to develop their nations and to create a better world for us all.
\nWe are pleased to invite applications from suitably qualified and passionate individuals to fill the following positions: Skills Hub Manager, and Future Leadership and Wellbeing Lead.Industry specific jobs
\nPosition Title : Skills Hub Programme Manager
\nReporting to : Country Lead
\nCore Purpose
\nThe Skills Hub Manager is responsible for developing, coordinating, and overseeing a dynamic Skills Hub Programme that equips students with practical, transferable, and career-oriented skills. The role supports holistic education by bridging academic learning with real-world competencies, innovation, and entrepreneurship.
\nKey responsibilities
\nProgramme leadership and delivery
\nPlan and manage the Skills Hub annual cycle and cohort calendars.
\nEnsure delivery milestones are met (sensitization, selection support where relevant, training start\/end points, transitions).
\nMaintain programme quality and learner support, resolving delivery issues quickly.
\nPartner and provider management
\nManage relationships with external training providers (TVET\/colleges), including scheduling, coordination, and problem-solving.
\nMaintain agreements and expectations with partners; ensure smooth coordination with procurement\/operations when required.
\nEmployer engagement and outcomes
\nBuild and maintain an employer network to support placements, internships, and job outcomes.
\nDevelop an \u201cemployment pipeline\u201d approach (opportunities identification \u2192 placement \u2192 follow-up \u2192 retention tracking).
\nEnsure learning-to-employment alignment by gathering employer feedback and adjusting support accordingly.
\nMonitoring, evaluation, and reporting pipeline
\nImplement a routine data collection cycle for inputs, attendance, completion, placements, and employment outcomes.
\nEnsure training records and core datasets are accurate, timely, and audit-ready.
\nProvide regular dashboards\/updates to management and structured inputs for donor reporting (including risks, lessons learned, and case studies).
\nManage budgets, resources, and facilities related to the Skills Hub
\nTeam leadership
\nLine-manage relevant Skills Hub staff\/contractors and clarify role expectations (e.g., outreach, provider liaison, record keeping).
\nBuild team confidence, accountability, and a proactive working culture.
\nLead regular development-focused coaching conversations, using structured frameworks
\nFoster a psychologically safe team environment by modelling reflective practice, constructive feedback and growth-oriented dialogue.
\nSupport team members in setting clear goals and development plans, encouraging ownership, agency and continuous improvement.
\nIdentify strengths and development needs, facilitating access to appropriate training, mentoring or stretch opportunities.
\nPromote wellbeing and sustainable performance through proactive check-ins and early identification of support requirements.
\nStakeholder representation
\nRepresent Skills Hub to key stakeholders where needed (employers, agencies, selected government interfaces) to strengthen partnerships and long-term relevance.
\nPerson specification (essential)
\nDemonstrated ability to manage a programme cycle with multiple partners, deadlines, and deliverables.
\nStrong relationship-building skills with employers and training providers; confident communicator.
\nEvidence of disciplined monitoring & outcomes tracking (KPIs, dashboards, reporting inputs).
\nIndependent operator with high ownership, low ego, and strong collaboration habits.
\nSound judgement and professionalism; able to keep Skills Hub focused without competing with Future Leaders priorities.
\nAn understanding of and commitment to child protection and safeguarding
\nEvidence of police clearance and background checks
\nPerson specification (desirable)
\nPrior experience in TVET\/vocational skills, employability programmes, or youth employment initiatives.
\nExisting employer networks and stakeholder familiarity in Lusaka or similar context.
\nExperience interfacing with government\/agency stakeholders on skills, employment, or youth development.
\nComfort using simple data tools (spreadsheets; basic CRM or database concepts).
\nQualifications
\nBachelor\u2019s degree (or equivalent) strongly preferred.
\nProject management training\/certification is an advantage but not required.
\nExperience with working within Zambian and multicultural environments.
\nExperience in working in vocational training for disadvantaged youths
\nCertification or training in the monitoring and\/or evaluation of skill development.
\nPosition Title : Future Leaders Programme Manager
\nReporting to : Country Lead
\nCore Purpose
\nDesign and drive a coherent Future Leaders model centered on leadership as the foundation so all other elements (Community Engagement Learning (CEL), community engagement, wellbeing, digital\/financial literacy, critical thinking) become structured expressions of leadership development rather than competing activities.
\nKey responsibilities
\nProgramme architecture and curriculum design
\nDevelop a multi-year leadership pathway (e.g., \u201c8-year leadership programme\u201d) with age-appropriate progression.
\nTranslate high-level leadership outcomes into practical, deliverable activities and routines (head\/heart\/hands).
\nCreate a structured programme framework that reduces fragmentation and makes delivery coherent.
\nOut-of-school learning and enrichment
\nDesign and oversee after-school and weekend programming with strong inclusion (not only sports\/church).
\nEnsure activities build leadership competencies over time and are delivered consistently.
\nCommunity Engagement Learning (CEL) strategy and delivery
\nDefine the Pestalozzi International approach to CEL (principles, standards, safeguarding, reflection).
\nEstablish partnerships and placements that fit student maturity levels and leadership objectives.
\nIntegrate CEL into the leadership pathway rather than treating it as a separate \u201cadd-on.\u201d
\nSchool partnership systems
\nBuild and maintain working relationships with key school counterparts (coordinators, relevant leadership).
\nEstablish escalation and liaison systems between mentors, village, and school for issues that require coordination.
\nSupport an environment of trust, clarity, and role separation (so school stakeholders know who does what).
\nExplore opportunities for the support of community engagement learning through curriculum implementation
\nMentor-system leadership
\nDefine mentor standards, routines, training needs, and tools to ensure consistent frontline delivery.
\nSet expectations for mentor practice and ensure feedback loops exist to increase quality and capacity to deliver on FLP outcomes
\nMonitoring, learning culture, and improvement loops
\nEnsure timely digital data collection by mentors and house parents by implementing programme monitoring routines (participation, attendance, engagement, progress markers).
\nLead review cycles and improvements both to feedback progress to the UK fundraising and impact team as well as to adapt and improve the delivery in Zambia
\nLeadership and management
\nServe as senior leadership for Future Leaders; coordinate across functions and ensure delivery discipline.
\nMaintain strategic focus so the programme does not drift into reactive firefighting.
\nBuild team confidence, accountability, and a proactive working culture.
\nLead regular development-focused coaching conversations, using structured frameworks
\nFoster a psychologically safe team environment by modelling reflective practice, constructive feedback and growth-oriented dialogue.
\nIdentify strengths and development needs, facilitating access to appropriate training, mentoring or stretch opportunities.
\nPerson specification (essential)
\nDemonstrated experience designing and delivering youth leadership or youth development programming.
\nStrong systems-thinking: able to build structures and routines that make programmes sustainable (\u201cpeople fall to systems\u201d).
\nEducation fluency and credibility with students and school stakeholders (study habits, exam pressures, adolescent learning).
\nHigh emotional intelligence with authority: able to galvanize teenagers and manage adults with diplomacy.
\nAbility to move abstract concepts \u2192 concrete activities \u2192 timetables \u2192 delivery.
\nAn understanding of and commitment to child protection and safeguarding
\nEvidence of police clearance and background checks
\nPerson specification (desirable)
\nExperience implementing CEL, CAS-like programmes, or structured volunteering with reflection.
\nExperience in boarding\/residential education contexts or high-support youth environments.
\nFormal coaching qualification or leadership development credential.
\nPrior multi-stakeholder partnerships (schools + community + youth support ecosystem).
\nQualifications
\nBachelor\u2019s degree required (education, youth development, leadership, psychology etc)
\nPostgraduate qualification in education\/leadership\/youth development is an advantage.
\nPosition Title : Well Being Coordinator
\nReporting to : Future Leaders Programme Manager
\nCore purpose
\nProvide the day-to-day backbone of student support: line-manage mentors, build mentor capability, triage wellbeing concerns, and strengthen academic\/pastoral support and referral pathways so the Future Leaders Programme Manager can remain focused on programme build-out and strategic leadership.
\nKey responsibilities
\nLine management of mentors
\nSupervise mentors through regular 1:1s, team meetings, and performance support.
\nClarify role expectations, standardize mentor practice, and build mentor confidence.
\nImplement mentor routines (case reviews, planning, documentation standards, escalation discipline).
\nMentor capability building
\nTrain mentors in coaching fundamentals, boundaries, safeguarding basics, and difficult conversations.
\nCreate practical tools and resources (conversation guides, referral steps, academic support checklists).
\nSupport mentors to provide consistent, age-appropriate guidance and follow-through.
\nStudent support triage (mental health awareness and referral)
\nProvide accessible first\/second-line wellbeing support (not clinical therapy).
\nIdentify concerns early, document appropriately, and refer\/escalate to professionals or partners when needed.
\nMaintain a clear referral directory and ensure safe handling of sensitive information.
\nAcademic and pastoral support
\nSupport students\u2019 study routines, sleep discipline, exam preparation behaviours, and general school-life coping.
\nWork closely with house parents (pastoral care) and mentors (frontline support\/coaching) so students don\u2019t fall through gaps.
\nFlag patterns (attendance dips, repeated behaviour issues, academic drops) and coordinate early interventions.
\nOperational interface with the school
\nCoordinate with school coordinators\/teachers on student issues within agreed escalation pathways.
\nKeep the Future Leaders Programme Manager informed of trends and high-risk cases without overloading them with day-to-day detail.
\nWellbeing systems and prevention
\nEstablish preventative wellbeing activities (group sessions, stress management, peer support structures).
\nSupport safeguarding reporting lines and ensure the mentor team acts in line with safeguarding standards.
\nContribute to a culture of wellbeing and psychology safety
\nPerson specification (essential)
\nStrong experience working with adolescents\/young people in education or youth support settings.
\nProven people management capability (supervision, coaching, accountability, confidence-building).
\nPractical mental health awareness and referral competence (recognize, support, escalate appropriately).
\nSafeguarding-literate: understands confidentiality boundaries and escalation routes.
\nCalm, trusted communicator with strong judgement and cultural sensitivity.
\nAbility to create structure and consistency in a team that is still developing its professional confidence.
\nPerson specification (desirable)
\nPrior pastoral\/wellbeing role in a school, residential programme, or youth organization.
\nMental Health First Aid or equivalent training.
\nCoaching qualification or demonstrated mentoring leadership experience.
\nExperience supporting Community Engagement Learning reflection and managing pastoral risk across activities.
\nQualifications
\nBachelor\u2019s degree preferred (education, youth work, psychology, social work, counselling-related fields).
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