Technical Lead – Technical and Vocational Education and Training (TVET)

Reporting to: Program Management Unit Director

Employment condition: contract for one Year with the possibility of extensions

Direct reports: N/A

Duty station: Addis Ababa, Ethiopia, with occasional field travel

Number of positions: One (1)

Salary: As per the organization’s salary scale

Application Deadline: 10 October 2025

The overall purpose of the role:

The TVET Technical Lead will provide strategic leadership and technical expertise to the TVET component of the ) program. The role focuses on developing, implementing, and scaling innovative and inclusive vocational education solutions that respond to the needs of out-of-school youth, forcibly displaced adolescents, and vulnerable communities. The TVET Lead will ensure the design and delivery of high-quality, context-sensitive vocational pathways that build relevant skills and connect learners to livelihood and Impactful employment opportunities in local context.

1. Technical Strategy and Design

• Lead the development of the TVET strategy and intervention model within the responsive intervention broader E framework, aligned with national TVET policies, the Education and Training Policy (ETP), and the Ten-Year Development Plan.
• Identify priority sectors and skill areas based on labor market assessments, local demand, and youth aspirations. And also, vocation trade, service and livelihoods.
• Guide the design of flexible, competency-based curricula, training packages, and certification pathways adapted to formal and non-formal TVET settings.
• Convene/ Bridge and integrate indigenous local skills into individual, group, community- based school-based valuable initiatives.
• Involve in the development of guidelines modules or any other framworks in the area and collaborate with the MOLSA,, national TVET Instuitute , TVET colleges and regional ROLSA.

2. Program Implementation and Quality Assurance

• Oversee and support the implementation of TVET initiatives across regions, ensuring quality, relevance, and accessibility for targeted learners.
• Provide technical support to implementing partners, training providers, woreda and regional education offices, and other stakeholders involved in TVET delivery.
• Develop tools and frameworks to monitor instructional quality, learner progression, and post-training outcomes (employment, entrepreneurship, or further education).
• Engagement with key stakeholders to be added

3. Capacity Strengthening

• Facilitate training-of-trainers and mentoring programs for instructors, master trainers, and partner staff.
• Identify gaps and set responsive contextualized response mechanisms for TVET.
• Build the capacity of national, regional, zonal and district level TVET institutions in competency-based education, inclusive practices, and labor-market alignment.
• Support partnerships with private sector actors, industry associations, and cooperatives to enhance apprenticeships, internship, and job linkage opportunities.
• Organize TVET market fairs, exhibitions, digital networking for schools/youth livelihoods

4. Monitoring, Learning, and Adaptation

• Collaborate with the MEL team to define indicators and data collection methods specific to TVET outcomes.
• Lead technical reviews, learning workshops, and dialogue sessions to refine TVET delivery models.
• Document lessons learned, case studies, and evidence of impact to inform national discourse and future programming.
• What about his/her involvement in the actual M&E visit together with key stakeholders and the program unit.

5. Partnership, Coordination, and Representation

• Engage with the Ministry of Education, TVET agencies, and regional education bureaus to align programming with national priorities and frameworks.
• Represent in TVET-related technical working groups, sectoral platforms, and donor coordination forums.
• Facilitate local stakeholder engagement and ownership, ensuring sustainability of TVET interventions.

· Foster an environment that supports values of women and men, and equal access to information.

· Provide a work environment where women and men must be evaluated and promoted based on their skills and performance.

· Respect beneficiaries’ women, men, and children (boys and girls) regardless of gender, sex orientation, disability, or religion. race, color, ancestry, national origin, age, or marital status.

· Value and respect all cultures.

Safeguarding Commitment

Imagine1day has zero tolerance for violations of Child and Adult Safeguarding, Sexual Exploitation and Abuse, and the Code of Conduct. In the process of recruitment, selection, and appointment Imagine1day implements a range of procedures and actions, including Criminal Background Checks/ International vetting/Certificates of good conduct to ensure children and vulnerable adults are safeguarded and abuse is prevented.

· At least 5 years of progressive experience in TVET design and delivery, preferably in development or humanitarian contexts in Ethiopia.

· Demonstrated experience in competency-based education, skills development, or labor market integration.

· Solid understanding of Ethiopia’s TVET governance structure, strategies, and reform priorities.

· Experience working with multi-stakeholder consortia, government institutions, and community-based actors.

Competency Description

· TVET Systems & Curriculum Expertise – Strong technical knowledge of Ethiopia’s TVET policies, competency-based curricula, certification frameworks, and inclusive vocational models.

· Facilitation & Capacity Building – Skilled in facilitating training-of-trainers, mentoring instructors, and strengthening institutional capacity for inclusive and labor-responsive TVET.

· Program Management – Proven ability to lead complex multi-region programs, coordinate stakeholders, manage timelines, and ensure quality and accountability.

· Monitoring & Adaptation – Experience in using data to inform program design, track outcomes, lead technical reviews, and facilitate adaptive learning and continuous improvement.

· Stakeholder Engagement – Ability to engage effectively with government, private sector, training providers, and community actors to build sustainable partnerships.

· Analytical & Problem Solving – Strong analytical thinking to assess labor markets, youth needs, and skills gaps—and propose context-relevant TVET solutions.

· Communication & Reporting – Excellent verbal and written communication skills in English; ability to synthesize technical content into reports, presentations, and briefs.

· Digital Proficiency – Competence in digital learning platforms, virtual facilitation, data tools, and technology-enabled training solutions.

· Cultural & Inclusion Sensitivity – Ability to design and support inclusive interventions that address the needs of girls, youth with disabilities, and displaced learners.

· Master’s degree (MA or MSc) in Technical and Vocational Education and Training, STEM Education, Curriculum & Educational Planning and Management, or a related field.

• Language: English and Amharic. An additional national language is an advantage.
• Level of language required: Fully operational.

Key Internal & External Stockholders:

• Imagine 1day Internal staffs
• Imagine 1day External partners (Pension Office, Landlord, and other government & private organizations