Background information about the job or company (e.g., role context, company overview)

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's 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 ‘Head, Heart and Hands’ to define their lives according to their potential, not their backgrounds. We see a tomorrow where every child’s 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.

We 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.

Core Purpose

Design 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.

Responsibilities or duties

Programme architecture and curriculum design

• Develop a multi-year leadership pathway (e.g., “8-year leadership programme”) with age-appropriate progression.
• Translate high-level leadership outcomes into practical, deliverable activities and routines (head/heart/hands).
• Create a structured programme framework that reduces fragmentation and makes delivery coherent.

Out-of-school learning and enrichment

• Design and oversee after-school and weekend programming with strong inclusion (not only sports/church).
• Ensure activities build leadership competencies over time and are delivered consistently.

Community Engagement Learning (CEL) strategy and delivery

• Define the Pestalozzi International approach to CEL (principles, standards, safeguarding, reflection).
• Establish partnerships and placements that fit student maturity levels and leadership objectives.
• Integrate CEL into the leadership pathway rather than treating it as a separate “add-on.”

School partnership systems

• Build and maintain working relationships with key school counterparts (coordinators, relevant leadership).
• Establish escalation and liaison systems between mentors, village, and school for issues that require coordination.
• Support an environment of trust, clarity, and role separation (so school stakeholders know who does what).
• Explore opportunities for the support of community engagement learning through curriculum implementation

Mentor-system leadership

• Define mentor standards, routines, training needs, and tools to ensure consistent frontline delivery.
• Set expectations for mentor practice and ensure feedback loops exist to increase quality and capacity to deliver on FLP outcomes

Monitoring, learning culture, and improvement loops

• Ensure timely digital data collection by mentors and house parents by implementing programme monitoring routines (participation, attendance, engagement, progress markers).
• Lead 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

Leadership and management

• Serve as senior leadership for Future Leaders; coordinate across functions and ensure delivery discipline.
• Maintain strategic focus so the programme does not drift into reactive firefighting.
• Build team confidence, accountability, and a proactive working culture.
• Lead regular development-focused coaching conversations, using structured frameworks
• Foster a psychologically safe team environment by modelling reflective practice, constructive feedback and growth-oriented dialogue.
• Identify strengths and development needs, facilitating access to appropriate training, mentoring or stretch opportunities.

Qualifications or requirements (e.g., education, skills)

Person specification (essential)

• Demonstrated experience designing and delivering youth leadership or youth development programming.
• Strong systems-thinking: able to build structures and routines that make programmes sustainable (“people fall to systems”).
• Education fluency and credibility with students and school stakeholders (study habits, exam pressures, adolescent learning).
• High emotional intelligence with authority: able to galvanize teenagers and manage adults with diplomacy.
• Ability to move abstract concepts → concrete activities → timetables → delivery.
• An understanding of and commitment to child protection and safeguarding
• Evidence of police clearance and background checks

Person specification (desirable)

• Experience implementing CEL, CAS-like programmes, or structured volunteering with reflection.
• Experience in boarding/residential education contexts or high-support youth environments.
• Formal coaching qualification or leadership development credential.
• Prior multi-stakeholder partnerships (schools + community + youth support ecosystem).

Qualifications

• Bachelor’s degree required (education, youth development, leadership, psychology etc)
• Postgraduate qualification in education/leadership/youth development is an advantage.

• Develop a multi-year leadership pathway (e.g., “8-year leadership programme”) with age-appropriate progression.
• Translate high-level leadership outcomes into practical, deliverable activities and routines (head/heart/hands).
• Create a structured programme framework that reduces fragmentation and makes delivery coherent.
• Design and oversee after-school and weekend programming with strong inclusion (not only sports/church).
• Ensure activities build leadership competencies over time and are delivered consistently.
• Define the Pestalozzi International approach to CEL (principles, standards, safeguarding, reflection).
• Establish partnerships and placements that fit student maturity levels and leadership objectives.
• Integrate CEL into the leadership pathway rather than treating it as a separate “add-on.”
• Build and maintain working relationships with key school counterparts (coordinators, relevant leadership).
• Establish escalation and liaison systems between mentors, village, and school for issues that require coordination.
• Support an environment of trust, clarity, and role separation (so school stakeholders know who does what).
• Explore opportunities for the support of community engagement learning through curriculum implementation
• Define mentor standards, routines, training needs, and tools to ensure consistent frontline delivery.
• Set expectations for mentor practice and ensure feedback loops exist to increase quality and capacity to deliver on FLP outcomes
• Ensure timely digital data collection by mentors and house parents by implementing programme monitoring routines (participation, attendance, engagement, progress markers).
• Lead 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
• Serve as senior leadership for Future Leaders; coordinate across functions and ensure delivery discipline.
• Maintain strategic focus so the programme does not drift into reactive firefighting.
• Build team confidence, accountability, and a proactive working culture.
• Lead regular development-focused coaching conversations, using structured frameworks
• Foster a psychologically safe team environment by modelling reflective practice, constructive feedback and growth-oriented dialogue.
• Identify strengths and development needs, facilitating access to appropriate training, mentoring or stretch opportunities.

• Demonstrated experience designing and delivering youth leadership or youth development programming.
• Strong systems-thinking: able to build structures and routines that make programmes sustainable (“people fall to systems”).
• Education fluency and credibility with students and school stakeholders (study habits, exam pressures, adolescent learning).
• High emotional intelligence with authority: able to galvanize teenagers and manage adults with diplomacy.
• Ability to move abstract concepts → concrete activities → timetables → delivery.
• An understanding of and commitment to child protection and safeguarding
• Experience implementing CEL, CAS-like programmes, or structured volunteering with reflection.
• Experience in boarding/residential education contexts or high-support youth environments.
• Formal coaching qualification or leadership development credential.
• Prior multi-stakeholder partnerships (schools + community + youth support ecosystem).

• Bachelor’s degree required (education, youth development, leadership, psychology etc)
• Postgraduate qualification in education/leadership/youth development is an advantage.
• Evidence of police clearance and background checks