Senior training and program officer

Company Description The Nanny Academy (TNA) is dedicated to raising professional standards in the care industry by improving practice, promoting strong values, and supporting ethical conduct. TNA offers internationally recognized certifications for Nannies, Early Years Workers, and Personal Support Workers/Caregivers, preparing learners for local and global opportunities. As a leading school of its kind in Nigeria and West Africa, TNA focuses on research and training in care-related services. The academy is committed to graduating practitioners who uphold high professional and ethical values, and who promote responsibility and best practice in every care setting.Role Description.

To own the full academic and training lifecycle across TNA's programmes : Certificate, Diploma, NSQ, and government-partnered initiatives from curriculum design and academic calendaring through assessment, quality assurance, facilitator readiness, and student records. This role is the technical backbone of TNA's training operations, the primary link between internal delivery and external regulatory/partner bodies (NBTE, QAA, IQA, IDEAS/World Bank stakeholders), and the lead coordinator of TNA's public-facing academic events and alumni touchpoints. Success in this role means every programme runs on time, every assessment is credible and well-documented, every student record is accurate and retrievable, and enrolment and quality data are used proactively to improve outcomes — not just reported after the fact

Key Responsibilitis

1. Academic & Curriculum Desgn

• Calendar & Timetable Development: Design and maintain accurate academic calendars, teaching calendars, and weekly timetables for every level and programme (Certificate, Diploma, NSQ Levels 2–4, IDEAS ECCD), including GLH mapping and contact-hour allocaion
• Curriculum Alignment: Ensure all training slides, question banks, and schemes of work align to TNA's curriculum standard and relevant frameworks (NSQ/NOS requirements); lead harmonisation projects across facilitators, synthesising multiple facilitators' materials into a single coherent stadard
• Programme Structuring: Translate regulatory requirements (e.g., GLH targets, unit counts, work-placement hours, internships) into realistic, deliverable teaching plans and pilot timeables
• Original Content Development: Independently design new curriculum components, assessment frameworks, and training approaches where no existing template applies, not limited to adapting what alreadyexists

2. Assessment & Quality Asurance

• Test Administration: Plan, schedule, and supervise End-of-Module Tests and make-up exams; ensure fair, well-documented attendance and eligibility criteria, and investigate discrepancies thoroughly rather than resolving them by asumption
• Result Compilation & Transcript Generation: Compile and update student academic records promptly and accurately after every assessment cycle; generate official transcripts and certificates of completion for students and alumni on request, ensuring accuracy against the underlying assessment record and arrange wes / icas / ecctis evaluation equests.
• QAA/IQA Coordination: Own the QAA/IQA submission process end-to-end folder preparation, external reviewer liaison, and closing out every requested action without repeated slippage and delegate / supervise where aplicable.

3. Programme & Stakeholder oordination

• Regulatory Liaison: Serve as TNA's primary point of contact with NBTE, QAA/IQA bodies, and IDEAS/World Bank stakeholders; escalate issues (e.g., delivery-model changes, evaluation requirements) immediately, not after they've aused delay.
• Cross-Functional Alignment: Coordinate closely with the APO , GM, and CEO on enrolment strategy, candidate tracking, and programme planing meetings
• Centre Coordination: Support multi-centre rollout (e.g., Yaba, VGC, Abuja) with consistent materials, timetables, and facilitator briefing aross locations

4. Facilitator &Team Leadership

• Capacity Building: Plan and deliver Train-the-Trainer workshops and briefings ahead of any new programmeor module launch
• Facilitator Support: Ensure facilitators have finalised materials, timetables, and grading benchmarks in hand well before a clas or cohort begins
• Team Leadership: Coordinate co-teaching and multi-facilitator arrangements (e.g., shared programme delivery across staff) so responsibilities and schedules are unambiguous; lead by direct example in the classroom and in stakeholder meetings, and provide clear direction to junior staff and facilitators suporting a programme

5. Intructional Delivery

• Direct Facilitation: Deliver classes personally where assigned (e.g., Childcare), adapting delivery method (in-person, Google Meet, LMS) based on what best serves tudent comprehension

6. Student Records, Transcrits & Alumni Relations

• Database Management: Maintain an accurate, up-to-date student and alumni database — enrolment status, module completion, assessment outcomes, and contact details — ensuring records are completeand easily retrievable
• Transcript & Certificate Generation: Produce accurate transcripts, certificates, and completion letters promptly on request, cross-checked against the fficial academic record
• Alumni Relations: Maintain engagement with TNA alumni — identifying alumni for webinar features, spotlight content, and referral or mentorship opportunities; support alumni-facingcommunication and events

7. Webinar &Public Event Coordination

• Planning & Publicity: Plan TNA's webinar calendar, coordinate flyer design and publicity timelines, and confirm speakers/guests (internal or external) wll ahead of the event date
• Speaker & Technical Coordination: Liaise directly with guest speakers on content, format, and logistics; schedule and complete test runs ahead of the live evet to avoid technical issues
• Delivery: Confidently present, moderate, or co-host webinars and public-facing sessions as needed, representing TNA's acaemic standard professionally

8. Enrolent & Data-Driven Improvement

• Funnel Analysis: Conduct and act on enrolment audits and funnel analyses — identifying drop-off points, lead source performance, and barriers to conversion — and translate findings into a concrete recovery pla, not just a diagnostic report
• Proactive Reporting: Report enrolment and survey numbers in every weekly report without being prompted; flag under-performance immediately with a proposed rsponse, not just a status lael

9. Reporting & Documentation

• Completeness: Submit comprehensive weekly reports covering every active workstream, using precise numbers and named outcomes, with no recurring blank or “pending” ites on things within direct control
• Timeliness: Meet stated deadlines; where a deadline must shift, flag it proactively with a reviseddate and reasn before it lapses. Requirement.
• Advanced degree, master degree or equivalent professional experience in education, curriculum design, early childhood development, or vocatinal/skills training administration.
• Demonstrated experience managing accredited or regulator-linked training programmes (NBTE, NSQ, or comparable vocational qualificatin frameworks) is a strong advantage.
• Proven ability to translate complex regulatory or funder requirements (e.g., GLH targets, unit-based curricula) nto practical, deliverable schedules.
• Strong project management discipline — someone who tracks their own deadlines and flags slippage before i becomes a problem, rather than after.
• Comfortable working directly with external stakeholders (government bodies, funders, quality assurance assessos) with professionalism and confidence.
• Data-literate: able to read enrolment/funnel data and turn it into a pecific action plan, not just a summary.
• Hands-on willingness to teach or facilitate directy when needed, not purely administrative.
• Strong public speaking and presentation skills — comfortable representing TNA at webinar, stakeholder meetings, and public events.
• Demonstrated ability to think independently and generate original ideas, content, and solutions, rather than only executing xisting templates or waiting for direction.
• Proven team leadership experience — able to coordinate multiple facilitators, delegate clearly, and maintan accountability across a shared workstream.
• Experience with student records/database systems and producing formal academic documentatio (transcripts, certificates) is an advantage.Interested candidate