Capability Building Senior Coordinator

The Capability Building Specialist supports the design, development, implementation, and evaluation of professional development and capability-building programmes for educational, administrative and support staff working within nursery and KG settings. The role analyses training and competency needs, develops evidence-based learning solutions, supports career and professional pathways, measures programme effectiveness, and provides technical advice to strengthen workforce capability and improve the quality of education and care.

• Conduct training-needs and competency-gap analyses using performance data, evaluations, stakeholder feedback and organizational priorities.
• Design and develop professional development programmes, learning pathways, workshops and capability-building initiatives for nursery and KG staff.
• Support the development of competency frameworks, professional standards, career pathways and staff‑development plans.
• Translate identified development needs into practical learning objectives, programme content, delivery methods and implementation plans.
• Develop training materials, facilitator guides, participant resources, assessment tools and professional‑development guidance.
• Provide technical advice on capability‑building priorities, learning solutions, staff readiness and professional‑development requirements.
• Support the implementation of programmes relating to educational leadership, pedagogy, child development, inclusion, safeguarding, curriculum delivery and quality improvement.
• Evaluate training effectiveness using feedback, assessment results, workplace application, performance indicators and impact measures.
• Analyse programme outcomes and prepare evidence‑based recommendations for improvement.
• Support the development and application of standards for trainers, training providers, programme quality and learning outcomes.
• Contribute to professional licensing, qualification, certification and career‑progression initiatives for nursery and KG staff.
• Coordinate with nursery and KG leaders, educational specialists, Human Capital, training providers, universities and relevant external entities.
• Conduct research and benchmarking on local, regional and international practices in early childhood professional development.
• Monitor capability‑building plans, programme implementation and follow up on agreed development actions.
• Maintain accurate records of training needs, development plans, programme results, qualifications, certifications and professional progress.
• Prepare analytical reports, presentations, programme proposals, evaluation summaries and recommendations for management.
• Ensure that capability‑building programmes reflect early childhood education requirements and approved professional standards.
• Perform other related duties and assignments as directed by the Section Head or Department Director.

• Capability building and professional development
• Training‑needs analysis
• Learning programme design
• Early childhood education knowledge
• Planning and organization
• Collaboration and teamwork
• Communication and facilitation
• Ownership and accountability
• Innovation and continuous improvement
• Professional integrity and confidentiality

• Strong knowledge of capability building, professional development, adult learning and workplace learning principles.
• Understanding of early childhood education and professional practice within nursery and KG settings.
• Ability to conduct training‑needs, competency‑gap and performance analyses.
• Strong programme design, content development, implementation and evaluation skills.
• Knowledge of competency frameworks, career pathways, professional standards and succession‑development practices.
• Ability to develop learning objectives, training materials, assessment tools and development plans.
• Strong understanding of training‑impact measurement and evaluation methodologies.
• Strong research, benchmarking, analytical and report‑writing skills.
• Ability to manage multiple programmes, assignments and priorities.
• Familiarity with learning‑management systems, digital learning platforms and educational technology.
• Proficiency in Microsoft…