Senior Technical Specialist - Gender & Adolescent Agency

• POSITION VACANT: Senior Technical Specialist - Gender & Adolescent Agency, Transform Schools, People For Action, New Delhi
• ORGANISATION BACKGROUND:

Transform Schools is an Indian NGO established in 2019 to deliver evidence-based solutions that bridge learning gaps in India's secondary schools. Its mission is to improve learning outcomes, promote gender equity, and expand opportunities for students aged 13-18, aligned with India's priorities and SDGs 4, 5, and 10.

The organisation partners with State governments to strengthen learning, equitable school environments, teacher development, and transitions beyond school. It also co-convenes the State of Secondary Education (SOSE) global collaborative to advance secondary education across the Global South.

A key initiative, the Learning Equaliser Programme, supports Classes 8 and 9 through academic learning, gender-transformative education, and life skills development, helping adolescents build confidence, agency, and leadership.

Transform Schools operates through People For Action (CSR and grant-funded programmes) and The Transform Trust (outcomes-linked engagements). With a growing presence across multiple states, it aims to reach 30 million children by 2030.

For more information about Transform Schools, please visit:

• JOB DESCRIPTION/ RESPONSIBILITIES:

Adolescence is a critical stage when gender norms, identities, and aspirations are shaped. While access to schooling has improved, education systems often fail to address the social norms and power dynamics influencing adolescents' opportunities and futures.

Transform Schools is developing the Learning Equaliser (LE), a school-based programme that helps adolescents challenge restrictive norms, build agency, and foster equitable relationships with peers, teachers, and families.

Reporting to the Director - Programmes, the Senior Technical Specialist - Gender & Adolescent Agency (STS-GAA) will provide strategic and technical leadership for this work. The role will strengthen the Learning Equaliser model, embed gender-transformative practices in schools, generate evidence of impact, and support scale within education systems.

The position combines programme design, research, instructional collaboration, and systems engagement to advance gender-transformative secondary education.

Key Job Responsibilities:

A. Strategic Leadership on Gender, Inclusion, and Adolescence:

(1) Lead gender strategy across programmes, partnerships, research, and systems.

(2) Develop organisation-wide gender, inclusion, and adolescent empowerment strategy.

(3) Advise leadership on risks, opportunities, investments, and priorities.

(4) Identify barriers affecting equality, agency, and learning outcomes.

(5) Guide teams toward gender-transformative approaches.

(6) Establish standards and frameworks for consistent implementation

B. Strengthening and Scaling the Learning Equaliser Approach:

(1) Strengthen programme design, Theory of Change, and delivery model.

(2) Define core drivers of change in norms, agency, and relationships.

(3) Convert field insights into a gender-transformative framework.

(4) Develop scalable toolkits, training, and system integration models.

(5) Ensure gender-responsive design, implementation, and monitoring.

C. Gender Integration in Programme Design, Teaching and Learning:

(1) Embed gender equity, inclusion, and intersectionality across programmes.

(2) Support teaching teams to promote gender-transformative classrooms.

(3) Integrate inclusive pedagogy into learning activities and processes.

(4) Promote participation, dialogue, identity, and safe discussions.

(5) Review materials for bias, exclusion, and poor representation.

(6) Align programmes with national and state gender policies.

D. Collaboration on Instructional Design and Programme Architecture:

(1) Integrate gender transformation into learning design.

(2) Convert gender frameworks into age-appropriate learning experiences.

(3) Build student awareness, voice, agency, and leadership journeys.

(4) Support session design, facilitation, and implementation models.

E. Teacher Professional Development and Capacity Building:

(1) Deliver training for staff, teachers, partners, and stakeholders.

(2) Build teacher capacity for inclusive classrooms.

(3) Develop modules on gender-responsive pedagogy.

(4) Support safe discussions on identity, norms, and inclusion.

(5) Integrate gender perspectives into coaching frameworks.

(6) Create reflection tools to reduce bias and improve facilitation.

(7) Mentor teams on gender and adolescent empowerment.

(8) Support partners in applying equity and inclusion principles.

F. School Culture, Community Engagement, and Inclusive Environments:

(1) Embed gender transformation beyond curriculum into school culture.

(2) Promote student voice, leadership, and participation.

(3) Improve school practices on safety, equity, and belonging.

(4) Support safe, inclusive learning environments.

(5) Strengthen engagement with communities and stakeholders.

G. Systems Engagement, Government Partnerships, and Policy Influence:

(1) Translate programme learnings into system-level reforms.

(2) Integrate gender approaches into training and school systems.

(3) Support adoption of inclusive school improvement models.

(4) Contribute to policy dialogue at national and state levels.

(5) Represent the organisation with governments, donors, and partners.

H. Research, Evidence, Measurement, and Learning:

(1) Track gender and adolescent outcomes with programme teams.

(2) Develop measurement frameworks for agency and inclusion.

(3) Support research, evaluation, and documentation.

(4) Ensure rigorous evidence generation with partners.

(5) Use data to improve strategy and policy influence.

(6) Lead reporting on outcomes, lessons, and best practices.

I. Thought Leadership and Knowledge Creation:

(1) Advance knowledge on gender-transformative education.

(2) Position the organisation as a sector thought leader.

(3) Publish briefs, guides, reports, and articles.

(4) Use evidence to shape sector discourse.

(5) Represent the organisation at key forums.

(6) Build partnerships with research and knowledge institutions.

(7) Stay updated on trends, policy, and sector developments.

J. Gender, Equity, Diversity and Inclusion (GEDI) Integration:

(1) Embed GEDI principles across programmes and systems.

(2) Ensure digital tools and resources are inclusive.

(3) Develop frameworks for safe and equitable learning spaces.

(4) Promote transparency, equality, and diversity internally and externally.

• QUALIFICATIONS, EXPERIENCE AND COMPETENCIES:

Qualifications:

(1) Master's degree or higher in Gender Studies, Education, Sociology, Development Studies, or related fields;

(2) A combination of relevant education and experience may be considered.

Experience:

(1) 8-12 years in gender equality, adolescent development, or education programmes.

(2) Experience designing gender-transformative interventions.

(3) Strong knowledge of gender norms, GBV, intersectionality, and inclusion.

(4) Experience in research, evaluation, and training delivery.

Skills & Competencies

(1) Strong leadership, stakeholder management, facilitation, and communication skills.

(2) Expertise in feminist approaches, participatory methods, and intersectional analysis.

(3) Strong writing, analytical, and programme design capabilities.

(4) Ability to manage multiple priorities in a fast-paced environment.

Technical Skill Requirements

(1) Strong grounding in feminist principles and approaches to gender equality;

(2) Skills in using participatory engagement techniques to involve marginalised and vulnerable groups effectively;

(3) Ability to conduct and apply intersectional analysis in programme planning and evaluation;

(4) Proficiency in conducting gender analysis, developing and implementing gender-responsive pedagogy, and creating monitoring and evaluation frameworks to track progress and impact;

(5) Experience in addressing and integrating non-binary and diverse gender identities into program design and implementation.

Success in the Role Will Mean

(1) The Learning Equaliser approach is articulated as a scalable model of gender-transformative schooling;

(2) Gender-transformative principles are embedded in teaching practice, teacher development, and school processes;

(3) Evidence informs policy and systems adoption;

(4) Transform Schools becomes a recognised voice on gender transformation in secondary education.

Desirable Requirements

(1) A passion for creative problem-solving and enthusiasm;

(2) Experience in writing education resources/research papers including implementation, training, teaching and learning resources;

(3) Alignment with Transform Schools priorities with a sense of humour and patience.

• COMPENSATION OFFERED:

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