Comprehensive
Recruitment Prospectus: Direct Aid – Rwanda Education Sector (Expanded)
I. Introduction:
Direct Aid’s Commitment to Education in Rwanda
Direct Aid is a
recognized worldwide charitable international non-governmental organization
(NGO) which was established in Kuwait in 1981. The organization has a mission
that stretches over education, health, poverty alleviation, and humanitarian
relief. Since 1990, Direct Aid has been a partner with Rwanda in its
development. They consider quality education as the most powerful weapon for a
radical change of society in the long run.
This expanded
recruitment prospectus informs of numerous critical teaching vacancies
throughout the educational institutions of Direct Aid, a respected organization
in Rwanda. These vacant teaching posts are the lifelines of the continuance of
the stellar academic standards and the holistic educational approach as
practiced in the organization’s schools like New Explorers Girls Academy (NEGA)
and AL-SAFWA School, Kiramuruzi. All of these openings have the same deadline
for submitting applications, that is 19 December 2025, at 12:00 noon.
II. The Standardized Application Process
Any person willing to
work as one of the mentioned positions should follow the guidelines below when
applying for a job:
Necessary documents: a
current CV and an application letter detailing your qualifications and how you
are suitable for the post.
Application Link
(Email): Applications should be sent to the following two email addresses:
· rwanda.hr@direct-aid.org
· kigali000ama@gmail.com
Email Subject: The
subject of the email should be strictly in line with the following format: Your
Name – Position Applied For (e.g., Jane Doe – English Teacher).
III. Detailed Vacancy
Profiles: Foundational Roles
A. Nursery Teacher (AL-SAFWA School,
Kiramuruzi)
The position of a
nursery teacher at AL-SAFWA School is a ground breaking one that is very
necessary to provide quality early childhood education. The appointed teacher
will be creating a learning environment that is safe, attractive, and nurturing
and supports the growth of the young learners all-round.
Key Duties and Responsibilities:
Curriculum Delivery:
Designing and implementing developmentally appropriate lessons and learning
activities for the specific age group.
* Developmental
Support: Providing cognitive, emotional, social, and physical developmental
support to each child.
Assessment: Keeping
track of, assessing, and recording the progress of the children and their
developmental milestones.
Environment
Management: Guaranteeing a safe, clean, and hygienic classroom that is suitable
for learning.
Engagement:
Communicating effectively with parents as well as school management about
student welfare and curriculum.
Minimum Qualifications
(as per previous text):
Advanced Level
Certificate (A2) in Early Childhood Education.
At least three (3)
years of experience in Nursery teaching proven.
B. ICT Teacher (New Explorers Girls Academy -
NEGA)
The main focus of the
ICT Teacher at NEGA will be on imparting core digital literacy and hands-on ICT
skills which are in line with the Cambridge syllabus (Primary Level).
Key Duties and
Responsibilities:
· Instruction: Conducting top-level ICT lessons
in line with the Cambridge curriculum.
· Planning: Drafting detailed lesson plans,
schemes of work, and varied learning materials.
· Assessment: Assessing learners accurately and
providing them with the feedback that is constructive and in time.
· Integration: Encouraging the use of technology
in teaching different subjects to the whole school.
· Welfare: Keeping correct records of learners
and offering them pastoral care if needed.
Minimum Qualifications
(as per previous text):
Bachelor’s degree in
ICT, Computer Science, or a related field.
A teaching
qualification (PGCE, B.Ed., or equivalent) recognized.
Two (2) years minimum
of teaching experience (Cambridge experience is preferred).IV. Detailed Vacancy
Profiles: Subject Specialist Roles (New Vacancies)These vacancies are for
subject-specific roles that require high expertise and dedication to academic
excellence. For these roles, standard teaching qualifications (B.Ed., PGCE, or
subject-specific Bachelor’s with a teaching certification) and relevant
teaching experience are generally expected.
C. Kinyarwanda and Kiswahili Teacher
This teacher will be a
major factor in the promotion of national culture, the integration of the
region, and the development of communication skills in the two official
languages.
Inferred Key Duties
and Responsibilities:
· Linguistic Instruction: Teaching Kinyarwanda
and Kiswahili grammar, literature, and communication skills at various levels
of education, using immersive and interactive methods of teaching.
· Cultural Competence: Using culture as the
context and source for language lessons to help student's appreciation and
understanding of both Rwandan and East African cultures.
· Curriculum Alignment: Preparing schemes of work
and lesson plans that conform to the national curriculum standards for language
instruction.
· Evaluation: Testing students’ abilities in
reading, writing, speaking, and listening for both languages.
· Resource Development: Producing and gathering
the most natural and interesting learning materials including audio-visuals and
texts.
D. Entrepreneurship Teacher
This position is
necessary to two potential students: one as fund raiser and the other as
promoter of Microfinance House Panel/Radio Program, solving the unemployment
problem.
Inferred Key Duties
and Responsibilities:
· Conceptual Instruction: Teaching of core
concepts of entrepreneurship eg business plan, market research, financial
literacy, risk, and management of ethics in business.
· Practical Application: Organizing the use of
real projects, simulation, and case studies in which students invent and
present their business ideas with a transition from idea to basic execution
planning.
· Mentorship: Helping students’ hard and soft
skills e.g. leadership, teamwork, negotiation, and creative problem-solving.
· Linkages: Coordinating school events, guest
speakers, or field visits to link students with local entrepreneurs and the
business world at large.
· Assessment: Judging student performance through
both their theoretical knowledge and the viability, creativity, and
presentation of their project work.
E. Computer Science Teacher
While the ICT Teacher
is concerned with tools and applications for digital literacy, the Computer
Science Teacher is concerned with the theoretical and technical depth of
computing principles.
Inferred Key Duties and Responsibilities:
· Core Concepts Instruction: Teaching advanced
topics such as programming fundamentals (algorithms, data structures),
computational thinking, software development methodologies, and database
concepts.
· Programming Language Instruction: Instructing
students in one or more programming languages relevant to the curriculum (e.g.,
Python, Java).
· Laboratory Management: Overseeing and keeping a
specialized computer science lab in good condition and ensuring students have
the necessary tools for coding and project development.
· Advanced Project Supervision: Assisting
students in completing complicated coding projects and challenging them to use
theoretical knowledge to solve practical problems.
· Academic Guidance: Helping students prepare for
potential advanced examinations and advising them on further studies or careers
in computer engineering or software development.
F. English Teacher
The English Teacher is
crucial in ensuring that students are highly proficient in English which is the
global language of business, technology, and higher education. The role is
fundamental to the academic success of students across all subjects.
Inferred Key Duties
and Responsibilities:
· Language Arts Instruction: Teaching English
grammar, composition, literature, and communication skills with the goal of
student fluency, accuracy, and comprehension.
· Curriculum Enrichment: Choosing and using top
literary texts and resources to broaden vocabulary, critical thinking, and
cultural awareness.
· Communication Skills Development: Regularly
conducting speaking and presentation activities aimed at practicing and
improving students' oral communication skills.
· Correction and Feedback: Giving detailed and
constructive feedback on the students' written work (essays, reports, creative
writing) to help improve their writing skills.
· Assessment: Creating standardized tests and
continuous assessment tools to gauge student progression in language
acquisition and literary analysis accurately.
V. General
Requirements and Equal Opportunity
Direct Aid is a
company that is committed to hiring highly professional and devoted people to
be part of its staff. Besides
| Position | Location (Inferred) | Key Subject Focus | Application Deadline |
| Nursery Teacher | AL-SAFWA School | Early Childhood Education, Holistic Development | 2025-12-19, 12:00 PM |
| ICT Teacher | NEGA | Digital Literacy, Cambridge Curriculum | 2025-12-19, 12:00 PM |
| Kinyarwanda & Kiswahili Teacher | Various Schools | Language Arts, Cultural Integration | 2025-12-19, 12:00 PM |
| Entrepreneurship Teacher | Various Schools | Business Planning, Innovation, Financial Literacy | 2025-12-19, 12:00 PM |
| Computer Science Teacher | Various Schools | Programming, Algorithms, Computational Thinking | 2025-12-19, 12:00 PM |
| English Teacher | Various Schools | Language Fluency, Literature, Composition | 2025-12-19, 12:00 PM |
Interested candidates should submit an updated CV and application letter outlining their qualifications and suitability for the position to:
Email Subject:Your Name – Position Applied For
Application Deadline:19 December 2025 at 12:00 PM
Equal Opportunity Statement
Direct Aid is an equal opportunity employer and encourages applications from qualified individuals of all genders, diverse backgrounds, and people living with disabilities.
Only shortlisted candidates will be contacted for interviews.
Thank you for your interest in joining the Direct Aid – Rwanda team
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