South African School & Teaching Vacancies

Position: Nursery Teacher for 3–18 Months - Structured & Nurturing A local nursery school in Johannesburg is seeking a Teacher for the 3 to 18 months age group starting January 14. The ideal candidate must have at least 2 years of experience, a love for babies, and strong admin skills. Responsibilities include collaborating with assistants, tracking development milestones, and maintaining records. This position offers a nurturing environment with a structured work schedule, making it ideal for energetic individuals who enjoy working with young children. #J-18808-Ljbffr

Role Summary: The Head of Project Management is accountable for the overall effectiveness, consistency, and performance of project delivery across the organisation. This role leads the Project Management function, and oversees the Quality Control team, ensuring projects are scoped, planned, governed, and delivered in a manner that meets client expectations, protects commercial outcomes, and supports the company's growth as a fee-for-service ed-tech provider. The role focuses on strong execution through clear processes, capable teams, and practical delivery frameworks. The Head of Project Management works with stakeholders to manage risks, resolve client issues, improve processes, and develop the team, balancing delivery discipline with client satisfaction. This role requires a commercially astute leader who can balance client satisfaction with operational discipline, motivate project teams, and scale project delivery capability in a fast-paced, global environment. Reports to: Director, Learning and Operations (International) Key Responsibilities Leadership & Stakeholder Management • Lead and develop the Project Management function, ensuring the right team structure, capability, and capacity to meet current and future delivery demands • Set and uphold clear standards for project management practices, behaviours, and performance to enable consistent, high-quality delivery across all projects • Build and sustain a high-performing, motivated, and collaborative team culture that supports professional growth, accountability, and alignment with company values • Provide ongoing coaching and performance leadership to the team, proactively addressing capability gaps and contributing to cross-functional alignment and continuous improvement • Oversee the Quality Control team, ensuring quality standards are maintained across all projects and continuous improvement initiatives are embedded into delivery practices Project & Client Delivery • Oversee the successful delivery of projects across a global client base, ensuring work is delivered on time, within scope and budget • Ensure effective project planning, risk management, dependency management, and delivery governance are consistently applied across all engagements • Support the team in managing client relationships, particularly on complex or high-risk engagements, to drive strong outcomes and repeat business • Own and lead the resolution of significant project and client escalations, balancing client expectations, delivery constraints, and commercial considerations • Provide clear visibility into delivery status, risks, and mitigation plans to senior stakeholders and executives Commercial& Operational Performance • Demonstrate advanced commercial acumen and strategic thinking with respect to clients and financial performance of projects • Collaborate with Finance and teams to track project profitability, ensuring projects remain within scope and budget, and that financial targets are met • Optimize resource allocation, balancing workloads to maximize efficiency and prevent under- or over-utilization • Implement and refine systems and processes that enhance efficiency, ensure adherence to standards, and promote continuous improvement through innovation and collaboration What does success look like? • A high-performing, motivated, and capable Project Management team that consistently meets delivery expectations and contributes to a positive, collaborative culture • Projects are delivered on time, within scope and on budget, to a high-quality standard, supporting both client satisfaction and commercial objectives • Proactive management of risks and client issues, with escalations resolved effectively and strategically when they occur • Strong client relationships and stakeholder engagement that drive repeat business, growth opportunities, and confidence in the organisation's delivery capability Requirements Experience • 7-10+ years in project management leadership roles, ideally within consulting, digital services, or technology-enabled learning environments • Proven experience leading and developing project managers or large project teams • Demonstrated success in driving operational efficiency, improving team performance, and delivering complex, high-value projects across multiple geographies or clients • Strong experience in client engagement, financial management, and project budgeting • Experience in ed-tech, digital learning, or technology-driven service delivery is highly desirable Skills & Competencies • Leadership & People Management: Ability to motivate, mentor, and scale teams while maintaining high performance and a positive, collaborative culture • Strategic Thinking & Decision-Making: Align delivery operations with business goals and make informed, data-driven decisions • Stakeholder & Client Management: Build strong relationships with executives and clients, ensuring high satisfaction and repeat business • Project & Resource Management: Expertise in planning, executing, and delivering projects on time, within scope, and on budget, while optimising team capacity and utilisation • Financial & Commercial Acumen: Understanding of profitability, budgeting, and strategies that drive sustainable business growth • Process Improvement & Innovation: Ability to implement best practices, optimise workflows, and leverage technology (including AI) to improve efficiency and quality • Risk & Issue Management: Proactively identify risks and implement effective mitigation strategies to ensure successful project outcomes • Strategic Thinking & GenAi (Advantageous): Exposure to strategic initiatives GenAI, that support improved delivery outcomes and ways of working Benefits About OES OES is a vibrant and values-led organisation, and we are passionate about enhancing lives through education. We work with university partners, training institutes, and professional bodies worldwide, to develop and enable immersive and engaging learning experiences. We empower our teams to be student-focused, innovative, and embrace change with a growth mindset to ensure we achieve our vision of being the world's most impactful enabler of education. We encourage our people to grow and develop through teamwork and a diverse range of projects, programs and challenging work. We trust our people to deliver, so when you work with OES, you will join a team who are empowered to impact every day. Company Culture & Values We are a people-focused organization with a culture built around collaboration, connection, and working together toward one common goal. Our vibrant, values-led culture is grounded in four core principles that guide everything we do: Passion and Perseverance: We love what we do (even though it's not always easy) and take pride in creating transformative learning experiences. We bring a ‘can-do' attitude to our work, tackling challenges and inspiring others. Teamwork: We operate as cross-functional teams globally with trust and respect, celebrating success. We have fun while we work and enjoy collaborating with each other and OES partners. Agility and Innovation: We are innovative, lateral thinkers who use our skills to do things better for our students. We thrive in ambiguity, embrace change and challenge conventional thinking. Integrity: We do what's right, and what we say we will do, every time. We value a culture of respectful feedback and believe that respect trumps harmony. These are some of the perks* you can expect when you join the team: • Employee Assistance Program (EAP) • Medical allowance • Commute allowance • Flexible work for genuine career-life fit • A healthy and supportive company culture • Generous annual leave • Paid maternity and paternity benefits • Study leave • Professional development and mentoring • Culture Club events • Company funded lunch and drinks every 6 weeks • Policy T&Cs apply for certain benefits

Position: 45. Isizulu Fal Teacher (Grades 4 To 7) Seeking a teaching role with a twist? Curro offers a vibrant learning environment across three countries, with various unique schooling models. Be a part of something big and apply today. Qualifications • An appropriate academic and professional education qualification from a recognised institution. • Relevant experience in teaching isiZulu FAL. • Current SACE registration. • A clear criminal record. Responsibilities • Plan, control, record and report on assessments. • Attend meetings, forums, workshops for the grades/phase as required. • Create an educational atmosphere in the classroom. • Take responsibility for any and all school equipment and stock of the class. • Work closely with the teachers in the grades/phase to ensure the effective running of the grades/phase. • Manage, plan, assist and promote teaching and learning within the class. • Manage, plan, assist and promote activities (sport and culture) within the school. • Manage, plan, assist and promote discipline within the grades/phase. • Assist with sport and other admin duties as and when the need arises. • Personal commitment to education and a willingness to contribute to the values and ethos of the school. The successful candidate will start on 01 January ****. Curro is an equal-opportunity employer, and therefore preference will be given to EE candidates. NB: Please remember and take note before applying that this is a Permanent position. POPI Act Compliance Please note that this site and service provider is committed to full adherence to the POPI Act, by selecting to make use of our services, you undertake and give consent for us to use your information provided by you for the intended purposes and for those purposes only. You have the right to opt out at any time and have the right to contact the designated Information Officer should you require any further information. #J-*****-Ljbffr #J-18808-Ljbffr

An established institution is seeking passionate adjunct faculty to teach Aerospace Engineering courses. This part-time role offers a unique opportunity to engage with students and share your expertise in a dynamic academic environment. Ideal candidates will possess an advanced degree in Aerospace Engineering and relevant teaching experience. You will have the flexibility to teach both on-campus and online classes, contributing to the academic growth of aspiring engineers. Join a diverse community focused on creativity and innovation, where your contributions will shape the future of engineering education.#J-18808-Ljbffr

About UNICEF If you are a committed, creative professional and are passionate about making a lasting difference for children, the world's leading children's rights organization would like to hear from you. For 70 years, UNICEF has been working on the ground in 190 countries and territories to promote children's survival, protection and development. The world's largest provider of vaccines fordeveloping countries, UNICEF supports child health and nutrition, good water and sanitation, quality basic education for all boys and girls, and the protection of children from violence, exploitation, and AIDS. UNICEF is funded entirely by the voluntary contributions of individuals, businesses, foundations and governments. UNICEF has over 12,000 staff in more than 145 countries. Consultancy: Consultant (South Africa, Learning and Scaling) Duty Station: UNICEF Hosted Funds, Education Outcomes Fund Duration: 01 February 2026 – 30 September 2026 Home/ Office Based: Remote BACKGROUND Purpose of Activity/ Assignment: In partnership with the South African Department of Basic Education (DBE), The Education Outcomes Fund (EOF) launched the South Africa ECCE Outcomes Fund (“Fund 1.0”) in December 2025. Over three years, five implementing partners (IPs) will open around 1.4k new Early learning programmes (ELPs) and support around 600 existing ones throughout the country. The Outcomes fund is a form of outcomes-based financing, wherein payment to IPs is dependent on their progress towards pre-specified target outcomes. Under this model, EOF, IPs, and pre-financers providing working capital and performance management to the IPs, will frequently collect monitoring and evaluation data related to the interventions. Fund 1.0 was developed as a way to learn about how to improve ECCE quality, to provide space for innovation, and as an opportunity for the DBE to broaden partnerships with non-state ECCE providers. Towards the scaling objectives of the 2030 ECD strategy and as outlined in the Bana Pele Blueprint, the DBE and EOF are interested in surfacing learnings from Fund 1.0 to inform the design of a future outcomes fund (“ELP Fund 2.0”). To support that effort, EOF is looking to collaborate with a consultant who will serve as a full-time member of the South Africa country team, to lead the learning, scaling, and evidence synthesis agenda for Fund 1.0. EOF will transition out of UNICEF on or before 30th September 2026 to an another host. The successful candidate is expected to be transitioned to the new host to continue supporting with the ongoing implementation of this program. Further details will be provided in the recruitment process Scope of Work: The consultant will work with the EOF’s South Africa ECCE Outcomes Fund during Fund 1.0,. The objectives of the consultancy are to: (i) shaping Fund 2.0 by engaging with the DBE and national partners to determine key learning priorities and questions needed to launch Fund 2.0, including an analysis of the ECD market and opportunities for sector-wide value addition. (ii) collaborate with IPs and their pre-financers to surface learnings by leveraging IPs data collection throughout implementation; and through peer-learning engagement. (iii) synthesize findings across all learning agenda pillars into coherent evidence and insights that can inform strategic decisions for the DBE and EOF during and after implementation. (iv) disseminate key learnings and influence the broader ECD ecosystem by sharing evidence with sector stakeholders, contributing to public dialogues, and strengthening coordination and collaboration across complementary initiatives. These objectives make up the learning, scaling and evidence synthesis agenda, which is one component of a two-pillar learning agenda accompanying Fund 1.0. External research partners will be simultaneously conducting research on the ECCE interventions delivered through Fund 1.0 and on the effects of outcome-based financing on programme stakeholders. The consultant will be expected to synthesize findings from all learning agenda pillars, thus serving as the primary liaison between the program’s learning partners, stakeholders in the ECCE ecosystem and the DBE.. Terms of Reference / Key Deliverables: Work Assignment Overview/Deliverables and Outputs/Delivery deadline 1. Learning & Scaling Agenda Co-design Facilitate a high-level co-design process with DBE, EOF and national stakeholders to finalize the Learning & Scaling Agenda that will orient Fund 1.0 learnings and provide strategic evidence inputs for Fund 2.0. This includes surfacing priority learning questions, specifying decision cycles and timing aligned to DBE policy windows, and identifying roles for validation and use. The consultant will prepare background materials, convene the primary multi-stakeholder launch workshop, and produce a short implementation roadmap for Year 1 learning activities. The deliverable must explicitly preserve peer-learning mechanisms and show how findings will feed into DBE decision-making. • Workshop background note (4–6 pages) and workshop agenda. • Participant list and stakeholder engagement log. • Workshop report (5–7 pages) with agreed learning priorities, research questions, and decision cycles • Short Year-1 learning roadmap (estimated 2-3 pages) 30 Jul 2026 2. Desk Research & Landscape While provider monitoring data are not yet available, produce an actionable evidence package to inform Fund 2.0 concept development. The consultant will conduct a structured desk review and ~20 targeted stakeholder interviews (government, IPs, potential pre-financers, NGOs, CSR/impact investors, outcome donors), synthesize lessons from prior initiatives (e.g., Catalyze, GROW ECD, faith-based and CSR partnerships) and surface financing/partnership options for scale, including risks and mitigation strategies. This work fills Year-1 evidence needs and supports the Fund 2.0 concept development. • 15–20 page analytical report: landscape & financing models, interview summaries (annex), risks & mitigation, and 3–5 concrete Fund 2.0 options (with high-level pros/cons and data needs). • 2-page executive summary for DBE/EOF leadership. 30 Sept 2026 3. Data & Reporting Framework Co-development (with IPs, pre-financers, DBE) Co - develop a practical Data & Reporting Framework that standardized the learning outputs required across Implementing Partners and pre-financers, aligns with DBE's National Data Observatory, and clarifies governance, roles and sharing protocols. The consultant will produce templates, a shared data dictionary and governance note. The consultant is expected to make recommendations about the appropriate platform to use, and collaborate with the country team to set up and maintain up to date data from IPs through this platform • Draft reporting templates, shared data dictionary and draft governance note (for consultation). — Draft due 31 March 2026. • Final Data & Reporting Framework (5–7 pages) including reporting cadence, roles, validation checklist, operational guidance for IPs & pre-financers, and annex mapping to DBE National Data Observatory requirements. • Validation notes/acknowledgements from representative IPs and pre-financers (documented responses). Draft by 31.04.2026 Final framework 30.07.2026 Final Data platform system by 30.03.2026 Data platform updated 30.06.2026 30.09.2026 4. Market-for-Scale & System Readiness Diagnostic (access, workforce, registration, finance) Deliver a rapid but robust diagnostic of the ELP market and system readiness for scale. This will assess registration barriers, workforce capacity and training needs, provider business models and affordability/inclusion risks, and the feasibility of potential financing and partnership models at scale. Methods include desk evidence, up to ~10 field visits or site case studies, and key informant interviews to ensure recommendations are grounded and actionable for Fund 2.0 and DBE policy discussions • Short diagnostic plan & methodology and rapid evidence map. • Market-for-Scale Diagnostic report (up to 20 pages) with prioritized, actionable policy & program options and stated data needs for Fund 2.0. • Annex: provider case summaries and an action road-map for Fund 2.0 uptake 30 Sept 2026 5. Annual Learning & Scaling Reports, 12 Peer-Learning Exchanges and Final Synthesis Work assignment overview: Convene and sustain cross-partner peer learning and produce annual synthesis reports that aggregate cross-pillar findings and recommend system actions for DBE and national fora. The consultant will organize peer-learning sessions across 2026 (one per quarter), each with an agenda, short preparatory brief, facilitation and summary notes. Annual reports will consolidate evidence from all workstreams and the final contract deliverable will be an integrative synthesis for dissemination at national events. • 3 peer-learning sessions (quarterly across 2026): session packages (agenda, 2-page brief) and summary notes. • An integrative synthesis 30 Sept 2026 Travel: 3 site visits within South Africa, each of 4 working days Qualifications Education: • A degree in Education, International Development, Social Sciences, Project Management, or a related field, is required. • A Master's degree is preferred but not required. Knowledge/Expertise/Skills required *: • A minimum of 10 years relevant experience in education, international development, the nonprofit sector, management consultancy, public policy, government. • ECD experience is required through policy, research or academic work, or direct implementation. This could include experience collaborating closely with key ECD stakeholders. • Experience in government engagement, particularly with South Africa’s DBE (Department of Basic Education). • Understanding of education policy (preferably ECCE) and systems strengthening, including pathways for scale-up and sustainability. • Proven track record of producing high-quality analytical reports and policy briefs. • Strong analytical and synthesis abilities to feed operational insights into broader knowledge-generation and policy agendas. • Strong problem-solving and critical thinking skills, with a solution-oriented mindset • Excellent written, verbal communication and facilitation skills Requirements: Completed profile in UNICEF's e-Recruitment system and - Upload copy of academic credentials - Financial proposal that will include/ reflect : • * the costs per each deliverable and the total lump-sum for the whole assignment (in US$) to undertake the terms of reference. • travel costs and daily subsistence allowance, if internationally recruited or travel is required as per TOR. • Any other estimated costs: visa, health insurance, and living costs as applicable. • Indicate your availability - Any emergent / unforeseen duty travel and related expenses will be covered by UNICEF. - At the time the contract is awarded, the selected candidate must have in place current health insurance coverage. - Payment of professional fees will be based on submission of agreed satisfactory deliverables. UNICEF reserves the right to withhold payment in case the deliverables submitted are not up to the required standard or in case of delays in submitting the deliverables on the part of the consultant. Only shortlisted candidates will be contacted and advance to the next stage of the selection process For every Child, you demonstrate… UNICEF’s core values of Commitment, Diversity and Integrity and core competencies in Communication, Working with People and Drive for Results. View our competency framework at: Here UNICEF offers reasonable accommodation for consultants/individual contractors with disabilities. This may include, for example, accessible software, travel assistance for missions or personal attendants. We encourage you to disclose your disability during your application in case you need reasonable accommodation during the selection process and afterwards in your assignment. UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check. Remarks: Individuals engaged under a consultancy will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants. Consultants are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws. The selected candidate is solely responsible to ensure that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract. Selected candidates are subject to confirmation of fully-vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.

Join the Global LT community and help provide language lessons to business professionals and their families worldwide. We are hiring English Language Teachers to provide in-person customized lessons to our clients in Midrand, South Africa . • Job Information : A 4.5-year-old girl Availability : Monday afternoon (12 : 00pm 4 : 00pm) Tuesday afternoon (12 : 00pm 4 : 00pm) Wednesday afternoon (12 : 00pm 4 : 00pm) Thursday afternoon (12 : 00pm 4 : 00pm) Friday afternoon (12 : 00pm 4 : 00pm) Saturday afternoon (12 : 00pm 4 : 00pm) Sunday afternoon (12 : 00pm 4 : 00pm) Preferred start date : asap Lesson Frequency : 5 times a week Lesson Duration : 1h per session Location : Near Waterfall Country Estate, Barbet Crescent, Waterfall City, Midrand, South Africa Current target language level : Basic words, colors, numbers, but not able to make sentences Native and other spoken languages : Turkish Student s language needs and goals : She needs to communicate at school with her teachers and especially with friends. Thus, she needs to understand and speak. She also needs to learn vocabulary. Responsibilities : Delivering tailored, dynamic, effective, and engaging lessons Developing curricula based on learners proficiency level and desired outcomes Monitoring students progress and guiding learners toward learning goals Communicating in an efficient, effective, and professional manner Qualifications : Native or near-native written and spoken proficiency in the target language Certificate or degree in language teaching, education, instructional design, writing, language, linguistics, second-language acquisition, or related field Minimum of two years of experience Experience teaching children is desired All Global LT instructor positions are freelance positions. If you feel this could interest you, please submit your CV for consideration. Powered by JazzHR

Position: Dynamic Educator: Full‑Time Teaching A leading educational institution in Johannesburg is seeking a passionate Teacher for a full-time, permanent role. The ideal candidate will hold a Bachelor's degree in Education and possess at least 2 years of teaching experience. Responsibilities include delivering engaging lessons, implementing curriculum, and assessing student progress. Join a supportive team and contribute to a positive learning environment, making a difference in students’ lives. #J-18808-Ljbffr

A leading chemicals and energy company in South Africa is looking for an Education Program Manager to oversee implementation and execution of education initiatives. The role involves stakeholder engagement, conducting needs assessments, and managing programme budgets. The ideal candidate has at least 6 years of relevant experience and a Bachelor's degree. Additional responsibilities include preparing proposals for funding and ensuring alignment with social value propositions. The position offers full-time employment and opportunities for career growth and development. #J-18808-Ljbffr

A reputable educational institution in Gauteng, Pretoria is seeking a Mathematics Teacher to guide high school students in their academic journey. The ideal candidate will hold a relevant degree and possess 2-5 years of teaching experience, with a commitment to continuous professional growth. Responsibilities include planning instructional programs, managing student behavior, and building strong partnerships with parents and the community. This position promises a dynamic teaching environment focused on student success. #J-18808-Ljbffr

IMPORTANT: This is a role to work in Ohio, USA for 3 years Bachelor's Degree in Education is required About Us ACCEL Schools is a network of 100+ high-performing, public charter schools serving students in grades PK-12. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick-and-mortar, virtual, and hybrid schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. ACCEL Schools provides opportunities for teachers from all over the world to teach in the Unites States for up to 5 years under a cultural exchange program. We are currently building a pipeline for the upcoming 2025-2026 school year. We are actively seeking Elementary School teachers. ACCEL Schools will assist with immigration requirements for candidates to obtain a Visa to teach in the US. If you meet the qualifications below, APPLY NOW for your opportunity to work as a teacher in the United States! Requirements: · Advanced English proficiency (written and verbal English) · Possess the equivalent of a bachelor’s degree in education with a concentration in appropriate field(s). At the time of application you must provide Foreign Credit Evaluation from SpanTran or similar organization · Minimum five years of full-time related teaching experience at primary or secondary schools outside the US, not to include student teaching, internships, etc. · Meet qualifications for teaching in primary or secondary schools in home country and possess a valid teaching license. · Currently teaching at a primary or secondary school in your home country. Must be currently teaching in the grade(s) and subject(s) for which you are applying. · Ability to pass international criminal background check. Responsibilities: · Prepare and deliver lesson plans with the ability to modify accordingly during the school year · Differentiate instruction to meet the needs of all students · Maintain accurate and complete records of students’ progress and development · Utilize research-based best practices in daily planning and classroom instruction · Manage student behavior in the classroom · Create a positive classroom environment for students to learn in · Utilize school approved curricula that reflects the diverse educational, cultural, and linguistic backgrounds of the students · Implement school-wide culture expectations and norms · Communicate and meet with families regarding the academic and social-emotional growth of their child · Incorporate technology skills into daily classroom practice to support learning · Participate in the planning and implementation of non-instructional activities, as needed · Collaborate and communicate effectively with colleagues · Perform other duties as assigned

Position: Montessori Elementary Assistant: Support Authentic Learning An educational institution in Cape Town is seeking a dedicated individual to support the delivery of authentic Montessori education, adhering to AMI standards. The ideal candidate will have a BEd/PGCE and/or Montessori qualification, with prior experience working with children. The role involves maintaining engaging learning environments and assisting in various educational activities, showcasing strong interpersonal, communication, and administrative skills. Commitment to Montessori principles and values is essential. #J-18808-Ljbffr

Position: Afrikaans First Language Teacher, Grades 10–12 A leading educational institution is seeking a dedicated Afrikaans First Language Teacher to join their team in Johannesburg. The successful candidate will be responsible for teaching Grades 10-12, preparing learners for assessments, and ensuring adherence to the CAPS curriculum. Ideal candidates must have a recognized teaching qualification and at least 5 years of high school teaching experience. Strong classroom management and communication skills are essential for this position. #J-18808-Ljbffr