Vacancy title:
Learning officer

[Type: FULL_TIME, Industry: Nonprofit, and NGO, Category: Data, Business Analysis and AI, ICT / Computer, Internships, Agribusiness, Agricultural Services & Products]

Jobs at:
FIPS Africa

Deadline of this Job:
Wednesday, November 11 2026

Duty Station:
Nairobi | Nairobi

Summary
Date Posted: Thursday, October 29 2026, Base Salary: Not Disclosed

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JOB DETAILS:

Role purpose

The Learning officer makes evidence of a routine part of how FIPS plans, delivers and adapts its programmes. The role helps teams ask decision-relevant questions, generate and interpret credible evidence, and act on what they learn within the agricultural season, not after it.

Strategic contribution

• Sharper decisions: management and programme teams can see what the evidence supports, what remains uncertain and what it would take to find out.
• Faster adaptation: learning is timed to seasons and review points so that findings change delivery while it still matters.
• Stronger positioning: credible, well-documented evidence and publications strengthen FIPS with research partners, funders and the wider sector.
• Stronger capability: colleagues build their own inquiry and reflection skills, so learning does not depend on one post.

Key responsibilities

1. Learning agenda and strategic questions

• Co-develop a manageable learning agenda with programme and MELA colleagues, linking each priority question to a strategic decision, programme assumption or evidence gap.
• Help teams make theories of change explicit: what is expected to change, for whom, through which mechanism, and what evidence would support or challenge that expectation.
• Apply consistent lenses across questions where relevant: differences by gender, age and farm type; climate and seasonal risk; and the sustainability of enterprise and market relationships beyond FIPS support.
• Translate agreed priorities into feasible learning plans with decision users, methods, responsibilities, resources and review points aligned with seasons. Propose sequencing and flag constraints for approval.

2. Applied learning and analysis

• Help teams choose methods that fit the question, context, time and resources, including farmer-led experimentation, on-farm trials, participatory inquiry, case studies and mixed-method studies.
• Design and undertake agreed studies, including protocols, sampling, field tools, fieldwork supervision and data-quality checks, with programme teams, MELA colleagues and technical specialists.
• Apply informed consent, confidentiality, responsible data handling and safeguarding requirements. Identify when research approvals are needed and work through the authorised process before fieldwork.
• Analyse quantitative and qualitative evidence with appropriate tools. Examine differences across farmer and enterprise groups where the data permit; assess bias, missing data and uncertainty; and avoid causal claims the design cannot support.
• Use digital data collection, analysis and AI-assisted tools where they add rigour or speed, with human review of outputs, protection of personal data and transparency about how tools were used.
• Validate findings with farmers, programme colleagues and research partners. Record divergent views, unexpected results and open questions, and keep a traceable link from data to conclusions.

3. Facilitation, coaching and learning culture

• Co-design learning activities with farmers, VBAs and partners; make space for their questions and practical knowledge and agree how findings will be returned to them.
• Facilitate reflection sessions, after-action reviews and learning events that separate observation from interpretation, surface alternative explanations and end with agreed actions, owners and dates.
• Embed proportionate reflection into existing planning, field supervision and review routines rather than adding parallel processes.
• Coach colleagues through real programme questions, building inquiry, facilitation, analysis and reflective practice skills, tailored to their starting points and responsibilities.
• Create accessible, respectful learning spaces: listen without interrupting, check understanding, invite quieter participants, adapt to language and literacy needs, and challenge assumptions without blame.

4. Knowledge products and publication

• Produce research reports, learning briefs, case studies, practical guidance and publications with colleagues and partners, matching detail and format to farmers, practitioners, researchers, management and funders.
• Present findings accurately, including methods, limitations and implications. Coordinate technical review and required approvals, maintain accessible records, and agree authorship according to contribution.
• Lead or co-author appropriate publications, including peer-reviewed outputs where suitable and resourced, and contribute evidence to sector platforms, conferences and partner networks as agreed.
• Gather feedback on whether knowledge products are used and adjust formats and channels accordingly.

Qualifications and Experience

• Bachelors’ Degree in agricultural sciences, agricultural economics, research methods or related discipline.
• 2 years working experience
• Experience designing and leading applied research from question to evidence use.
• Strong quantitative and qualitative analysis skills.

Work Hours: 8

Experience in Months: 24

Level of Education: bachelor degree

Job application procedure

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