Summary
Position Title: Online Course Content Developer
Project: R2R – Zindagi Taza
Location: Remote
Duration: 2 months, starting on 1st April 2026
Budget Range: EUR 5,000 to 6,000, based on experience
About Seefar
We are a social enterprise with a mission to work with vulnerable people to build a better future. We specialise in justice, migration and social inclusion. Our expertise is in strategic communications, counselling, consulting, monitoring and evaluation, and research. We work in East Asia, South Asia, the Middle East, East Africa, North Africa, the Sahel and Europe. For more information about us, please visithttp://seefar.org/about-us.
Context
Seefar is seeking a Content Developer to support the development and delivery of online and hybrid learning modules for Seefar’s Livelihood Hub. These modules will be offered to remote participants to engage with training materials through self-paced online courses.
The Livelihood Hub aims to strengthen knowledge and skills among participants through accessible and interactive learning materials. As part of an ongoing project, Seefar is committed to delivering two additional modalities alongside in-person training in Kabul:
- Online learning modules (self-paced)
- Hybrid delivery combining online modules with 1/1 counselling
The Livelihood Hub modules will be hosted on Seefar Academy, which is an existing learning platform developed by the organization. The Content Developer will work closely with the Seefar Strategic Communications team, Graphic Designer, and project staff to adapt existing training materials and develop engaging learning modules suitable for online and hybrid delivery.
The position is expected to start in April 2026 and run through May 2026, to support the development and launch of the online and hybrid modalities by the end of May 2026.
The Livelihood Hub Curriculum
The Afghanistan Livelihoods Hub is a structured reintegration programme specifically designed for EU returnees — Afghan nationals who have returned to Afghanistan from European countries, voluntarily or under forced return. These returnees face a unique combination of challenges: long periods of absence from Afghanistan, accumulated debt, social stigma upon return, limited local networks, and significant psychosocial burdens. The Livelihood Hub addresses these challenges through a comprehensive, free-of-charge curriculum delivered in Kabul over 48 days (2.5 hours per day).
The in-person curriculum is now being adapted into a fully online, self-paced format to reach Afghan returnees and community members who are unable to attend in-person sessions in Kabul, as well as those who may benefit from completing the course remotely from within Afghanistan or internationally. The online course will be hosted on Seefar Academy (seefaracademy.org) and delivered in both English and Farsi/Dari.
Course Modules
The existing in-person curriculum comprises five core modules, all of which are to be adapted into the online course. The sequence below reflects the deliberate pedagogical logic of the programme: psychosocial stabilisation comes first, so that participants can build the emotional foundation and self-confidence needed before tackling the more practical, skills-based content.
1. Confidence in Action (Psychosocial Support — Part 1)
The first of a three-part psychosocial wellbeing series, this module focuses on building the foundations of self-confidence. Participants explore the relationship between confidence, motivation, habits, and proactive behaviour through the lens of the “confidence-action cycle”. The module is designed to prepare participants for deeper self-evaluation in Part 2, where they set a SMART goal and identify personal barriers, before applying their learning in Part 3. Content is delivered in a reflective, conversational style that is culturally sensitive and accessible to participants who may be experiencing stress, uncertainty, or low self-esteem following return.
2. Adaptive Counselling (Psychosocial Support — Part 2)
A structured mental health literacy module that introduces key psychological concepts in an accessible, non-clinical way. The six sessions cover: mental health and the difference between distress and illness; challenging stigma around mental health; understanding and decoding emotions; building self-esteem; unpacking trauma; and cognitive reframing (learning new ways of thinking). The content draws on narrative case studies, guided reflection exercises, and open-ended discussion prompts. This module is particularly important given the psychosocial vulnerabilities of returnees and must be adapted online with particular care for tone, pacing, and cultural sensitivity.
3. IT and Computer Skills
An introductory-to-intermediate digital literacy course that builds foundational computer skills. Topics include computer hardware and software, operating systems (Windows/Mac), internet navigation, email, productivity tools (Microsoft Office / Google Workspace), and digital safety. The course uses a friendly mascot-led narrative approach and is designed to be engaging for learners with limited prior computer experience. By the end of the module, participants should be able to use a computer confidently for everyday tasks relevant to employment and self-employment in Afghanistan.
4. Entrepreneurship
A practical business and entrepreneurship course aimed at equipping participants with the knowledge and confidence to explore self-employment. Sessions cover the definition and mindset of an entrepreneur, value creation and innovation, market analysis, business planning (including financial planning and budgeting), and an introduction to marketing strategies. Participants are guided through reflective exercises to assess their own entrepreneurial potential and develop a basic business plan. The module is particularly relevant for returnees who face barriers to formal employment and are considering income-generating activities or small enterprise development in Afghanistan.
5. Entering the Workforce
A job readiness and employment skills module designed to help participants navigate the job search process with confidence. Core topics include self-assessment and identifying transferable skills, CV and cover letter writing, job searching strategies, interview preparation, and professional communication. The course uses an interactive mascot-led format with exercises, self-reflection prompts, and a gamification structure (participants earn “stars” to unlock future chapters and receive a certificate upon completion). The module is contextualised for the Afghan labour market while acknowledging skills and experience gained during time abroad.
Overall Course Objectives
The online course is intended to replicate and extend the impact of the in-person Livelihood Hub. By the end of the course, participants should be able to:
- Better understand and manage their mental health, including stress, emotional regulation, and self-esteem
- Rebuild confidence, set goals, and approach reintegration with greater self-efficacy
- Use computers and digital tools confidently for employment or self-employment purposes
- Identify and pursue realistic livelihood pathways, whether through employment or entrepreneurship
- Produce job application materials (CV, cover letter) and prepare effectively for interviews
- Develop or refine a basic business idea and outline a viable business plan
The online course must preserve the warmth, accessibility, and learner-centred approach of the in-person curriculum while making best use of interactive digital features — including videos, quizzes, reflection prompts, gamification, and knowledge checks — to sustain engagement in an asynchronous self-paced format.
Job Description
The Content Developer will lead the review, adaptation and development of Livelihood Hub training materials into online learning modules suitable for the Seefar Academy platform.
The role focuses primarily on:
● Reviewing and adapting existing Livelihood Hub content (available in English and Farsi) to be fit for purpose
● Transforming existing Livelihood Hub content into engaging and interactive online modules, two versions of the courses are expected to be delivered: one in English, and one in Farsi
● Coordinating with technical teams to ensure content is uploaded and presented effectively on the Seefar Academy platform.
● Conduct a round of testing and optimization of the online courses after initial publication
The target audience for these modules will be Afghan nationals who have returned from the EU over the past two years, and content will need to be adapted for accessibility, clarity, and cultural relevance.
Responsibilities
The following are the primary responsibilities of the role:
● Develop the online curriculum for the Livelihood Hub on the Seefar Academy e-learning platform in close coordination with the Strategic Communications Team.
● Design detailed training courses and modules for the e-learning platform targeted at recent Afghan returnees from the EU.
● Adapt learning and written content from Seefar’s existing material, and develop new content where necessary to complement already existing content for courses.
● Collaborate with the graphic designer to transform training material into interactive modules using features such as videos, graphics, games, quizzes, webinars, and other multimedia elements.
● Review and test the course content to ensure it meets the needs of the target audience, and provide key recommendations to improve and adjust the curriculum accordingly.
● Contribute to specifications for the design of the online course for the technical developer.
● Ensure the online course includes a mechanism to chart progress and an overall assessment at the end of each module in line with project reporting requirements.
● Provide technical advice on all features and specifications for the e-learning platform.
Deliverables and Expectations
The Content Developer will be expected to produce the following key deliverables over the course of the engagement:
● Course architecture document — a structured outline of all five online modules including learning objectives per module, lesson sequencing, interactive element types (quizzes, reflection prompts, videos, knowledge checks), and assessment approach. To be submitted for review and approval before full development begins.
● Fully developed online course content in English — all five modules adapted and built on the Seefar Academy platform, incorporating interactive elements, progress tracking, and end-of-module assessments. Content should be learner-centred, accessible for participants with limited formal education, and culturally appropriate for Afghan returnees.
● Farsi/Dari-ready version — candidates with excellent command of both English and Farsi/Dari are strongly preferred and will be expected to develop both the English and Farsi versions of the course directly. Where no sufficiently strong bilingual application is identified, Seefar will consider English-only candidates and engage a professional translator to adapt the English course into Farsi; in this case, the Content Developer must structure and format the English course to make translation straightforward (e.g., right-to-left text compatibility, no text embedded in images, clean text extraction for handoff to the translator).
● Testing and quality assurance report — following initial publication of the course on Seefar Academy, a round of user testing and platform optimisation is expected, with a short written summary of changes made and any outstanding recommendations.
● Platform specifications document — technical requirements and feature specifications for the Seefar Academy platform to support the course, including progress tracking, module-level assessment, and any custom functionality needed for the hybrid modality.
● Low-bandwidth and offline accessibility plan — given that many participants will be accessing the course from Afghanistan on intermittent or low-bandwidth internet connections, the Content Developer must design the course with connectivity constraints in mind. This includes a written plan and implementation of measures such as: compressing or avoiding large video files where possible; enabling key content to be downloaded or accessed offline (e.g., downloadable PDFs, printable summaries, or an offline-compatible course format); ensuring the course degrades gracefully on slow connections; and minimising reliance on streaming media for core learning content. The plan should be agreed with the platform team before development begins.
Ways of Working
This is a remote, independent contractor role. The Content Developer will report to the Strategic Communications Lead and will liaise closely with the project team, including the Graphic Designer and technical platform staff. Regular check-in calls and milestone reviews will be scheduled throughout the engagement. All deliverables must be submitted in accessible formats compatible with the Seefar Academy platform. The Content Developer is expected to manage their own time effectively, flag blockers proactively, and seek input from the project team at key decision points.
An Excellent Candidate
This role requires someone who has the skills, knowledge and experience listed under the “Essential criteria” heading below. A strong candidate will also meet one or more of the “Desirable criteria”.
Essential Criteria
- At least 3 years of experience in curriculum design or development of online learning materials
- Experience transforming training content into online or blended learning modules
- Strong ability to simplify complex material into clear and engaging learning content
- Experience working with learning management systems or online learning platforms
- Experience collaborating with designers or multimedia teams to develop interactive learning materials
- Excellent written English; excellent written Dari/Farsi is strongly preferred. Candidates with strong English but limited Farsi will be considered if no suitable bilingual candidate is identified — see Deliverables section for implications
- Ability to work independently and remotely
- Strong attention to detail and organisational skills
Desirable Criteria
- Experience working in humanitarian, development, or migration-related projects
- Knowledge of Afghanistan or similar contexts
- Experience of teaching processes in a virtual environment.
Apply
Applications must be submitted by 22 March 2026 via the online application form linked below. Please read the full Terms of Reference before applying. To apply, please complete the application form here: https://forms.gle/oWeHfp1XmzgVFq6T9
What to include
The application form will ask you to upload the following:
- Your CV — detailing your relevant experience in online course development, instructional design, and any work in humanitarian, development, or migration-related contexts.
- A portfolio of relevant work — showcasing online courses or interactive educational materials you have developed. This can take the form of links to live courses, screenshots, demo access, or a document summarising past projects. Please include a brief note for each example explaining your specific role in the development process and the platform or tools used.
- Financial quote (clearly itemised and all‑inclusive)
Only shortlisted candidates will be contacted. Seefar is an equal opportunity employer and we welcome applications from candidates of all backgrounds.
