Job ID: 301069

Course Design Expert

Dr. Shroff Charity Eye Hospital

Location: New Delhi, Delhi

Apply by: 10 Sep 2026

Relevant Sectors

Capacity Building, Training, Advocacy

Health, Doctors, Nurses, HIV/AIDS, Nutrition

Private Sector, Corporate Social Responsibility

Job Description: Course Design Expert

Department: Talent Management C Learning and Development Reports to: Programme Lead, Talent Management C LCD Location: Dr. Shroff's Charity Eye Hospital (SCEH), Delhi Nature of Role: Full-time, with cross-departmental reach

Position Summary:

SCEH is building a portfolio of courses and training programs that eventually will become the benchmark for eyecare education, not just within the organisation but across the sector, in India C globally. The Course Design Expert is the person who will turn this goal into reality.

This role is under the Talent Management C LCD but works across the SCEH group, partnering with Medical Education (MED), Allied Ophthalmic Personnel (AOP), Public Health and clinical and administrative departments to design and develop training programs from the ground up. The person takes a department's inherent expertise, of senior clinicians or program leads and converts it into a structured course with clear objectives, defined competencies, sound pedagogy and content that benchmarks against global standards.

The role has two distinct part that require different strengths. The first is architectural: working with a department to define what a course should achieve and how it should be structured. The second is developmental: working with faculty (internal and external) to actually build the content, sequence it well and make sure it imparts knowledge, skills, competencies C bring about behaviour change.

Key Responsibilities:

1. Course Architecture s Design:
• Partner with requesting departments (MED, AOP, Public Health and others) to translate a training need into a formal course structure with course objectives, learning objectives, expected outcomes and the specific competencies to be developed.
• Determine the right pedagogical approach for each course (classroom, simulation, on-the-job, blended, self-paced) based on the competency being built and not by defaulting to one format.
• Define learning hours and course duration in a way which is realistic for working clinical and support staff and commensurate with the depth of competency required.
• Build assessment frameworks that genuinely measure whether the stated learning objectives were met, rather than traditional tools of assessment.

2. Content Development s Faculty Collaboration:
• Once a course structure is approved, work directly with identified faculty, both internal SCEH experts and external subject matter experts, to develop the actual training content.
• Ensure content draws on SCEH's own rich clinical and operational knowledge first and is supplemented with best practice and evidence from national and global sources where it strengthens the course.
• Review and edit faculty-submitted content for instructional soundness with regards to sequencing, clarity, cognitive load and alignment back to the course's stated objectives.
• Manage the handoff between subject expertise and instructional design, since faculty are usually strong on content but not on how adults learn.

3. Quality, Standards s Benchmarking:
• Establish and maintain a consistent quality bar across all SCEH courses integrating its ethos C values, so that a course built for various depts feel like they come from the same institution.
• Keep a working knowledge of instructional design standards and eyecare training practices globally and use that knowledge to push SCEH courses toward a world-class benchmark rather than a locally adequate one.
• Build reusable templates and design frameworks (course design canvas, competency mapping tools, faculty briefing formats) so course quality doesn't depend on reinventing the process each time.

4. Stakeholder s Program Management:
• Act as the primary LCD point of contact for departments that want a new course built or an existing one redesigned.
• Manage multiple course design projects concurrently, across departments with different timelines, priorities and levels of instructional design maturity.
• Report progress, risks and course performance to the Programme Lead and relevant department heads.
• Where relevant, contribute to piloting new courses, gathering feedback from the first cohort and revising the course before it is scaled.

KRA: Description: Indicative Measures:
Course Structures Delivered: Number and quality of complete course frameworks (objectives, outcomes,
competencies, pedagogy, learning hours)
delivered to requesting departments Courses designed per quarter; department sign-off on structure before content development begins
Content Quality s Turnaround: Faculty-developed content reviewed, refined and finalized within agreed timelines Average time from structure approval to content-ready stage; revision cycles
needed per course

Cross-Departmental

Partnership: Depth and quality of working relationships with MED, AOP, Public Health and other departments
requesting courses Repeat requests from the same department; department feedback on
collaboration quality

Standardization s Reusability: Design tools, templates and frameworks built and adopted across course projects Number of reusable design assets
created; consistency of course quality across departments

Learner Outcomes: Evidence that courses actually build the
intended competencies, not just deliver information Post-course assessment results; on-the-job competency feedback from department heads
Benchmark Positioning: Progress toward SCEH courses being recognized as a benchmark within the eyecare training ecosystem External faculty engagement secured; courses referenced or adapted by other institutions; recognition or adoption outside SCEH
Pilot s Iteration
Cycle: Speed and rigor with which new courses are piloted, evaluated and revised before scaling
Time from pilot cohort completion to revised, scale-ready version

Qualifications s Experience:
• PhD or Postgraduate qualifycation in instructional design, education, curriculum development, adult learning, or a closely related field. A background in health sciences or public health with non-profit background is a strong plus given the clinical C support function content this role will touch and the sector that it will work with.
• 6 to 10 years of experience in curriculum or course design, ideally with exposure to clinical, healthcare, or non-profit training environments.
• Demonstrated experience converting subject matter expertise (from clinicians, technical experts, or specialists) into structured, learner-centered courses.
• Experience working with faculty or SMEs who are excellent at their craft but not trained educators and the patience and skill to bridge that gap.
• Familiarity with competency-based education and outcome-based curriculum design is essential, not optional.

Skills s Competencies:
• Strong grasp of instructional design principles, adult learning theory and competency mapping.
• Ability to hold two roles at once: architect (defining course structure) and editor (refining content for instructional quality).
• Comfortable working across very different departments, from highly technical clinical training to soft-skills or administrative training, without treating them the same way.
• Strong written and verbal communication, since much of this role is translating between subject experts and learners.
• Project management discipline to run several course-design projects at different stages simultaneously.
• Intellectual curiosity about global best practices in professional training, balanced with respect for what SCEH already does well.

Job Email ID:

recruitmentdelhi(at)sceh.net