Cambridge Programme Manager

Language Link Vietnam is seeking a Cambridge Programme Manager to lead the development and academic quality of its integrated programme across partner schools. This is an opportunity to shape the curriculum, develop learning resources and strengthen teaching practice, turning academic expertise into better learning experiences and outcomes for students.

Working with internal academic teams, operations colleagues and school leaders, you will ensure that delivery reflects the approved curriculum, available teaching time and students’ learning needs, with clear progression across year groups, educational stages and academic years.

Start Date: November 2026

Salary and Benefits

• Salary is competitive & commensurate with proven experience and qualifications
• Paid Vietnamese Public Holidays & Annual Leave & Sick Leave
• Full In-Patient, Out-Patient, Evacuation and Repatriation Medical Insurance
• Visa and Work Permit sponsorship fully provided and paid for by LLV (for international candidates)
• The opportunity to lead Cambridge academic development across a network of partner schools, create learning resources and build a strong group of lead teachers.

Working Location: On-site at our head office in Hanoi.

Scope: Academic development and quality of the integrated Cambridge programme across partner schools, with an immediate focus on Primary and Lower Secondary and the development of progression pathways to Upper Secondary as assigned.

1. Candidate Requirements

1.1. Qualifications and Experience

• A bachelor’s degree in education, teaching or a related discipline, together with an appropriate teaching qualification or equivalent professional pedagogical training.
• At least two years of direct experience coordinating or leading Cambridge programmes, with responsibility for curriculum development, teacher training or academic quality assurance.
• Practical experience across at least two Cambridge educational stages, a strong understanding of progression from Primary through Upper Secondary, and specific expertise in Primary and Lower Secondary programme delivery.
• Experience developing or adapting curriculum maps, teaching plans, learning resources and assessment tools, alongside direct experience of training or coaching teachers.

1.2. Professional Skills and Capabilities

• Ability to translate curriculum requirements into clear, practical teaching plans and guidance that reflect available teaching time, school conditions and student needs.
• Ability to analyse learning data, diagnose problems and recommend improvements to teaching and learning.
• High level of English language proficiency (CEFR C1 or above, or equivalent) for academic discussions, resource development, and training delivery.
• Strong organisational, presentation and stakeholder coordination skills, with the ability to work effectively with multicultural teaching teams and use educational technology purposefully.
• Demonstrated commitment to child safeguarding, protection of confidential information, copyright compliance, and high standards of professional integrity.

1.3. Desirable Experience and Qualifications

• A master’s degree in Education, Curriculum Development, Educational Leadership or a related discipline.
• Experience as a Cambridge Coordinator, Head of Department, Curriculum Lead, Academic Manager or equivalent in a school offering Cambridge programmes, an international school or a bilingual school.
• Experience integrating Cambridge programmes with Vietnam’s 2018 General Education Curriculum, working with public schools, or delivering English as a Second Language, Mathematics or Science in English.
• Experience with multi-school programme delivery, Cambridge assessments, progression pathways to IGCSE or AS/A Level, and the development of lead teachers.
• Strong bilingual communication skills in both Vietnamese and English when engaging with schools and international partners.

2. Key responsibilities

2.1. Curriculum development and adaptation

• Lead curriculum development, review and mapping between Cambridge programmes and Vietnam’s 2018 General Education Curriculum, identifying prior learning, additional content and connections across subjects, year groups and educational stages.
• Develop curriculum frameworks, scope and sequence documents, schemes of work, teaching plans, learning objectives and expected outcomes for each approved delivery model.
• Design transition pathways for students joining mid-year or entering at a later stage. Identify essential prior knowledge, core content, bridging support and progression into the following academic year, with a manageable workload for the teaching time available.
• Work with internal academic teams to align objectives, pacing and academic requirements across English, Mathematics and Science, taking account of lesson allocation, class size, student readiness and school conditions.
• Use feedback and implementation evidence to review the programme and recommend changes to content, pacing and teaching approaches, within the relevant approval processes and delegated authority.

2.2. Learning resource development and quality

• Identify textbook, student material, teacher guidance and supplementary resource needs for each educational stage, year group and phase of implementation.
• Work with content writers and subject specialists to plan resource development, defining content requirements, timelines, responsibilities and academic review processes.
• Write and review materials within your area of responsibility, working with subject specialists to ensure accuracy, alignment with programme objectives and suitability for students’ English proficiency.
• Gather feedback, update materials and maintain version control. Guide teachers in using resources consistently and ensure that copyright and confidentiality requirements are respected.

2.3. Assessment and student progress

• Develop baseline, formative and periodic assessments, with clear specifications, formats, marking guidance and reporting procedures aligned with the learning objectives of each phase.
• Work with internal academic teams and schools to collect and analyse data by class, year group and proficiency group, identifying gaps in subject knowledge, skills and language development.
• Recommend targeted support and extension activities, guide teachers in their implementation and monitor students’ subsequent progress.
• Establish guidance for reporting learning outcomes to schools and parents, clearly distinguishing internal assessment results from official Cambridge assessments.
• Work with the examinations team on academic preparation for Cambridge assessments offered at partner schools, maintaining the security of assessment materials and student data.

2.4. Teacher development and training

• Develop competency frameworks and professional development pathways by educational stage, subject and teaching role for Vietnamese and international teachers. Identify training needs through lesson observations, teachers’ work and student outcomes.
• Plan and deliver training on Cambridge curricula, lesson planning, content and language integrated learning, assessment and differentiation for students with varying levels of readiness.
• Work with internal academic teams to establish guidance for joint planning, collaborative teaching and the exchange of student progress information between Vietnamese and international teachers.
• Provide practical coaching and classroom support, develop lead teachers and internal trainers, and coordinate relevant professional development activities with Cambridge International.
• Evaluate the impact of training through classroom application, teaching quality and student progress, and identify priorities for further development.

2.5. Academic quality assurance and improvement

• Establish standards and tools to monitor readiness for launch, teaching quality, curriculum coverage and student outcomes.
• Work with internal academic teams and school academic leads to organise lesson observations and review lesson plans, assessment records and resource use, providing timely feedback and support.
• Investigate quality concerns and agree corrective actions with the relevant teams, including responsibilities, deadlines and follow-up reviews.
• Produce regular reports for the Divisional Director on programme quality, student progress, teacher support needs and academic risks, with evidence-based recommendations for improvement.

2.6. Programme implementation and stakeholder support

• Act as the academic point of contact for Cambridge within your assigned remit, working with Cambridge International, school leaders and subject teams on learning objectives, programme requirements and delivery arrangements.
• Work with operations and internal academic teams to identify staffing, resource, training and implementation needs, providing academic requirements to inform resource planning and delivery.
• Contribute to academic documentation for programme appraisal and approval. Prepare and review academic content for communications and consultations, and help address questions from schools, teachers and parents.
• Recommend academic arrangements to maintain continuity of learning when delivery plans change or are disrupted, and work with relevant teams to resolve academic issues at partner schools.

3. Accountability and working relationships

• Academic accountability: Lead the development of curricula, learning resources, assessment frameworks, training plans and quality standards, coordinating academic tasks against approved plans. Work with teacher management and operations teams to support delivery at schools; staff management and operational responsibilities remain with the teams designated by the Company.
• Authority and reporting: Access academic data within agreed permissions and recommend the resources needed to fulfil the role. Refer proposed changes to programmes, budgets, staffing or other matters beyond delegated authority to the Divisional Director. All work at partner schools must respect the school’s management responsibilities and the relevant agreements.