Programme Administrator 0.5 FTE (3 days per week)

About IOE

IOE is UCL Faculty of Education and Society.

Founded in 1902, IOE has been shaping policy and helping government, organisations and individuals navigate a changing society for the last 120 years. We embrace collaboration and excellence to create a future that is inclusive and just, and have been ranked number one for education every year since 2014 in the QS World University Rankings by Subject.

The Academic Programmes Office (APO) is a large vibrant and dynamic professional service support team at IOE. The APO provides student and programme support for all accredited academic programmes, (undergraduate, post graduate and teacher training) as well as for all research student activity.

About the role

You will support the administration of learning and teaching on Undergraduate and/or Postgraduate Taught programmes at IOE.

You will be expected to deliver a high-quality administrative service to students, colleagues and partners working in collaboration with academic and professional colleagues across the Faculty.

You should be pro-active in your work and demonstrate flexibility in working with a number of individuals across different programme areas including working with other administrative colleagues as part of a team.

About you

You will have experience of working in a busy office environment, with excellent administration skills and an organised and flexible approach to work.

You will also have experience of working independently and as an active member of a team, supporting colleagues and contributing to the effective operation of the team.

We are flexible about the working pattern but would prefer the the successful candidate to work Tuesday, Wednesday and one other day of choice.

Your application form should address all the person specification points and should clearly demonstrate how your skills and experience meet each of the criteria.

It is important that the criteria are clearly numbered and that you provide a response to each one.

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