Role Overview
The Sales Development Representative will lead generation, student engagement, course promotion, and sales conversion to meet the school’s sales targets.
What You Will Do
Responsibilities include identifying prospective student leads, responding to enquiries, promoting business practical accounting courses, and maintaining regular communication with interested prospects.
Why It Might Be a Fit
The ideal candidate will have strong persuasion, negotiation, relationship-building, and customer-engagement skills, with the ability to understand prospective students’ needs and recommend relevant training programmes.
Requirements
- Bachelor’s degree or HND in Business Administration, Marketing, Sales, Communications, Education or a related field.
- Experience in sales, business development, customer service, student recruitment, marketing or a related client-facing role is an advantage.
- Strong ability to identify, engage, qualify and convert prospective customers or students.
- Excellent verbal and written communication skills, with the confidence to explain training programmes and respond to enquiries.
- Strong persuasion, negotiation, relationship-building and customer-engagement skills.
- Ability to understand prospective students’ needs and recommend relevant training programmes.
- Comfortable using phone calls, WhatsApp, email, social media and other digital tools for prospecting and follow-up.
- Good organisational and time-management skills, with the ability to manage multiple leads and follow-ups effectively.
- Basic computer skills and the ability to maintain accurate lead, enquiry and enrolment records.
- Proactive, self-motivated and comfortable working toward measurable sales and enrolment targets.
- Ability to work independently and collaborate with the school’s training, administrative and marketing teams.
- Willingness to participate in networking, promotional activities, outreach and prospective-student engagement initiatives.
To apply for this job please visit scaleinafrica.zohorecruit.com.

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