Stretch Assignment Education Officer NOB/NOC or P2/P3 - Bissau, Guinea-Bissau

Stretch Assignment for Education Officer NOB/NOC or P2/P3 - Support the UNICEF Country Office in Guinea-Bissau with Access to Learning Section.

Stretch Assignment: Stretch Assignment for Education Officer NOB/NOC or P2/P3 - Support the UNICEF Country Office in Guinea-Bissau  with Access to Learning Section.

Title: Education officer
Level: NOB/NOC or P2/P3, we encourage staff from all levels with the relevant experience to apply
Reports to: Chief Education
Duration: 2 Months
Section: Access to Learning, Programme, Guinea-Bissau
Location: Office Based, Bissau, Guinea-Bissau
Dates/Duration: 15 December 2025 to 15 February 2026
Eligibility: All Fixed-Term, Permanent or continuing appointment UNICEF staff members currently working in UNICEF worldwide.

Background

Guinea-Bissau, with an estimated population of 2.2 million people, remains one of the most fragile and impoverished countries globally, ranking 174 out of 189 on the Human Development Index.  The education sector systems indicators are alarming, and the sector is recognized as priority in national plans and strategies, and so as by UN system and other partners in Guinea Bissau.

On the access front, pre-school enrollment remains critically low, with only 14 per cent of children. The 2018–2019 MICS 6 survey data reveals that over half of five-year-old children in Guinea-Bissau were out of school, with significant disadvantages for children in rural areas in the Regions like Oio, Gabu, and Bafata and those from the poorest households. The same source indicated that primary school conclusion rate is only 27 per cent which is the worst globally, with regional difference and less performance in the rural area. Furthermore, many schools lack full education cycles, especially in rural areas, contributing to high dropout rates and late school entry – the average age for Grades 2 and 5 are 11 years old and 15 years old respectively. As such, over a quarter of primary-aged children (27.7 per cent) are out of school. At the lower secondary education level, the net attendance rate (NAR) is only 9 per cent and the completion rate is only 17 per cent, indicating most children either stop going to school before reaching lower secondary education level or stop while they attend this level.

For girls, other reasons such as early marriage and pregnancy, cultural barriers and lack of toilets in schools also play major roles in hampering their attendance in and completion of school. For example, more than one in ten women (11.4 per cent) are either married or in union before reaching the age of 15 with the situation of Gabu and Bafatá regions reaching almost twice as high as the national level (24.8 per cent and 19.8 per cent, respectively). Similarly, 52 per cent of women aged 15–49 have undergone FGM; highest in Gabú (96per cent) and Bafatá (87per cent).  and most girls are cut before age 5, often by traditional practitioners. Despite legislation (Law No. 14/2011), enforcement is limited. As such, this early trauma can affect cognitive development, school readiness, and emotional well-being and FMG is associated with school dropout, especially when linked to early marriage and early pregnancy, which are prevalent in communities practicing FGM. Girls who undergo FGM may also experience trauma, anxiety, and depression, which can reduce school participation and performance.  Moreover, violence prevails in homes and schools. About 75 per cent of children aged 1–14 experience physical violence as a form of discipline.

Women face severe challenges, including gender-based violence, harmful practices like female genital mutilation (48 per cent prevalence), low literacy, and limited land ownership rights (24.4 per cent). Social protection coverage is extremely low (0.9 per cent of the population), constrained by limited fiscal space and geographic barriers. Malnutrition is a critical issue, Halving child malnutrition by 2025 could save USD 148.5 million annually. School feeding interventions aim to improve nutrition and health for children, particularly girls and those with disabilities, while building national capacity for sustainable program management.

About the quality of education, only 12 per cent of Grade 2 students master basic Portuguese, and 8 per cent master math. Teachers’ competency is equally concerning while nearly 70 per cent of full-time teachers have benefited from some previous training and are considered qualified: In Grade 2, 32 per cent and 54 per cent of teachers are not able to treat properly Portuguese & Mathematics respectively (UNICEF SitAn 2019) while in Grade 5, 95 per cent of teachers lack mastery in Portuguese, and 98 per cent in math ((WB, Quality Education for All project 2018-19). These gaps reflect systemic weaknesses in teacher training and deployment.  

With political instability, weak public institutions, and limited basic service coverage, over 72 per cent of children live below the national poverty line and 23 per cent in extreme poverty, with significant disparities across regions and between urban and rural areas. Besides, national funding to education stood at only 8 per cent in 2024, far below the international requirement of 20 per cent with 90 per cent of the budget directed to salary. All these will further negatively affect the outcome of education unless they take proper actions.

GB is in the critical stage due to the above situation. The timing is coincided with the development of new UNSCDF 2027-31 and UNICEF CPD 2027-31 programme and UNICEF GB Education section is seeking someone to support us to reinforce the ongoing effots to implement, review and plan during the EYR and the planning period for 2026 and new 5-year programme.

Purpose of the Position:

The purpose of this stretch assignment is to provide technical support for primary education related programme which UNICEF GBO is supporting the Ministry of National Education, Higher Education and Scientific Investigation (MENESIC in Portuguese Acronym) in terms of end-year review (EYR) process and planning for 2026 and for new CPD 2027-31 whose development process is ongoing. The main area will be, but not limited to, quality education including foundational literacy and numeracy (FLN), curriculum, community mobilization and school management taking into consideration of emerging issues such as digital education, AI, other innovative approaches and climate changes among others and of the need for further collaboration/coordination with other UN sister agencies and partners in order to maximise the impact under the current challenging environment on fund raising.

Duration
This stretch assignment will be for a period of two (2) months.

Key expected results

KEY ACCOUNTABILITIES

Under the overall guidance and supervision of the Chief Education, the incumbent will be responsible for

• Provision of technical support for quality education portfolio including FLN, curriculum, inclusive education, community mobilization and school management on 1) UNICEF GB Education programme regarding EYR process and planning for 2026 and for new CPD 2027-31; and 2) planning for new UNSCDF 2027-31
• Exploring the possibilities to integrate the emerging items into UNICEF GB Education programme
• Support MENESIC and other implementing partners to implement the responsible activities under the quality education portfolio including GPE STG and AFD programmes
• Support of the delivery of supplies under AFD programme (Rehabilitation of the secondary school with sports complex and Ministry facility)
• Support of UNICEF GB Education section for other areas as needed

KEY EXPECTED RESULTS:

•  Input to EYR related items such as RAM, COAR finalized
• Possible emerging areas to be integrated into the quality education portfolio under the new CPD 2027-31 identified
• Input to new CPD 2027-31 development process drafted
• Input to new UNSCDF 2027-31 development process provided
• Activities under the quality education portfolio planned, implemented and monitored
• Supplies under AFD programme delivered to the final destination

Minimum Qualifications and Competencies

QUALIFICATION and COMPETENCIES:

1. Education

• Advanced university degree in international relations, international development and education, Public Policy, Management, Sociology, Business Administration or other related fields is required

1. Work Experience

• A minimum of two years of relevant experience in education programme, especially on quality, school management and community mobilisation.
• Familiarity with the Guinea-Bissau or other lusophone countries’ education context or similar fragile or low and middle-income countries. 
• Familiarity with emerging areas such as digital education, AI, other innovative approaches and climate changes among others
• Ability to engage and work with a variety of stakeholders (Government, development partners, civil society, indirect and direct program/project beneficiaries).
• Analytical, with good computer and data analysis skills.
• Extensive experience on education programming, planning, and policymaking processes in the public sector or government. 

1. Language Proficiency

• Fluency in English or French is required.
• Knowledge of another official UN language (Arabic, Chinese, Russian or Spanish) or a local language is an asset.
• Knowledge of Portuguese is an asset

i) Core Values: Care, Respect, Integrity, Trust, Accountability, Sustainability.

ii) Core Competencies:

• Demonstrates Self Awareness and Ethical Awareness (1)
• Works Collaboratively with others (1)
• Builds and Maintains Partnerships (1)
• Innovates and Embraces Change (1)
• Thinks and Acts Strategically (1)
• Drive to achieve impactful results (1)
• Manages ambiguity and complexity (1)

RETAINING CURRENT POST

If selected for this opportunity, the relevant staff member will retain his/her current post and will be temporarily located with UNICEF Bissau for the duration of the stretch assignment. Upon completion of the stretch assignment, the staff member will return to his/her post. Thus, no changes will be made to staff member’s existing status (post number etc., will all remain as it is).

HOW TO APPLY

This is a temporary development opportunity open to all fixed term, continuing and/or permanent UNICEF staff members and there will be no changes to the staff member’s status (position number, level, etc.).

The Office will cover the ticket for economy class travel and 100% of the UN DSA rate during the first 4 weeks, and 50% DSA for the remaining time.

Interested UNICEF staff should discuss this opportunity with their supervisor and seek the approval of their management before applying along with a cover letter, updated e-profile and two last PERs.

Candidates considered potentially well-matched for the stretch assignment will be contacted for an informal interview. Supervisors may also be contacted for references.

Final selection of candidates will be subject to discussion and agreement with management, with a view to securing the best interest of both the organization and staff.

Once the selection process has been completed, the receiving and releasing office will communicate to reach an agreement on the proposed start date for the recommended staff member.