I. Organizational Context and Purpose for the job

The fundamental mission of UNICEF is to promote the rights of every child, everywhere, in everything the organization does — in programs, in advocacy and in operations. The equity strategy, emphasizing the most disadvantaged and excluded children and families, translates this commitment to children’s rights into action. For UNICEF, equity means that all children have an opportunity to survive, develop and reach their full potential, without discrimination, bias or favoritism. To the degree that any child has an unequal chance in life — in its social, political, economic, civic and cultural dimensions — her or his rights are violated. There is growing evidence that investing in the health, education and protection of a society’s most disadvantaged citizens — addressing inequity — not only will give all children the opportunity to fulfill their potential but also will lead to sustained growth and stability of countries. This is why the focus on equity is so vital. It accelerates progress towards realizing the human rights of all children, which is the universal mandate of UNICEF, as outlined by the Convention on the Rights of the Child, while also supporting the equitable development of nations.

Job organizational context: The Education Specialist GJP is to be used in a large Country Office (CO) where the Representative is at the D2/D1 level and the Education Program is a full/comprehensive component of the Country Program (or UNDAF). The Specialist reports to the Chief, Education Section who is at Level 4.

Purpose of the job: Under the overall guidance and direction of the Chief, Education Section the Specialist contributes to develop and manage education programs/projects. The Specialist provides support throughout all stages of programming to facilitate the management and delivery of results as planed in the annual work plan.

The Specialist contributes to achievement of concrete and sustainable programs/projects results according to plans, allocation, results based-management approaches and methodology (RBM) and UNICEF’s Strategic Plans, standards of performance and accountability framework.

II. Key function, accountabilities and related duties/tasks

Summary of key functions/accountabilities:

1.      Management and advisory support to the Chief

2.      Program management, monitoring and quality control of results

3.      Develop strategies development and implementation related to Education in Emergencies

1. Management and advisory support to the Chief

• Participate in the mid-year and annual reviews to provide technical inputs/recommendations in relation to the implementation
• Provide inputs in the mid-year and annual reports in relation to the programs under the supervision of the staff
• Ensure timely reporting and liquidation of resources
• Contribute to the development of concept notes in relation with resources mobilization

2. Program management, monitoring and quality control of results Management

• Prepare proposal including benchmarks, performance indicators and other UNICEF/UN system indicators, to assess/strengthen performance accountability, coherence and delivery of concrete and sustainable results in education programs  
• Draft the reports (annual report, 2 pagers, and regular updates when needed) according the timeline defined for each donor
• Ensure the implementation of activities according to the results matrix of the different proposals

• Monitor budget utilization in accordance with HACT guidelines
• Organise technical meetings held on a monthly basis (for the LUL and the Joint programme)
• Provide informal updates to the donor as requested and any changes/alterations to activities are discussed and validated by the donor

• Prepare all donor visits

3. Develop strategies development and implementation related to Education in Emergencies as EiE focal point

§  Ensure the role of co-lead EiE cluster

§  Roll-out the DRR programme at primary and lower-secondary level in 16 high-risk regions

§  Ensure pre-positioning of stock in line with national contingency plans

§  Respond to all emergencies (needs assesments, distribution plans), while ensuring coordination of the Education Cluster

§  Mobilise funds for Emergency Response

§  Provide inputs to all Sitreps, contingency plans and donor reports

§  Expand innovation on environmental education and climate change in Education

§  Monitor and document the outcomes of the solar energy initiative started at the end of 2016

§  Funding is mobilized to expand Environment education initiatives

III. Impact of Results

The strategic and effective advocacy, planning and formulation of education programs/projects and the achievement of sustainable results, contribute to achievement of goals and objectives to improve learning outcomes and equitable, inclusive and universal access to education in the country. Achievements in education programs and projects in turn contribute to maintaining/enhancing the credibility and ability of UNICEF to provide program services for mothers and children that promotes greater social equality in the country.

IV. Competencies and level of proficiency required (based on UNICEF Professional Competency Profiles/ratings).

Core Values

• Commitment
• Diversity and inclusion
• Integrity

Core competencies

• Communication (II)
• Working with people (II)
• Drive for results (II)

Functional Competencies:

• Leading and supervising (I)
• Formulating strategies/concepts (II)
• Analyzing (III)
• Relating and networking (II)
• Deciding and initiating action (II)
• Applying Technical Expertise (III)

V. Technical Competencies

Technical competencies must be demonstrated in the following areas:

•             Good understanding of the overall global development context, including issues such as: poverty, conflict, and the impact of these factors on education and vice-versa; and inter-sectoral approaches to address such issues in collaboration with other sectors (including Social Policy, Child Protection, Nutrition, WASH, Health and Communications within UNICEF).

•            

•             Good ability to support policy dialogue: translation of analytical findings and evidence into development programmes and policy discussions around equity and learning with partners, including government, development partners, CSOs and academia in relevant areas.

•             Good education sector planning knowledge/ability, including the range of modalities for delivering education, linkages between different sub-sectors (e.g. ECD, Primary, Secondary, Tertiary, Inclusive Education), cost-effectiveness and efficiency issues, key institutional structures, components and processes, as well as governance issues.

•             Good education and policy sector analysis capacity, including understanding of the core education data sets, indicators, tools for analysis of equity, determinants of student access and learning, budget, cost and financing, education system management, political economy and application to education policy and strategic planning.

•             Good ability to support engagement with partners (e.g. Sector Wide Approaches, Global Partnership for Education, Education in Emergency Clusters, Education Provider Forums, Delivering as One, Inter-sectoral partnerships such as in ECD), as well as networking with other key partners.

•             Good understanding of gender and inequity issues in relation to education and development and the application of gender / equity analysis to policy and planning in education.

•             Good understanding of policies and strategies to address issues related to resilience: risk analysis and risk management, education in conflict situations, natural disasters, and recovery for CO and RO based post and where relevant,

VI. Recruitment Qualifications

Education:

An Advanced University Degree in education, sociology or other social science field is required.

Experience:

Minimum of 5 years of progressively responsible relevant work experience in programme planning, management, at the international level, some of which in a developing country is required. Experience working in the UN system agency or UN organisation is an asset. Familiarity with emergency response is an asset.

Language Requirements:

Fluency in French is required as well as good competencies in English.