Associate Education Officer

Before submitting an application, UNHCR staff members intending to apply to this Job Opening are requested to consult the Recruitment and Assignments Policy (RAP, UNHCR/HCP/2017/2 and the Recruitment and Assignments Administrative Instruction (RAAI), UNHCR/AI/2017/7 OF 15 August 2017.

Associate Education Officer

ORGANIZATIONAL CONTEXT
The incumbent will act as a focal point for education in the area of operation and, under the leadership of the supervising officer(s), support UNHCR's work regarding education and advocacy on all issues related to UNHCR education programmes and strategic directions.  He/She normally works under the direct supervision of the UNHCR Protection Officer and overall supervision of the Deputy Representative (Protection). Under the general direction of supervising Officers, the incumbent will support the implementation of global level policies, including the UNHCR Education Strategy.  The incumbent may liaise with the Ministry of Education and with Education Coordination networks at national, provincial and district levels to improve the quality of refugee education. He/She will liaise with partners to assess the education context, to develop an implementation plan and to monitor the programme and assess impact. He/She will work in collaboration with in-country education partners to improve access to, and quality of, refugee education at all levels, both formal and non-formal and may liaise with partners for joint support for education access for refugee and host community children.  He/She will develop innovative education approaches for emerging needs in refugee education, including attention to special needs, minorities, girls, pre-school education and non-formal activities. He/She will facilitate inter-sectoral linkages with programmatic areas including child protection, SGBV, gender, community services, livelihoods and health, among others. The incumbent may supervise lower grade education staff.

FUNCTIONAL STATEMENT
Accountability
- The education needs of refugees are met through the application of International and National Commitments, including the MDGs and EFA commitments, relevant UN/UNHCR protection standards and IASC principles governing humanitarian coordination, including those of the INEE.
- Education activities are guided by global, regional and country priorities and reflect UNHCR's policy on age, gender and diversity (AGD).
- Issues related to education access and quality is addressed from a longer-term perspective.
- Collaborative, consultative partnerships ensure quality education planning and service provision for refugees. 
- Participation of persons of concern in decisions and initiatives pertaining to their own education is assured through continuous assessment and evaluation using participatory, rights and community based approaches. 
- All protection incidents related to education activities are immediately identified and addressed.
- Integrity in the delivery of education services is assured by education and protection staff. Persons of concern are treated with dignity and respect.

Responsibility
Strategic Direction and Coordination
- Stay abreast of political, social, economic and cultural developments that have an impact on access to and quality of education and inform the development of the education strategy.
- Actively pursue opportunities to implement UNHCR's urban policy and support mainstreaming refugees within national education systems. Coordinate with relevant partners to support access to education for refugees and host communities.

Response and Advice
- Assist in providing comments on existing and draft legislation related to education for persons of concern. 
- Coordinate with partners and other actors in education to adapt the Education Strategy to the local context and ensure ownership.
- Collaborate closely with partners to ensure coherent annual planning based on a longer-term strategy, and jointly monitor and assess implementation, providing advice on programme reorientation where necessary.
- Provide technical advice and guidance on education issues to persons of concern; liaise with competent authorities to ensure the issuance and recognition of education relevant documentation.
- Implement education programmes in line with Inter-agency Network for Education in Emergencies (INEE) standards and the child protection systems approach.
- Facilitate inter-sectoral linkages with child protection, SGBV, gender, community services, livelihoods, environment, shelter and health, among others.
- Provide inputs for the development of global/regional international education policies and standards.
- Ensure that PASS instructions relating to education programming and reporting are understood and followed.
- Intervene in cases of denial of access to education with government and other relevant parties.   
- Identify and promote education activities that support durable solutions through voluntary repatriation, local integration and where appropriate, resettlement.
- Assess needs for services of persons of concern, as related to education, and coordinate partners' responses.
- Systematically promote and comply with the Age, Gender and Diversity policy and other priorities such as the guidelines on HIV/AIDS.

Advocacy, Information Management and Research
- Advocate with authorities for respect of the right of persons of concern to an education and for their access to education services.
- Coordinate with Education networks and ensure that refugee education interests are understood and included in relevant policies and initiatives. 
- Identify gaps in education service provision and advocate with relevant authorities for service provision.
- Ensure that best practices are identified, documented and widely disseminated.
- Support the country education information management strategy through the collection of disaggregated data on populations of concern, and ensure the collection and dissemination of education information and best practices to enhance education delivery.

Promotion and Capacity Building
- Undertake initiatives to build the capacity of communities and persons of concern to assert their right to education and access to quality education.
- Promote and participate in initiatives to capacitate national authorities, relevant institutions and NGOs to strengthen access to quality, certified education for refugees.

External Relations
- Contribute to a communications strategy that generates external support for UNHCR's education activities and the education rights of persons of concern.

Authority
- Intervene with authorities on education issues.
- Negotiate locally on behalf of UNHCR.
- Make recommendations on individual education related cases.
- Appraise the performance of supervised staff.
- Enforce compliance of staff and implementing partners with global protection policies and standards of professional integrity in the delivery of education services.
- Approve individual payments to individual cases. 

ESSENTIAL MINIMUM QUALIFICATIONS AND PROFESSIONAL EXPERIENCE REQUIRED
- Undergraduate degree (equivalent of a BA/BS) in Education or Social Sciences or previous job experience relevant to the function with at least 3 years of relevant work experience. Graduate degree (equivalent of a Master¿s) plus 2 years or Doctorate degree (equivalent of a PhD) plus 1 year of previous relevant work experience may also be accepted.
- Background in relevant education systems with good knowledge of relevant curricula.
- Demonstrated work experience in education programmes.
- Field experience in programme implementation and coordination.
- Knowledge of refugee protection principles and framework.
- Familiarity with INEE standards.
- Knowledge of English and UN working language of the duty station if not English.

DESIRABLE QUALIFICATIONS & COMPETENCIES
- Training and coaching skills/facilitation of learning.
- Field experience in education programme implementation and coordination.
- Demonstrated work experience in refugee education programmes.
- Experience with educational research, teaching or education administration.
- Demonstrated expertise in community services, community development/organization, social work, social surveys/ assessment, counselling, or related areas.
- Team building/development training.
- Knowledge of additional UN languages.

This is a Standard Job Description for all UNHCR Associate Education Officer positions. The Operational Context may contain additional essential and/or desirable qualifications relating to the specific operation and/or position. Any such requirements are incorporated by reference in this Job Description and will be considered for the screening, shortlisting and selection of candidates. C001L2 - Accountability Level 2
C002L2 - Teamwork & Collaboration Level 2
C003L2 - Communication Level 2
C004L2 - Commitment to Continuous Learning Level 2
C005L2 - Client & Result Orientation Level 2
C006L2 - Organizational Awareness Level 2
M001L2 - Empowering and Building Trust Level 2
M003L2 - Judgement and Decision Making Level 2
X001L2 - Analytical Thinking Level 2
X002L2 - Innovation and Creativity Level 2
X005L2 - Planning and Organizing Level 2 <p>The UNHCR workforce consists of many diverse nationalities, cultures, languages and opinions. UNHCR seeks to sustain and strengthen this diversity to ensure equal opportunities as well as an inclusive working environment for its entire workforce. Applications are encouraged from all qualified candidates without distinction on grounds of race, colour, sex, national origin, age, religion, disability, sexual orientation and gender identity.</p>
========================================================================================================
See below for this postion's Operational Context
========================================================================================================

For those people applying for High Risk Duty Stations, we strongly encourage them – before deciding to apply- to read the country specific security and welfare country profiles which can be found on the Intranet under Support Services - Duty of Care (https://intranet.unhcr.org/en/support-services/duty-of-care.html). Ensuring staff are better informed is part of the increased attention UNHCR is paying to Duty of Care.

Staff after having applied to High Risk Duty Stations will have access to country specific information webinars with Field Safety Section (FSS) and Staff Welfare Section (SWS) colleagues and provided with a tool to test their psychological preparedness for serving in High Risk Duty Stations. Applicants who applied for a position in a High Risk country will receive, after the deadline for applications has expired, a joint invitation from the Staff Welfare Section (SWS) and the Field Safety Section (FSS) to participate in these webinars. During the Webinars, latest updates on security and well-being will be provided, and FSS and SWS will address questions raised by participants. Applicants are highly encouraged to benefit, when applicable, from all measures as they provide most up-to-date security and well-being information helpful to assess staff’s readiness to serve in a High Risk Duty Station. A Staff Welfare Officer will also be available, if and when required, to discuss with interested applicants the results of the psychological preparedness tool as well as readiness for assignment in High Risk Duty Stations.

L¿opération du Tchad a besoin d¿un spécialiste en Education capable de :
- Consolider les acquis relatifs à l¿intégration du système éducatif Tchadien dans les écoles des camps des réfugiés à l¿Est ;
- Participer dans les réunions du Groupe de Partenaires Techniques et Financier (GPTF) avec le Gouvernement en vue de poursuivre la plaidoirie auprès de tous les acteurs de taille en matière de l¿éducation (UNICEF, UNESCO et MEN) afin de plaider pour la prise en compte des réfugiés dans toutes les interventions humanitaires prévues.
- Assurer une meilleure coordination des interventions mises en œuvre dans le cadre du  programme d'éducation tant au Branch Office que sur le terrain
- Assurer un plan stratégique bien élaboré qui répond aux besoins de tous les enfants et y compris ceux qui n'ont jamais été à l'école, de ceux qui y étaient auparavant ainsi que ceux qui ont abandonné ;
- Trouver des moyens novateurs pour faciliter l'accès à l'école, en s'appuyant sur les ressources communautaires, le soutien bénévole, et les liens intersectoriels ;
- Tenir régulièrement des réunions de coordination avec les partenaires et les réfugiés, faire partie des équipes multifonctionnelles pour s'assurer que les questions éducatives sont priorisées dans l'opération ;
- Fournir des conseils techniques et de l'expertise pertinents, y compris la formation du personnel HCR et des partenaires ;
- Renforcer la gestion de l¿information (SIGE), qui concerne la collecte des données plausibles en matière de l¿éducation;
- Veiller à ce que les écoles des camps des réfugiés et des sites de retournés soient prises en compte dans la planification des examens nationaux par le Ministère de l¿Enseignement Supérieur (MES), etc. ;
- Entamer les discussions avec le pays d¿origine des réfugiés de l¿Est venant d¿intégrer le curricula Tchadien, le Soudan, pour anticiper à la reconnaissance des qualifications acquises dans le pays d¿asile. Au 31 Juillet Juin 2018, le Tchad accueillait plus de 446 326 réfugiés et demandeurs d¿asile pour qui le besoin en éducation demeure une des priorités prise en compte depuis 2003. Le Tchad a fait des progrès remarquable en matière d¿offre d¿éducation aux enfants/jeunes réfugiés vivant sur son territoire notamment en intégrant les réfugiés dans son système éducatif ainsi que dans son plan sectoriel. Le processus de transition scolaire du curriculum soudanais (arabe/anglais) à celui tchadien (arabe/français) à l¿Est n¿a été enclenché qu¿en 2012 et n¿a été effectif qu¿en octobre 2014. Au Sud, l¿intégration dans le curriculum tchadien francophone a été direct dès l¿arrivée des refugiés. Au Lac Tchad, les réfugiés n¿ayant pas, pour la grande majorité, fréquenté l¿école avant leur exil, ils ont été directement intégrés dans le curriculum tchadien. A ces opérations, s¿ajoute une situation d¿urgence dans le Sud du pays ou des interventions en éducation d¿urgence ont été faites afin d¿intégrer ces nouveaux enfants dans des écoles tchadiennes existantes. En milieu urbain et dans certains sites et villages d¿accueil, l¿accès à l¿éducation se fait de façon directe à travers les établissements scolaires existants de l¿Etat. Apres l¿intégration des camps de réfugiés du l¿Est dans le système éducatif tchadien en 2014, la mise en place d¿un plan quinquennal de transition de gestion de l¿enseignement secondaire à l¿Est en 2016, l¿année 2018 marque une nouvelle étape majeur avec l¿officialisation de 108 établissements scolaires des camps, sites et villages d¿accueil du pays. Un accent particulier doit être porté sur cette étroite collaboration avec le gouvernement et les différentes parties prenantes de l¿éducation au Tchad afin de garantir l¿accès à une éducation de qualité, pour tous et ce tout au long de la vie, mais aussi permettre une prise en charge et une gestion progressive des établissements scolaires des camps par les autorités locales et centrales. Des aspirations et défis qui s¿inscrivent dans l¿esprit de l¿article 22 de la convention relative au statut des réfugiés, tout comme de la déclaration de New-York, Comprehensive Refugee Response Framework et le Multi-Year Multi-Partenaire où le HCR vise une pleine intégration des enfants/jeunes réfugiés dans les systèmes éducatifs nationaux.
Les activités éducatives sont assurées dans le respect de notre stratégie dans les limites des moyens budgétaires disponibles. Il faut ainsi pouvoir déceler les priorités en vue d¿améliorer la qualité de l¿éducation fournie en utilisant moins de moyens financiers et en développant des approches innovantes.
Dans le souci d¿augmenter les ressources insuffisantes, des projets spécifiques sont soumis aux bailleurs tels que DAFI, EAC, etc. et la collaboration est accentuée avec les partenaires éducatifs pour l¿inclusion des refugies dans les projets nationaux (plan sectoriel, ECW, etc.). Le contexte dans lequel nous travaillons est compliqué parce que certains services de l¿Etat ne facilitent pas la tâche comme escompté alors que c¿est le moment de travailler avec lui en vue renforcer davantage le plaidoirie déjà réussie et de consolider les acquis.
Le cout de la vie est élevé, particulièrement le logement et autres services domestiques. Les conditions de travail et de vie sont difficiles avec un climat très chaud. Les points de ravitaillement (mini markets, boutiques) sont nombreux en nourriture sont nombreux, ainsi que les banqes. Par contre, les infrastructures spécialisées de santé sont assez limitées.
Pour les deplacements a l'interieur du pays, des vols UNHAS sont disponibles durant la semaine et desservent la plupart des zones d'operation.

Le cycle de R&R est de 8 semaines. Depuis juin 2015, la ville de N¿Djamena a subi des attaques perpétrées par des terroristes du groupe Boko Haram. Des mesures de sécurité sont observées dans tout le pays, ce qui ne facilite pas le déroulement de certaines activités en matière d¿Education. Le niveau de sécurité actuel à N¿Djamena est monté de 2 à 4.

Please note that the closing date for all vacancies in the September 2018 Compendium is Thursday 18 October  2018 (midnight Geneva time).