Senior Education Officer (Emergencies)

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.

Senior Education Officer (Emergencies)

ORGANIZATIONAL CONTEXT

The Senior Education Officer (Emergencies) will support and strengthen operational capacity of country, regional and global education actors to carry out effective and harmonised education coordination, joint planning and response. The main areas of focus are to strengthen collaboration in emergencies globally, regionally and at country level as well as to build an evidence and learning base for improved joint planning and coordination at all levels that is disseminated and implemented. In this regard close collaboration is expected with the Global Education Cluster and the Inter-Agency Network for Education in Emergencies (INEE), as well as other entities working in the education sector. 

The New York Declaration of September 2016 and the ensuing development of the Comprehensive Refugee Response Framework (CRRF) have established an agreed framework for a holistic approach to supporting and sustainably strengthening refugee hosting communities and service provision. Within this approach, UNHCR's refugee education strategy emphasizes the protection sensitive and safe access, quality and sustainability of education service provision and inclusion in national education within 3 months of displacement. Refugee inclusion within existing programmes and strengthened partnerships to support this to the benefit of both refugee and host community children is part of this direction, and education plays a prominent role in this approach. Displaced children have a much higher probability for missing out on schooling than most other groups, and provisions need to be made to support them to successfully re-enter an education system. Insufficient access to continuous education is a major protection concern in many regions and particularly at the onset of emergencies.

Capacity development will be provided to UNHCR and partner staff so that they can support, through innovation or good practices, the amplification of, or new approaches that, lead to inclusion of refugee students in national education systems at all levels in host country contexts and particularly through emergency response. This includes equipping and supporting staff and our partners in operations and at the regional and global levels to increase and improve education access for persons of concern from the outset of a crisis. It entails close contact with country offices regarding the overall protection and solutions policy direction of UNHCR and within it UNHCR's education programmes, on the adaptation to individual country contexts, on monitoring and assessing impact, and on liaising with partner agencies. In exercising these responsibilities, the position supports the development of country- and context-specific approaches in emergencies, within comprehensive protection and solutions strategies, to address particular situations arising in the field, as well as provision of strategic education-specific advice and support in line with UNHCR's education policy in areas such as curricula, accelerated education, and secondary education access.

The Education Section is situated in the Division of Resilience and Solutions (DRS), and is based in Copenhagen, Denmark. The Senior Education Officer (Emergencies) will directly supervise staff at the P3 level. The post will be directly supervised by the Senior Education Advisor in the Division of Resilience and Solutions (DRS).

FUNCTIONAL STATEMENT

Accountability
- UNHCR has a framework for strengthened planning, response and coordination of education among education actors in emergency and crisis-affected contexts.
- Capacity of country, regional and global education actors to carry out effective and harmonized education coordination, joint planning and emergency response is built and strengthened.
- Protection and solutions oriented approaches to education programming in emergencies are promoted and supported by UNHCR and partners.
- Protection within the school environment is actively promoted in collaboration with other relevant programmes.

Responsibility
- Develop a framework for strengthened planning, response and coordination of education among education actors in emergency and crisis-affected contexts developed.
- Promote inclusion of refugees in national education services and systems within three months of displacement is supported, including strengthening education services for refugee and host communities, in collaboration with relevant partners.
- Work closely with partners to ensure that refugee access to education is integrated early on into partners' regional and country level strategies with education actors including Government, UN agencies, and national and international partners, focusing on access to quality education, and building on education initiatives supported by other agencies within a longer-term perspective.
- Support participation of persons of concern in decisions and initiatives pertaining to their own education is assured through continuous assessment using participatory, rights and community based approaches. 
- Provide support to country operations to develop and implement an education strategy and plan as part of a broader protection and solutions strategy that is fully consistent with child protection goals and takes into account the standards of the Inter-Agency Network for Education in Emergencies (INEE).
- Collaborate closely with key entities on education in emergencies and crises including the Global Education Cluster and the INEE globally and at country level.
- Provide direct field support targeted, particularly in emergencies, at improving collaboration amongst humanitarian and development actors in delivering more aligned, coherent and sustainable education responses.
- Promote inclusive country level/national education programming in emergencies that is responsive to the needs of marginalised groups, including girls, boys and youth with disabilities, LGBTI persons, ethnic and other minorities.
- Provide direct field support targeted at improving collaboration amongst humanitarian and development actors in delivering more aligned, coherent and sustainable education responses.
- Initiate, advocate and monitor measures to strengthen planning, response and coordination of education in emergency and crisis-affected contexts.
- Support the production of a `living¿ on-line repository of resources for joint planning, coordination and response hosted and managed by INEE.
- Collaborate with key partners on the drafting of recommendations for improved mechanisms for joint planning, coordination and response to influence and incentivize strengthened collaboration at all levels.
- Support the dissemination and roll-out of lessons learned / recommendations to field and wider humanitarian system.
- Work closely with country operations on education planning for emergency responses and longer-term strategy in emergencies, and support monitoring and implementation assessment, providing advice on programme reorientation where necessary.
- Provide real time support and advice to operations addressing the education needs through emergency responses.
- Advance inclusion within national education systems, and support coordination on education provision for refugee and host communities in emergencies.
- Deploy to emergencies when necessary to support UNHCR operations in the initial phases of an emergency response.
- Support country operations collection and dissemination of relevant education data and information on good practices to enhance quality of and access to education in emergencies.
- Contribute expertise, knowledge to relevant networks and coordination groups and initiatives, with a view to advance quality of and access to education in emergencies, in keeping with UNHCR's authority and mandate for protection.
- Ensure institutional knowledge, processes and relevant resources are fully utilized and constructively contribute to the strengthening of collaboration, coordination and planning in emergency responses.
- Contribute to communications that generate external support for education rights and access for persons of concern in emergencies.
- Support collaboration and orientation of partners, including humanitarian and development actors, in line with capacity development for the inclusion of refugees in national education systems.
- Oversee the mapping and assessment of education capacity building and training needs particularly for the context of emergencies and feed into DESS, DRS, DIP and GLC capacity building plans.
- Facilitate cross-regional learning and information sharing on education and where needed generate learning and research relating to quality of and access to education in emergencies.

Authority
- Represent UNHCR in meetings with external counterparts, in emergencies or emergency related fora, on issues relating to quality of and access to education as part of the broader mandate to protect and find solutions for persons of concern.
- Represent UNHCR and actively participate in inter-agency groups and processes related to the areas of work.  
- Make recommendations with respect to protection priorities and related programme orientation in countries and at the regional or situation level and analyse/make recommendations as pertains to emergencies.


ESSENTIAL MINIMUM QUALIFICATIONS AND PROFESSIONAL EXPERIENCE REQUIRED
- Graduate degree (equivalent of a Master's) in Social Sciences, Public Policy or Education or a related field with a minimum of 8 years of job experiences relevant to the function of which at least 4 in an international capacity managing education projects in a humanitarian or development context.  Undergraduate degree (equivalent of a BA/BS) plus 9 years or Doctorate degree (equivalent of a PhD) plus 7 years of previous relevant work experience may also be accepted.
- Experience /Knowledge in education sub-sectors in humanitarian or development contexts.
- Developing country field experience in programme design, implementation and coordination, including in multi-partner settings.
- Demonstrated knowledge of refugee protection and humanitarian principles.
- Strong inter-personal skills in collaboration and coordination.
- Experience in emergency response planning and coordination.
- Excellent analytical skills.
- Demonstrated capacity to work with minimum supervision.
- Excellent knowledge of English including strong and demonstrated communications/presentation skills in English and excellent English drafting skills.

DESIRABLE QUALIFICATIONS & COMPETENCIES
- Understanding of UNHCR Education policy as it is expressed in the UNHCR's Education Strategy.
- Understanding of INEE Minimum Standards for education in emergencies.
- Experience with educational research, teaching or education administration.
- Experience in the area of child protection.
- Demonstrated expertise in community-based protection, community development/organization, social work, social surveys/ assessment.
- Familiarity with results-based management, programming as well as monitoring is an asset.
- Proficiency in a second UN language, preferably in French. C002L3 - Teamwork & Collaboration Level 3
C001L3 - Accountability Level 3
C003L3 - Communication Level 3
C004L3 - Commitment to Continuous Learning Level 3
C005L3 - Client & Result Orientation Level 3
C006L3 - Organizational Awareness Level 3
M002L3 - Managing Performance Level 3
M001L3 - Empowering and Building Trust Level 3
M003L3 - Judgement and Decision Making Level 3
M006L3 - Managing Resources Level 3
M005L3 - Leadership Level 3
M004L3 - Strategic Planning and Vision Level 3
X001L3 - Analytical Thinking Level 3
X007L3 - Political Awareness Level 3
X006L3 - Policy Development & Research Level 3
X005L3 - Planning and Organizing Level 3
X008L3 - Stakeholder Management Level 3

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.

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.

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