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  • Organization: UNICEF - United Nations Children’s Fund
  • Location: Pristina
  • Grade: NO-C, National Professional Officer - Locally recruited position - Mid level
  • Occupational Groups:
    • Education, Learning and Training
  • Closing Date: 2019-03-22

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Education Specialist

Pristina (Kosovo)

National Post

I. Post Information

Job Title: Education Specialist
Supervisor Title/ Level: Deputy Head of office Level 4
Organizational Unit: Programme
Post Location: Kosovo - UNICEF Office (UNSCR 1244) – based in Prishtina

II. Organizational Context and Purpose for the job

Education is not only a human right, but it is also the foundation for children to grow, develop and acquire the necessary knowledge and skills to develop their full potential and to live as productive members of the society. Education is also one of the most powerful tools for creating economic growth, decreasing the likelihood of conflict, increasing resilience and impacting future generations with wide-reaching economic and social benefits. In Kosovo, primary education and lower secondary education are mandatory and free of charge. The law on pre-university studies guarantees equal education for all communities in Kosovo. Education in primary schools is developed in five languages while pre-school education is less well developed. While 5 percent of Gross Domestic Product is allocated to the education sector, the amount is insufficient to achieve quality education as the needs of the education sector are substantial. A major reform is warranted to ensure that the education system responds to the demand and needs of the labor market, especially in view of the existing high unemployment at 30 percent and 56 percent among youth. Moreover, inclusion of children with disabilities is not yet up to the mark and children from minorities frequently have insufficient access to education. Roma, Ashkali and Egyptian children demonstrate a low level of general attendance in compulsory education, and a very small number of them attend higher education or university education. Very few teachers are of Roma, Ashkali or Egyptian origin, while administrative data on Roma, Ashkali and Egyptian children are scant and sometimes even conflicting.

Purpose for the job:

* Education Specialist provides technical assistance and overall support for programme/project design, planning, implementation, monitoring, evaluation, and administration of programme/project activities, including data analysis, progress reporting, knowledge generation, networking and capacity building, in support of achievement of planned objectives of the work plan, aligned with Kosovo’s Education sector strategic plans and the Sustainable Development Goals (SDGs).

* Accountable for planning, implementing, managing, monitoring and evaluation of intervention packages contributing to the implementation of the Education Sector (to be determined based on context analysis and needs).

* Provides Technical Assistance to the Ministry of Education, Science and Technology (MEST) to strengthen education system from early childhood to adolescence, ensure that the education system is inclusive, effective, efficient, focused and equitable for all children, especially the most vulnerable children including children with disabilities.  The position includes accountability for identifying equity gaps in education, and for developing innovative approaches and programmes to eliminating these inequities.

* Establishes partnerships and collaboration with other stakeholders to ensure that monitoring, reporting and coordination mechanisms are in place to track progress towards the reduction of equity gaps in pre-school and primary education; and in the achievement of goals and targets in education system; policies and programmes are translated into services and actions in a way that contributes to early learning, personal empowerment, active citizenship and in the future employability, including support for fundraising and leveraging resources.

III. ACCOUNTABILITIES and DUTIES & TASKS

With the delegated authority and under the given organizational set-up, the incumbent may be assigned the primarily, shared, or contributory accountabilities for all or part of the following areas of major duties and key end-results.

1. Programme Planning. Development and Management.

Enhance effective programme, sectoral or inter-sectorial planning, development and management by guiding, coordinating and supporting the timely completion of the Situational Analysis and its periodic update through accurate and complete monitoring and analysis, and the timely preparation or finalization of sectorial input, using gender disaggregated data and analysis.

2. Knowledge Management.

Further promote knowledge management by drafting or finalizing sectorial documents and reports such as the Kosovo Programme Recommendation and Plans of Action as well as through orientation and training programmes targeted to Government authorities. Ensure exchange of knowledge, information, experience or lessons learned; provides solid technical recommendations on major programme directions and on introduction of new initiatives in Kosovo.
Strengthen partnership with the stakeholders, including knowledge institutions strengthened to further understanding of barriers to and opportunities for advancing the priorities themes and build capacity of Government, counterparts and all other education actors (parents, communities, teachers, education administrators and planners).

3. Rights-Based Projects through Results-Based Approach.

Promote the quality of rights-based education programming through participation in the formulation of programme goals, and approaches. Bring synergy and added value to sectorial or programme management processes using a results-based management approach to planning and design, implementation, monitoring and evaluation. Exploit efficiently the core partnerships as well as selective partnerships on specific issues and themes or regional concern, such as education, quality education, early child care and development, adolescent development and participation, inclusive education, prevention of child violence, drop-out in order to formulate common advocacy position, develop policy guidance and influence allocation of resources on behalf of education.

4. Sectorial Work Plan Development. Implementation, and Monitoring.

Takes shared responsibility for the development of the sectorial work plan which reflects UNICEF contribution as part of the coordinated support of external partners to national efforts to achieve the UNICEF Strategic Plan Goals, SDG 4; and technical decisions as well as for project management, implementation and monitoring of assigned project/sectorial activity, in compliance with the defined project strategies and approaches, emphasizing the principles of gender equality and strategies for gender mainstreaming.

5. Programme -Delivery. Evaluation and Reporting.

Ensure programme, sectoral or inter-sectoral efficiency and delivery through a rigorous and transparent approach to evaluation, with an emphasis on gender-disaggregated data. Participation in major evaluation exercises, programme reviews and annual sector review meetings with government counterparts with involvement of all stakeholders. Ensure the preparation of annual Education sector status reports with contribution of all major partners.

6. Promotion of UNICEF's Global Goals

Promote the organization goals of UNICEF through advocacy and active engagement ill communication, networking and participation at every opportunity inside and outside UNICEF, leveraging the strength of UNICEF mission, goals and programmes.
Strengthen partnership with the stakeholders, including knowledge institutions strengthened to further understanding of barriers to and opportunities for advancing the priorities, from early childhood to adolescence, including children with disabilities and minorities and build capacity of Government, counterparts and all other education actors (parents, communities, teachers, education administrators and planners).

7. UNICEF and Government Accountability.

Coordinates with Operations Section on supply and non-supply assistance activities ensuring proper and timely UNICEF and Government and all other implementing partners’ accountability: and to orientate and train Government and UNICEF implementing partners in UNICEF supply and non-suppty policies and procedures. Certifies disbursements of funds, monitors and submits financial status reports to management in compliance with the regulations and guidelines.

8. Communication. Collaboration. Networking and Partnership.

o Ensure exchange of information, experience, help identify new strategies and courses of action to accelerate/improve delivery of services and achieve Education programme requirements and objectives. Conduct field visits to monitor programmes and collect information. Conduct periodic programme reviews with Government counterparts and other partners.

o Collaborate with Communication and Programme Communication groups to ensure development of effective communication materials and strategies to support advocacy and social mobilization efforts, focusing on UNICEF Comparative advantage - which also reflect expectation that donors and partners have on UNICEF ability to support countries to' achieve the SDGs.

o Support coordination with ECA Regional Advisers and HQ Specialist. Collaborate with other Programme colleagues to ensure the integration of the project sectorial programme with other sectors.

o Collaborate with the Operations Section and Government authorities to establish and maintain sound internal controls supportive of the Education projects planning and implementation, to coordinate financial and supply management requirements as well as to ensure accountability.

o Interact with Government and other partners, NGOs, UN and bilateral agencies in the different stages of Education programme/project, other cross sectorial programme areas, implementation to follow up on agreements and recommendations. Provide technical support and guidance on appropriate technical, financial and institutional capacity building measures to achieve Education programme goals.

IV. KEY END-RESULTS

The position of Education Specialist will contribute to make Kosovo education system and related institutions more responsive, focused, accountable and effective to deliver quality, inclusive and gender responsive education, as well as provide safe learning environment that support the progressive realization of child’s rights in the following result areas:

1. Institutional capacity, commitment and inter sectorial coordination mechanisms at central and local levels are strengthened to make schools inclusive with focus on development of policy and operational framework on Early Learning and School Readiness (ELSR).

2. Strategies are identified, and scenarios developed and implemented to translate the existing policy and operational framework into local provision to increase the coverage with Early Childhood Education (ECE) services, to reduce equity gaps and to improve quality of early learning and school readiness programmes and services for young children.

3. Analysis in the education sector analysis as input to the overall Situation Analysis on children is provided in a quality and timely manner, as well continuous update of analysis on education data and trends provided to inform effective programme planning, development and management, while ensuring equity focus and by following a gender-specific framework. Collaboration with education stakeholders and partners, including with knowledge generation and research institutions strengthened to further understand the barriers and opportunities to advance UNICEF’s Global, regional and local priorities in education and related cross-sectorial themes.

4. Knowledge generation and management effectively promoted through drafting/finalizing key Education sectorial programme documents and reports, sharing good practice, lessons learned, and knowledge/information exchange, in partnerships with all stakeholders, while capitalizing on the know-how and network of knowledge institutions.

5. The core partnerships as well as selective partnerships on specific issues and themes or regional concern, such as quality and inclusive education, early child care and development, adolescent development and participation, prevention of child violence, effectively and efficiently promoted and supported in order to formulate common advocacy position, develop policy guidance and influence allocation of resources for education.

6. Education sectorial work plan and activities formulated, implemented and monitored, while ensuring alignment with the defined programme strategies and approaches, and gender mainstreaming across programmes, and these as UNICEF contribution reflected as part of the coordinated support with other partners in the national plans and efforts to achieve the SDGs. In particular, support to MEST and related institutions provided toward better formulation and implementation of competency-based curricula, reform of teacher education and learning assessments, and use of innovation and technology for learning, especially for the most marginalized children, children with disabilities. 

7. Programme delivery, monitoring and evaluation and reporting in areas of quality and inclusive education is carried out in efficient and transparent manner in compliance with the UNICEF’s global and regional priorities, programmatic guidelines and procedures to ensure that children in primary education access quality and inclusive education that contributes to closing equity gaps and improving learning achievements.

8. UNICEF's global and regional priorities on second decade effectively promoted through advocacy and policy dialogue with education policy-makers and key stakeholders and reflected in the Kosovo’s Education sector plans and priorities.

9. Proper and timely UNICEF and Government accountability ensured regarding supply and non- supply assistance as well as disbursement of programme funds for the Education sector. The four core partnerships in education - Education for All Global Action Plan (EFA - GAP), Education for All Fast Track Initiative (EFA - FTI), The United Nations Girls Education Initiative (UNGEI) and Inter Agency Standing Committee (IASC) Education Cluster for Education in Emergencies - catalyzed to accelerate progress in achieving the Sustainable Development Goal 4- Quality Education.

10. Effective communication and networking achieved through partnership and collaboration, focusing on the priorities themes and the cross-cutting areas - Early child development and school readiness, enhancing quality and inclusiveness in primary and secondary education, Second Decade -  Adolescents and Youth Participation and Development which reflect UNICEF comparative advantage and expectation that donors and partners have on UNICEF ability to help Kosovo to achieve the SDGs.

V. Competencies and level of proficiency required (based on UNICEF Professional Competency Profiles)

Core Values

* Commitment
* Diversity and inclusion
* Integrity

Core competencies

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

Functional Competencies:

* Leading and supervising (II)
* Formulating strategies and concepts (II)
* Analyzing (II)
* Relating and networking (II)
* Deciding and Initiating action (II)
* Applying technical expertise (II)
 
VI. Technical Knowledge II

Specific Technical Knowledge Required [ II ]

* Advanced knowledge of one or more of the technical areas of UNICEF Education programmes.
* Advanced Technical Knowledge of the theories, principles and methods in one of the following areas: Education; Primary Education, Economics, Social Sciences, and/or related fields.
* Gender and diversity awareness, adolescent and youth development and participation.
* Leadership in identifying, encouraging and mentoring capable women.
* Knowledge of the global commitment on aid effectiveness, including the Paris Declaration on Aid Effectiveness, the Accra Agenda for Action as well as knowledge of the Global Programme Partnerships (GPPs), Sustainable Development Goals.
Common Technical Knowledge Required (for the job group) [ II ]

Knowledge of theories and practices in:
* Programme/project management in Education                • Monitoring and Evaluation
* Training and Capacity Development in Education             • Alternative Basic Education
* Curriculum Development                                               • Knowledge Management

General knowledge of:

* Methodology of programme/project management
* Programmatic goals, visions, positions, policies and strategies for Education programmes
* Knowledge of global education issues, specifically relating to children and women.
* UNICEF policies and strategy to address education issues, including those relating to conflicts, natural disasters, and recovery.
* UNICEF financial, supply and administrative rules and regulations.
* Rights-based and Results-based approach and programming in UNICEF.
* UNICEF programme policy, procedures and guidelines in the Manual.
* Mid-Term Strategic Plan
* UNICEF Board endorsed policy papers (e.g. The Education Strategy) and agency-wide programmes impacting on education results.
* Gender equality and diversity awareness

Technical Knowledge to be Acquired/Enhanced (for the Job) [ II ]

* Government development plans and policies
* Knowledge of local conditions and legislations relevant to UNICEF programmes
* UN policies and strategy to address international humanitarian issues and the responses.
* UN common approaches to programmatic issues and UNICEF positions
* UN security operations and guidelines.
* UNICEF strategic framework for partnerships and collaborative relationships

VII. Recruitment Qualifications

Education:

Advanced university degree in one or more of the disciplines relevant to the following areas:
Education; Primary Education, or a Social Sciences fields relevant to international development assistance.

Experience:

Five years of progressive professional work experience at national level to the field of Education programmes. technical assistance and overall support for programme/project design, planning, implementation, monitoring, evaluation, and administration of programme/project activities.

UN or other international development organization working experience is an asset.
Experience in national level development assistance, gender sensitive policy development, policy for service delivery at local/municipal level, engagement with the government/ministries, designing capacity building interventions, is an asset.
Background/familiarity with programming for emergency preparedness and response.

Language Requirements:

Fluency in English and local language of the duty station (NO).
We do our best to provide you the most accurate info, but closing dates may be wrong on our site. Please check on the recruiting organization's page for the exact info. Candidates are responsible for complying with deadlines and are encouraged to submit applications well ahead.
Before applying, please make sure that you have read the requirements for the position and that you qualify.
Applications from non-qualifying applicants will most likely be discarded by the recruiting manager.
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