Education Specialist (Curriculum and Pedagogy), Temporary Appointment, NO3, Dhaka, Bangladesh #534422 (For Bangladeshi nationals only)
Under the guidance and general supervision of the Education Specialist, the Specialist supports the development and preparation of the Education programmes and is responsible for managing, implementing, monitoring, evaluating and reporting the progress of technology-based education programmes/projects within the country programme.
UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.
Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.
And we never give up.
For every child, learning.
How can you make a difference?
1. Support to programme development and planning
- Support the preparation, design and updating of the situation analysis for the education programmes to ensure that current and comprehensive data on education issues is available to guide UNICEF’s strategic policy, advocacy, intervention and development efforts on education programmes.
- Help supervisor set priorities, strategies, design and implementation plans. Keep abreast of development trends to enhance programme management, efficiency and delivery and maintain current technical knowledge especially on curriculum reform and teacher development with strong linkages to the use of technology to support curriculum delivery at national and camps’ setting.
- Participate in strategic programme discussion on the planning of education programmes especially those related to curriculum and teaching and how education technologies can support delivery of learning. Formulate, design and prepare programme proposals for the sector, ensuring alignment with UNICEF’s Strategic Plans and Country Programme and coherence/integration with the UN Development Assistance Framework (UNDAF), regional strategies and national priorities, plans and competencies.
- Establish specific goals, objectives, strategies and implementation plans on education technologies use in supporting learning using results-based planning methodology (RBM) and approaches. Support preparation of required documentation for programme review and approval.
- Work closely and collaboratively with internal colleagues and partners to discuss strategies and methodologies, and to determine national priorities to ensure the achievement of concrete and sustainable results for students’ learning especially the use of education technologies in curriculum and teaching related interventions at national and camps’ setting.
- Provide technical and operational support, especially related to the use of technology to support learning in and out of schools at national and camps’ setting, throughout all stages of programming processes and to ensure integration, coherence and harmonization of programmes/projects with other UNICEF sectors and achievement of results as planned and allocated.
2. Programme management, monitoring and delivery of results
- Plan and collaborate with internal colleagues and external partners to establish monitoring benchmarks, performance indicators and other UNICEF/UN system indicators to assess/strengthen performance accountability, coherence and delivery of concrete and sustainable results for the assigned sector on education programmes.
- Participate in monitoring and evaluation exercises, programme reviews and annual reviews with the government and other counterparts to assess progress and to determine required action/interventions to achieve results with a focus on education technologies in curriculum and teaching related interventions at national and camps’ setting.
- Prepare and assess monitoring and evaluation reports to identify gaps, strengths and weaknesses in programme management.
- Identify lessons learned and use knowledge gained for development planning and timely intervention to achieve goals.
- Actively monitor programmes/projects through field visits and surveys, and exchange information with stakeholders to assess progress, identify bottlenecks and potential problems, and take timely decisions to resolve issues and/or refer to relevant officials for timely resolution.
- Monitor and verify the optimum and appropriate use of sectoral programme resources (financial, administrative and other assets) confirming compliance with organizational rules, regulations/procedures and donor commitments, standards of accountability and integrity, ensuring timely reporting and liquidation of resources.
- Prepare regular and mandated programme reports for management, donors and partners to keep them informed of programme progress.
3. Technical and operational support to programme implementation
- Provide technical guidance and operational support to government counterparts, NGO partners, UN system partners and country office partners and donors on interpretation, application and understanding of UNICEF policies, strategies, processes and best practices and approaches on education and related issues to support programme management, implementation and delivery of results especially those related to curriculum and teaching related interventions at national and camps’ setting.
- Arrange/coordinate availability of technical experts with Regional Office/HQ to ensure timely and appropriate support throughout the programming process.
- Participate in education programme meetings including programme development and contingency planning to provide technical and operational information, advice and support on effective learning approaches.
- Draft policy papers, briefs and other strategic programme materials related to the role and use of education technology in learning, curriculum and teaching for management use.
4. Networking and partnership building
- Build and sustain effective close working partnerships with relevant government counterparts, national stakeholders, global partners, donors, and academia through active networking, advocacy and effective communication to build capacity, exchange knowledge/expertise and to reinforce cooperation to strengthen the application of education technologies to support delivery of learning at national and camps’ setting.
- Prepare communication and information materials for CO programme advocacy to promote awareness, establish partnerships and support fund raising for education programmes including the provision of technology-based education at national and camps’ setting.
- Participate and/or represent UNICEF in appropriate inter-agency (UNCT) discussions on education and related issues to collaborate with inter-agency partners/colleagues on UNDAF planning and preparation of programmes/projects ensuring organizational position, interests and priorities are fully considered and integrated in the UNDAF process in development planning and agenda setting.
5. Innovation, knowledge management and capacity building
- Apply and introduce innovative approaches and good practices to build the capacity of partners and stakeholders and to support the implementation and use of technology in education at national level and in the camps’ setting.
- Keep abreast, research, benchmark, and implement best practices in education technology, learning and curriculum. Assess and share best practices and knowledge learned.
- Contribute to the development and implementation of policies and procedures to ensure optimum efficiency and efficacy of remote learning interventions.
- Organize and implement capacity building initiatives to enhance the competencies of clients/stakeholders to promote sustainable results on education and related programmes/projects.
To qualify as an advocate for every child you will have…
- An advanced university degree (Master’s or higher) in one of the following fields is required: education, economics, psychology, sociology, or another relevant technical field.
- A minimum of five years of professional experience in programme planning, management, and/or research in education is required.
- Experience supporting technology-based education curriculum and teaching is a plus point.
- Relevant experience in a UN system agency or similar organization is considered as an asset.
- Developing country work experience and/or familiarity with emergency is considered an asset.
- Fluency in English is required. Knowledge of another official UN language (Arabic, Chinese, French, Russian or Spanish) or a local language is an asset.
For every Child, you demonstrate...
UNICEF's values of Care, Respect, Integrity, Trust, and Accountability (CRITA) and core competencies in Communication, Working with People and Drive for Results.
The functional competencies required for this post are...
- Analyzing (3)
- Deciding and Initiating action (2)
- Applying technical expertise (3)
View our competency framework at
UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.
UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.
*Internal candidates may be given preference over external candidates. The term "Internal" refers to all personnel with an ongoing employment relationship with UNICEF, including staff members on a continuing, fixed term and temporary appointment, individual contractors and full-time time-based consultants, and UNV.
Only shortlisted candidates will be contacted and advance to the next stage of the selection process.