Field Officer

East Jerusalem

Organization: UNDP - United Nations Development Programme
Location: East Jerusalem
Grade: Level not specified - Level not specified
Occupational Groups:
- Operations and Administrations
- Civil Society and Local governance
- Protection Officer (Refugee)
Closing Date: Closed

Background

UNDP is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence.

UNDP does not tolerate sexual exploitation and abuse, any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.

UNDP’s Programme of Assistance to the Palestinian People (PAPP) was established through a resolution adopted by the UN General Assembly on 20 December 1978, calling upon UNDP “to improve the economic and social conditions of the Palestinian people”. In partnership with Palestinian institutions, civil society, communities and donors, UNDP’s goal is to empower the Palestinian People to establish a viable State that is able to realize the right to development for its people and support their socio-economic resilience. Since its establishment, UNDP/PAPP has delivered over USD 1.5 billion in development assistance to the Palestinian People.

UNDP/PAPP places empowerment, resilience and sustainability at the center of its operation and focuses on three priority areas: the Gaza Strip, East Jerusalem and Area C of the West Bank, where the needs are the greatest. UNDP/PAPP is active in four thematic areas: democratic governance and the rule of law; economic empowerment and private sector development; environment and management of natural resources; and

public and social infrastructure.

UNDP through funds by the Government of Norway initiated a new project for supporting Technical and Vocational Education and Training (TVET) in East Jerusalem, aiming to enable increased access to an improved learning environment for TVET and enhanced linkages with the labour market. The project strategy is built upon the harmonization of the following strategic pillars.

Expand and reinforce TVET choices in East Jerusalem by launching new market-driven TVET streams developed by the MoE, and provide quality TVET education including high-skilled and qualified teachers, modern education strategies and attractive learning environment, decent infrastructure (classrooms, workshops), equipment, consumables, and institutional support and complementarity services to attract and retain students and teachers. Establish partnerships with the private sector for teachers’ technical training, improving education content, providing mentorship/internships/ apprenticeships for the students of MoE TVET schools. Additionally, it is envisioned that MoE will provide TVET exposure for students at an early stage (between 7th and 9th grades) alongside TVET orientation for students in 10th grade, for increased direction towards TVET and early detection of potential cases of drop-outs.

Cooperate with the private sector – including relevant MSMEs, syndicates, businesses and the self-employed - to inform the TVET education system and thus improve its market-relevance, quality and effectiveness. The private sector was actively engaged with line ministries in the formulation of new TVET streams. UNDP/PAPP support to TVET in East Jerusalem has and will continue to build on and enhance cooperation with the private sector, in both the planning and implementation phases. This includes establishing partnerships with the private sector in East Jerusalem – including companies, MSMEs, entrepreneurs and professional networks - to provide opportunities for TVET students to acquire practical and on-the-job experience, including internships and practical trainings. To incentivize partnerships, MoE will enable access to small grants to cover the costs of materials to facilitate on-the-job trainings.

Tap on opportunities offered by YMCA Career Advancement Center (CAC) to provide career guidance, soft and life skills development, and other complementary skilling services marked as crucial for enhancing youth employability and complementing TVET education, such as Hebrew Language classes, basic knowledge of taxation, running a business, management, communication, and others. Moreover, through partnerships with private sector actors, CAC will support the periodic provision of labour market intelligence for assisting policy makers to better plan, guide and manage investments on TVET and education in East Jerusalem.

Against the backdrop, the project intended to achieve the following outputs:

Output 1: Expanded and improved offerings of TVET education for secondary students in East Jerusalem, through establishment of 2 TVET schools and re-branding of Dar Al Aytam School in the Old City, strengthening existing capacities at JDoE for improved TVET exposure and orientation and TVET-oriented career guidance, including trainings for school counsellors and teachers.

Output 2: Enhanced technical and pedagogical skills of TVET teachers for targeted TVET schools, through developing and conducting technical training for teachers and trainers of the new TVET schools, in addition to a comprehensive pedagogical training course targeting TVET teachers and trainers in East Jerusalem.

Output 3: Enhanced employability and complementary skilling services for TVET students, through development of partnerships with relevant private sector actors – including MSMEs and the self-employed – for the provision of on-the-job training opportunities for TVET students and provision of comprehensive life and soft skills development services for TVET students and carry out labour market intelligence.

In this regard, UNDP is seeking a candidate to fill the position of Field Officer, under the guidance of the Programme Design and Implementation Analyst and the direct supervision of TVET Project Manager. The expected duration of the contract is 12 months and the National Personnel Service Agreement (N-PSA) extension will be conditioned to satisfactory performance evaluation as well as availability of funding under the project.

Institutional Arrangement:

The Field Officer will directly report to TVET Project Manager under the guidance of the Programme Design and Implementation Analyst.

Duties and Responsibilities

1)Project coordination

•Support the Project Manager in coordinating TVET project interventions and activities, and continuously monitor progress against work-plan, identify changes in the external environment, challenges and promptly suggest necessary actions/ corrective measures.

•Support in identification of needs for the deployment of the TVET education in the targeted schools, including infrastructure remodelling, workshops, equipment, and furniture.

•Conduct regural field visits to gather data and follow up on progress.

•Support the Project Manager in monitoring the identified project risks and issues; submit new risks, issues and strategic implementation advice to the project manager for consideration and decision if required; update the status of project risks and issues by maintaining the logs.

2)Stakeholder Engagement

•Assist the project manager in identifying and facilitating partnership with the private sector.

•Assist the project manager in coordinating and facilitating meetings with stakeholders including governmental officials, private sector, NGOs and the local community.

•Actively seek the engagement and participation of children and youth in project activities.

3)Reporting

•Assist in the preparation of procurement processes, inception reports, workplans, donor progress reports, and impact reports for the project.

•Draft monthly workplans, minutes of meetings, facts sheets and reports.

•Documenttaion of lessons learned, best practices and success stories to contribute to learning on TVET sector.

•Support the project manager to implement visibility and communication activities in coordination with UNDP’s communication unit.

4)Perform any other duties as assigned by supervisors.

Competencies

Core Competencies:

Innovation: Ability to make new and useful ideas work

Leadership: Ability to persuade others to follow

People Management: Ability to improve performance and satisfaction

Communication: Ability to listen, adapt, persuade and transform

Delivery: Ability to get things done while exercising good judgement

Technical/Functional Competencies:

Project Management: Ability to plan, organize, and control resources, procedures and protocols to achieve specific goals

Partnerships: Ability to engage with other agencies, donors, and other development stakeholders and forge productive working relationships

Results-Based Management: Ability to manage programmes and projects with a strategy aimed at improved performance and demonstrable results

Capacity Development: Ability to support partners’ capacity to plan and manage project activities.

Report Writing: Ability to prepare quality reports in English and Arabic.

Knowledge and understanding of project management and monitoring and evaluation (M&E)

Required Skills and Experience

Minimum Academic Education:

High school degree required.
BA or equivalent in development, educational sciences, social sciences, engineering or a related field would be an asset

Minimum Years of Relevant Work Experience :

At least 5 years of experience of social/ community work specifically focused on community service interventions with a high school degree or 2 years of experience of social/community work specifically focused on community service interventions with a Bachelor’s degree.

Desired Additional Skills and Competencies:

Experience working with international or non-profit organizations is desirable.

Knowledge of the UN system and familiarity with UNDP procedures is a strong asset.
Experience in reviewing infrastructure models is desirable.
Knowledge of data visualization and producing content is an asset.
Ability to implement new systems and affect behaviour/attitude changes.
Ability to conceptualize issues and analyze data.

Required Language(s) (at working level:

Proficiency in Arabic and English languages is required

Disclaimer

Important applicant information

All posts in the SC categories are subject to local recruitment.

Applicant information about UNDP rosters

Note: UNDP reserves the right to select one or more candidates from this vacancy announcement. We may also retain applications and consider candidates applying to this post for other similar positions with UNDP at the same grade level and with similar job description, experience and educational requirements.

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