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Education Manager, P4 Fixed Term, Yangon, Myanmar (this position will relocate from Yangon to Nay Pyi Taw in the near future), Position # 52184

Yangon (Myanmar)

  • Organization: UNICEF - United Nations Children’s Fund
  • Location: Yangon (Myanmar)
  • Grade: P-4, International Professional - Internationally recruited position - Mid level
  • Occupational Groups:
    • Education, Learning and Training
    • Managerial positions
  • Closing Date: 2021-10-24

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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, a good start and hope

 Education Manager, P4 Fixed Term, Yangon, Myanmar (position will relocate from Yangon to Nay Pyi Taw in near Future), Position # 52184

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, a good start and hope

The fundamental mission of UNICEF is to promote the rights of every child, everywhere, in everything the organization does — in programmes, in advocacy and in operations. The equity strategy, emphasizing the most disadvantaged and excluded children and families, translates this commitment to children’s rights into action. For UNICEF, equity means that all children have an opportunity to survive, develop and reach their full potential, without discrimination, bias or favoritism. To the degree that any child has an unequal chance in life — in its social, political, economic, civic and cultural dimensions — her or his rights are violated. There is growing evidence that investing in the health, education and protection of a society’s most disadvantaged citizens — addressing inequity — not only will give all children the opportunity to fulfill their potential but also will lead to sustained growth and stability of countries. This is why the focus on equity is so vital. It accelerates progress towards realizing the human rights of all children, which is the universal mandate of UNICEF, as outlined by the Convention on the Rights of the Child, while also supporting the equitable development of nations.

How can you make a difference?

Under the overall guidance and direction of the Chief, Education, the Education Manager supports the Chief in managing the section, playing a key role in bringing innovation to the development and preparation of education programmes. The Education Manager provides authoritative technical guidance and operational support throughout all stages of programming to facilitate the management and delivery of results on strengthening education systems to improve learning outcomes and to promote universal access to quality, equitable and inclusive  basic education, especially for children who are marginalized, disadvantaged and excluded in society.

The Education Manager contributes to the achievement of concrete and sustainable results according to plans, allocation, results based-management approaches and methodology (RBM), as well as UNICEF’s Strategic Plans, standards of performance and accountability framework.

Key functions and accountabilities of the position (detailed job description attached): -Download File JD 52184 Education Manager Level 4 Yangon Myanmar.pdf

  1. Support to the Chief on programme management
  2. Programme development and planning
  3. Programme management, monitoring and quality control of results
  4. Advisory services and technical support
  5. Advocacy, networking and partnership building
  6. Innovation, knowledge management and capacity building

To qualify as an advocate for every child you will have…

  • An advanced university degree in one of the following fields is required: education, economics, psychology, sociology or another relevant technical field.
  • A minimum of eight years of professional experience in education programme planning, technical and financial managementis required.
  • Experience working in a developing country is required.
  • Relevant experience in a UN system agency or organization is considered as an asset.
  • Relevant working experience in emergency is required.
  • Experience in UNICEF country office programming is required.
  • Experience in education programming focusing on inclusive education, equity, quality enhancement, teacher education, education system strengthening is required.
  • Experience in education programming for social cohesion is considered as a strong asset.
  • Experience on donor relations, and resource mobilization including proposal report writing and quality assurance is required.
  • Fluency in English is required. Knowledge of another official UN language (Arabic, Chinese, French, Russian or Spanish) or a local language is an asset.
  • Meet UNICEF’s core values and competency areas.

Technical Competencies

Technical competencies must be demonstrated in the following areas:

  • Good understanding of the overall global development context, including issues such as: poverty, conflict, and the impact of these factors on education and vice-versa; and inter-sectoral approaches to address such issues in collaboration with other sectors (including Social Policy, Child Protection, Nutrition, WASH, Health and Communications within UNICEF).
  • Good knowledge of global developments in education and international engagement strategies, including the application of the equity lens and human rights perspectives to programming.
  • Good ability to support policy dialogue: translation of analytical findings and evidence into development programme and policy discussions around equity and learning with partners, including development partners, CSOs and academia in relevant areas.
  • Good education sector planning knowledge/ability, including the range of modalities for delivering education, linkages between different sub-sectors (e.g. ECD, Primary, Secondary, Tertiary, Inclusive Education), cost-effectiveness and efficiency issues, key institutional structures, components and processes, as well as governance issues.
  • Good education and policy sector analysis capacity, including understanding of the core education data sets and indicators; tools for analysis of equity; determinants of student access and learning; budget, costing, and financial management in education systems; political economy; and education policy and strategic planning.
  • Good ability to support engagement with partners e.g. Sector Wide Approaches, Global Partnership for Education, Education Clusters, Delivering as One, as well as networking with other key partners.
  • Good understanding of gender and inequity issues in relation to education and development and the application of gender / equity analysis to policy and planning in education.
  • Good understanding of policies and strategies to address issues related to resilience: risk analysis and risk management, education in conflict situations, natural disasters, and recovery for CO and RO based post and where relevant.

Selection Criteria:

The selection criteria are the knowledge, abilities, skills and personal attributes that will be used to determine whether or not a candidate is able to perform the job successfully.

Selection criteria are:

1. A minimum of 8 years of Education Programme Management, both technical and financial, including at least 2 years of programme management experience in emergency country/context.

2. A minimum of 5 years of experience in leading a team, including a minimum of 1.5 years of experience in leading a team in emergency country/context.

3. A minimum of 3 years of experience on high level donor relations, partnership management, and resource mobilization, including 1 year of such experience in emergency country/context, for education programme focusing on inclusive education, equity, quality and teacher education for the basic education sub-sector.

For every Child, you demonstrate...

UNICEF’s values of Care, Respect, Integrity, Trust, Accountability (CRITA) and core competencies in the following:

  • Builds and Maintains Partnerships (2)
  • Demonstrates self-awareness and ethical awareness (2)
  • Drive to achieve results for impact (2)
  • Innovates and embraces change (2)
  • Manages ambiguity and complexity (2)
  • Thinks and acts strategically (2)
  • Works collaboratively with others (2)
  • Nurtures, leads and manages people (2)

The Functional Competencies required for this post are:

  • Leading and supervising (I)
  • Formulating strategies/concepts (II)
  • Analyzing (III)
  • Relating and networking (II)
  • Deciding and initiating action (II)
  • Applying Technical Expertise (III)

View our competency framework at

http://www.unicef.org/about/employ/files/UNICEF_Competencies.pdf

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.

UNICEF is a workplace that welcomes diversity and equal opportunities. If you require any reasonable accommodation for your test, please let us know two days ahead of the test. 

UNICEF is committed to promote the protection and safeguarding of all children.

Remarks:

This position is not considered an elevated risk role. However, UNICEF reserves the right to conduct further vetting/ assessment within the scope of child safeguarding as appropriate.

Mobility is a condition of international professional employment with UNICEF and an underlying premise of the international civil service.

UNICEF only considers higher educational qualifications obtained from an institution accredited/recognized in the World Higher Education Database (WHED), a list updated by the International Association of Universities (IAU) / United Nations Educational, Scientific and Cultural Organization (UNESCO). The list can be accessed at http://www.whed.net/.

The hardship classification and the family status of UNICEF duty stations are subject to periodic review by the International Civil Service Commission. Please be advised that this duty station, in particular, may be subject to change in its hardship classification or security circumstances including family/non-family duty station status during the selection process or immediately following the assumption of duty. Such change may happen at short notice. As of 1 July 2021, Yangon was declared as a non-family duty station with an 8 weeks R&R cycle.

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

This VA is open to internal UNICEF staff only i.e. UNICEF staff holding permanent, continuing and fixed term appointments, excluding JPOs.

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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