Education Specialist (Alternative and Digital Learning), P3, WCARO, Dakar-Senegal #114325# 364 days

In recent years, numerous West and Central African (WCAR) countries have invested in developing innovative alternative learning programs to 1) reach the most vulnerable children, 2) ensure learning continuity during emergencies, and 3) improve learning outcomes for all children and adolescents. At present, 19 WCAR countries are working on strengthening their digital learning programmes and are at different stages. Nine of them have joined the Learning Passport and GIGA, 6 are on the Airtel partnership (focusing on school connectivity and access to learning platforms), and 3 are on the Akelius initiative focused on FLN. In addition, Niger is in the process of joining the “Passport to Earning” and Ghana, the Accessible Digital Textbooks initiative (as a part of the COs disability inclusion multisectoral programming). Several WCAR countries are also currently developing or updating their digital landscape analyses and/or national digital learning strategies and seeking to implement a systems approach to digital learning with a strong emphasis on inclusion, learning and evidence generation (the latter with the support of UNICEF Office of Research-Innocenti). Finally, a regional funding proposal focusing on digital learning has just been submitted to the Chinese Natcoms.

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In recent years, numerous West and Central African (WCAR) countries have invested in developing innovative alternative learning programs to 1) reach the most vulnerable children, 2) ensure learning continuity during emergencies, and 3) improve learning outcomes for all children and adolescents. At present, 19 WCAR countries are working on strengthening their digital learning programmes and are at different stages. Nine of them have joined the Learning Passport and GIGA, 6 are on the Airtel partnership (focusing on school connectivity and access to learning platforms), and 3 are on the Akelius initiative focused on FLN. In addition, Niger is in the process of joining the “Passport to Earning” and Ghana, the Accessible Digital Textbooks initiative (as a part of the COs disability inclusion multisectoral programming). Several WCAR countries are also currently developing or updating their digital landscape analyses and/or national digital learning strategies and seeking to implement a systems approach to digital learning with a strong emphasis on inclusion, learning and evidence generation (the latter with the support of UNICEF Office of Research-Innocenti). Finally, a regional funding proposal focusing on digital learning has just been submitted to the Chinese Natcoms.

For every child, education

Under the supervision of the Education Specialist (Quality & Learning), and in close collaboration with the Innovation and Partnerships units, the incumbent will provide technical assistance to WCAR countries and support the development and implementation of the Reimagine Education agenda in the region. The incumbent will also contribute to building the capacity of UNICEF country offices (COs) to scale up solutions to reach in and out of school children and adolescents, especially those in remote rural areas, girls, and children with disabilities. In addition, the incumbent will support evidence generation and documentation of successful interventions in digital learning as lessons learned and guidance for WCAR countries.

Programme management, monitoring, and delivery of results

1. Participate in monitoring and evaluation exercises, programme reviews and annual reviews to assess progress and to determine required action/interventions to achieve results on distance learning initiatives (with a particular focus on digital learning) – with a strong focus on inclusion of the most marginalized/vulnerable children in most deprived municipalities and zone.
2. Ensure compliance of distance learning initiatives with the principle of no child left behind and the Principles for Digital Development (http://digitalprinciples.org/) and UNICEF technology for development best practices.
3. 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. a. Provide technical guidance and operational support to UNICEF Cos, Government and national education institutions to translate the global and regional distance learning strategies (digital, TV, Radio) into regional tools and resources for policy development, advocacy and capacity building initiatives to enhance the capacity and knowledge for on distance/digital learning.

Technical and operational support to programme implementation

1. Provide technical guidance and operational support to UNICEF Cos, Government and national education institutions to translate the global and regional distance learning strategies (digital, TV, Radio) into regional tools and resources for policy development, advocacy and capacity building initiatives to enhance the capacity and knowledge for on distance/digital learning
2. Support the country offices and regional office to develop innovative and standardized data collection, analysis and reporting tools and systems for monitoring of access, learning and young people’s participation in digital learning and other pathways in collaboration with UN agencies and stakeholders, and creating a regional UNICEF platform of existing resources that countries can adapt, contextualize and use.
3. Draft policy papers, briefs, and other strategic programme materials for management use.

Networking and partnership building

1. Develop partnerships and networks with local solution providers, innovators, NGOs, cultural and religious organizations, the private sector, local media and academia to build and provide a space to nurture and test new and innovative technologies and build local capacity. Identify opportunities for establishing linkages between resource mobilization and new partnerships and lead proposal and partnership development efforts in close collaboration with Country Offices and the Regional Office.

Innovation, knowledge management and capacity building

1. Identify, capture, synthesize and share lessons learned and use knowledge gained for integration into broader knowledge development planning and management efforts including from countries via the global and regional networks available within UNICEF. Maintain an inventory of remote/distance learning initiatives and Innovations, assets, resources and networks.
2. Organize and implement capacity building initiatives to enhance the competencies of UNICEF staff, partners, government counterparts and other end users in distance learning through digital learning, TV and Radio) and the use of human centered design methods to enable user-acceptance testing, evaluation, documentation and analysis, and in scaling

Key activities will include:

• Provide technical guidance and support to COs, government, RO and national/regional institutions. - Provide technical support to COs to complete digital landscape and contextual analyses, development of national digital learning strategies and programmes, and increase local capacity through trainings and other types of collaboration.
• Act as focal point for WCARO on the global Reimagine Education flagship initiative.
• Maintain and curate regional Reimagine Education SharePoint site, updating the resource library with relevant TORs, reports, and documents.
• Contribute to the drafting of policy papers, briefs and other strategic programme materials for management use.
• Support ongoing work through existing partnerships, namely: Airtel, Akelius, EdTech Hub, GIGA, The Learning Passport, and UNICEF Office of Research-Innocenti.
• Support WCAR’s efforts in resource mobilization for digital learning and related initiatives.
• Identify, capture, synthesize and share lessons learned and use knowledge gained for integration into broader knowledge development planning and management efforts.

Work relationships

The Education Specialist will be part of the Education team and work in collaboration with the Innovations (T4D) and Partnerships teams and other sections, as necessary.

QUALIFICATIONS OF SUCCESSFUL CANDIDATE

Education: Advanced Degree in Education, Technological Sciences, Social/Human Sciences, or another related field.

Work experience: Five years of relevant work experience at national or international level in the areas of education and/or innovation. Experience in implementing digital learning. Work experience or knowledge of the West and Central Africa region is an asset.

Language requirements: Fluency in English and French is necessary, with excellent drafting skills and oral presentation skills in at least one of the two languages. Knowledge of Portuguese or Spanish will be an asset.

Skills:

• Proven experience in implementing national/regional digital learning programmes, specially UNICEF digital learning initiatives (e.g. GIGA, the Learning Passport, Akelius).
• Ability to work in teams.
• Ability to express clearly and concisely ideas and concepts in written and oral form and to produce reports in a timely manner.
• Ability to work independently as well as with a team in an international, multicultural, and interdisciplinary environment and establish harmonious and effective working relationships both within and outside the organization.
• Ability to cope with political/cultural sensitivity and ability to work in international and multicultural environment.
• Excellent writing, research, and analytical skill

For every Child, you demonstrate:

UNICEF’s Core Values of Care, Respect, Integrity, Trust, Accountability and Sustainability (CRITAS) underpin everything we do and how we do it. Get acquainted with Our Values Charter: https://uni.cf/UNICEFValues

UNICEF's competencies:

• Builds and maintains partnerships– Level 1
• Demonstrates self-awareness and ethical awareness – Level 1
• Drive to achieve results for impact – Level 1
• Innovates and embraces change – Level 1
• Manages ambiguity and complexity – Level 1
• Thinks and acts strategically – Level 1
• Works collaboratively with others – Level 1

During the recruitment process, we test candidates following the competency framework. Familiarize yourself with our competency framework and its different levels: competency framework here.

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.

We offer a wide range of benefits to our staff, including paid parental leave, breastfeeding breaks and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements.

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.

Remarks:

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

UNICEF appointments are subject to medical clearance.  Issuance of a visa by the host country of the duty station, which will be facilitated by UNICEF, is required for IP positions. Appointments may also be subject to inoculation (vaccination) requirements, including against SARS-CoV-2 (COVID). Government employees that are considered for employment with UNICEF are normally required to resign from their government before taking up an assignment with UNICEF. UNICEF reserves the right to withdraw an offer of appointment, without compensation, if a visa or medical clearance is not obtained, or necessary inoculation requirements are not met, within a reasonable period for any reason.