Fixed Term – Education Specialist, (Access & Learning Opportunities), (NO-3), Port-au-Prince/Haiti #51937

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,

Medium sized office with a full Education Programme component of the Country Program located in the capital city to have close proximity to government partners.

How can you make a difference?

Under the guidance and general supervision of the Chief Education (Level 4) , the Education Specialist (Access Learning & Opportunities) supports the development and preparation of the Education programs/projects and for managing, implementing, monitoring, evaluating and reporting of progress of education programs/projects within the country program. He/She provides technical guidance and management support throughout the programming processes to facilitate the administration and achievement of results on education programs/projects to improve learning outcomes and equitable and inclusive education especially for children who are marginalized, disadvantaged and excluded in society.

He/she contributes to achievement of results according to plans, allocation, results based-management approaches and methodology (RBM) and UNICEF’s Strategic Plans, standards of performance and accountability framework.

Summary of key functions/accountabilities:

1.  Support to program/project development and planning

• Support the preparation/design and conduct/update of situation analysis for the education programs/projects and/or sector to ensure that current comprehensive and evidence based data on education issues are available to guide UNICEF’s strategic policy advocacy, intervention and development efforts on education programs and to set priorities, strategies, design and implementation plans. Keep abreast of development trends to enhance program management, efficiency and delivery.
• Participate in strategic program discussion on the planning of education programs/projects. Formulate, design and prepare programs/projects proposal for the sector, ensuring alignment with the overall UNICEF’s Strategic Plans and Country Program and coherence/integration with UN Development Assistance Framework (UNDF), regional strategies and national priorities, plans and competencies.
• Establish specific goals, objectives and strategies and implementation plans for the sector/s using results-based planning terminology and methodology (RBM). Prepare required documentations for program review and approval.
• Work closely and collaboratively with internal and external colleagues and partners to discuss strategies and methodologies and to determine national priorities/competencies to ensure the achievement of concrete and sustainable results.
• Provide technical and operational support throughout all stages of programming processes and to ensure integration, coherence and harmonization of programs/projects with other UNICEF sectors and achievement of results as planned and allocated.
• Contribute to the validation of the study on Out-Of-School Children (OOSC) in selected geographical areas leading to their identification and inclusion
• Revision of the accelerated programme for overaged children
• support the access and learning of 50000 children

2. Program management, monitoring and delivery of results

• Plan and/or collaborate with internal and external partners to establish monitoring benchmarks, performance indicators and other UNICEF/UN system indicators and measurement to assess/strengthen performance accountability, coherence and delivery of concrete and sustainable results for the assigned sector on education programs.
• Participate in monitoring and evaluation exercises, program reviews and annual reviews with government and other counterparts to assess progress and to determine required action/interventions to achieve results.
• Prepare/assess monitoring and evaluation reports to identify gaps, strengths/weaknesses in program and management, identify lessons learned and use knowledge gained for development planning and timely intervention to achieve goals.
• Actively monitor programs/projects through field visits, surveys and/or exchange of information with partners/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/appropriate use of sectoral program resources (financial, administrative and other assets) confirming compliance with organizational rules, regulations/procedures and donor commitments, standards of accountability and integrity and ensuring timely reporting and liquidation of resources.
• Prepare regular/mandated program/project reports for management, donors and partners to keep them informed of program progress.

3. Technical and operational support to program implementation

• Provide technical guidance and operational support to government counterparts, NGO partners, UN system partners and country office partners/donors on interpretation, application and understanding of UNICEF policies, strategies, processes and best practices and approaches on education and related issues to support program management, implementation and delivery of results.
• Arrange/coordinate availability of technical experts with Regional Office/HQ to ensure timely/appropriate support throughout the programming/projects process.
• Participate in education program meetings including program development and contingency planning to provide technical and operational information, advice and support.
• Draft policy papers, briefs and other strategic program materials for management use, information and/or consideration.

4. Networking and partnership building

• Build and sustain effective close working partnerships with relevant government counterparts, national stakeholders and global partners/allies/donors/academia through active networking, advocacy and effective communication to build capacity, exchange knowledge/expertise and to reinforce cooperation to achieve sustainable and broad results on education programs.
• Prepare communication and information materials for CO program advocacy to promote awareness, establish partnership/alliances and support fund raising for education programs.
• Participate and/or represent UNICEF in appropriate inter-agency (UNCT) discussions and planning on education and related issues to collaborate with inter-agency partners/colleagues on UNDAF planning and preparation of programs/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/introduce innovative approaches and good practice to build the capacity of partners and stakeholders and to support the implementation and delivery of concrete and sustainable program results.
• Keep abreast, research, benchmark and implement best practices in education management. Assess, institutionalize and share best practices and knowledge learned.
• Contribute to the development and implementation of policies and procedures to ensure optimum efficiency and efficacy of sustainable programs and projects.
• Organize and implement capacity building initiatives to enhance the competencies of clients/stakeholders to promote sustainable results on education and related programs/projects.

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).
• Some knowledge of global developments in education and international engagement strategies, including the application of the equity lens and human rights perspectives to programming.
• Some ability to support policy dialogue: translation of analytical findings and evidence into development programmes and policy discussions around equity and learning with partners, including government, development partners, CSOs and academia in relevant areas.
• Some education sector planning knowledge/ability, including the range of modalities for delivering education, linkages between different sub-sectors (e.g. school construction/WASH in schools in particular, ECD, Primary, Secondary, Tertiary, Inclusive Education), cost-effectiveness and efficiency issues, key institutional structures, components and processes, as well as governance issues.
• Some education and policy sector analysis capacity, including understanding of the core education data sets, indicators, tools for analysis of equity, determinants of student access and learning, budget, cost and financing, education system management, political economy and application to education policy and strategic planning.
• Some programme management in education, including programme design, costing, monitoring and evaluation and reporting.
• Some ability to support engagement with partners (e.g. Sector Wide Approaches, Global Partnership for Education, Education in Emergency Clusters or any other cluster experience, Education Provider Forums, Delivering as One, Inter-sectoral partnerships such as in WASH in schools and ECD), as well as networking with other key partners.
• Some 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.
• For CO and RO based post and where relevant, some understanding of policies and strategies to address issues related to resilience: risk analysis and risk management, education in conflict situations, natural disasters, and recovery.

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

Education: An Advanced University Degree in education, economics, psychology, sociology or other social science field is required

Experience: A minimum of five years of professional experience in programme planning, management, and/or research in education is required.  Experience working in a developing country is considered as an asset.  Relevant experience in a UN system agency or organization is considered as an asset.

Language: Fluency in French, English and Creole is required.

For every Child, you demonstrate…

UNICEF’s values of Care, Respect, Integrity, Trust, and Accountability (CRITA) and core competencies in Nurtures, Leads and Manages People (1), Demonstrates Self Awareness and Ethical Awareness (2), Works Collaboratively with others (2), Builds and Maintains Partnerships (2), Innovates and Embraces Change (2), Thinks and Acts Strategically (2), Drives to achieve impactful results (2), Manages ambiguity and complexity (2)

The UNICEF functional competencies required for this post are: Leading and supervising (1); Formulating strategies and concepts (2); Analyzing (3); Relating and networking (2); Deciding and Initiating action (2); Applying technical expertise (3)

To view our competency framework, please visit here.

Click here to learn more about UNICEF’s values and competencies.

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.

Remarks:

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