Education in Emergencies Officer

Volunteering Crisis & Emergency Response Teaching & Training

Overview

Support education programs in response to Hurricane Melissa.

You have:

• 3 years of general experience is required.
• A minimum of 1 year of professional experience in teaching, education management, project management, or humanitarian preparedness is required.
• Experience working in emergencies is considered as an asset.
• Relevant experience in a UN system agency or organization is considered as an asset.

Contract

This is a UNV contract. More about UNV contracts.

This is a UNV National Specialist contract. This kind of contract is known as National UN Volunteer. It is normally only for nationals. More about UNV National Specialist contracts.

Background:

In late October 2025, Hurricane Melissa struck Jamaica with devastating force, causing catastrophic flooding, landslides, and widespread damage to health, education, and WASH systems. More than 100 health facilities, 400 schools, and 300 community water systems were severely affected, disrupting essential services for hundreds of thousands and exposing deep structural vulnerabilities. Severe impacts are confirmed across Hanover, Manchester, St. Elizabeth, St. James, Trelawny and Westmoreland, including extensive flooding, landslides, collapsed roofs, hospital and school damage, and prolonged power and communication outages. The 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 avoritism. 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.

Purpose for the job:

The Education Officer (UNV) is to be based in one of the hubs in St. James or Saint Elizabeth in Jamaica where the Education Programme is a component of the Hurricane Melissa Response.

The Education Officer (UNV) administratively reports to the to the Education Specialist. The Education Officer (UNV) provides professional programmatic and technical support throughout the programming process for the education programmes/projects through the application of theoretical and technical skills in researching, collecting, analyzing and presenting technical programme information while learning organizational rules, regulations and procedures to support the development and formulation of the Education Programme within the Country Programme.

Summary of key functions/accountabilities:

1. Support to programme development and planning

· Research and analyze regional and national political, health, social and economic development trends. Collect, analyze, verify, and synthesize information to facilitate programme development, design and preparation. · Support preparation of technical reports and provide inputs for programme preparation and documentation ensuring accuracy, timeliness and relevancy of information. · Contribute to the development/establishment of sectoral programme goals, objectives, strategies, and results-based planning through research, collection, analysis and reporting of education and other related information for development planning and priority and goal setting. · Provide technical and administrative support throughout all stages of programming processes by executing and administering a variety of technical programme transactions, preparing materials and documentations, and complying with organizational processes and management systems, to support programme planning, results based planning (RBM) and monitoring and evaluation of results. · Prepare required documentation and material to facilitate the programme review and approval process. · a. Identify main areas of interest and critical needs related to cognitive development, learning, protection of rights and psychosocial well-being where support, capacity building, information dissemination, and messaging could be delivered through TLS activities and engaging community-based initiatives. · Support the review of specific strategies for Jamaican adolescents, providing reorientation of implementation methodologies focused on mobilization, leadership, and life skills, considering their specific needs. · Assess the relevance and effectiveness of education funding policies and programs for Kingston, Saint James, Saint Elizabeth, and the regions of Kingston and Montego Bay, within the framework of improving educational services for affected population.

2. Programme management, monitoring and delivery of results.

· Work closely and collaboratively with internal colleagues and partners to collect, analyze and share information on implementation issues. · Suggest solutions on routine programme implementation and submit reports to alert appropriate officials and stakeholders for higher-level intervention and/or decisions. Keep record of reports and assessments for easy reference and/or to capture and institutionalize lessons learned. · Participate in monitoring and evaluation exercises, programme reviews and annual sectoral reviews with government and other counterparts and prepare minutes/reports on results for follow up action by higher anagement and other stakeholders. · Monitor and report on the use of sectoral programme resources (financial, administrative and other assets), verify compliance with approved allocation, organizational rules, regulations/procedures and donor commitments, standards of accountability and integrity. Report on issues identified to ensure timely resolution by management/stakeholders. Follow up on unresolved issues to ensure resolution. · Prepare draft inputs for programme/donor reporting. · Collect feedback on the relevance and effectiveness of TLS activities and interventions, particularly within communities affected by Hurricane Melissa, to ensure appropriateness and responsiveness to the needs of children and adolescents. · Follow up on daily activities conducted within TLS to assess ongoing needs and develop strategies for more sustainable support, emphasizing the engagement of children and adolescents with public services such as schools and social assistance programs, as well as broader community engagement. The aim is to promote an exit strategy from non-formal support services, fostering resilience and local capacity.

3. Technical and operational support to programme implementation

· Undertake field visits and surveys and share information with stakeholders to assess progress and refer to relevant officials for resolution. Report on critical issues, bottlenecks and potential problems for timely action to achieve results. · Provide technical and operational support to government counterparts, NGO partners, UN system partners and other country office partners/donors on the application and understanding of UNICEF policies, strategies, processes and best practices on education, psychosocial support and related issues to support programme implementation, operations and delivery of results.

4. Networking and partnership building

· Build and sustain effective close working partnerships with government counterparts and national stakeholders through active sharing of information and knowledge to facilitate programme implementation and build capacity of stakeholders to achieve and sustain results on education programmes. · Draft communication and information materials for CO programme advocacy to promote awareness, establish partnerships and alliances, and support fund raising for education programmes. · Participate in appropriate inter-agency (UNCT) meetings and events on programming to collaborate with inter-agency partners on UNDAF operational planning and preparation of education programmes/projects and to integrate and harmonize UNICEF’s position and strategies with the UNDAF development and planning process. · Research information on potential donors and prepare resource mobilization materials and briefs for fund raising and partnership development purposes. · Support UNICEF’s leadership in the Education Sector in Kingston and Montego Bay, especially in the participation of Education Cluster spaces to coordinate the sector together with Ministry Of Education and National or International Social Civity Organizations.

5. Innovation, knowledge management and capacity building

· Provide support in identifying, capturing, synthesizing, and sharing lessons learned for knowledge development and capacity development of stakeholders. · Apply innovative approaches and promote good practices to support the implementation and delivery of concrete and sustainable programme results. · Research, benchmark and report on best, cutting-edge practices for development planning of knowledge products and systems. · Participate as a resource person in capacity-building initiatives to enhance the competencies of clients and stakeholders. · Provide timely technical support and lead the implementation of SBC strategies in education, with a particular focus on TLS activities, ensuring live interactions in addition to high-quality recorded spots directed at education and psychosocial support. Activities should be pedagogically stimulating, sensitive to gender, ethnic, and cultural aspects, and aligned with UNICEF Guidelines, the UN Convention on the Rights of the Child, the UN CRCs, the Brazilian ECA, and the Universal Declaration of Human Rights. Prepare reports documenting: a. Community feedback on the relevance and impact of the TLS strategy (based on a tool to be developed jointly with Emergency team and M&E); b. Feedback from adolescents enrolled in TLS activities; c. Systematized pedagogical content and development of the TLS Guide, including guidance and practical activity examples for educators to implement in the spaces; d. Identification of knowledge, education, and psychosocial support gaps among our implementing partners; e. Recommendations for TLS and the Education Sector within a post-Melissa strategy, considering pedagogical adequacy and the specificities of each location and target population.

Impact of Results

The efficiency and efficacy of support provided by the National UN Volunteer Education in Emergencies Officer (UNV) to programme preparation, planning and implementation, contributes to the achievement of sustainable results to improve learning outcomes and universal access to quality, equitable and inclusive education. Success in education programmes and projects in turn, contribute to maintaining and enhancing the credibility and ability of UNICEF to provide programme services for mothers and children that promote greater social equality in the country.

Main objectives of this position:

· Create conditions for children and adolescents to return to school, supporting the reopening of schools, the creation of TLS by UNICEF, or the support of other TLS mobilized by CSOs or local governments. · Provide psychosocial support to children, adolescents, and their communities affected by Hurricane Melissa, through individual, family, or community approaches, aiming to assess the impact and contribute to overcoming the trauma experienced. · Create conditions of support so that children and adolescents can return to happiness and daily life, promoting psychological and social well-being, strengthening their skills, and resilience.

i) Core Values

· Care · Respect · Integrity · Trust · Accountability · Sustainability

ii) Core Competencies

· Demonstrates Self Awareness and Ethical Awareness (1) · Works Collaboratively with others (1) · Builds and Maintains Partnerships (1) · Innovates and Embraces Change (1) · Thinks and Acts Strategically (1) · Drive to achieve impactful results (1) · Manages ambiguity and complexity (1)

3 years of general experience. A minimum of 1 year of professional experience in one or more of the following areas is required: teaching, education management, project management, humanitarian preparedness.

Experience working in emergencies is considered as an asset.

Relevant experience in a UN system agency or organization is considered as an asset.

As this is a national UN Volunteer assignment, the UN Volunteer will be responsible for arranging his/her own housing and other living essentials.

Apply now

Potential interview questions

Added 6 months ago - Updated 5 months ago - Source: unv.org