Education in Emergency Officer, NO B, Manila, 364 Days

Contract

This is a NO-2 contract. This kind of contract is known as National Professional Officers. It is normally only for nationals. It's a staff contract. More about NO-2 contracts.

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 fair chance

UNICEF has been an active partner of the Government of the Philippines and civil society in realizing the rights of every Filipino child, in line with priorities to achieve the Millennium Development Goals. UNICEF efforts have been focused on the most vulnerable regions identified by the Government of the Philippines Development Plan, particularly in the regions of Visayas and Mindanao. To ensure that interventions are sustainable and scaled up, UNICEF will support primarily local government units (LGUs) as the main instruments of delivering services and building systems. The level of engagement with government institutions will take into account capacities, economies of scale and sector issues.

It has a field office in Cotabato City, the second largest city in Mindanao, southern Philippines, with some 300,000 population. The city is the regional administrative centre of the Autonomous Region of Muslim Mindanao and over 80 percent of the population is Muslim. Mindanao is both conflict-affected and prone to frequent earthquakes and typhoon storms.

Visit this link for more information on Philippine Country Office: https://www.unicef.org/philippines/

How can you make a difference?

Under the technical supervision of the Education Specialist, the education will have the following Tasks and Responsibilities :

1. Support to programme development, management and planning:

• Coordinate at the national, regional, provincial and city (schools division) levels implementation of activities towards targets in the Education PCO response to emergencies/ disasters.
• Support the coordination and UNICEF leadership of the Education in Emergencies (EiE) Sector, including supporting the development and implementation of a Sector/Cluster strategy/plan.
• Provide accurate, complete and up-to-date information required for effective basic education project design, implementation, management, monitoring and evaluation.
• In collaboration with the Education and Communications team, draft sound Education programme budgets for EiE, communications and concept notes.
• Support implementation and monitoring of UNICEF outputs, local conditions, resources, flow and status of emergency response assistance.
• Facilitate enabling policy, legal and framework for EiE (DRR, preparedness and resilience/with CEED) to support the needs of children in preparedness, response and recovery in times of crisis.
• Undertake improved monitoring and research around EiE and use of data and research findings for strengthening programme results.
• Support and contribute to effective and efficient planning, management, coordination, monitoring and evaluation of the country programme.

2. Technical and operational support to programme implementation:

• Provide support to strengthen integrated emergency responses, including with improved linkages with other sectoral responses (water and sanitation, child protection, social protection, etc.)
• Analyse collected data and information and prepare progress reports.
• Provide technical inputs to proposals and other technical documents (Donor proposals, Response plans).
• Provide inputs to workplans, humanitarian programme documents (SitRep, HAC, OCHA, UNICEF donor reports with a focus on ensuring disaggregated data).
• Ensure that the EiE (including in DRR, CEED and reslience) planning enhances policy dialogue, planning, supervision, technical advice, management, training, research and support; and that the monitoring and evaluation component strengthens monitoring and evaluation and provides support to (EiE) sectoral and decentralized information systems.

3. Networking and partnership building:

• Participate in national, regional, provincial and city (schools division) education cluster meetings.
• Team with DepEd counterparts and other implementing partners at national and subnational levels to exchange information on education in emergencies implementation and status as well as movement and distribution of supplies and expert services support.
• Provide technical support and promote the convening role of UNICEF vis-à-vis intergovernmental institutions (DepEd and National Disaster Risk Reduction and Management Council) on EiE. This includes collaboration to strengthen exchange of evidence and relevant EiE programming information, advocacy, and support to implementing national and provincial programmes and activities.
• Lead on the provision of technical inputs for the development of proposals on EiE (including CEED, resilience).
• Maintain strong substantive work relations with UN partners, bilateral development partners, and multilateral partners.

4. Innovation, knowledge management and capacity building:

• Maintain database of UNICEF education response in emergencies.
• Apply innovative approaches and promote good practices to support the implementation and delivery of programme results, with a particular focus on bridging the nexus; and climate smart schools/safe learning framework.
• In coordination with other programme section specialists/officers, support the documentation of local demonstrative experiences, and scale-up to national level policies, with especial emphasis on climate change and resilience in the education sector.
• Lead capacity development efforts on DRR/CC within Education Sector and other sectors, and with key partners including Government counterparts.
• Provide national and sub-regional government authorities (e.g. LGU) with technical assistance in and support in planning and organizing training programmes for the purpose of capacity building and programme sustainability.
• Compile DRR and CC, and Education programme implementation, preparedness, training and orientation materials to promote knowledge sharing with counterparts, Education sectoral stakeholders, donors and media.

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

• An advanced university degree (Master’s or higher) in Education, Economics, Engineering, Architecture, or a field(s) relevant to international development assistance.

*A first University Degree in a relevant field combined with 2 additional years of professional experience may be accepted in lieu of an Advanced University Degree.

• A minimum of two (2) years of professional work experience at national or international levels on relevant Education programmes.
• Experience in managing development projects (implementation, financial management, reporting), preferably some education projects (both technical and financial management) is required.

• Experience in working in emergency responses is required.

• Ability to (i) work flexibly and independently with limited supervision in a multicultural team environment and deliver quality results against tight deadlines; and (ii) handle multiple tasks and deliver quality outputs even under pressure, is required.

• Strong computer skill (proficiency in excel) is required.
• Strong communication skills (both writing and speaking), especially the ability to draft analytical reports/documents is required.
• Proactive coordination and networking skills required.
• Experience in school infrastructure design and modeling is an asset.
• Relevant experience working in the UN or other international development organization is an asset.
• Good understanding of geographical and cultural diversity of the country is an advantage.
• Experiences in managing and analyzing relatively large size of data and information from different sources and producing meaningful results and recommendations out of the data/information analysis is an asset.
• Fluency in English and Piilipino is required.

For every Child, you demonstrate...

UNICEF's values of Care, Respect, Integrity, Trust, and Accountability (CRITA).

The UNICEF competencies required for this post are...

• 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)

To view our competency framework, please visit 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.

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.

How to apply

Qualified candidates are requested to complete an online candidate profile in http://www.unicef.org/about/employ/ by 18 January 2022. Only applications sent through the e-recruitment portal under Job No.548344 will be considered.

By applying through our Talent Management System (TMS) you agree to our privacy statement which is in line with the Philippines’ Data Privacy Act. You are strongly advised to read carefully through the privacy statement before submitting your application.

Remarks:

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