Education Manager (Cluster Coordinator), P4, Mogadishu, Somalia

UNICEF - United Nations Children's Fund

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Application deadline in 6 days: Monday 8 Mar 2021

Contract

This is a P-4 contract. This kind of contract is known as Professional and Director staff. It is normally internationally recruited only. It's a staff contract. It usually requires 7 years of experience, depending on education. More about P-4 contracts and their salaries.

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, hope

How can you make a difference?

KEY DUTIES & RESPONSIBILITIES

1. Inclusion of key humanitarian partners:

  • Ensure inclusion of key Education humanitarian partners in a way that respects their mandates and programme priorities
  • Act as focal point for inquiries on the Education cluster’s response plans and operations.

2. Establishment and maintenance of appropriate humanitarian coordination mechanisms:

  • Ensure appropriate coordination between all Education humanitarian partners (national and international NGOs, the International Red Cross/Red Crescent Movement, etc), through establishment/maintenance of appropriate Education Cluster/sector coordination mechanisms, including working groups at the national, zonal, and regional levels,
  • Promote Education emergency response actions while at the same time considering Education within recovery and development planning through close interaction with the Education Section; Ensure inter-cluster and programme response planning with other Cluster/sector groups specifically in the areas of protection, school feeding and water and sanitation
  • Represent the interests of the Education Cluster/sector in discussions with the Humanitarian Coordinator and other stakeholders on prioritization, resource mobilization and advocacy;

3. Coordination with national/local authorities, State institutions, local civil society and other actors:

  • Ensure that Education humanitarian responses build on local capacities;
  • Ensure appropriate links with national and local authorities, State institutions, local civil society and other relevant actors (e.g. peacekeeping forces) and ensure appropriate coordination and information exchange with them.

4. Attention to priority cross-cutting issues:

  • Ensure integration of agreed priority cross-cutting issues in Education assessments, analysis, planning, monitoring and response (e.g. age, diversity, environment, gender, HIV/AIDS and human rights);
  • Ensure effective and coherent Education assessment and analysis, involving all relevant partners.

5. Planning and strategy development:

  • Developing/updating agreed Education response strategies and action plans and ensuring that these are adequately reflected in the overall country strategies, such as the Humanitarian Response Plan (HRP).
  • Drawing lessons learned from past Education activities, revising strategies and action plans accordingly;
  • Developing an exit, or transition, strategy for the Education interventions and key Cluster/sector partners.

6. Application of standards:

  • Ensure that Education cluster/sector participants are aware of relevant policy guidelines, technical standards and relevant commitments that the Government/concerned authorities have undertaken under international human rights law;
  • Ensure that Education responses are in line with existing policy guidance, technical standards, and relevant Government human rights legal obligations.

7. Monitoring and reporting:

  • Ensure adequate monitoring mechanisms are in place (with OCHA support) to review impact of Education interventions and progress against implementation plans. This specifically needs to include an analytical interpretation of best available information in order to benchmark progress of the emergency response over time. That is - monitoring indicators (quantity, quality, coverage, continuity and cost. Target population data including desegregation by sex, age etc...) of service delivery which are derived from working towards meeting previously defined standards.
  • Ensure adequate Education impact reporting and effective information sharing (with OCHA support) to demonstrate the closing of gaps.

8. Advocacy and resource mobilization:

  • Identify core Education advocacy concerns, including resource requirements, and contribute key messages to broader advocacy initiatives of the HC, UNICEF and other actors;
  • Act as the media spokesperson for the sector;
  • Advocate for donors to fund Education actors to carry out priority Education activities in the sector concerned, while at the same time encouraging Education actors to mobilize resources for their activities through their usual channels.

9. Training and capacity building:

  • Promote and support training of Education humanitarian personnel in areas such as Minimum Standards for Emergency Education and capacity building of humanitarian partners, based on the mapping and understanding of available capacity;
  • Support efforts to strengthen the Education capacity of the national/local authorities and civil society.

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

  • Advanced University degree (Master’s or higher) in areas of education, teacher education, primary & secondary education, special education, education strategies, education economics, ECD, early childhood education or related field.
  • A minimum of eight (8) years of relevant professional experience, four of which should be in direct education emergency experience. Two of these would be based in the field at a team leader/education programme management level - 2 years’ experience of responding to first phases of an emergency and a minimum of 2 years’ experience with either the UN and/or NGO.
  • Developing country work experience and/or familiarity with emergency is considered an asset.
  • Fluency in English and another UN language desirable. Knowledge of the local language of the duty station is an asset.

Other skills and attributes include:

  • Knowledge of humanitarian reform principles, international humanitarian law, inter-connectedness and reform pillars & reform updates
  • Knowledge of the Cluster approach guidelines and terms of Reference (and knowledge of how to apply them)
  • Knowledge of cluster participants (their mandates, capacities, attitudes, limitations,) and how to integrate them into the cluster approach
  • Experience of coordinating partnership work between Cluster and Wider Education Sector including supporting transitioning of Cluster to Sector
  • Ability to mitigate and mediate conflict and disagreements among cluster partners
  • Ability to use and adapt cluster coordination tools (e.g. stakeholder mapping, CERF, HRP, Flash Appeals, IM tools, Need-Capacity-Resource Mapping, Contingency planning.
  • Knowledge of Education sector as a whole and its priority issues; an ability to strategize how these sectoral needs are met through collective delivery.
  • Ensure that the role, responsibilities and functional linkages among the Cluster support team (where applicable) are clear and well-coordinated
  • Communication, advocacy, analytical and facilitation training/mentoring skills.
  • Good knowledge of computer management and applications i.e. word processing, spreadsheets, databases, presentation tools, etc.
  • Ability to work in an international and multi-cultural context

For every Child, you demonstrate...

UNICEF's values of Care, Respect, Integrity, Trust, and Accountability (CRITA) and core competencies in Communication, Working with People and Drive for Results.

The UNICEF competencies required for this post are...

  • Builds and maintains partnerships,
  • Demonstrates self-awareness and ethical awareness,
  • Innovates and embraces change, Drive to achieve results for impact,
  • Manages ambiguity and complexity,
  • Thinks and acts strategically,
  • Works collaboratively with others, and
  • Nurtures, leads, and manages people*.

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:

  • Mobility is a condition of international professional employment with UNICEF and an underlying premise of the international civil service.
  • The VA is open to all (internal and external candidates).
  • UNICEF only considers Higher education 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
  • Only shortlisted candidates will be contacted and advance to the next stage of the selection process.
Added 7 days ago - Updated 1 hour ago - Source: unicef.org