Education Officer (Early Childhood Education (ECE))

Contract

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.

Sudan has made important progress in improving education indicators. In absolute numbers, enrolment in basic and secondary education increased by about 1.5 million students between 2009 and 2017, 1.2 million additional students in basic education and another 300,000 students enrolled in secondary education. This enrolment was in both governmental and non-governmental schools; enrolment in government basic schools increased by about 860,000 translating to 19% growth while in non-Government the number of students doubled from 249,000 in 2009 to 596,000 in 2017.

Yet, the increase in the number of children enrolled did not translate into a corresponding increase in Gross Enrolment Ration (GER) as the population increased at a greater rate than the increase in number of children enrolled. Despite the progress made in enrolment. Overall progress in the education sector has been stagnating since 2011, as evident in the stable Gross Enrolment Rate (GER) at 72% between 2009 and 2016 before increasing by a single point to 73% in 2017. The stagnation is primarily due to the economic downturn since the separation of South Sudan, protracted conflict since 2003, chronic poverty and macroeconomic instabilities, deep rooted social and cultural attitudes against secular education, poor governance. This has been exacerbated by a weak decentralized system which has unclear accountability for the provision of education, and low capacity for evidence-based educational planning and management, socio-political unrest in 2019/2021 and COVID19 crisis in 2020.

Some 3.6 million out of the 9.6 million school age children aged 5-13 years are counted as out-of-school in Sudan, making it the country with the highest number of out-of-school children in the Middle East and North Africa (MENA) region. The proportion of children out of school is particularly high in conflict-affected areas (43 per cent in the state of Blue Nile compared to 6 per cent in the Northern State). The number of children who have never attended schooling is also high, accounting for nearly a third of school age children.

The work around Early Childhood Education (ECE) in Sudan is at a promising phase in Sudan. Ministerial Resolution No. 1799 of 1990 recognizes pre-school as formal education although in practice, implementation has been mainly looked after by private sector and civil society organization. The National Strategy for Early Childhood Development in Sudan (2015 to 2025) sets increasing availability, equity and quality for ECE, as key objectives and recognizes the need to invest in creating a meaningful learning environment, a strong supervisory system, establishing learning parameters and creating awareness among different communities.

The Sudan Education Sector Strategic Plan 2018/19-2022/23 estimates that pre-school GER increased by 6 percentage points from 37.1% in 2009 to 42.8% in 2016 which is no mean feat considering the level of development of pre-school in some of the neighboring countries with even better economic status. Despite this remarkable progress, significant disparities persist, which limit access to quality and inclusive early childhood education for all children, particularly the most vulnerable.

Under the direct supervision of Education Specialist, the UN Volunteer will undertake the following tasks: • Support the Education Section in planning, advocacy, coordination, programme management and monitoring of pre-primary education and early learning. • Support the field offices in implementation, monitoring and documentation of the ‘Learning for Life’ programme in East Darfur and North Darfur. • Update a situation analysis of early childhood education (ECE) through a desk review and analysis of available data on ECE, early stimulation and early learning in Sudan. • Compile ECE implementation examples in Sudan as case studies and map out gaps and opportunities in this sub-sector in relation to early childhood development (ECD). • Support the ECE subsector working group activities. • Any other related tasks as may be required or assigned by the supervisor.

Furthermore, UN Volunteers are encouraged to integrate the UN Volunteers programme mandate within their assignment and promote voluntary action through engagement with communities in the course of their work. As such, UN Volunteers should dedicate a part of their working time to some of the following suggested activities:

• Strengthen their knowledge and understanding of the concept of volunteerism by reading relevant UNV and external publications and take active part in UNV activities (for instance in events that mark International Volunteer Day); • Be acquainted with and build on traditional and/or local forms of volunteerism in the host country; • Provide annual and end of assignment self-reports on UN Volunteer actions, results and opportunities.
• Contribute articles/write-ups on field experiences and submit them for UNV publications/websites, newsletters, press releases, etc.; • Assist with the UNV Buddy Programme for newly-arrived UN Volunteers; • Promote or advise local groups in the use of online volunteering or encourage relevant local individuals and organizations to use the UNV Online Volunteering service whenever technically possible.

• Professionalism: demonstrated understanding of operations relevant to UNICEF; technical capabilities or knowledge relevant or transferrable to UNICEF procedures and rules; discretion, political sensitivity, diplomacy and tact to deal with clients; ability to apply good judgement; ability to liaise and coordinate with a range of different actors, especially in senior positions; where appropriate, high degree of autonomy, personal initiative and ability to take ownership; resourcefulness and willingness to accept wide responsibilities and ability to work independently under established procedures; ability to manage information objectively, accurately and confidentially; responsive and client-oriented; • Integrity: demonstrate the values and ethical standards of the UN and UNICEF in daily activities and behaviours while acting without consideration of personal gains; resist undue political pressure in decision-making; stand by decisions that are in the organization’s interest even if they are unpopular; take prompt action in cases of unprofessional or unethical behaviour; does not abuse power or authority; • Teamwork and respect for diversity: ability to operate effectively across organizational boundaries; excellent interpersonal skills; ability to establish and maintain effective partnerships and harmonious working relations in a multi-cultural, multi-ethnic, mixed-gender environment with sensitivity and respect for diversity; sensitivity and adaptability to culture, gender, religion, nationality and age; commitment to implementing the goal of gender equality by ensuring the equal participation and full involvement of women and men in all aspects of UN operations; ability to achieve common goals and provide guidance or training to colleagues; • Commitment to continuous learning: initiative and willingness to learn new skills and stay abreast of new developments in area of expertise; ability to adapt to changes in work environment. • Planning and organizing: effective organizational and problem-solving skills and ability to manage a large volume of work in an efficient and timely manner; ability to establish priorities and to plan, coordinate and monitor (own) work; ability to work under pressure, with conflicting deadlines, and to handle multiple concurrent projects/activities; • Communication: proven interpersonal skills; good spoken and written communication skills, including ability to prepare clear and concise reports; ability to conduct presentations, articulate options and positions concisely; ability to make and defend recommendations; ability to communicate and empathize with staff (including national staff), military personnel, volunteers, counterparts and local interlocutors coming from very diverse backgrounds; capacity to transfer information and knowledge to a wide range of different target groups; • Flexibility: adaptability and ability to live and work in potentially hazardous and remote conditions, involving physical hardship and little comfort; to operate independently in austere environments for protracted periods; willingness to travel within the area of operations and to transfer to other duty stations within the area of operations as necessary; • Genuine commitment towards the principles of voluntary engagement, which includes solidarity, compassion, reciprocity and self-reliance; and commitment towards UNICEF mission and vision.

• Professional work experience at the national and/or international level in Education, or other relevant programmes; experience with Early Childhood Development is an asset, as is experience working in the UN or other international development organization. • Experience in ECE curriculum development and teaching will be an asset. • Excellent oral and written skills; excellent drafting, formulation, reporting skills. • Accuracy and professionalism in document production and editing; • Excellent interpersonal skills; culturally and socially sensitive; ability to work inclusively and collaboratively with a range of partners, including grassroots community members, religious and youth organizations, and authorities at different levels; familiarity with tools and approaches of communications for development; • Ability to work and adapt professionally and effectively in a challenging environment; ability to work effectively in a multicultural team of international and national personnel; • Solid overall computer literacy, including proficiency in various MS Office applications (Excel, Word, etc.) and email/internet; familiarity with database management; and office technology equipment; • Self-motivated, ability to work with minimum supervision; ability to work with tight deadlines; • Desirable: valid national driver’s license and proven ability to drive manual gear 4x4 over rough terrain; (if not applicable, delete) • Sound security awareness; • Have affinity with or interest in working in Education, volunteerism as a mechanism for durable development, and the UN System.

As this is a national UN Volunteer assignment, the UN Volunteer will be responsible for arranging his/her own housing and other living essentials. National UN Volunteers are part of the malicious insurance plan.