Education Officer (Field Monitoring)

UNICEF - United Nations Children's Fund

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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.

The humanitarian situation for Rohingya refugees in Bangladesh is challenging, with 975,350 Rohingya refugees/forcibly displaced Myanmar nationals from Myanmar of which 934,759 arrived since 25 August 2017. 52 percent of the refugees are children, making this a continuing crisis for children impacting their wellbeing, development and future trajectories. Challenges in the response include a lack of qualified teachers, a limited number of learning spaces and low attendance of adolescent girls. Furthermore, the protracted nature of Rohingya response in Bangladesh has put social and economic pressure on Cox’s Bazar district. The district was already prone to natural hazards and climate change and is one of the lower performing districts in the Annual Primary School Census (2020).

This role will support UNICEF’s education programmes for the Rohingya response in Cox’s Bazar, Bangladesh. UNICEF’s is the leading education agency and supports more than 85 percent of formal education programming in the camps. To support this, the successful candidate will work under the guidance and general supervision of the Education Specialist (NOC) to provide technical and operational support related to the effective instruction of the curriculum and teacher training. This is in line with the Joint Response Plan (JRP) and Country Programme Document (CPD).

Within the delegated authority and under the supervision of the Education Specialist (NOC). The UN Volunteer Education Officer – Teachers Professional Development will:

 Ensure compliance in programme implementation and reporting based on Implementing Partner’s Programme Documents or institutional contracts with organisations with support from UNICEF’s Programme Officers and Specialists

 Prepare field monitoring reports or presentations, which include on the quality of partner’s imple-mentation, for sharing with the UNICEF education team.

 Provide inputs to project documentation such as briefing notes and programme visit reports and facilitate donor visits to the camps.

 In the camps, coordinate with key stakeholders including implementing partners and with camp coordination structures and internally within the UNICEF education team and with other program-matic units.

 Work closely with the Education Specialist NOC and Education Officer NOB to identify best prac-tices related to classroom teaching, teacher learning circles, use of formative assessment, teach-ing training and classroom observation and peer-teaching. Ensure these best practices are docu-ment and shared.

 Conduct weekly field monitoring in the UNICEF supported Learning Facilities (LFs) in the camps and provide technical feedback to the partners on the ground especially related to teachers and teaching.

 Support teachers' training programme planning and monitor the quality of teacher training being provided.

 Coordinate with Implementing Partners (especially the Teaching & Learning Officers) and the teacher training technical partners to organize training schedules according to the training plan. This includes ensuring the right teachers are in the right trainings and that there are substitute teachers in the learning facilities.

 Work closely with Myanmar Curriculum consultant, technical partners, and the UNICEF education team to review teacher training content to ensure effective instruction of the curriculum. Ensure pre and post tests are used for every training and that the data from these is shared with UNICEF.

 Support the end-of-year summative assessment process and placement test for out-of-school children.

 Help finalise the classroom observation tool, ensuring implementing partners Teacher & Learning Officers, and the mentor teachers, are trained and supported on filling it in correctly. Work with the Education Specialist NOC to create a feedback loop where data collected from classroom ob-servations is fed-back to the teacher training technical institutes to modify content, and to the master trainers who deliver teacher training.

 Any other related tasks as may be required or assigned by the supervisor.

Furthermore, UN Volunteers are required to -

  • 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 reports on UN Volunteer actions, results and oppor-tunities using UNV’s Volunteer Reporting Application

  • Contribute articles/write-ups on field experiences and submit them for UNV publica-tions/websites, newsletters, press releases, etc.

  • Assist with the UNV Buddy Programme for newly arrived UN Volunteers

Results/Expected Output:

 Facilitate the planning, rollout, implementation and monitoring of teacher training programmes in the Rohingya response working jointly with the Education Specialist (NOC) and Education Officer (NOB) to achieve this.

 Support the review of teacher training content (training schedules, training objectives, training content, facilitator content and pre and post-tests) ensuring the training is being conducted at the right level for the teachers. Feedback from the teachers (including from classroom observations) is incorporated into training content and training facilitation to ensure the training is relevant, ef-fective and meets the required needs.

 Age, Gender, and Diversity (AGD) perspective is systematically applied, integrated and docu-mented in all activities throughout the assignment.

 Regular field visits focused on teacher observation and observation of the quality of teacher train-ing are undertaken with supportive feedback given. Findings and action points from the observa-tions are documents and shared with the supervisor and/or other education team members for their awareness and decision-making.

 Implementing partners and technical partners are supported with regular coordination, communi-cation, and technical guidance.

 A final statement of achievements towards volunteerism during the assignment.

• Accountability • Adaptability and Flexibility • Commitment and Motivation • Commitment to Continuous Learning • Working with teams • Communication • Ethics and Values • Integrity • Knowledge Sharing • Planning and Organizing • Professionalism • Respect for Diversity • Working in Teams

:- - Experience in teaching (at primary/secondary level) is essential. - Policy and practice-based experience of education pedagogy, assessment and curriculum is preferred. - Previous teaching experience in mathematics or science subjects would be an advantage. - Excellent oral and written skills; excellent drafting, formulation, and reporting skills. - Speaking and understanding Chittagonian dialect is advantageous.. - Excellent interpersonal skills; culturally and socially sensitive; ability to work inclusively and collaboratively with a range of partners, including with UNICEF’s implementing partners, with community members, teachers, teacher trainers, children, parents and caregivers. - 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 office technology equipment. - Self-motivated, ability to work with minimum supervision; ability to work with tight deadlines. - Have affinity with or interest in children’s rights, volunteerism as a mechanism for durable development, and the UN System.

Cox's Bazar is a district of Bangladesh with 587,127 households and a population of 2,823,265 in total 2,491.86 km2 (962.11 sq mi) area . The place is famous for fishing port and tourism. It is one of the most-visited tourist destinations in Bangladesh. The beach in Cox's Bazar is an unbroken 120 km (75 miles) sandy beach with a gentle slope, making it the second longest beach in the world. The climate of Cox's bazar is similar to the rest of the country. The climate of Bangladesh is generally determined by its location in the tropical monsoon region: high temperature, heavy rainfall, generally excessive humidity, and distinct seasonal variations. It is further characterized by the location in the coastal area. Historically Cox’s Bazar, like other parts of Bangladesh, is a safe place to live.Since August 2017, with the large scale Rohingya influx from Myanmar, Cox’s Bazar is seen as a district with a humanitarian crisis. Culturally Cox’s Bazar is very diverse and well-known for its traditional heritage. The communications systems in Cox’s Bazar is well developed and the district is well connected with other cities. All the national mobile networks are operational in Cox’s Bazar. Walking within Cox’s Bazar city is only allowed during daytime. Travel by rickshaw is also permitted within Cox’s Bazar only during daytime. Cox’s Bazar has a domestic airport and is currently classified as a family duty station (Security Level 3-moderate; Hardship category-D).

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