Education Officer, NO-2, Sao Tome, STP

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, Hope

In recent years, with the support of partners in particular from UNICEF, STP has made progress in terms of basic social services. According to RESEN, the percentage of children under 5 years of age who suffered from chronic malnutrition or stunted growth went from 23.3% in 2006 to 17.2% in 2014. However, this form of malnutrition remains slightly more pronounced in rural areas than in urban areas (18.9% versus 16.3% in 2014).

There is progress in the education sector, namely the increase in the pre-schooling rate from 66.4% in the 2016-2017 academic year to 78.6% in the 2017-2018 year, while the country continues to strive for equity and improvement of quality. Basic schooling is free, mandatory and universal (coverage and completion rate estimated at more than 100% since 2010). Despite this progress, the transition from primary to secondary education remains low with dropout rates of 20.4% of children at primary levels. In addition, about 10,603 children aged between 5 and 17 are still out of the education system (eg 12% of primary school age children are outside the education system). The most affected are children with special educational needs (eg, about 50% of these children are outside the education system). Girls are particularly discriminated against, with 87.5% of pregnant girls and young mothers being outside the education system (MICS 2014). In secondary education, the rate/attendance almost tripled (from 9,111 students in 2006-2007 to 25,020 students in 2016-2017, that is, a growth rate of 10.6% per year and on average). But it is still too fragile, as there are still weaknesses in the internal effectiveness of the system.

UNICEF has always contributed to the implementation of an intervention strategy (aligned with the UNDAF government's priorities focused on two results, namely:

Output2.1 - "Children, especially the most vulnerable, benefit from quality parental education sensitive to gender issues, early learning and primary and secondary education, including in emergency” situations"; and Output2.2 -“Strengthened capacity of parents, guardians, communities and educators to provide integrated quality in child development during early childhood (early stimulation, learning, safety, care and nutrition).

In short, the interventions will contribute to improving the quality of teaching and learning at different levels of primary and secondary education, and strengthening the capacities of parents and educators to provide care and early stimulation, which in a way are reflected in the Strategic Plan of the Education Sector 2019-2022 and in the educational charter.

In the face of the challenges, the priorities defined, and the engagements of the Global partnership for Education, the education development plan focuses on interventions in the problems of early childhood, schooling at the right age, and access to quality primary and secondary education. UNICEF together with the government and the other partners aim to contribute to the elimination of poverty and the reduction of inequalities in access to quality primary and secondary education, in particular for children, girls and boys from lower-income quintiles and from less-favored geographical areas (reflected in the Country Program 2017-2022).

With the emergence of the pandemic COVID19 new challenges arose, as there was an increase in the vulnerability of children, since more than 70 thousand children and adolescents were affected by the confinement measures and, consequently, the interruption of classes. To respond to the new covid-19 panorama, UNICEF has concentrated its efforts on providing technical assistance to the Ministry of Education and supporting the mobilization of funds for the implementation of the plan in order to ensure continuity of learning, adoption of measures to guarantee the hygiene, and safety in schools and psychosocial support programs and in preparing conditions to ensure the reopening of schools and the return of children.

Based on the evidence portrayed above and the results set to be achieved at the end of the cycle, it is necessary to recruit an Education Officer to reinforce the education team in order to accelerate the implementation of the program and consequently achieve the intended results.

Purpose for the job: The program officer will engage in strict compliance with the principles and values and contribute to UNICEF's mission, as follows:

• Collaborate with STP UNICEF office to boost the actions planned to achieve the expected results;
• Intensify efforts at all levels, creating synergies to improve and accelerate the implementation of activities;
• Work closely and under the general coordination of the head of the office and under the supervision of the education specialist in the

implementation of the activities of the education program (including financial monitoring, general monitoring including teamwork, partnership development and capacity building in a perspective), in short, he / she will have the responsibility of preparing, executing, managing and implementing technical and operational tasks entrusted to him / her.

How can you make a difference?

Summary of key functions/accountabilities:

1. Support to programme development and planning 2. Programme management, monitoring and delivery of results 3. Technical and operational support to programme implementation 4. Networking and partnership building 5. Innovation, knowledge management and capacity building

1. Support to programme development and planning

• Contribute to the preparation and updating of the situation analysis for the development, design and management of education related programmes/projects. Research and report on development trends (economic, social, health etc.) and data for use in programme development, management, monitoring, evaluation and delivery of results.
• Contribute to the development and establishment of sectoral programme goals, objectives and strategies and results-based planning through research, collection, analysis and reporting of education and other related information for development planning 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.
• Implementation of the Joint Parental Education Program (UNICEF- SDJ-fund)
• Support in accelerating the COVID19 plan involving other partners (BM, LEG, GPE and MEES and NGOs).
• Support in the implementation of HACT through the different platforms and in the monitoring of the activities of the implementing partners.

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 management 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.

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 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.
• Monitoring and documentation of activities within the scope of the local partnership - LEG (preparation of meetings, contacts and preparation of reports,)

5. Innovation, knowledge management and capacity building

• Contribute to identifying, capturing, synthesizing, and sharing lessons learned for knowledge development and capacity development of stakeholders.
• Apply innovative approaches and promote good practice to support the implementation and delivery of concrete and sustainable programme results.
• Research and report on best and 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/stakeholders.

Impact of Results

The efficiency and efficacy of support provided by the Education Officer 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 promotes greater social equality in the country.

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

• A university degree in one of the following fields is required: education, psychology, sociology or another relevant technical field.
• A minimum of two years of professional experience in programme planning, management, and/or research in education is required.
• Experience working in a developing country is considered as an asset.
• Relevant experience in a UN system agency or organization is considered as an asset.

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 functional competencies required for this post are...

Core Values • Care • Respect • Integrity • Trust • Accountability

Core Competencies • Nurtures, Leads and Manages People (1) • Demonstrates Self Awareness and Ethical Awareness (2) • Works Collaboratively with others (2) • Builds and Maintains Partnerships (2) • Innovates and Embraces Change (2) • Thinks and Acts Strategically (2) • Drives to achieve impactful results (2) • Manages ambiguity and complexity (2)

Functional Competencies • Analyzing (2) • Applying technical expertise (2) • Learning and researching (2) • Planning and organizing (2)

View our competency framework at

http://www.unicef.org/about/employ/files/UNICEF_Competencies.pdf

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.

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