EDUCATION OFFICER, NOB, TA (364 days), Jijiga - Ethiopia, internal and external

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, Education

Purpose: Develop and support implementation of (and generate evidence from) alternative educational and skills development programmes for out of school children, with a focus on adolescents”

How can you make a difference?

Key Areas of Accountability

Under the guidance and supervision of education specialist the education officer will provide professional technical and operational skills assistance in programme development, management, planning and management in regular and emergency settings with special focus on PROSEPCT partnership.

The Education Officer will be responsible for the following:

PROSPECTS Partnership: PCA development, management, implementation & monitoring

Overall provide technical support in developing and implementing the PROSPECTS Partnership

• Provide technical assistance to PCA implementing partners (CSO) in drafting of PCAs (includes, but is not limited to, the provision of reliable, accurate, and valid regional data, information on local CSO partners, information on local context and relevant conflict dynamics at zonal & woreda level);
• Ensure PCAS adhere with UNICEF Ethiopia Cross-cutting PCA Development Guidelines (conflict sensitivity/social cohesion, gender equality, gender-based violence, Accountability to Affected Populations (AAP), and Protection from Sexual Exploitation and Abuse (PSEA);
• Pro-actively consult, brief and engage the Somali Regional Education Bureau (REB) on any matter to PCA development and implementation. In particular REB approval, technical guidance and monitoring;
• Liaise with other regional government entities, CSOs, partners (i.e. ILO, UNHCR, IFC, teachers, private sector), host communities and project beneficiaries around issues of education and skills development in development contexts and forced displacement.
• Present the PROSPECTS partnership to third parties;
• Provide technical advice to supervisor, grant manager and partners in consideration of regional context and peculiarities during development and implementation. This includes, but is not limited to, internally displaced people (IDP) movements, needs and conflict dynamics, host community needs and dynamics, host-IDP relationships;
• Provide “thought leadership” on education and skills development and integrated programming in Somali region to supervisor, grant manager and partners
• Follow-up with contractors on school construction (i.e. secondary school) and expansion (i.e. primary school) in Koloji host community;
• Provide regular progress briefings and updates to the PROSPECTS grant manager in Addis Ababa;

Provide technical support in developing and implementing a PROSPECTS-funded projects on Accelerated Learning and Life Skills in Somali region

• Provide technical assistance to PCA partners (i.e. CSO) in drafting of PCA (includes, but is not limited to, the provision of reliable, accurate, and valid regional data, information on local CSO partners, information on local context and relevant conflict dynamics at zonal & woreda level);
• Ensure PCAS adhere with UNICEF Ethiopia Cross-cutting PCA Development Guidelines (conflict sensitivity/social cohesion, gender equality, gender-based violence, Accountability to Affected Populations (AAP), and Protection from Sexual Exploitation and Abuse (PSEA);
• Support the PCA Partners in promoting collaborative engagement of key stakeholders (education/school authorities, communities, learners, host-IDP communities) around programme development and implementation, ensuring Accountability for Affected Populations (AAP) and contributions to social cohesion;
• Provide ongoing and “hands-on” technical support to the CSO implementing the PCA and local implementation partners (IPs);
• Pro-actively consult, brief and engage the Somali Regional Education Bureau (REB), Zonal Education Office, Woreda Education Office (WEO) and at kebele level on any matter to PCA development and implementation. In particular REB approval, technical guidance and monitoring.
• Engage with (host) communities and children to determine their educational needs and beyond, with a distinct focus on adolescent girls and boys;
• Provide technical advice in consideration of regional context and peculiarities during implementation. This includes, but is not limited to, internally displaced people (IDP) movements, needs and conflict dynamics, host community needs and dynamics, host-IDP relationships;
• Actively monitor programs/projects through (joint) field visits, surveys and/or exchange of information with partners/stakeholders to assess progress, identify bottlenecks and potential problems and take timely decisions to resolve issues and/or refer to relevant officials for timely resolution. This includes Programmatic Checks, quarterly review meeting with REB

Overseeing and maintaining Rolling Works Plans (2021/2022)

• Ensure that Regular programme works are implemented as per agreed Rolling Works plan 2021/2022
• Regularly discuss with REB the status and progress made under RWP (as needed)
• Provide support Somali Learning and development section to undertake and complete Risk Assurance Activities as per plans of budget disbursement
• Assist Education bureau to submit quarterly requisition based on approved 2021/22 AWP
• Follow up regularly with Education bureau to utilize and report released funds before 5 months by sending DCT alert letters and weekly DCT updates
• Provide support and regular follow up with Programme Associates timely releases of the requested fund.

Education in Emergency support and Education Cluster Coordination

• Contribute and provide technical skill and knowledge on Somali Region UNICEF field office Learning and Development education in emergency preparedness and response
• Ensure preparation of the monthly Learning and development UNICEF Sitrep on a timely basis
• Participate ICCG multi-cluster emergency assessment representing UNICEF and Education
• Ensure Monthly Education cluster meeting is held and provide technical support as co-cluster leadership
• Provide technical support to any integrated programming such as “Bete” approach (education / skills / child protection) in emergency setting for children and adolescents; ensure a close coordination and communication with child protection colleagues at the Field Office and respective stakeholders beyond.
• Any other EiE-related activities, in discussion with the FO Chief.

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

• University degree in education or related such as a subject area of educational planning and management, educational leadership, psychology, sociology, or any other relevant social science;
• At least 3 years progressively responsible Development and Humanitarian works showcasing experience with UN Agencies and/or INGOs and with different levels of the education sector/system.
• Experience of and commitment to working through systems of community participation and accountability.
• Good knowledge of (and ideally experience in) using established inter-agency standards and guidelines in EiE, such as the INEE Minimum Standards.
• Experience assisting or facilitating trainings is desirable.
• Experience and understanding of the education project management
• Formal training in cluster information management and emergency response is desirable.
• Experience in development and use of a database (e.g. monitoring and evaluation system) is desirable.

Fluency in written and spoken English and Somali language required and pre-requisite

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...

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:

• 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)
• Drives to achieve impactful results (1)
• Manages ambiguity and complexity (1)

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:

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