Contract

This is a P-3 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 5 years of experience, depending on education.

Salary

The salary for this job should be between 113,392 USD and 148,478 USD.

Please keep in mind that the salary displayed here is an estimation by UN Talent based on the location and the type of contract. It may vary depending on the organization. The recruiter should be able to inform you about the exact salary range. In case the job description contains another salary information, please refer to this one.

I. Post Information

Job Title: Education Specialist

Supervisor Title/ Level: Deputy Representative P4

Organizational Unit: Programme

Post Location: Malabo – Equatorial Guinea

Job Level: Level 3

II. Organizational Context and Purpose for the job

The fundamental mission of UNICEF is to promote the rights of every child, everywhere, in everything the organization does — in programmes, in advocacy and in operations. The equity strategy, emphasizing the most disadvantaged and excluded children and families, translates this commitment to children’s rights into action. For UNICEF, equity means that all children have an opportunity to survive, develop and reach their full potential, without discrimination, bias or favoritism. To the degree that any child has an unequal chance in life — in its social, political, economic, civic and cultural dimensions — her or his rights are violated. There is growing evidence that investing in the health, education and protection of a society’s most disadvantaged citizens — addressing inequity — not only will give all children the opportunity to fulfill their potential but also will lead to sustained growth and stability of countries. This is why the focus on equity is so vital. It accelerates progress towards realizing the human rights of all children, which is the universal mandate of UNICEF, as outlined by the Convention on the Rights of the Child, while also supporting the equitable development of nations.

Job organizational context: The Education Specialist GJP is to be used in a Country Office (CO) where the Education Programme is a component of the Country Programme (or UNDAF). The Specialist reports to the Deputy Representative who is at Level 4.

Purpose for the job: Under the guidance and general supervision of the Deputy Representative P4, the Specialist supports the development and preparation of the Education (or a sector of) programmes and is responsible for managing, implementing, monitoring, evaluating and reporting the progress of education programmes/projects within the country programme. The Specialist provides technical guidance and management support throughout the programming processes to facilitate the administration and achievement of results on education programmes/projects to improve learning outcomes and equitable and inclusive education, especially for children who are marginalized, disadvantaged and excluded in society.

The Specialist contributes to achievement of results according to plans, allocation, results based-management approaches and methodology (RBM), as well as UNICEF’s Strategic Plans, standards of performance, and accountability framework.

III. Key functions, accountabilities and related duties/tasks

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

• Support the preparation, design and updating of the situation analysis for the education programmes to ensure that current and comprehensive data on education issues is available to guide UNICEF’s strategic policy, advocacy, intervention and development efforts on education programmes.
• Help supervisor set priorities, strategies, design and implementation plans. Keep abreast of development trends to enhance programme management, efficiency and delivery.
• Participate in strategic programme discussion on the planning of education programmes. Formulate, design and prepare programme proposals for the sector, ensuring alignment with UNICEF’s Strategic Plans and Country Programme and coherence/integration with the UN Development Assistance Framework (UNDAF), regional strategies and national priorities, plans and competencies.
• Establish specific goals, objectives, strategies and implementation plans for the sector using results-based planning terminology and methodology (RBM). Prepare required documentations for programme review and approval.
• Work closely and collaboratively with internal colleagues and partners to discuss strategies and methodologies, and to determine national priorities to ensure the achievement of concrete and sustainable results.
• Provide technical and operational support throughout all stages of programming processes and to ensure integration, coherence and harmonization of programmes/projects with other UNICEF sectors and achievement of results as planned and allocated.

2. Programme management, monitoring and delivery of results

• Plan and collaborate with internal colleagues and external partners to establish monitoring benchmarks, performance indicators and other UNICEF/UN system indicators to assess/strengthen performance accountability, coherence and delivery of concrete and sustainable results for the assigned sector on education programmes.
• Participate in monitoring and evaluation exercises, programme reviews and annual reviews with the government and other counterparts to assess progress and to determine required action/interventions to achieve results.
• Prepare and assess monitoring and evaluation reports to identify gaps, strengths and weaknesses in programme management.
• Identify lessons learned and use knowledge gained for development planning and timely intervention to achieve goals.
• Actively monitor programmes/projects through field visits and surveys, and exchange information with 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.
• Monitor and verify the optimum and appropriate use of sectoral programme resources (financial, administrative and other assets) confirming compliance with organizational rules, regulations/procedures and donor commitments, standards of accountability and integrity, ensuring timely reporting and liquidation of resources.

• Prepare regular and mandated programme reports for management, donors and partners to keep them informed of programme progress.

  3. Technical and operational support to programme implementation

• Provide technical guidance and operational support to government counterparts, NGO partners, UN system partners and country office partners and donors on interpretation, application and understanding of UNICEF policies, strategies, processes and best practices and approaches on education and related issues to support programme management, implementation and delivery of results, including sector budget analysis.

• Arrange/coordinate availability of technical experts with Regional Office/HQ to ensure timely and appropriate support throughout the programming process.
• Participate in education programme meetings including programme development and contingency planning to provide technical and operational information, advice and support.
• Draft policy papers, briefs and other strategic programme materials for management use.

4. Networking and partnership building

• Build and sustain effective close working partnerships with relevant government counterparts, national stakeholders, global partners, donors, and academia through active networking, advocacy and effective communication to build capacity, exchange knowledge/expertise and to reinforce cooperation to achieve sustainable and broad results on education programmes.

• Prepare communication and information materials for CO programme advocacy to promote awareness, establish partnerships and support fund raising for education programmes.

• Participate and/or represent UNICEF in appropriate inter-agency (UNCT) discussions on education and related issues to collaborate with inter-agency partners/colleagues on UNDAF planning and preparation of programmes/projects ensuring organizational position, interests and priorities are fully considered and integrated in the UNDAF process in development planning and agenda setting.

5. Innovation, knowledge management and capacity building

• Apply and introduce innovative approaches and good practices to build the capacity of partners and stakeholders and to support the implementation and delivery of concrete and sustainable programme results.

• Keep abreast, research, benchmark, and implement best practices in education management. Assess, institutionalize and share best practices and knowledge learned.

• Contribute to the development and implementation of policies and procedures to ensure optimum efficiency and efficacy of sustainable programmes and projects.

• Organize and implement capacity building initiatives to enhance the competencies of clients/stakeholders to promote sustainable results on education and related programmes/projects.

Additional key Results Expected

• Policy advocacy on education financing, especially innovative and domestic financing to sustain education results. Contribute to planning and programming around: 1) innovations in learning including digital learning solutions; technology-based learning, assessment, and capacity building using low-tech mechanisms; and equity-based innovations; 2) skill-based teaching and learning approaches, and 3) effective use of evidence to inform policy design, budgeting, implementation and evaluation.
• Contribute to create and institutionalize and evaluation of learning outcomes culture and practice in the country.

IV. Impact of Results

The efficiency and efficacy of support provided by the Education Specialist 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.

V. Competencies and level of proficiency required (based on UNICEF Professional Competency Profiles)

For every Child, you demonstrate...

UNICEF's values (CRITA).

Core Values

• Care
• Respet
• Integrity
• Trust
• Accountability

The UNICEF competencies required for this post are...

Core competencies

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

Functional Competencies:

• Leading and supervising (I)
• Formulating strategies and concepts (II)
• Analyzing (III)
• Relating and networking (II)
• Deciding and Initiating action (II)
• Applying technical expertise (III)

To view our competency framework, please visit here.

VI. Technical Competencies

Technical competencies must be demonstrated in the following areas:

• Some understanding of the overall global development context, including issues such as: poverty, conflict and the impact of these factors on education and vice-versa; and inter-sectoral approaches to address such issues in collaboration with other sectors (including Social Policy, Child Protection, Nutrition, WASH, Health, and Communications within UNICEF).
• Some knowledge of global developments in education and international engagement strategies, including the application of the equity lens and human rights perspectives to programming.
• Some ability to support policy dialogue: translation of analytical findings and evidence into development programme and policy discussions around equity and learning with partners, including government, development partners, CSOs and academia in relevant areas.
• Some education sector planning knowledge/ability, including the range of modalities for delivering education, linkages between different sub-sectors (e.g. ECD, Primary, Secondary, Tertiary, Inclusive Education), cost-effectiveness and efficiency issues, key institutional structures, components and processes, as well as governance and budget issues.
• Some education and policy sector analysis capacity, including understanding of the core education data sets and indicators; tools for analysis of equity; determinants of student access and learning; budget, costing, and financial/budget management in education systems; political economy; and education policy and strategic planning.
• Some programme management in education, including programme design, costing, monitoring and evaluation and reporting.
• Some ability to support engagement with partners e.g. Sector Wide Approaches, Global Partnership for Education, Education in Emergency Clusters, Education Provider Forums, Delivering as One, Inter-sectoral partnerships such as in ECD, as well as networking with other key partners.
• Some understanding of gender and inequity issues in relation to education and development and the application of gender / equity analysis to policy, planning, and budgeting in education.
• For CO and RO based posts and where relevant, some understanding of policies and strategies to address issues related to resilience: risk analysis and risk management, education in conflict situations, natural disasters, and recovery.

VII. Recruitment Qualifications/ Requirements

Education:

An advanced university degree in one of the following fields is required: education, economics, psychology, sociology, or another relevant technical field.

Experience:

A minimum of five 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.

Language Requirements:

Fluency in Spanish is required. Knowledge of another official UN language or local language of the duty station is considered as an asset.

Supplemental Requirements

• Capacity to advocate for and leverage domestic and private sector financing for education Knowledge of and/or experience working with digital learning solutions, connectivity of schools, digital resources and innovations in education.
• knowledge of and/or experience working with adolescent education and learning and secondary education.
• Experience with sector planning including Education Sector Analyses; Education Sector Plans including results frameworks, budgets, implementation plans; and Sector Expenditure Frameworks desired.

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.