Education Specialist, NO-3 TA -Bamako, Mali 364 days (Malian National Only)

Contract

This is a NO-3 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-3 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

UNGEI is a global partnership for gender equality in and through education. Our mandate is to catalyze and galvanize action locally, nationally, regionally and global for girls’ education and gender equality in education. We bring together diverse partners to support Ministries of Education and other national actors to develop and implement bold commitments to gender equality in education. We convene regional global conversations and action for girls’ education and gender equality in education, including through the leadership of young feminist activists around the world. UNGEI partners include multilaterals, regional umbrella and intergovernmental organizations, national and global civil society organizations and young feminist leaders.

UNGEI, together with UNESCO-IIEP, coordinates the Gender at the Center Initiative (GCI). Launched in July 2019, the Gender at the Centre Initiative was developed by the G7 Ministers of Education and Development, in collaboration with multilateral and civil society organizations committed to advancing gender equality in education. GCI supports education ministries and other national actors to advance gender equality in education. GCI mobilizes expertise and resources for country-owned, gender-responsive education sector interventions, strategies and plans. The GCI approach is rooted in gender-responsive education sector planning (GRESP), a whole-of-system approach to end the gendered vulnerabilities that prevent children and young people from learning and reaching their full potential. Progress in this field helps countries to achieve Sustainable Development Goals (SDGs) 4 and 5 and meet the gender targets of the African Union’s Continental Education Strategy for Africa. Between 2020 and 2023, GCI is being implemented in eight countries in Africa—Burkina Faso, Chad, Mali, Mauritania, Mozambique, Niger, Nigeria and Sierra Leone—by a multi-stakeholder partnership known as the GCI Alliance. The GCI Alliance is composed of ministries of education, a CSO consortium, G7 donors and multilateral agencies.

Purpose for the job:

The purpose of this role is to provide technical and programmatic support to the Gender at the Center Initiative. The Education Specialist - Country Support Coordinator will support the development, implementation, and monitoring of key GCI deliverables in the areas of technical support to Ministries of Education and Local Education Groups (LEGs). S/he/they will support Ministries of Education and Local Education Groups in the 8 GCI countries to mainstream gender equality in education and to improve coordination for gender equality.

The Education Specialist – Country Support Coordinator will report to the Chief Education, with a matrix reporting line to the GCI Lead. S/he/they will work closely with the GCI Program Manager, as well as UNGEI Secretariat staff who support the GCI.

How can you make a difference?

Summary of key functions/accountabilities:

1. Technical advice and support
2. Coordination, networking, and partnership building
3. Innovation, knowledge management and capacity building

4. Program management, monitoring and delivery of results

   1. Technical advice and support

• Provide technical leadership on mainstreaming gender equality in education systems, externally through technical support to Ministries of Education (MoEs) and Local Education Groups, and internally through input into the GCI work plan
• Support Ministries of Education to promote inter-ministerial collaboration with other sectors (health, protection, finances, etc.), liaise with GCI MoE focal points to analyse support needs, provide targeted support to selected MoEs to develop inter-ministerial initiatives
• Support Local Education Groups (LEGs) to improve coordination on gender equality in education, liaise with LEG coordinating agents to analyse support needs, roll out existing support tools (LEG Self-Assessment Tool, Gender Rapid Assessment Tool) to selected GCI countries
• Support Local Education Groups in 8 GCI countries to develop Annual Reports, liaising with LEG Coordinating Agents and collecting information on programs that focus on gender equality in education
• Write 8 country-level LEG Annual Reports and 1 Regional Report and communicate on report content towards internal and external partners
• Coordinate with UNESCO-IIEP GCI team, GPE and other partners to align technical support to MoEs and LEGs
• Provide technical support to UNGEI Secretariat gender in education initiatives as needed

2. Coordination, networking, and partnership building

• In collaboration with GCI colleagues, build strong work relationships with MoE GCI focal points, LEG Coordinating Agents, in-country donor representatives, UNICEF country offices, CSOs and other partners in the 8 GCI countries
• Coordinate with UNESCO-IIEP on technical support to Ministries of Education, aligning support initiatives and target audiences
• Coordinate with GPE on technical support tools, e.g. LEG Self-Assessment Tool and gender analysis tools
• Support MoEs and LEGs to share information and learning across GCI countries, through networks and communities of practice
• Support the GCI Lead to build innovative partnerships with education and non-education actors, participate in meetings to explore new partnerships
• Support UNGEI Youth Engagement Advisor in identifying and liaising with promising young feminists in GCI countries, support their participation in national and international events
• Participate in national and international fora and events to communicate on GCI goals and achievements

3. Innovation, knowledge management and capacity building

• Provide technical advice on MoE capacity building with regard to gender mainstreaming, support development of capacity building initiatives, provide input in selection of capacity building audiences
• In collaboration with UNGEI colleagues, support delivery of course on Transformative Leadership for MoE staff in 8 GCI countries, liaising with consultants, MoEs, UNICEF country offices for design and delivery of the course
• In collaboration with UNGEI colleagues, support design and delivery of course on School-Related Gender-Based Violence (SRGBV) to MoE staff in selected GCI countries
• Lead on knowledge management of GCI activities through LEG Annual Reports, contribute to GCI newsletter, promote knowledge sharing among GCI countries
• Support UNGEI Advocacy Lead on research and advocacy initiatives, revising and inputting in knowledge products, facilitating and participating in knowledge sharing events as needed

4. Program management, monitoring and delivery of results

• Develop, implement and monitor a work plan for delivery of key results with regard to support to MoEs and LEGs on gender mainstreaming in education
• Develop a tracking system of engagements with MoE focal points and LEG Coordinating Agents
• Support indicator identification, measurement and performance tracking related to relevant outcomes of the GCI results framework, in close collaboration with the GCI Education Specialist in charge of monitoring & evaluation
• Support UNGEI Secretariat program assistant with logistical organization of capacity building initiatives for MoEs, LEGs and CSOs
• Contribute to reviewing GCI annual work plan and development of GCI Annual Report and donor reports
• Support GCI Lead and GCI Program Manager in the development of project proposals for GCI activities and reviewing CSO project proposals and reports
• Support UNGEI colleagues with program management as needed, inputting in project proposals, donor reports and other documents

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

• Advanced university degree (Masters or higher) in education, social sciences (i.e. sociology, anthropology, demography, psychology, political science, social policy, or economics), international development, public policy, public administration, or other relevant area. A concentration in gender and education is a strong asset.
• *Candidates combining first university degree and 2 additional years of relevant professional experience may be considered
• Minimum five years of progressively responsible professional experience and demonstrated track record of having undertaken and led substantive programming on education. Experience in working with Ministries of Education. Experience in networking with education partners. Experience in working in GCI countries preferred. Experience in designing, implementing, managing, and delivering results-based programmes/projects at country level. Experience in working on gender issues.
• Fluency in French and English is required. Knowledge of Portuguese is an asset.

For every Child, you demonstrate…

Core Values

• Care
• Respect
• Integrity
• Trust
• Accountability

Core Competencies (For Staff without Supervisory Responsibilities)

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

Technical knowledge:

• Strong substantive, technical and programmatic skills in education, basic education, education sector planning and coordination.
• Substantive knowledge of and demonstrated commitment to gender equality issues, including School-Related GBV, child marriage, adolescent pregnancy, and gender norms.
• Demonstrated experience in coordinating with Ministries of Education on either one of the following: capacity building, sector analysis, sector planning, cross-sectoral collaboration, sector coordination. Demonstrated experience in working with Local Education Groups an asset.
• Proven ability to coordinate with development education actors, such as Local Education Groups, donors, and NGOs.
• Wide knowledge and understanding of country/regional/global gender and education issues, and the current trends, methods, and approaches. Familiarity and work experience in the country/region of preferred placement also an asset.

Functional Competencies:

• Builds and Maintains Partnerships
• Works collaboratively with others

• Drive to achieve results for impact

• Manages ambiguity and complexity

• Innovates and embraces change
• Excellent interpersonal skills, including an ability to create collaborative work relationships with a variety of partners and adapt approaches to the type of partner.
• Excellent coordination skills, with an ability to manage complex partnerships and oversee workstreams with multiple stakeholders.
• A natural focus on sharing knowledge and learning.
• Very good written and oral communication skills, including an ability to deliver clear and succinct writing products in a timely manner.
• Rigor in delivering high quality work in accordance to UNGEI quality standards.
• Ability to organize work and set priorities in a coordinated, efficient manner.
• High level of initiative and independence in ability to undertake complex tasks in a time constrained context.
• Ability to think outside the box, generate new ideas and approaches, find solutions to challenging situations.

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:

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