Education Specialist, P-3, Asuncion, Paraguay, Post No. 00119802, 364days( With possible Extension) - Open to Non-Paraguayan Only

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 100,478 USD and 131,567 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.

*This Post is Only Open to Non-Paraguayan Nationals*

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

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.

About the Quality Education for Out-of-School Children in Paraguay.

The Out-of-School Children Initiative (OOSCI) was founded and launched globally in 2010 as a partnership between UNICEF, the UNESCO Institute for Statistics (UIS) and the Global Partnership for Education (GPE). It aims to support governments in developing and applying innovative approaches to better estimate the number of children that are excluded from educational opportunities, identify who are these children, and develop solutions to bring those children back to school”.

In 2020, the Permanent Household Survey revealed that Paraguay has an estimated population of 7,252,672 in which the population of children and adolescents from 6-14 years old represented 1,255,101, approximately.

According the MoE records, during 2021 47,048 children have dropped out of basic education (1st, 2nd and 3rd cycle) (4.8% of enrolment 2020). Moreover, the main barriers identified in the survey preventing school attendance and contributing to drop out include poverty (25.2%); family reasons intertwined with gender norms (18.3%); low perception of the importance of schooling (17.3%); and school-related reasons (14.1%). Moreover, structural barriers include a lack of investment in both quality education and technological infrastructure.

Through the project, Quality Education for Out-of-School Children in Paraguay, approved by Educate a Child Programme (EAC) of Education Above All Foundation (EAA), UNICEF Paraguay will work with the Ministry of Education and implementing partners to support the enrolment of 30,000 OOSC located in six selected departments, reaching boys and girls aged 7-14 in basic education from urban and rural areas, including overaged students, children with disabilities and indigenous population.

In Paraguay, primary education is named basic school education (EEB – Educación Escolar Básica in Spanish) and comprises a 9-year cohort, grouped into three cycles, as stated in national laws establishing the educational policy as well as the structure, functions and bodies of the Ministry of Education.

The strategies proposed will address demand factors (e.g., community mobilization and sensitization forums, back-to- school campaigns, etc.) and supply and quality factors (e.g., teacher training on pedagogy, remedial classes, etc.) to address critical barriers aimed at reaching the following outcomes:

Outcome 1 - Increased family’s perception of schooling allowing OOSC enrolment and retention in 6 selected departments. This will be done through increasing demand for education, with emphasis on strengthening the education committee's (or EGIEs’) capacities in planning and developing strategies and interventions for enrolment and retention.

Outcome 2 - 300 Schools across 6 departments have the capacity to implement alternative learning programs for OOSC, with an emphasis on a training programme and materials of the Open Basic Education (EBA) and Learning Reinforcement Spaces (ERA) programmes to be developed for teachers, strengthening their skills and knowledge.

Outcome 3 - Improved capacity of 6 Departmental Education Councils and 15 District Education Councils to promote the enrolment and retention of OOSC in 6 selected departments. This would be accomplished by advocating for comprehensive social programmes for OOSC and their families, with an emphasis on the design and implementation of solutions for local problems, prioritizing education and assisting the distribution of school kits for 30,000 OOSC.

The project, as well as UNICEF’s Country Programme 2020-2024, aligns with the National Education Plan 2024; the Action Plan for Education 2018-2023; and the project “Educational Transformation”, which aims to renew educational policies. Moreover, the project aligns with global frameworks, including the Convention on the Rights of the Child, the Sustainable Development Goals (SDGs), UNICEF’s global mandate in “Every Children Learns” (as outlined in the UNICEF Education Strategy Framework 2019-2030) and it aligns closely with EAC’s mission, vision and goals, where every individual can learn through a quality education: enrollment and retention of OOSC; quality education; cofounding & sustainability; and, OOSC at the top of national agenda.

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.

Purpose for the job: Under the guidance and general supervision of the Deputy Representative, the Specialist supports the preparation, implementation and reporting of the Quality Education for Out-of-School Children project and is responsible for managing, implementing, monitoring, evaluating and reporting the progress of education project. The Specialist provides technical guidance and management support throughout the project implementation to facilitate the administration and achievement of results, to improve learning outcomes and equitable and inclusive education, especially for children who are marginalized, disadvantaged and excluded in society within the project’s targeted schools.

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

How can you make a difference?

Summary of key functions/accountabilities:

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, implementation and development efforts on education programmes, particularly the Quality Education for Out-of-School Children project
• Provide technical support to supervisor set priorities, strategies, design and implementation plans within the framework of the project. 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 project using results-based planning terminology and methodology (RBM), aligned with EAC’s policies. Prepare required documentations for programme review and approval for EAC and other donors.
• Work closely and collaboratively with internal colleagues and external 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 project implementation and reporting to ensure integration, coherence and harmonization of the project with other UNICEF sectors and achievement of results as planned and allocated.

2. Programme management, monitoring and delivery of results of the Quality Education for Out-of-School Children project

• Plan and collaborate with internal colleagues and external partners to establish monitoring benchmarks, performance indicators and other UNICEF/UN system indicators as well as EAC’s standards to assess/strengthen performance accountability, coherence and delivery of concrete and sustainable results for the Quality Education for Out-of-School Children project.
• Participate in monitoring and evaluation exercises, programme reviews and annual reviews with the government, EAC, donors 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 project management.
• Identify lessons learned and use knowledge gained for development planning and timely intervention to achieve goals.
• Actively monitor the project 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 the project’s 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 project management, implementation and delivery of results.

• Arrange/coordinate availability of technical experts with Regional Office/HQ to ensure timely and appropriate support throughout the programming and implementation processes.

• 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 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 the project.
• Prepare communication and information materials for CO project advocacy to promote awareness, establish partnerships and support fund raising for the project.
• 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 project results.
• Keep abreast, research, benchmark, and implement best practices in education management. Assess and share best practices for information sharing and/or knowledge management.
• Contribute to the development and implementation of policies and procedures to ensure optimum efficiency and efficacy of sustainable programmes and projects.

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

• An advanced university degree in one of the following fields is required: education, economics, psychology, sociology, or another relevant technical field.
• 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.
• Developing country work experience and/or familiarity with emergency is considered an asset.
• Fluency in English and in Spanish is required. Knowledge of another official UN language or local language of the duty station is considered as an asset.

For every Child, you demonstrate...

UNICEF's values of Care, Respect, Integrity, Trust, and Accountability (CRITA).

The UNICEF 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 (3)

• Deciding and Initiating action (2)
• Applying technical expertise (3)

Technical competencies must be demonstrated in the following areas:

• 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).
• Knowledge of global developments in education and international engagement strategies, including the application of the equity lens and human rights perspectives to programming.
• 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.
• 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 issues.
• Education Background, 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 management in education systems; political economy; and education policy and strategic planning.
• Knowledge in programme management, including programme design, costing, monitoring and evaluation and reporting.
• Ability to support engagement with partners e.g. Educate a Child, Education Above All, 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.
• Understanding of gender and inequity issues in relation to education and development and the application of gender / equity analysis to policy and planning in education.
• For CO and RO based posts and where relevant, understanding of policies and strategies to address issues related to resilience: risk analysis and risk management, education in conflict situations, natural disasters, and recovery.

To view our competency framework, please visit here.

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.