Information Management Officer, P3 level, (# 114223) Kabul/Afghanistan

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 110,779 USD and 145,057 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.

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, a fair chance

To learn more about working for UNICEF and our work in Afghanistan, please visit the following links:

Working for UNICEF: https://youtu.be/43aiG4w2q_M?t=2

UNICEF in Afghanistan: https://www.unicef.org/afghanistan/

How can you make a difference?

The fundamental mission of UNICEF is to promote the rights of every child, everywhere, in everything the organization does — in programs, 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.

Afghanistan’s education system has been severely strained by chronic conflicts and recovery of service delivery has been affected by recurrent natural shocks. Public schools do not have enough capacity and reach to absorb all children and provide them access to education both in quantity and quality terms. As a result, about one third of school-age children are out-of-school (3.7 million) of whom 60% reported to be girls, with substantial disparities among provinces. In areas like Kandahar, Uruzgan, Helmand, Zabul, Paktika, and Wardak as many as 85% of girls are reported out-of-school.

Children are out of school for multiple reasons such as conflict, poverty, damaged and inadequate supply of classrooms, shortage of teachers (especially female teachers), insufficient relevant learning and teaching resources, lack of inclusive facilities at schools, cultural norms which de-prioritize education for girls, and long travel distances to schools. Continuity of education is another significant problem, with many girls and boys unable to progress from one stage of study to the next, largely due to capacity limitations in the nearest formal schools to the location where they are receiving community-based education. Conflict deprives Afghan children of access to education in situations where their schools are occupied or damaged in fighting, when parents withdraw their children due to insecurity, or because of overcrowding due to displacement/returnee influxes.

Furthermore, COVID-19 has now severely exacerbated the challenges faced by the education sector as a whole as well as children and families. on 14 March 2020, the Ministry of Education (MoE) closed all learning facilities until further notice. With roughly 7.5 million children not resuming their normal schooling schedules and access to curriculum content for some time, in addition to the 3.7 million who were already out-of-school, the burden on a seriously stressed education and child protection system will be significant. Prolonged absence from school, the existing weak habits of learning and the beneficial social interactions schooling can provide, will inevitably create a downward spiral of schools being less welcoming for children and of children’s own declining commitment to and interest in learning with a loss of skills especially in reading and math, and increased involvement in other types of activities – chiefly work and, for girls, marriage.

Summary of key functions/accountabilities:

1. Lead the implementation of UNICEF EIE projects and programme Monitoring, Evaluation, Accountability and Learning (MEAL) framework and plans: -

• Establish, maintain and strengthen Monitoring, Evaluation, Accountability and Learning (MEAL) framework and plan for UNICEF EIE projects and programme summarizing monitoring and evaluation objectives, priorities, and activities for effective programme implementation.
• Develop M&E tools to facilitate data collection, monitoring and reporting on the progress of EIE program implementation in close collaboration with EIE unit manager and implementing partners.
• Collaborate with partners to implement innovative M&E approaches to showcase the impact of EIE projects and programme on education and learning outcomes of children.
• Support EIE implementing partners M&E activities and ensure harmonization/alignment and comparability of M&E systems across partners.
• Develop and maintain a database of projects and programme outputs, activities and achieved results to provide information for both internal and external reporting.
• Establish accountability to affected populations (AAP) framework for EIE projects and programmes and support implementing partners in its implementation.
• Prepare inputs to the Projects and programmes Reports and ensure consolidated results report is submitted to donors in line with established dates.
• Develop visual information products (infographics, factsheets, thematic profiles, etc.) to support programme planning, monitoring, decision making and advocacy.

2. Support Programme Delivery

• Prepare monitoring and evaluation reports to identify gaps, strengths/weaknesses in program and management, identify lessons learned and use knowledge gained for development planning and timely intervention to achieve goals.
• Undertake regular monitoring visits to programme sites and report on programme progress and constraints; further monitor progress on learning outcomes, level of gender responsiveness, as per the M&E plan - update the plan as required; prepare and maintain monitoring spreadsheets of programme activities.
• Support implementing partners in data collection, analysis, dissemination and reporting.
• Research, document, analyze and share best practices and lessons learned of individual partners and the programme in order to improve programming and share best practices among partners and through EiEWG/Education Sector for organizational learning and decision making.
• Prepare communication and information materials for programme advocacy to promote awareness, establish partnerships and support fund raising for UNICEF EIE projects and Program.
• Strengthen capacity of the national information management officer supporting the Education section and the EIEWG.

3. • Support overall M&E/IM coordination of the Education Section

• Work in close collaboration with the Section’s PCU to ensure strong M&E systems are in place for the Education Section, including developing standardized data management and M&E tools.
• Carry out regular information sharing and consultations with stakeholders, including EIE implementing partners, government, local civil society, donors and development actors at Kabul and field level.
• Ensure alignment and comparability of EIE projects M&E framework and plans with stakeholders including the Ministry of Education (MoE), Education in Emergencies Working Group (EiEWG), donors and implementing partners.

4. • Any Other Duties

• Perform any other duties as required by EIE unit manager and the chief of section.

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

Education:

University degree in the field of education, M&E or other related social science. First university degree with additional two-years of relevant work experience is acceptable in lieu of an advanced university degree.

Experience:

• A minimum of 5 years of progressively responsible experience in project management, multi-year-programmes, results-based management, planning, costing, management and results reporting/M&E/IM in education, humanitarian and development action, and related areas at the international level.
• Professional experience in program management relevant to either ECD, Education in Emergencies and / or adolescents and youth including demonstrated understanding of monitoring and evaluation (M&E).
• Previous work experience in developing countries and crisis affected contexts is required. Previous experience in protracted crises and Afghanistan desirable.
• Relevant experience in education and education in emergencies program development and management.
• Previous work experience in humanitarian response in a UN system agency or organization is an asset.
• Experience working with diverse stakeholder groups or multi-stakeholder partnerships is highly desirable. Experience in Multiyear programming and exposure to management of education and education in emergencies programmes

Languages: Fluency in English is required. Knowledge of another official UN language (Arabic, Chinese, French, Russian or Spanish) or a local language is an asset.

For every Child, you demonstrate...

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

Core Competencies

• Communication (II)
• Working with people (I)
• Drive for results (I)

Core Values

• Commitment
• Respect
• Integrity
• Trust
• Accountability

Functional Competencies:

• Demonstrated understanding of Education in Emergencies, ECD and/or programmatic approaches in the field of youth and adolescents.
• Knowledge of the humanitarian architecture (preferred).
• Ability to synthesize large amounts of information into concise, effective resources for decision-making and advocacy purposes.
• Strong interest and motivation for inter-agency coordination.

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. The standard tour of duty for UNICEF in Afghanistan is two years.

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