International Evaluation Consultant for the Programme Evaluation

Consultant

Contract

This is a International Consultant contract. More about International Consultant contracts.

Background

The “EU4Schools” Programme Phase 1’s Programme Evaluation is to provide an impartial assessment of the Programme, its relevance, quality performance, management, and achievements. For this purpose, two Evaluation Consultants will be engaged, one international and one national.

The International Consultant will work with the National Consultant, and jointly are responsible to work on the below listed deliverables and successfully complete the assignment. In that respect, throughout the assignment, the two consultants are expected to coordinate, and fulfil the tasks as efficiently as possible.

I.****Background and context

On November 26, 2019, a 6.3 magnitude earthquake hit Albania: it left 51 people dead and injured at least 913 others. Eleven municipalities situated in three prefectures (Tirana, Durrës and Lezha), with an approximate population of 1,185,286 persons, have suffered to varying degrees from the earthquake with 202,291 people affected directly or indirectly. According to government sources, around 17,090 affected inhabitants had to vacate their homes. For the first time in recent history, the Government of Albania announced a State of Natural Emergency in the three prefectures. According to the findings of the PDNA, the total effect of the disaster in the 11 municipalities amounts to 985.1 million EUR (121.21 billion ALL). Most of the damages are recorded in the Housing sector (78.5%), followed by the Productive sector (8.4%) and the Education (7.5%) sector.

According to the PDNA, damages were reported to 321 educational institutions (including crèches, pre-schools, basic schools, secondary schools, vocational and education training schools, high education schools and dormitories) in the 11 affected municipalities, representing 24% of all educational establishments in the country of Albania. About 90% of damaged institutions are in the public sector. The municipalities of Tirana and Durrës have the highest share of damage, with 55% and 21%, respectively. Schools were also damaged in smaller municipalities such as Vora, where half of all education facilities were either fully or partially destroyed. Furthermore, 60% of destroyed and damaged schools are in rural areas. In addition to infrastructure, the earthquake also damaged physical assets such as furniture, labs, ICT equipment, libraries, textbooks, and other learning materials. The physical infrastructure of education facilities, especially in rural areas, do not meet current regulations on safety and accessibility.

“EU4Schools” Programme is part of the European Union’s financial commitment during the International Donor’s Conference, organized in Brussels on February 17, 2020, to support the post-earthquake reconstruction efforts.

The overall objective is to further support local and national governments in reducing social and economic losses, and to accelerate the recovery process through educational facility repairs and reconstruction. The programme has two phases: the scope of Phase I extended to five municipalities, namely: Durrës, Kruja, Kurbin, Kavaja and Kamza. It targets 22 damaged education facilities as coordinated with the relevant national authorities. More information is provided on the EU4Schools (eu4schoolsportal.al).

Summarized information on EU4Schools

Project title

EU4Schools Phase I

Atlas ID

00126861

Corporate outcome and output

UNDP Strategic Plan 2022-2025; Outcome 2, Output 2.2: Education

Country

Albania

Region

Europe and Central Asia/Western Balkans

Date project document signed

15 April 2020

Project dates

Start

Planned end

April 2020

November 2022

Project budget

EUR 15,115,000

Project expenditure at the time of evaluation

EUR 12,441,282.11

Funding source

EU, UNDP Albania

Implementing party

UNDP Albania

The overall objective of the action is to support national and local governments in reducing further social and economic losses, and to accelerate the recovery process through educational facility repairs and reconstruction.

The specific objective/outcome are:

(i) To support repairing and reconstruction, including basic furnishing, of education facilities in municipalities affected by the earthquake according to international standards.

(ii) To provide increased transparency, accountability, and inclusiveness to the recovery process.

The Programme expected results are as follows:

Result 1: Education facilities repaired and furnished

Result 2: Education facilities reconstructed and furnished

Result 3: Strengthened transparency, accountability, and inclusiveness in this process of recovery

Partnership: The partnership is exercised in three forms:

(i) in the Programme Steering Committee (PSC) which brings together representatives of EU Delegation in Albania, UNDP Albania, as well as representatives of the central and local government. The PSC is responsible for providing strategic guidance and overseeing the EU4schools implementation. EU4Schools Phase I partners with 5 Municipalities impacted by the earthquake, namely Durrës, Krujë, Kamëz, Kurbin and Kavaja.

(ii) In addition, there is a Joint Coordination Team (JCT) with members from the core partners of the programme; the EU Delegation in Albania, the Government of Albania represented by the office of the Deputy Prime Minister and Minister of State for Reconstruction and Reforms’ Program (DPMSRP), and UNDP Albania’s EU4Schools team. JCT gathers periodically (preferably every month), to discuss matters at hand and provide reliable solutions and prompt decision-making.

(iii) The Memorandum of Understanding signed with the five respective municipalities.

Target groups and beneficiaries: The EU4Schools Phase I Programme has direct and indirect beneficiaries. Direct beneficiaries are teachers, children and students of the education facilities being repaired or reconstructed; in total there are 8060 direct beneficiaries. Indirect beneficiaries are considered family and community members being impacted positively by the EU4Schools programme: in total there are 253 000 persons.

Main outputs: During the programme implementation, 22 education facilities in five Municipalities, were either repaired or reconstructed and retrofitted as per construction permits issued following approved technical projects’ design.

The implementation of the programme is based on two important principles, Build Back Better (BBB) and Build Back Together (BBT).

BBB guarantees that education facilities are repaired/reconstructed and retrofitted using the best possible standards in terms of: (i) general improvements, (ii) accessibility, (iii) energy efficiency, (iv) IT and smart solutions, (v) seismic resilience, and (vi) health and safety. A set of parameters are determined for each of the above standards.

BBT enables a framework for community participation during the reconstruction process. The first step is to assess the needs of the community and education facility users, afterwards present designs and consult the technical design with the beneficiaries and impacted community. In the end, during Place Checks, the beneficiaries and the community observes its contribution to the process by looking at the changes occurring in the design and reconstruction process.

Programme relevance and alignment: The programme was aligned with 2030 Sustainable Development Agenda and 2018 -2021 UNDP’s Strategic Plan: Development Setting C. Build resilience to shocks, crisis, and Signature Solution 3: Enhance prevention and recovery for resilient societies.

By delivering its objectives, the Programme is contributing to the achievement of the targets set within the Sustainable Development Agenda 2030, more specifically:

• SDG 4 “Quality education”,

• SDG 9 “Industry, Innovation and Infrastructure”,

• SDG 10 “Reduced Inequalities”,

• SDG 16 “Peace, justice and strong institutions" and

• SDG 17 “Partnership for the Goals”.

Duties and Responsibilities

a) Purpose

The Final EU4Schools Phase I Programme Evaluation aims to review and assess: (i) the relevance, (ii) effectiveness, (iii) efficiency, (iv) impact, (v) lessons learned and (vi) sustainability of the Programme.

b) Objective

The objective of this independent evaluation is to examine the overall performance of the EU4Schools Phase I programme including its results, inputs, activities, and how the outputs contributed to the reduction of the social and economic losses from the earthquake, and to the acceleration of the recovery as the main outcome of the programme. The evaluation should include an analysis of the effectiveness of the EU4Schools Phase I methodology, approach and communication with stakeholders and beneficiaries and their feedback.

The evaluation should also assess the impact created by COVID-19 in the programme implementation and identify the extent to which the observed changes caused by the pandemic, influenced the EU4Schools Programme Phase I implementation. In addition, the Programme Evaluation is expected to identify a concept and/or recommendations for any potential improvement in the Phase II of EU4Schools or any spin-off the Programme.

c) Scope

The evaluation will assess the extent to which the planned specific objective/outcome and results/outputs have been achieved since the beginning of the programme and the likelihood for their full achievement by the end of the programme in November 2022 (based on the Programme Document/Description of the Action and its results’ framework). The evaluation will look into the overall programme performance and results, covering all education facilities being repaired/reconstructed and retrofitted in five Municipalities so far.

Specifically, the evaluation will review, evaluate, and make recommendation regarding the implementation of EU4Schools Programme Phase I and all its activities. It will look into critical programme’s aspects, such as:

• Partnership between the programme and impacted Municipalities, and other local/central authorities, and the agreed implementation framework.
• The methodology used for BBB and BBT and its relevance and benefits for the programme.
• The methodology for transparent and real time information of the public.
• The impact of the programme in improving education quality in implementation.

Finally, the evaluation will examine the programme processes, innovations, and strategic partnerships, that proved critical in producing the intended results/outputs and the factors that facilitated and/or hindered the progress in achieving the results/outputs, both in terms of the external environment and risks, as well as internal, including weaknesses in programme design, management, human resource skills, and resources.

1. Evaluation criteria and key questions

The EU4Schoools Programme Phase I’s evaluation must answer the following questions, to determine the programme’s relevance, performance, results, effectiveness, efficiency, impact and sustainability, including lessons learned and forward-looking recommendations. Suggested evaluation questions are summarized below:

Relevance

• Were the programme’s objectives relevant to the needs of the beneficiaries?
• To what extent is the programme aligned with the relevant national development priorities of the post-recovery process, the education sector priorities, and UNDP strategic objectives and Sustainable Development Goals?
• To what extent does the programme contribute to respecting gender equality and human rights of the beneficiaries?

Effectiveness

• To what extent were the programme activities implemented, intended results and the specific objective/outcome achieved? What are the main programme accomplishments?

• What are the positive or negative, intended, or unintended, changes brought about by the programme’s interventions?

• What factors have contributed to achieving or not achieving the intended specific objective/outcome and outputs/results?
• To what extent has the programme managed to provide a new standard for designing and implementing the reconstruction process for education facilities?
• To what extent and through what mechanisms has the programme managed to promote participatory decision making and inclusiveness of communities during the reconstruction process?
• To what extend has the programme outreached marginalized groups (i.e., youth, persons with disabilities, returnees, internally displaced, minorities…).
• How has the programme mainstreamed gender considerations in the programme development and implementation?
• How effective was the programme’s interaction with other local and central authorities in maximizing results?

Efficiency

• Have resources (financial, human, technical) been allocated strategically to achieve the programme results?
• Are there any weaknesses in programme design, management, human resource skills, and resources?
• What measures have been taken during planning and implementation to ensure that resources are efficiently used?
• Have programme funds and activities been delivered in a timely manner? If not, what were the bottlenecks encountered?
• Is the programme implemented in the most efficient way, making best use of available human, technical, technological, financial and knowledge inputs to achieve its desired results? Have there been any unforeseen problems? How well are they resolved?

Impact

• What are the programme’s impacts in terms of reducing social and economic losses from the earthquake?
• What are the programme’s impacts in terms of accelerating the recovery process through educational facility being repaired/reconstructed and retrofitted?
• What are the main benefits for direct and indirect beneficiaries?
• To what extent are key stakeholders/final beneficiaries satisfied with the programme implementation, specifically regarding the partnership created and what are specific expectations for the potential follow-up assistance?
• What are the overall programme effects and impacts in relation to local and central governments’ capacities being improved in accelerating the recovery processes according to the highest EU and International standards?
• What innovative practices has the programme introduced and how have they been transferred to programme partners?
• To what extent the programme has provided increased transparency, accountability, and inclusiveness to the recovery process?

Sustainability

• To what extent are the programme outputs/results sustainable?
• To what extent has the programme approach (intervention strategy) managed to create ownership of the key national stakeholders?
• To what extent have the capacities of local and central governments improved in accelerating the recovery processes according to the highest EU International standards?
• What would be future priority interventions to ensure long-term sustainability of the programme’s achievements?

Lessons learned

• Provide a list of lessons learned captured for future programming and planning with the aim to ensure accountability and efficiency of similar programmes.
• Based on lessons learned, come up with potential improvements which can be used during the implementation of the EU4Schools programme Phase 2.

The evaluation needs to assess the degree to which the programme initiatives have supported or promoted gender equality, a rights-based approach, and human development.

The final evaluation report should also include:

1. Joint Programme contribution to SDGs. – assess whether the programme’s goal and outcomes and progress so far are contributing to SDGs progress.

2. Communication and visibility – assess and review whether the communications and visibility actions undertaken by the programme have provided insights into the implementation of the programme activities and outcomes according to the Joint Visibility Guidelines for the EC-UN actions in the field.

3. Annexes - At a minimum these should include a. TOR for the evaluation, b. Evaluation matrix and data collection instruments, c. List of individuals or groups interviewed or consulted, and sites visited, d. List of supporting documents reviewed.

4. Methodology

Based on the UNDP Evaluation Guidelines, UNEG Norms and Stand for Evaluations (2016) and in consultations with UNDP Country Office, the evaluation will be participatory, involving relevant stakeholders.

The International Evaluation Consultant and the National Evaluation Consultant (thereafter referred to as the Consultants) will propose an evaluation methodology and agree on a detailed plan for the assignment as a part of the evaluation Inception Report. The proposed methodology may employ any relevant and appropriate quantitative, qualitative, or combined methods to conduct the EU4Schools Programme Phase I Evaluation, exploring specific data collected and analytical methods and tools applicable. The Consultants are expected to creatively combine the standard and other evaluation tools and technics to ensure maximum reliability of data and validity of the evaluation findings.

Standard UNDP evaluation methodology would suggest the following data collecting methods:

• Desk review: The Consultants will conduct a detailed review of the programmatic materials and deliverables including the Programme Document/Description of the Action and results framework programme periodic reports, annual workplans, consolidated progress reports etc. An indicative list of documents for desk review will be provided.
• Key informant interviews: The Consultants will interview representatives of main institutional partners, EU and UNDP, other relevant stakeholders (e.g., Programme Steering Committee) and stakeholders in the five impacted Municipalities. For the interviews, the Consultants are expected to design evaluation questions around relevance, effectiveness, efficiency and sustainability criteria, according to different stakeholders to be interviewed. An indicative list of main stakeholders that may be considered for meetings will be provided.
• Meetings / focus group discussions with beneficiaries: Site visits will be arranged to meet with local beneficiaries and stakeholders and review results of the programme.
• Other methodologies, as appropriate, such as case studies, statistical analysis, observational visits, group discussions etc.[1]

As an integral part of the evaluation report and specifically under the impact criteria, the Consultants will review the programme effects and impact on its target groups. In this context an online survey can be created and distributed so that consultants gain insights from beneficiaries.

Stakeholders’ involvement: During the evaluation process, the Consultants are expected to meet senior representatives of the UNDP Albania, EU Delegation in Albania and the EU4Schools programme team, key partners, and stakeholders in all five impacted Municipalities.

Initial and evaluation briefing to obtain the critical feedback on the evaluation report, are envisaged.

To assess programme performance, approach and modalities, the Consultants will meet with key programme partners and stakeholders, members of respective ministries involved, local governments, Institute of Construction, and education facilities management teams. During these meetings, it would be important to record and accumulate inputs necessary not only for the programme evaluation, but also to highlight recommendations and advise on potential programme follow-up phase.

The expected duration of the assignment is up to 20 workdays, with approximately 7 days in field visits per each consultant.

The final methodological approach including interview schedule, field visits and data to be used in the evaluation should be clearly outlined in the inception report and fully discussed and agreed between parties.

1. Evaluation tasks / deliverables

Following the initial briefing and a detailed desk review, the International and the National Consultant will work together for delivering of the following tasks:

1. Inception Report (10-15 pages) will be presented before the evaluation starts, showing how each evaluation question will be answered by proposing methods, sources of data and data collection procedures. The Inception Report should elaborate an evaluation matrix for the EU4Schools programme Phase I and propose a schedule of tasks, activities, and evaluation deliverables as well as the draft report structure for the final evaluation report; both must follow the structure as per the UNDP Evaluation Guidelines.

2. Evaluation and data collection mission: Upon the approval of the Inception Report and the evaluation work plan by the UNDP, the Consultants are expected to carry out the full programme evaluation. To collect data and insights on the programme, the Consultants will undertake fields missions to each impacted Municipality and some of the education facilities being repaired/reconstructed respectively, and have meetings and interviews with relevant stakeholders, including local government, beneficiaries, and community members. In addition, stakeholders’ meetings with the partnering central government institutions will be organised in Tirana, Albania. The UNDP will provide support in organization of meetings and logistical arrangements as necessary.

3. Evaluation debriefings: will be held with UNDP Albania and EU4Schools Programme Phase I team, and other key stakeholders as agreed, to present main findings and recommendations either face-to-face or via other online forms as agreed.

4. Draft Evaluation Report: Based on the findings generated through desk review and data collection missions, the Consultants will prepare and submit the Draft Evaluation Report to the UNDP Albania and EU4Schools team for review.

5. Evaluation review process (and eventual dispute settlement): Comments, questions, suggestions, and requests for clarification on the evaluation draft will be submitted to the Consultants and addressed in the agreed timeframe. The Consultants should reply to the comments through the evaluation audit trail document[2]. If there is disagreement in findings, these should be documented through the evaluation audit trail, while effort should be made to come to an agreement.

6. Final Evaluation Report (minimum 50 pages of the main body) should be logically structured, containing data and evidence-based findings, conclusions, lessons, and recommendations, and be presented in a way that makes the information accessible and comprehensible. Finally, based on the evaluation findings and in a distinct report section, the Consultants will provide forward-looking actionable recommendations, outlining key strategic priorities to be addressed in the EU4Schools Programme Phase II which implementation is currently ongoing or any potential spin-offs.[3]

No.

Deliverable

Description

Timing

1.

Inception report that includes the evaluation matrix

Evaluation team clarifies the objectives and methods to be used during the evaluation.

No later than 2 weeks from the final evaluation mission date.

4 working days

2.

Draft Evaluation Report

Report as per agreed structure

Within 4 weeks from the field mission

4 working days

3.

Final evaluation report completion

Revised report with audit trail detailing how all the received comments have / have not been addressed in the final report.

All evaluation products need to address gender, disability, and human rights issues.

Within 1 week of receiving feedback on draft report

2 working days

Table 1: Table of deliverables with respective timeline

To achieve the deliverables, the following tasks should be followed:

No.

Tasks

Description

Timing

1.

Evaluation and data collection mission

Meeting with counterparts and stakeholders

8 working days

2.

Debriefing meeting

Presentation of key findings

End of the final evaluation field mission

1 working day

3.

Evaluation review process

UNDP in cooperation with other UN agencies organize a consultation process on the draft report and provide the evaluation team with consolidated feedback.

Within 4 weeks from the submission of the draft report

1 working day

Table 2: Table of indicative tasks with respective timeline

1. Evaluation team composition and required competencies

The evaluation will be conducted by an International and national Evaluation Consultant. The Consultants are expected to provide an independent and substantiated review of the programme achievements; capture underperformance; review coherence and inter-connectivity among activities within the programme; assess partnership strategy; capture feedback from beneficiaries of the programme, in light of the programme results; last but not least – recommend improvements that may be undertaken to ensure quality outcome, and provide strategic forward-looking recommendations, outlining pathways for the EU4schools Programme Phase II.

[1] UNDP Evaluation Guidelines, Annex 2. Summary of common data-collection methods/sources used in UNDP evaluations

[2] Template available at http://web.undp.org/evaluation/guideline/documents/PDF/UNDP_Evaluation_Guidelines.pdf,

Competencies

1. Core values

• Demonstrates integrity and fairness by modelling UN values and ethical standards.
• Displays cultural, gender, religion, race, nationality and age sensitivity and adaptability.

1. Core competencies

• Demonstrates professional competence to meet responsibilities and post requirements and is conscientious and efficient in meeting commitments, observing deadlines, and achieving results.
• Results-Orientation: Plans and produces quality results to meet established goals, generates innovative, practical solutions to challenging situations.
• Communication: Excellent communication skills, including the ability to convey complex concepts and recommendations, both orally and in writing, in a clear and persuasive style tailored to match different audiences.
• Teamwork: Ability to interact, establish and maintain effective working relations with a culturally diverse team.
• Client orientation: Ability to establish and maintain productive partnerships with national partners and stakeholders and pro-activeness in identifying of beneficiaries and partners’ needs and matching them to appropriate solutions.

iii) Required qualifications for the International Consultant

• Academic Qualifications/Education
  • Post graduate degree in social sciences, economics, education, public administration, regional development/planning, or other areas in sustainable development.
• Experience
  • At least 8 years of international extensive project/programme evaluation expertise and experience, with evaluations in recovery and reconstruction programmes
  • Sound knowledge of results-based management systems as well as monitoring and evaluation methodologies.
  • International expertise in education as well as in the area of recovery and reconstruction programmes from natural or man-made disasters.
  • Documented previous experience in international evaluations in the UN system.
  • General understanding and knowledge of the political/administrative and development context of Albania is an asset.
  • Previous working experience in Albania is an asset.
  • Proven analytical skills and ability to conceptualize and write concisely and clearly.

• Languages Requirements

• Fluency in English language.

• Other

• Excellent computer skills (MS Office applications) and ability to use information technologies as a tool and resource.

1. Evaluation deliverables and timelines

Refer to table 1 and table 2 above.

1. Evaluation ethics

This evaluation will be conducted in accordance with the principles outlined in the UNDP Evaluation Guidelines[1]. The Consultant must safeguard the rights and confidentiality of information providers, interviewees, and stakeholders through measures to ensure compliance with legal and other relevant codes governing collection of data and reporting on data. The Consultant must also ensure security of collected information before and after the evaluation to ensure anonymity and confidentiality of sources of information where that is expected. The information knowledge and data gathered in the evaluation process must also be solely used for the evaluation and not for other uses with the express authorization of UNDP and partners. The Consultant should be free from any conflict of interest related to this evaluation as per UNDP evaluation guidelines.

1. Implementation arrangements and reporting relations

The Consultant will report to the UNDP Specialist. A UNDP Evaluation Focal Point will be assigned to oversee and support the overall evaluation process.

[1] UNDP_Evaluation_Guidelines.pdf

Required Skills and Experience

UNDP applies a fair and transparent selection process that would consider both the technical qualification of Individual Consultants as well as their financial proposals. The contract will be awarded to the candidate whose offer:

• Is deemed technically responsive / compliant / acceptable (only technically responsive applications / candidates will be considered for the financial evaluation)
• And has obtained the highest combined technical and financial scores.

Technical Criteria - 70% of total evaluation – maximum points: 700

Criteria A: Professional-level experience (at least 10 years) related to international monitoring and evaluation of development programmes.

- maximum points: 350.

Criteria B: Relevance of prior working experience (international) in recovery and reconstruction programmes from natural or man-made disasters, preferably within UN system.

- maximum points: 200.

Criteria C: Educational background- post-graduate degree social sciences, economics, education, public administration, regional development/planning, or other areas in sustainable development.

- maximum points: 150.

Financial Criteria - 30% of total evaluation

- maximum points: 300.

Candidates obtaining a minimum of 70% (490 points) of the maximum obtainable points for the technical criteria (700 points) shall be considered for the financial evaluation.

Contract Award

Candidate obtaining the highest combined scores in the combined score of Technical and Financial evaluation will be considered technically qualified and will be offered to enter into contract with UNDP.

Payment modality

Payment to the Individual Contractor will be made based on the actual number of days worked, deliverables accepted and upon certification of satisfactory completion by the programme manager.

Application Procedure

Interested applicants are advised to carefully study all sections of this ToRs and ensure that they meet the general requirements as well as specific qualifications described. Please make sure you have provided all requested materials.

The application should contain:

• Cover letter explaining why you are the most suitable candidate for the advertised position. Please paste the letter into the "Resume and Motivation" section of the electronic application.
• Letter to UNDP Confirming Interest and Availability & Detailed Financial Proposal - please fill in the attached form. Download Here (kindly use Firefox browser)
• Example: (kindly refer to the example below when filling out the Letter to UNDP Confirming Interest and Availability

[INCORRECT] An all-inclusive daily fee of [state amount in words and in numbers indicating currency]

[CORRECT] (Select Here and elaborate) [X] A total lump sum of [state amount in words and in numbers, indicating exact currency], payable in the manner described in the Terms of Reference.

• Filled P11 form or CV including past experience in similar projects and contact details of referees. Download Here (kindly use Firefox browser)

• Financial Proposal in USD*- Specify a Total Lump Sum in United States Dollar for the tasks specified in this announcement. The attached template may be used - Download Here (kindly use Firefox browser) Please note that the financial proposal is all-inclusive and shall consider various expenses incurred by the consultant during the contract period (e.g. fee and any other relevant expenses related to the performance of services).

• Copy of Diplomas and copy of Passport.

• Beneficiary contact details (next of kin)

  • Beneficiary's Contact Person's Name:
  • Title (Mr/Mrs/Ms):
  • Address:
  • Telephone:
  • Email:

*Kindly note that Letter to UNDP Confirming Interest and Availability and Financial Proposal are two separate documents and should be both part of your application.

How to Submit the Application:

To submit your application online, please follow the steps below:

• Download and complete the UN Personal History Form (P11) for Service Contracts (SCs) and Individual Contracts (ICs).
• In the P11 Form make sure to include Email Addresses of the Persons who are willing to provide References on your experience in working with them.
• Merge your UN Personal History Form (P11) for Service Contracts (SCs) and Individual Contracts (ICs), Financial Proposal Letter to UNDP Confirming Interest and Availability and cover letter into a single file. The system does not allow for more than one attachment to be uploaded.
• Click on the Job Title (job vacancy announcement).
• Click “Apply Now” button, fill in necessary information on the first page, and then click “Submit Application;”

• Upload your application/single file as indicated above with the merged documents (underlined above).

• You will receive an automatic response to your email confirming receipt of your application by the system.

Due to large number of applications, we receive, we can inform only the successful candidates about the outcome or status of the selection process.

UNDP is committed to achieving workforce diversity in terms of gender, nationality, and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence.

Apply now

Added 1 year ago - Updated 1 year ago - Source: jobs.undp.org