Under the overall guidance of the Deputy Representative, the Chief is responsible for managing and supervising all stages of education programmes/projects. This includes strategic planning and formulation, as well as delivery of results on strengthening national education systems to improve learning outcomes, access to quality, equitable and inclusive pre-primary, primary secondary education and TVET, especially for children and young people who are marginalized, disadvantaged and excluded in society. Incumbent leads a group of professional and support staff to develop and manage the education programme in the country.
The Chief is responsible for establishing the plans of action and overseeing work progress to ensure the achievement of concrete and sustainable programme/project 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.
Key Accountabilities:
Managerial leadership
Programme development and planning
Programme management, monitoring and quality control of results
Advisory services and technical support
Advocacy, networking and partnership building
Innovation, knowledge management and capacity building
To qualify as an advocate for every child you will have
Minimum requirements
Education: Master or equivalent (Advanced University Degree) in education, economics, psychology, sociology or another relevant technical field.
Work Experience: A minimum of eight years of professional experience in programme planning, management, and/or research in education at the international level is required.
Skills:
Good 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).
Good knowledge of global developments in education and international engagement strategies, including the application of the equity lens and human rights perspectives to programming.
Good 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.
Good 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.
Good 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 management in education systems; political economy; and education policy and strategic planning.
Good 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.
Good 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. Good understanding of policies and strategies to address issues related to resilience: risk analysis and risk management, education in conflict situations, natural disasters, and recovery for CO and RO based post and where relevant.
Language Requirements: Fluency in English is required.
Desirables
Knowledge of another official UN language (Arabic, Chinese, French, Russian or Spanish) or a local language is an asset.
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.
Familiarity/background with emergency is considered as an asset.
Relevant experience at country level, particularly in development, fragile settings and humanitarian contexts