Closing date: Monday, 2 May 2016
Job no: 494600Work type: Fixed Term Staff
Location: Serbia
Categories: Education
JOB TITLE: Education Specialist
JOB LEVEL: Level-3
LOCATION: Pristina UNICEF Office
Context
Education is not only a human right but it is also the foundation for children to grow, develop and acquire the necessary knowledge and skills to develop their full potential and to live as productive members of the society. Education is also one of the most powerful tools for creating economic growth, decreasing the likelihood of conflict, increasing resilience and impacting future generations with wide-reaching economic and social benefits. In Kosovo, some children enjoy their right to education, some enroll late in school and others drop out before completing their nine years of compulsory education
PURPOSE OF THE JOB
- Provide Technical Assistance to the Ministry of Education, science and technology (MEST) to ensure that the Education sector is inclusive, effective, efficient, focused and equitable for all children especially the most vulnerable children including children with disability. This position is accountable for identifying equity gaps in education, and for developing innovative approaches and programmes to eliminating these inequities.
- Establish partnerships and collaboration with other stakeholders to ensure that monitoring, reporting and coordination mechanisms are in place to track progress towards the reduction of equity gaps in pre-school and primary education; and in the achievement of goals and targets in Education system; and that policies and programmes are translated into services and actions in a way that benefits Child well-being and best interest
The position of Education Specialist will contribute to make Kosovo institutions more responsive, focused, effective and accountable for progressive realization of child's rights in the following result areas: -
1. Strengthening institutional commitment and inter sectoral coordination mechanisms on inclusive education system at central and local levels to make more schools inclusive; and to support development of an operational framework for policy direction on Early Learning and School Readiness (ELSR)
2. Exploring strategies and scenarios to translate the existing policy framework into local systems to increase the coverage of Early Childhood Education (ECE) services, to reduce equity gaps in education and to improve quality of early learning and school readiness programmes and services for young children
3. Timely education sector analysis, input, support and collaboration to the Situation Analysis and its periodic update made for effective programme planning, development and management, in a gender-specific framework. Partnership with the stakeholders, including knowledge institutions strengthened to further understanding of barriers to and opportunities for advancing the 3 priorities themes (the '3Es') - Equal access and universal primary completion, Empowerment through girls' education and gender mainstreaming, Emergencies and post-crisis education cluster interventions.
4. Knowledge management effectively promoted through drafting/finalizing key Education sectoral programme documents and reports, sharing good practice, lessons learned, and knowledge/information exchange, with partnerships and collaborative relationships with all stakeholders, capitalizing on the know-how and network of knowledge institutions.
5. Rights-based Education programming effectively promoted, and coherence, synergy and value added to programme management process through results-based management. The four core partnerships as well as selective partnerships on specific issues and themes or regional concern, such as education and HIV, abolition of school fees ... exploited efficiently in order to formulate common advocacy position, develop policy guidance and influence allocation of resources on behalf of education.
6. Sectorial work plan and activities formulated, implemented and monitored, ensuring alignment with the defined programme strategies and approaches, and gender mainstreaming across: programmes. UNICEF contribution reflected as part of the coordinated support of external partners to national efforts to achieve the MOGs 2 and 3.
7. Programme delivery, evaluation and reporting carried out efficiently and transparently in compliance with the established guidelines and procedures.
8. UNICEF's global goals effectively promoted through advocacy and policy dialogue in the Education sector.
9. Proper and timely UNICEF and Government accountability ensured regarding supply and non- supply assistance as well as disbursement of programme funds for the Education sector. The four core partnerships in education - Education for All Global Action Plan (EFA - GAP), Education for All Fast Track Initiative (EFA - FTI), The United Nations Girls Education Initiative (UNGEI ) and Inter Agency Standing Committee (IASC) Education Cluster for Education in Emergencies - catalyzed to accelerate progress in achieving the Millennium Development Goals 2 and 3.
10. Effective communication and networking achieved through partnership and collaboration, focusing on the 3 priorities themes (the '3Es') and the 2 cross-cutting areas - Early child development and school readiness and Enhancing quality in primary and secondary education - wt ich reflect UNICEF comparative advantage and expectation that donors and partners have on UIIIICEF ability to help country to achieve the MDGs.
ACCOUNTABILITIES and DUTIES & TASKS
With the delegated authority and under the given organizational set-up, the incumbent may be assigned the primarily, shared, or contributory accountabilities for all or part of the following areas of major duties and key end-results.
1. Programme Planning. Development and Management.
Enhance effective programme, sectoral or inter-sectoral planning, development and management by guiding, coordinating and supporting the timely completion of the Situational Analysis and its periodic update through accurate and complete monitoring and analysis, and the timely preparation or finalization of sectoral input, using gender disaggregated data and analysis.
2. Knowledge Management.
Further promote knowledge management by drafting or finalizing sectorial documents and reports such as the Country Programme Recommendation and Plans of Action as well as through orientation and training programmes targeted to Government authorities. Ensure exchange of knowledge, information, experience or lessons learned; provides solid technical recommendations on major programme directions and on introduction of new initiatives in the country.
Strengthen partnership with the stakeholders, including knowledge institutions strengthened to further understanding of barriers to and opportunities for advancing the 3 priorities themes (the '3Es') and build capacity of Government, counterparts and all other education actors (parents, communities, teachers, education administrators and planners ... ).
3. Rights-Based Projects through Results-Based Approach.
Promote the quality of rights-based Education programming through participation in the formulation of programme goals, and approaches. Bring synergy and added value to sectoral or programme management processes using a results-based management approach to planning and design, implementation, monitoring and evaluation. Exploit efficiently the four core partnerships as well as selective partnerships on specific issues and themes or regional concern, such as education and HIV, abolition of school fees ... in order to formulate common advocacy position, develop policy guidance and influence allocation of resources on behalf of education.
4. Sectorial Work Plan Development. Implementation, and Monitoring.
Takes shared responsibility for the development of the sectorial work plan which reflects UNICEF contribution as part of the coordinated support of external partners to national efforts to achieve the MDGs 2 and 3; and technical decisions as well as for project management, implementation and monitoring of assigned project/sectoral activity, in compliance with the defined project strategies and approaches, emphasizing the principles of gender equality and strategies for gender mainstreaming.
5. Programm'e -Delivery. Evaluation and Reporting.
Ensure programme, sectoral or inter-sectoral efficiency and delivery through a rigorous and transparent approach to evaluation, with an emphasis on gender-disaggregated data. Participation in major evaluation exercises, programme reviews and annual sector review meetings with government counterparts with involvement of all stakeholders. Ensure the preparation of annual Education sector status reports with contribution of all major partners.
6. Promotion of UNICEF's Global Goals
Promote the organization goals of UNICEF through advocacy and active engagement ill communication, networking and participation at every opportunity inside and outside UNICEF, leveraging the strength of UNICEF mission, goals and programmes.
Strengthen partnership with the stakeholders, including knowledge institutions strengthened to further understanding of barriers to and opportunities for advancing the 3 priorities themes (the '3Es') and build capacity of Government, counterparts and all other education actors (parents, communities, teachers, education administrators and planners ... ).
7. UNICEF and Government Accountability.
Coordinates with Operations and Supply staff on supply and non-supply assistance activities ensurinq proper and timely UNICEF and Government and all other implementing partners' accountability: and to orientate and train Government and UNICEF implementing partners in UNICEF supply and non-suppt/ policies and procedures. Certifies disbursements of funds, monitors and submits financial statu s reports to management in compliance with the regulations and guidelines.
8. Communication. Collaboration. Networking and Partnership.
Ensure exchange of information, experience, help identify new strategies and courses of action to accelerate/improve delivery of services and achieve Education programme requirements and objectives. Conduct field visits to monitor programmes and collect information. Conduct periodic programme reviews with Government counterparts and other partners.
Collaborate with Communication and Programme Communication groups to ensure development of effective communication materials and strategies to support advocacy and social mobilization efforts, focusing on UNICEF Comparative advantage - the 3 priorities themes (the '3Es') and the 2 crosscutting areas - which also reflect expectation that donors and partners have on UNICEF ability to hell) countries to' achieve the MDGs.
Support coordination with Regional Advisers and HQ Officers. Collaborate with other Programme colleagues to ensure the integration of the project sectorial programme with other sectors.
Collaborate with the Operations and Supply Sections and Government authorities to establish and maintain sound internal controls supportive of the Education projects planning and implementation, to coordinate financial and supply management requirements as well as to ensure accountability.
Interact with Government and other partners, NGOs, UN and bilateral agencies in the different stages of Education programme/project implementation to follow up on agreements and recommendations. Provide technical support and guidance on appropriate technical, financial and institutional capacity building measures to achieve Education programme goals.
JOB GRADE FACTORS1
LeveI 3 - As a line manager for assigned projects, lead effective and efficient planning, design, implementation and administration of specific project activities within a major programme that focus on achievement of UNICEF's programmatic priorities. Ensure that project delivery meets targeted goals and objectives
- As a technical expert, contribute timely and effective technical advice, guidance and input to the preparation of .situatlon analysis, formulation of programme strategy, planning, implementation and evaluation and human resources, - Conduct field visits to monitor projects as well as conduct periodic programme reviews.
- Make viable recommendations on project implementation, alternative approaches, and optimal utilization of resources that contribute effectively to the advancement of the rights of children and women. - Contribute to the development and introduction of new approaches.
- Certify allocation and disbursement of funds; determine supply and cash needs to ensure programme delivery meets targeted goals and objectives.
Education
Advanced university degree in one or more of the disciplines relevant to the following areas: Education; Primary Education, or a Social Sciences fields relevant to international development assistance.
Work Experience
Five years of progressively professional work experience at national and international levels in field programmes relevant to Education programmes. Experience working in the UN or other international development organization an asset.(lP)
Experience in national level development assistance is an asset. Experience with addressing gender disparities and asset. Background/familiarity with Emergency.
Language Proficiency [ ]
Fluency in English and a second UN language (IP)
Fluency in English and local working language of the duty station (NO).
Competency Profile (For details on competencies please refer to the UNICEF Professional Competency Profiles,)
i) Core Values (Required)
- Commitment
- Diversity and Inclusion
- Integrity
- Communication [II]
- Working with People [II]
- Drive for Results [II]
- Leading and Supervising [ I ]
- Formulating Strategies and Concepts [ II ]
- Analyzing [III]
- Relating and Networking [ II ]
- Deciding and Initiating Action [ II ]
- Applying Technical Expertise [III]
a) Specific Technical Knowledge Required [ II ]
(Technical knowledge requirements specific to the job can be added here as required.)
- Advanced knowledge of one or more of the technical areas of UNICEF Education programmes.
- Advanced Technical Knowledge of the theories, principles and methods in one of the following areas: Education; Primary Education, Economics, Social Sciences, and/or related fields.
- Gender and diversity awareness
- Leadership in identifying, encouraging and mentoring capable women.
- Knowledge of the global commitment on aid effectiveness, including the Paris Declaration on Aid Effectiveness, the Accra Agenda for Action as well as knowledge of the Global Programme Partnerships (GPPs).
Knowledge of theories and practices in:
- Programme/project management in Education
- Monitoring and Evaluation
- Training and Capacity Development in Education
- Alternative Basic Education
- Curriculum Development
- Knowledge Management
- Methodology of programme/project management
- Programmatic goals, visions, positions, policies and strategies for Education programmes
- Knowledge of global education issues, specifically relating to children and women.
- UNICEF policies and strategy to address education issues, including those relating to conflicts, natural disasters, and recovery.
- UNICEF financial, supply and administrative rules and regulations.
- Rights-based and Results-based approach and programming in UNICEF.
- UNICEF programme policy, procedures and guidelines in the Manual.
- Mid-Term Strategic Plan
- UNICEF Board endorsed policy papers (e.g. The Education Strategy) and agency-wide programmes impacting on education results.
- Gender equality and diversity awareness
- Government development plans and policies
- Knowledge of local conditions and country legislation relevant to UNICEF programmes
- UN policies and strategy to address international humanitarian issues and the responses.
- UN common approaches to programmatic issues and UNICEF positions
- UN security operations and guidelines.
- UNICEF strategic framework for partnerships and collaborative relationships
1 Ihe differences in the grades of jobs and positions reflect various differences, among others, in the nature and scope of work, individual contribution, professional expertise required, organizational context, risks, coordination and networking, engagement, partners, beneficiaries, clientslstakeholders relations, impact of decisions, actions and consequences, and leadership roles.
2 2 Reference to UNICEF and/or UN in terms of technical knowledge requirements (a and b above) are applicable only to those who are or have been the staff members of UNIC~f or the UN common system.
GJP education level 3
UNITED NATIONS CHILDREN'S FUND
GENERIC JOB PROFILE
Advertised: Apr 13 2016 Central European Standard Time
Application close: May 02 2016 Central European Standard Time
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