Chief Education, P-4 at UNICEF

Purpose:

• 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