Chief Education

<!–

Description

–>

• Timely sectoral 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.
• 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.
• 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.
• Sectoral 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 MDGs 2 and 3.
• Programme delivery, evaluation and reporting carried out efficiently, rigorously and transparently in compliance with the established guidelines and procedures.
• UNICEF’s global goals effectively promoted through advocacy and policy dialogue in 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.
• Proper and timely UNICEF and Government and all implementing partners accountability ensured regarding supply and non-supply assistance as well as disbursement of programme funds for the Education sector.
• Effective communication and networking achieved through partnership and collaboration, focussing 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 – which reflect UNICEF comparative advantage and expectation that donors and partners have on UNICEF ability to help country to achieve the MDGs.

• An advanced university degree in one of the following fields is required: Education; Primary Education, or Social Sciences fields relevant to international development assistance.
• A minimum of eight (8) years of progressive professional work experience at national and international levels in fields relevant to Education programmes in developing country work experience (for IP) or field work experience (for NO)
• 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). Some demonstrative capacity to identify and monitor gender inequalities, as well as develop and implement gender mainstreaming in programmes. Background/familiarity with Emergency.
• Fluency in French is required. Fluency in English Knowledge of the local working language of the duty station is an asset.

<!—

<!–

–>