Education Specialist (Quality & Inclusive Learning and Skills), P3, Pacific Multi-Country Office, Suva, Fiji, #69787

UNICEF Pacific is hiring an Education Specialist with a focus on Quality & Inclusive Learning and Skills on fixed term appointment to be based in the Pacific Multi-Country Office in Suva, Fiji.

Under the supervision of the Chief of Education, the Specialist leads the Quality & Inclusive Learning and Skills component of the 5-year UNICEF Pacific Education programme across 14 countries and territories as well as Pacific regional-level activities and partnerships. The Specialist is responsible for designing, managing, implementing, monitoring, evaluating, and reporting the progress of education programmes in line with national and regional priorities. The Quality & Inclusive Learning and Skills component focuses on quality, inclusion and relevance in education, including but not limited to: foundational learning, inclusive education, culturally- and contextually-relevant approaches, digital and remote learning, skill development, gender-transformative teaching and pathways, pedagogy, curriculum, learning assessment, use of learning data to improve instruction, school quality standards, school leadership, school improvement planning, digital learning, learning continuity in the face of school closures and emergencies, and/or other related themes as relevant to the programme and context. The Specialist will also collaborate cross-sectorally as relevant on issues related to protection, student well-being, climate resilience, mental health, education in emergencies, etc.

The education programme in each country is responsive to the priorities and systems in that country, so the Specialist will be responsible for working in collaboration with government counterparts, colleagues and partners to select and design the most relevant of the above supports for each country. Accordingly, the Specialist will support strategic regional action as guided by national and regional priorities.

UNICEF works in over 190 countries and territories to save children’s lives, defend their rights, and help them fulfill their potential, from early childhood through adolescence.

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For every child, Education.

In the Pacific we work in Cook Islands, Fiji, Kiribati, Marshall Islands, Federated States of Micronesia, Nauru, Niue, Palau, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu, Vanuatu: These 14 Pacific island countries are home to 2.3 million people, including 1.2 million children and youth, living on more than 660 islands and atolls stretching across 17.2 million square kilometers of the Pacific Ocean, an area comparable to the combined size of the United States of America and Canada. Kiribati, Marshall Islands, Federated States of Micronesia, Solomon Islands, and Tuvalu are classified as Fragile States according to World Bank/OECD criteria.

All 14 Pacific Island countries and territories have ratified the UN Convention on the Rights of the Child, and all have either signed or ratified the UN Convention on the Rights of Persons with Disabilities (CRPD). Explore the different areas of our work here: UNICEF Pacific Islands.

UNICEF Pacific has a multi-country programme in Fiji (where this post is based), as well as offices in Kiribati, Vanuatu, Solomon Islands, Federated States of Micronesia, and Samoa. The Education team is represented in each of these offices. The Fiji-based team, including the Education Specialist, is responsible for Pacific regional engagement.

How can you make a difference? 

UNICEF Pacific is hiring an Education Specialist with a focus on Quality & Inclusive Learning and Skills on a fixed-term appointment contract to be based in the Pacific Multi-Country Office in Suva, Fiji.  Under the supervision of the Chief of Education, the Specialist leads the Quality & Inclusive Learning and Skills component of the 5-year UNICEF Pacific Education programme across 14 countries and territories as well as Pacific regional-level activities and partnerships. The Specialist is responsible for designing, managing, implementing, monitoring, evaluating, and reporting the progress of education programmes in line with national and regional priorities.

The Quality & Inclusive Learning and Skills component focuses on quality, inclusion and relevance in education, including foundational learning, inclusive education, culturally- and contextually relevant approaches, digital and remote learning, skill development, gender-transformative teaching and pathways, and/or other related themes as relevant to the programme and context. The Specialist will also collaborate cross-sectorally as relevant on issues related to protection, student well-being, climate resilience, mental health, education in emergencies, etc.

The Specialist provides technical guidance and management support throughout the programming processes in partnership with national counterparts, regional partners, colleagues, and other partners, all with the aim of contributed to strengthened relevant systems and results of learning outcomes and equitable and inclusive education, especially for children who are marginalized, disadvantaged and excluded in society.

While the above describes the thematic focus of the role, the below provides a general overview of key functions and accountabilities across the Quality & Inclusive Learning and Skills programme.

1. Support to programme development and planning

• Support the preparation, design and updating of the situation analysis for the education programmes to ensure that current and comprehensive data on education issues is available to guide UNICEF’s strategic policy, advocacy, intervention and development efforts on education programmes.
• Help supervisor set priorities, strategies, design and implementation plans. Keep abreast of development trends to enhance programme management, efficiency and delivery.
• Participate in strategic programme discussion on the planning of education programmes. Formulate, design and prepare programme proposals for the sector, ensuring alignment with UNICEF’s Strategic Plans and Country Programme and coherence/integration with the UN Sustainable Development Cooperation Framework for the Pacific 2023-27, regional strategies and national priorities, plans and competencies.
• Establish specific goals, objectives, strategies and implementation plans for the sector using results-based planning terminology and methodology (RBM). Prepare required documentations for programme review and approval.
• Work closely and collaboratively with internal colleagues and partners to discuss strategies and methodologies, and to determine national priorities to ensure the achievement of concrete and sustainable results.
• Provide technical and operational support throughout all stages of programming processes and to ensure integration, coherence and harmonization of programmes/projects with other UNICEF sectors and achievement of results as planned and allocated.

1. Programme management, monitoring and delivery of results

• Plan and collaborate with internal colleagues and external partners to establish monitoring benchmarks, performance indicators and other UNICEF/UN system indicators to assess/strengthen performance accountability, coherence and delivery of concrete and sustainable results for the assigned sector on education programmes.
• Participate in monitoring and evaluation exercises, programme reviews and annual reviews with the government and other counterparts to assess progress and to determine required action/interventions to achieve results.
• Prepare and assess monitoring and evaluation reports to identify gaps, strengths and weaknesses in programme management.
• Identify lessons learned and use knowledge gained for development planning and timely intervention to achieve goals.
• Actively monitor programmes/projects through field visits and surveys, and exchange information with stakeholders to assess progress, identify bottlenecks and potential problems, and take timely decisions to resolve issues and/or refer to relevant officials for timely resolution.
• Monitor and verify the optimum and appropriate use of sectoral programme resources (financial, administrative and other assets) confirming compliance with organizational rules, regulations/procedures and donor commitments, standards of accountability and integrity, ensuring timely reporting and liquidation of resources.
• Prepare regular and mandated programme reports for management, donors and partners to keep them informed of programme progress.

1. Technical and operational support to programme implementation

• Provide technical guidance and operational support to government counterparts, NGO partners, UN system partners and country office partners and donors on interpretation, application and understanding of UNICEF policies, strategies, processes and best practices and approaches on education and related issues to support programme management, implementation and delivery of results.
• Arrange/coordinate availability of technical experts with Regional Office/HQ to ensure timely and appropriate support throughout the programming process.
• Participate in education programme meetings including programme development and contingency planning to provide technical and operational information, advice and support.
• Draft policy papers, briefs and other strategic programme materials for management use.

1. Networking and partnership building

• Build and sustain effective close working partnerships with relevant government counterparts, national stakeholders, global partners, donors, and academia through active networking, advocacy and effective communication to build capacity, exchange knowledge/expertise and to reinforce cooperation to achieve sustainable and broad results on education programmes.
• Prepare communication and information materials for CO programme advocacy to promote awareness, establish partnerships and support fund raising for education programmes.

• Participate and/or represent UNICEF in appropriate inter-agency (UNCT) discussions on education and related issues to collaborate with inter-agency partners/colleagues on UNSDCF planning and preparation of programmes/projects ensuring organizational position, interests and priorities are fully considered and integrated in the UNSDCF process in development planning and agenda setting.

1. Innovation, knowledge management and capacity building

• Apply and introduce innovative approaches and good practices to build the capacity of partners and stakeholders and to support the implementation and delivery of concrete and sustainable programme results.

• Keep abreast, research, benchmark, and implement best practices in education management. Assess, institutionalize and share best practices and knowledge learned.

• Contribute to the development and implementation of policies and procedures to ensure optimum efficiency and efficacy of sustainable programmes and projects.

• Organize and implement capacity building initiatives to enhance the competencies of clients/stakeholders to promote sustainable results on education and related programmes/projects.

To qualify as an advocate for every child you will have…

Minimum requirements:

Education:

• An advanced university degree in one of the following fields is required: education, economics, psychology, sociology, or another relevant technical field.

Work Experience:

• A minimum of five years of professional experience in policy, planning, management, and/or research in education is required. Teaching experience is an asset.
• Demonstrated programmatic leadership on issues of quality and relevance (may include pedagogy, inclusive education, foundational learning and skills, digital/remote learning, teacher professional development and support, etc.) in at least two country contexts required.
• Experience with out-of-school-children programming, gender transformative learning pathways, adolescent skills a valuable asset.
• Demonstrated experience leading both education system strengthening components (policy, data, evidence-informed planning, public finance, etc.), as well as the design, management, implementation, monitoring and improvement of education services and programmes is required.
• Experience in a Pacific or SIDS context is considered as a highly valuable asset.
• Relevant experience in a UN system agency or organization or Pacific regional organization is considered as an asset.

Technical Competencies:

• Demonstrated education quality, relevance and inclusion expertise, including: foundational learning, inclusive education, culturally- and contextually-relevant approaches, digital and remote learning, skill development, gender-transformative teaching and pathways, and/or other related themes as relevant to the programme and context. The Specialist will also collaborate cross-sectorally as relevant on issues related to protection, student well-being, climate resilience, mental health, education in emergencies, etc.
• Some 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.
• Some education sector planning knowledge/ability, including the range of modalities for delivering education, linkages between different sub-sectors (e.g. ECE, Primary, Secondary, TVET, Tertiary, Inclusive Education), cost-effectiveness and efficiency issues, key institutional structures, components and processes, as well as governance issues.
• Some 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.
• Some programme management in education, including programme design, planning, costing, monitoring and evaluation and reporting, resource mobilization and communication.
• Some ability to support engagement with partners at national- and regional-levels, e.g. Sector Wide Approaches, Global Partnership for Education, Education in Emergency Clusters, Education Partner Forums, Delivering as One, Inter-sectoral partnerships such as in ECD, regional multi-country partnerships, as well as bilateral and multi-partner networking and partnerships.
• Some 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.
• Some 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).
• Understanding of the issues specifically within the Pacific context is an asset.

Languages

• Fluency in English is required.

Applicants are encouraged to address their relevant programmatic and technical leadership experience related to Quality & Inclusive Learning and Skills in their cover letters, as well as their motivation and interest in this role with UNICEF Pacific.

Applicants who applied previously to this post are encouraged to reapply.

For every Child, you demonstrate…

UNICEF Values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS).

The functional competencies required for this post are…

• Nurtures, Leads, and Manages People
• Demonstrates Self Awareness and Ethical Awareness
• Works Collaboratively with others
• Builds and Maintains Partnerships
• Innovates and Embraces Change
• Thinks and Acts Strategically
• Drives to achieve impactful results
• Manages ambiguity and complexity

During the recruitment process, we test candidates following the competency framework. Familiarize yourself with our competency framework and its different levels.

Remarks

UNICEF is here to serve the world’s most disadvantaged children and our global workforce must reflect the diversity of those children. UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.

We offer a wide range of benefits to our staff, including paid parental leave, breastfeeding breaks and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements.

With regard to higher educational qualifications, UNICEF only considers degrees obtained from an institution accredited/recognized in the World Higher Education Database (WHED), a list updated by the International Association of Universities (IAU) / United Nations Educational, Scientific and Cultural Organization (UNESCO). The list can be accessed at http://www.whed.net/

UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will be expected to adhere to these standards and principles and will therefore undergo rigorous reference and background checks. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.

UNICEF appointments are subject to medical clearance.  Appointments are also subject to inoculation (vaccination) requirements, including against SARS-CoV-2 (Covid). Government employees that are considered for employment with UNICEF are normally required to resign from their government before taking up an assignment with UNICEF. UNICEF reserves the right to withdraw an offer of appointment, without compensation, if a visa or medical clearance is not obtained, or necessary inoculation requirements are not met, within a reasonable period for any reason.

This position is classified as “rotational” which means the incumbent is expected to rotate to another duty station upon completion of their tour of duty.

Internal and external candidates are welcome to apply.

Only shortlisted candidates meeting the specific criteria will be contacted and advance to the next stage of the selection process.