Education Specialist

JOB TITLE: Education SpecialistJOB LEVEL: NO-CREPORTS TO: Education ManagerLOCATION: Beirut, Lebanon  PURPOSE OF THE JOB Accountable for planning, implementing, monitoring and evaluation of Education programme(s) to ensure overall efficiency and effectiveness of the programme management, delivery and accomplishment of programme goals and objectives. Across the Education programme(s), accountable for identifying gender inequalities in education, and for developing innovative approaches and programmes to eliminating these inequalities. Collaborates across the programme(s) to ensure gender mainstreaming. Ensures that monitoring mechanisms are in place to track progress towards disparity reduction goals and targets in Education. Promotes intersectoral partnerships in order to ensure that progress benefits mutually education and other programmes, in particular Health, Nutrition, Water and Environmental Sanitation.Contributes to synergize the work of United Nations agencies in  Education for all Goals including in humanitarian actions, working closely with the Education cluster within the inter-agency standing committee (IASC). KEY END-RESULTS1.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.2.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. 3.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.4.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 3.5.Programme delivery, evaluation and reporting carried out efficiently and transparently in compliance with the established guidelines and procedures.6.UNICEF’s global goals effectively promoted through advocacy and policy dialogue in the Education sector.7.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 3.8.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. ACCOUNTABILITIES and DUTIES & TASKS  Within 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 sectoral 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.Sectoral Work Plan Development, Implementation, and Monitoring.Takes shared responsibility for the development of the sectoral 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.Programme 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 GoalsPromote the organization goals of UNICEF through advocacy and active engagement in 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 ensuring 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-supply policies and procedures. Certifies disbursements of funds, monitors and submits financial status 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, focussing on UNICEF Comparative advantage – the 3 priorities themes (the “3Es”) and the 2 cross-cutting areas – which also reflect expectation that donors and partners have on UNICEF ability to help 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/sectoral 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 FACTORS  Level 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 situation 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. QUALIFICATION and COMPETENCIES ([  ] indicates the level of proficiency required for the job.)1.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. A first university degree with a relevant combination of academic qualifications and experience may be accepted in lieu of advanced university degree. 2.Work ExperienceFive 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.(IP)Experience in national level development assistance is an asset.Experience with addressing gender disparities and asset.Background/familiarity with Emergency. 3.Language Proficiency Fluency in English and a second UN 4.Competency Profile (For details on competencies please refer to the UNICEF Professional Competency Profiles.)  i)Core Values (Required)•Commitment  •Diversity and Inclusion  •Integrity     ii)Core Competencies (Required)•Communication  [ II ]  •Working with People   [ II ]       •Drive for Results   [ II ]     iii)Functional Competencies (Required)•Leading and Supervising    [ I ]                       •Formulating Strategies and Concepts [ II ]•Analyzing   [ III]  •Relating and Networking [ II ]•Deciding and Initiating Action [ II ]•Applying Technical Expertise [ III ]            iv)Technical Knowledge    [ II ]                  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). b)Common Technical Knowledge Required (for the job group) [ II ]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 General knowledge of:•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 c)Technical Knowledge to be Acquired/Enhanced (for the Job) [ II ]•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.