Education Specialist

Title: EDUCATION SPECIALISTLevel: NOC (United Nations salary scale)IMIS Number: 80369Type of appointment: Fixed Term AppointmentDuty station: Beirut, LebanonStart date: June 2014Advertisement start: 16-April-2014     COB : 30-April-2014 I-PURPOSE OF THE POSITIONTo assist UNICEF Lebanon Country Office in planning its future contribution to the education sector upgrades suggested buy the new government and broadly outlined in the Education sector upgrades suggested by the new government and broadly outlined in the education Sector Development Plan (2010-2014). The incumbent  is expected to provide the highest calibre analysis of the education system in Lebanon, including its main structural elements, budgeting mechanisms, decision-making processes, learning outcomes monitoring etc.-in both public and private segments of the sector. Such analysis should provide evidence for subsequent advice on policy improvements and adjustments- all invariably guided by consideration of greater equity- to strongly position UNICEF as a strong contributor to the national sector-wide reform agenda, alongside such key players as the World Bank, EU, and USAID, other international and bilateral donors. The incumbent will work on ensuring UNICEF’s inclusion in strategic discussions on the ability of the national education system to provide good quality learning opportunities to all children in Lebanon without exception. At the same time, s/he is expected to develop a range of technical proposals for funding by UNICEF donors that would prioritize the organizational focus on equitable educational opportunities. II-KEY-END RESULTS1.Timely sectorial 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 sectorial 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.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 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 –  catalysed 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. III-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, sectorial or inter-sectorial 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 sectorial 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 sectorial 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/sectorial 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, sectorial or inter-sectorial 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/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. IV-QUALIFICATION AND COMPETENCIES•Lebanese nationality•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. •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.•A first level university degree with a relevant combination of academic qualifications and experience may be accepted in lieu of the advanced university degree.•Experience in national level development assistance is an asset.•Experience with addressing gender disparities and asset.•Background/familiarity with Emergency.•Fluency in English and Arabic. French language would be an asset•Core values: Commitment, Diversity and Inclusion, Integrity•Competencies required: Communication, Working with People, Drive for Results, Leading and Supervising, Formulating Strategies and Concepts, Analysing, Relating and Networking, Deciding and Initiating Action, Applying Technical Expertise V-HOW TO APPLYPlease submit your application on http://www.undp.org.lb/jobs/Index.cfm. Only interviewed candidates will receive an official feedback about their application. UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organisation.