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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

Ethiopia is undergoing significant democratic and economic reforms which require more educated, empowered and informed citizens to actively participate in the job market and decision-making processes. However, young Ethiopian children demonstrate low levels of reading comprehension, with limited knowledge and skills necessary to achieve the minimum learning competencies (MLCs) for their grade level. Investment in foundational learning is a precursor to investment in skills, which itself is needed to bring about structural transformation and meet the country’s ambitious socio-economic goals. Building the skills of adolescent girls and boys can empower them to become self-sufficient and active citizens better able to make informed choices about their lives and potential occupation. This is especially important for adolescent girls who face considerable barriers in achieving their full potential from discrimination to and risk of child marriage, violence (including sexual and gender-based) and early pregnancy.

UNICEF seeks to contribute to the realization of the rights of all children, especially the most disadvantaged. Since learning and skills development are key areas to achieve this, UNICEF’s Ethiopia Country Programme Document 2025-2030 includes a focus on strengthening education systems to effectively support children and adolescents to learn and to develop skills for personal empowerment, active citizenship, non-violence, gender equality and employability, both in and out of schools, including in humanitarian situations.

UNICEF takes a multi-sectoral approach towards strengthening policy and programme interventions that improve skills development for pre-primary ad primary students (foundational skills) and adolescent boys and girls (10-17 years)(life skills, digital skills, and job skills). This area of work will build on the evidence and expertise generated by the various sections within UNICEF (education, child protection, adolescence and social inclusion) as well as the expertise of other organizations.  The humanitarian situation in Ethiopia requires the strengthening of the BETE approach (integrated education and child protection programming with foundational skills and lifeskills components).

UNICEF Ethiopia seeks to contribute to the Government’s efforts in building the foundational and transferrable skills of children and adolescents, therein complementing the work of other development partners who are engaged in the areas of income-generation and job-specific skills training. UNICEF’s work on skills development has a focus on the most disadvantaged adolescents, both those who have dropped out of school or are at risk of dropping out, and older adolescents who are not in school or training or employment.

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Purpose for the job:

Join our team to provide authoritative technical guidance and operational support throughout all stages of programming to facilitate the management and delivery of results on strengthening national education systems to improve learning outcomes and skills development and to promote universal access to quality, equitable and inclusive primary/early childhood education, especially for children who are marginalized, disadvantaged and excluded in society. The main focus of this post is to manage CPD outputs 3 (quality and foundational learning) and 4 (skills and learning to earning), providing significant technical leadership and fundraising for both domains. Under the overall guidance and direction of the Chief, Education, the Education Manager supports the Chief in managing the section, playing a key role in bringing innovation to the development and preparation of education programmes.

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

Key function, accountabilities and related duties/tasks

1. Management and advisory support to the Chief

• Provide advice to the Chief in establishing the annual work plan, including developing strategies, determining priorities, and performance measurements.
• Coordinate work progress monitoring and ensure results are achieved according to schedule and performance standards, and report to Chief critical issues for timely action.
• Provide technical assistance and advice to colleagues in the section on all aspects of programming and implementation to enable them to achieve performance objectives
• Perform the full duties of the Chief in his/her absence.

2. Programme development and planning 

• Advise the Chief on 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.
• Advise the Chief in setting 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, develop, and prepare programme proposals for the sector, ensuring alignment with UNICEF’s Strategic Plans and Country Programme and coherence/integration with the UN Development Assistance Framework (UNDAF), regional strategies and national priorities, plans and competencies, raising funds as per CPD targets and as per needs to cover section salaries.
• 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 ensure integration, coherence and harmonization of programmes/projects with other UNICEF sectors and achievement of results as planned and allocated

3. Programme management, monitoring and quality control 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.
• Manage 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.

4. Advisory services and technical support

• Provide technical advice to key government officials, NGO’s, UN system and other country office partners on policies, strategies, best practices and approaches on education and other related issues to support programme development planning, implementation and delivery of results.
• Coordinate and ensure the availability of technical experts (with Regional Office/HQ) to ensure timely support throughout all stages of programming.
• Participate in strategic discussions to influence policy and agenda setting for combating poverty and all forms of discrimination against women/children by advising on and advocating strategies and approaches to promote universal access to quality, equitable and inclusive education for children in the country.
• Prepare policy papers, briefs and other strategic programme materials for management use, information and consideration.
• Participate in country discussions on education emergency preparedness, programming and contingency planning to ensure proactive and appropriate responses are in place to meet the onset of emergencies nationally or other designated locations

5. Advocacy, networking and partnership building

• Build and strengthen strategic partnerships through networking and advocacy with local/national governments, UN system agency partners, donors, internationally recognized institutions, NGOs, funding organizations, research institutes and private sector to reinforce cooperation and/or pursue opportunities to promote goals and achieve sustainable and broad results on education.
• Prepare communication strategies and implementation plans and activities for maximum communication impact and outreach to promote awareness, establish partnership/alliances for sustainable results and support fund raising for UNICEF Country Office education programmes and emergency interventions.
• Participate and/or represent UNICEF in inter-agency (UNCT) discussions and planning on education and related issues to ensure organizational position, interests and priorities are fully considered and integrated in the UNDAF process in development planning and agenda setting. Collaborate with inter-agency partners/colleagues on UNDAF planning and preparation of programmes/projects including emergency preparedness

6. Innovation, knowledge management and capacity building

• Promote critical thinking, innovative approaches and good practices for sustainable education programme initiatives through advocacy and technical advisory services.
• Facilitate learning and cross-fertilization of ideas and experiences on alternative education, skills development, girls’ education within and across sectors dealing with forced displacement.
• Keep abreast, research, benchmark, introduce and implement best and cutting edge practices on education management and information systems. Institutionalize and disseminate best practices and knowledge learned.
• Undertake research on skills deployed in the informal economic sector in both rural and urban settings to inform better strategies for adolescent education and employability.
• Contribute to the development of policies and procedures, and introduce innovation and best practices to ensure optimum efficiency and efficacy of sustainable programmes and projects.
• Organize, plan and implement capacity building initiatives to enhance the competencies of stakeholders to promote sustainable results on education related programmes/ projects

Minimum requirements:

Education: An advanced university degree in education, economics, psychology, sociology or another relevant technical field.

Work Experience:

• At least 8 years of relevant work experience in programme planning, implementation, management, and/or research in education is required.
• Staff supervision experience required
• Understanding of the evidence base on alternative education, girls’ education, youth employment, including skills for employability.
• Excellent fundraising and programme design skills, including capacity to prepare logical, coherent and consistent donor proposals and other documents including evidence, theories of change/results frameworks, log frames and budgets, and strong track record of success.
• Ability to work efficiently and effectively with project members in various locations and from different disciplines, including remotely writing and revising proposal documents.
• Excellent communication, negotiation, and other human relation skills, as well as effective strong leadership and convening ability in an environment dealing with other UN agencies (particularly UNHCR, ILO, the World Bank and IFC), governmental officials, NGO counterparts, donors and other important partners
• Strong organizational and networking skills required. 
• Experience working in both developing countries and emergency settings, ideally with education in emergency programming, required.

Skills:

• Evaluation and/or research skills an asset, including use of mixed methods (qualitative and quantitative).

Language Requirements:

• Fluency in English is required. Knowledge of another official UN language (Arabic, Chinese, French, Russian or Spanish) or a local language is an asset [Insert the primary UN language you need for the fluency requirement]

Desirables:

• Relevant experience in a UN system agency or organization is considered as an asset.
• Developing country work experience and/or familiarity with emergency. 

For every Child, you demonstrate...

UNICEF’s Core Values of Care, Respect, Integrity, Trust and Accountability and Sustainability (CRITAS) underpin everything we do and how we do it. Get acquainted with Our Values Charter: UNICEF Values

The UNICEF competencies required for this post are…

• Nurtures, Leads and Manages People (2)
• Demonstrates Self Awareness and Ethical Awareness (2)
• Works Collaboratively with others (2)
• Builds and Maintains Partnerships (2)
• Innovates and Embraces Change (2)
• Thinks and Acts Strategically (2)
• Drive to achieve impactful results (2)
• Manages ambiguity and complexity (2)

Familiarize yourself with our competency framework and its different levels.

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious or ethnic background, and persons with disabilities, to apply to become a part of the organization. To create a more inclusive workplace, UNICEF offers paid parental leave, breastfeeding breaks, and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements. Click here to learn more about flexible work arrangements, well-being, and benefits.

According to the UN Convention on the Rights of Persons with Disabilities (UNCRPD), persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others. In its Disability Inclusion Policy and Strategy 2022-2030, UNICEF has committed to increase the number of employees with disabilities by 2030. At UNICEF, we provide reasonable accommodation for work-related support requirements of candidates and employees with disabilities. Also, UNICEF has launched a Global Accessibility Helpdesk to strengthen physical and digital accessibility. If you are an applicant with a disability who needs digital accessibility support in completing the online application, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF.

UNICEF does not hire candidates who are married to children (persons under 18). 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 based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. 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, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.

UNICEF appointments are subject to medical clearance.  Issuance of a visa by the host country of the duty station is required for IP positions and will be facilitated by UNICEF. Appointments may also be subject to inoculation (vaccination) requirements, including against SARS-CoV-2 (Covid). Should you be selected for a position with UNICEF, you either must be inoculated as required or receive a medical exemption from the relevant department of the UN. Otherwise, the selection will be canceled.

Remarks:

As per Article 101, paragraph 3, of the Charter of the United Nations, the paramount consideration in the employment of the staff is the necessity of securing the highest standards of efficiency, competence, and integrity.

UNICEF’s active commitment to diversity and inclusion is critical to deliver the best results for children. For this position, eligible and suitable a female candidates and persons with disability are encouraged to apply.

Government employees who are considered for employment with UNICEF are normally required to resign from their government positions 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. 

UNICEF does not charge a processing fee at any stage of its recruitment, selection, and hiring processes (i.e., application stage, interview stage, validation stage, or appointment and training). UNICEF will not ask for applicants’ bank account information.

Mobility is a condition of international professional employment with UNICEF and an underlying premise of the international civil service.

All UNICEF positions are advertised, and only shortlisted candidates will be contacted and advance to the next stage of the selection process. An internal candidate performing at the level of the post in the relevant functional area, or an internal/external candidate in the corresponding Talent Group, may be selected, if suitable for the post, without assessment of other candidates.

Additional information about working for UNICEF can be found here.