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National Economist: costing, budget and co-financing support for the Viluntheri Schools GCF Funding Proposal (TOR/2026/25), Male, Maldives, 10 months, remote in Maldives
The purpose of this consultancy is to support the preparation of the economic and financial analysis, detailed budget, financing structure and procurement elements of the Funding Proposal by providing the national cost, fiscal, co-financing, public-finance and procurement evidence on which they rely.
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Education Officer (Skills), NO-2, FT, #137956, Male', Maldives, APR (Open to Maldivian nationals only) in Maldives
UNICEF Maldives is seeking an Education Officer, who will contribute to UNICEF's efforts to strengthen skills development, digital learning and school-to-work transitions for adolescents and young people. The role supports programme design and implementation, partnership development, monitoring and knowledge management to advance inclusive, youth-centred and market-relevant solutions.
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Senior People and Culture Associate, G-7, Fixed Term Position, Kathmandu, Nepal #00137745 in Nepal
The Senior People & Culture Associate G-7 will work under the direct supervision of the People & Culture Specialist P3 to assist and contribute to the efficient delivery and implementation of strategic and broad range of HR functions, which includes business partnering for all categories of personnel in Nepal Country Office ensuring quality, time and cost efficiency and client satisfaction to support delivery of country programme results.
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Health Officer (eHMIS) (NO-2), FT, #128030 Dhaka, Bangladesh - APRO in Bangladesh
Drive Digital Health Transformation for Children and Communities in Bangladesh. Are you passionate about harnessing data, technology, and innovation to strengthen health systems and improve outcomes for children, adolescents, and women? UNICEF Bangladesh is seeking a dynamic and motivated Health Officer (eHMIS) to support the digital transformation of the health sector and advance the use of data for better decision-making and service delivery. Drawing on your expertise in digital health, health information systems, data integration, and analytics, you will help strengthen government-owned platforms that enhance the availability, quality, and use of health information across the country. Working closely with the Ministry of Health and Family Welfare, DGHS, DGFP, development partners, and technology providers, you will contribute to improving interoperability, data visualization, digital registries, geospatial planning, and evidence-based programme management. This role offers a unique opportunity to shape sustainable digital health solutions that strengthen primary health care, improve accountability, and expand equitable access to quality health services for the most vulnerable populations. If you are collaborative, solutions-oriented, digitally savvy, and committed to using technology for social impact, UNICEF Bangladesh would love to hear from you.
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International Consultant – Conceptual Framework and the Roadmap for developing a School Readiness Assessment System, Lao PDR, Vientiane, Education Section, 5 months,Office based (With Travel) Internationals only#596652 in Lao People’s Democratic Republic
The purpose of the assignment is to provide technical support to the Ministry of Education and Sports (MoES) in Lao PDR to develop a conceptual framework and roadmap for establishing a school readiness assessment system, drawing on MoES’ existing School Readiness Competencies (SRC) targeting children aged 5 to under 6 years (one year before primary grade one entry). The existing MoES’ SCR sets standards on school readiness across five domains, namely 1) physical development, movement and hygiene; 2) cognition and learning; 3) language and communication; 4) emotional development; and 5) social development. SCR is an essential foundation for children aged 3 to 5 years before they enter primary school. Beyond expanding equitable access to early childhood education, the MoES also aims to ensure the quality of early childhood education (ECE) translates into children’s school readiness outcomes. Whilst the CRS hves been integrated into the MOES’ ECE curriculum, teacher guides and training, etc., actual assessment on children’s learning and developmental stans against the CRS has not yet been undertaken to date, nor is a system to undertake such an assessment yet to be established.
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