OVERVIEW OF THE FUNCTIONS OF THE POST

CONTEXT

Many learners today are missing from school or are not learning as much as they could. Among the major factors in dropping out of school, early and unintentional pregnancies affect several million young girls each year and pose a significant risk to their health, as well as their education and their future. Infectious diseases such as HIV/AIDS also remain a significant public health problem globally, with an estimated 39 million people living with HIV at the end of 2022, more than two-thirds of them in Africa, making it The school is a key place for welcoming students living with HIV and for preventing the transmission of the virus.

Among the other factors hindering the schooling of learners in conditions conducive to their physical, psychological and emotional development, violence in schools, particularly that based on gender, considerably affects children’s education. According to the WHO, 1 in 8 young people say they have been victims of sexual violence, with serious repercussions on their mental and physical health. Hunger and malnutrition, gastrointestinal or respiratory illnesses, substance abuse or, in general, poor lifestyle also have a significant impact on student participation in learning. The COVID-19 pandemic has only exacerbated these problems, depriving learners of a space that sometimes provided school canteens and access to care.

The health needs of children are therefore substantial and require multiple approaches to provide access to care, a balanced diet or even to facilitate the development of psychosocial and socio-emotional skills to prevent the risks mentioned above.

UNESCO-IBE has regularly made its skills in health education available to Member States, UNESCO headquarters and its regional and national offices, notably through capacity building for the integration of education on HIV and AIDS and sexuality in curricula.

UNESCO-IBE and UNESCO offices in West and Central Africa (WCA) are continuing this action in 2023 as part of the new UNESCO Strategy on education for health and well-being published in 2022. Supported by French, Norwegian, Swedish and Swiss cooperation and in collaboration with the UNESCO EducationS and Health Chair (Clermont-Ferrand, France), UNESCO-

Long Description

BIE and the UNESCO West and Central Africa offices thus intend to contribute to the efforts made by the education sector to put an end to early and unintentional pregnancies and gender-based violence (including in schools). , HIV and substance use, to build resilience and improve the physical, mental and emotional health and well-being of all children and adolescents to contribute to the achievement of development goals sustainable development relating to education, health and gender equality.

Among the tools currently in development, the IBE is working on the development of an “  Educational guide for the development of skills in Education for health and well-being for use by trainers and teachers” an in-depth revised version of the “Pedagogical guide for developing skills in reproductive health, HIV and AIDS education for trainers and teachers” published in 2015 (available at the following link: https://unesdoc.unesco.org/ark :/48223/pf0000229421 )

MAIN TASKS AND RESPONSIBILITIES

Under the authority of the Director of IBE and the direct supervision of the Head of the Technical Assistance Unit to States in terms of curriculum, the expert(s) must define jointly with the UNESCO team -BIE and develop the content of the “  Educational guide for the development of skills in education for health, well-being and nutrition for use by trainers and teachers”  until its final version.

The schedule of deliverables will be set jointly with the expert(s) during the preparation of the contract, on the basis of the methodological proposal made by the expert(s) – over a maximum period of 6 months .

COMPETENCIES (Core / Managerial)

REQUIRED QUALIFICATIONS

• University degree (at least bac+5) in a discipline related to the field of Public Health and Education
• Proven expertise of at least 10 years in the design and implementation of educational and training tools in Education for health and well-being particularly in Southern countries, preferably in Africa/South Africa. West/Central Africa;
• Good experience of collaboration within interdisciplinary teams, with ministerial bodies and international organizations.
• Excellent knowledge of French and good knowledge of English