Organization: UNHCR – United Nations High Commissioner for Refugees
Location: Addis Ababa
Grade: Level not specified – Level not specified
Occupational Groups:
Education, Learning and Training
Closing Date: 2024-09-01
Hardship Level
B
Family Type
Family
Family Type
Family
Residential location (if applicable)
Grade
NOC
Staff Member / Affiliate Type
National Professional Officer
Reason
Regular > Regular Assignment
Remote work accepted
No
Target Start Date
2024-12-01
Job Posting End Date
September 1, 2024
Standard Job Description
Education Officer
Organizational Setting and Work Relationships
The Education Officer will support, and where appropriate, oversee, the roll-out of Refugee Education 2030, the Refugee Education Strategy. This will be done in line with the Global Compact on Refugees (GCR), which calls on States and relevant Stakeholders to contribute resources and expertise to expand and enhance the quality and inclusiveness of national education systems to facilitate access by refugee and host community children and youth to primary, secondary and tertiary education. Providing inclusive and equitable quality education is central to the achievement of the Sustainable Development Goals (SDG) and the Education Officer will ensure UNHCR’s programming is in line with the SDGs, particularly SDG4.
Leveraging the growing global momentum, UNHCR is working to translate the objectives of the GCR into impactful results, including through follow-up on pledges made through the 2019 Global Refugee Forum. Contributing to this global roll-out of the GCR, Education Officers, collaborating across Country Offices, Regional Bureaux and the Education Section in the Division of Resilience and Solutions (DRS), will provide technical support to relevant UNHCR Country Office(s) and partners to advocate for and implement the objectives of Refugee Education 2030:
1. Promote equitable and sustainable inclusion in national education systems for refugees, asylum seekers, returnees, stateless and internally displaced persons.
2. Foster safe enabling environments that support learning.
3. Enable learners to use their education toward sustainable futures.
The incumbent will provide leadership and technical support for UNHCR regarding education and advocate on all issues related to education programmes and strategic directions. S/he will maintain close contact with Country Office(s) on the overall education policy direction of UNHCR and on the adaptation of Refugee Education 2030 to individual country contexts, as well as providing technical support (on early childhood, learning achievement, primary education, accelerated education, secondary education, non-formal education, scholarships and tertiary education, education in emergencies etc.) to all staff, including senior management, as well as to those representing education issues on behalf of UNHCR.
Depending on the location, this will require maintaining close contact with HQ, Regional Bureaux and Country Office(s) plus Divisions, particularly the DRS, on the overall education policy direction of UNHCR, on monitoring and assessing impact, on provision of external technical assistance, and on liaising with partner agencies. In exercising these responsibilities, the Education Officer oversees the development of guidance and strategies to address particular situations arising from different contexts in the field. The incumbent is normally supervised by the Senior Protection Officer, Senior Programme Officer, or Deputy Representative, depending on the office context.
The incumbent will ensure that consistent and technically sound advice/recommendations are given in the Area of Responsibility (AoR), including through drafting of guidelines and specialised training of staff, in collaboration with the Education Section at HQ. S/he will also ensure active exchange of information and best practices within the AoR. The incumbent must be an authority on technical issues relating to education and will also provide specialist advice for other sectors such as child protection, livelihoods/economic inclusion, shelter, and water and sanitation as relates to education. The Education Officer acts as focal point/coordinator/advisor for staff at all levels in Country Office(s), including senior management, as well as Policy and Development staff. Where relevant, the incumbent will lead a technical team.
In emergency contexts the Education Officer will be required to play a leadership role in the coordination of the early phases of the education sector response, ensuring that education needs are reflected in intersectoral response plans, collaboratively developing a response strategy that will support inclusion in national systems and supporting monitoring and reporting on the response.
Externally, the Education Officer will help promote the inclusion of refugees and other persons of concern into national education systems through effective partnerships and advocacy with relevant government line ministries, development actors, private sector, UN agencies, international organisations and NGOs, research institutions and universities, both at the regional and country levels. This includes coordination with regional and global education networks and keeping abreast with international developments in education, including representation with international and regional organizations through, for example, UNICEF, UNESCO, the Global Partnership for Education and the Inter-Agency Network for Education in Emergencies (INEE). Representation with NGOs, academic institutions, and the private sector is also a priority. The incumbent is regularly called upon to train staff and partners, including Government authorities, to provide/negotiate drafting advice, to give presentations, to participate as a member of expert groups on education, to represent UNHCR and to ensure UNHCR’s direct involvement in numerous settings designed to promote increased access to quality education at all levels to both refugee and host communities, in line with the GCR.
All UNHCR staff members are accountable to perform their duties as reflected in their job description. They do so within their delegated authorities, in line with the regulatory framework of UNHCR which includes the UN Charter, UN Staff Regulations and Rules, UNHCR Policies and Administrative Instructions as well as relevant accountability frameworks. In addition, staff members are required to discharge their responsibilities in a manner consistent with the core, functional, cross-functional and managerial competencies and UNHCR’s core values of professionalism, integrity and respect for diversity.
Duties
In HQ
– Translate global education objectives and strategic directions into guidance, strategies and priorities, in collaboration with other parts of UNHCR, and education colleagues in Regional Bureaux, to ensure coherence with UNHCR’s education policy and strategy.
– Engage, promote and foster partnerships/collaboration with education stakeholders and bodies within the AoR, in line with the GCR.
– Provide technical advice and support on all issues related to UNHCR education programmes and strategic directions, in line with UNHCR education policy and other global priorities, including through remote support and field missions.
– Support and provide technical advice to senior management and Policy and Development staff allowing for advocacy activities with States and international organisations on all issues related to UNHCR education programmes and strategic directions.
– Participate in humanitarian and development sector working groups to support that all refugee education support programming at country level is extended, amplified and reported against sector development goals and humanitarian partners and funding serves system strengthening.
– Assist Bureaux and Country Office(s) to elaborate and implement strategies to address issues related to education access, quality and data, in cooperation with other UN agencies (UNICEF, UNESCO, WFP, etc.) and other key education stakeholders.
– Foster inter-sectoral linkages and coordination with child protection, GBV, gender, community-based protection livelihoods/economic inclusion and health, among others, and provide specialist advice for other sectors, to ensure that they fully integrate education related concerns in their planning.
– Monitor and support implementation of education programmes within the AoR, provide guidance on orientation and facilitate engagement with key partners for delivery, reporting and advocacy.
– Support and monitor the implementation of Global Refugee Forum pledges within the AoR.
– Assist in the planning and coordination of UNHCR’s role concerning education, represent UNHCR at consultations, and represent UNHCR’s education strategy and policy to other UN bodies, NGOs, interlocutors, institutions and organisations within the AoR.
– Identify training needs and train UNHCR staff, sister UN agency staff, NGOs, and bilateral partners on refugee education priorities and identified topics.
– Support the development and dissemination of relevant tools to support UNHCR staff and partners in RBs and Country Office(s).
– Support active exchange of information and that best practices are identified, documented and disseminated both within the AoR and beyond.
– Where required, undertake direct dialogue with Country Office(s) on the implementation of education programmes in line with strategic directions and global approaches to working with education partners and coordination networks (UNICEF, Global Partnership for Education, Education Cannot Wait (ECW) and Local Education Groups, etc.
– Where required, join joint assessment missions in emergencies to minimise the time refugee children and youth spend out of education (ideally a maximum of three months after arrival).
– In emergency contexts, lead or co-lead education sector coordination groups, develop response strategies, advocate for the inclusion of education activities in inter-sectoral appeals and liaise with government and other actors to ensure that emergency programmes support inclusion in the national system and are aligned with national priorities and goals.
– Prepare, co-ordinate and oversee drafting of education input in key internal and external documents and reports, including appeals and refugee response plans.
– Encourage, seek, facilitate and learn from innovative practices in education.
– Where relevant, supervision or oversight of other education staff.
– Perform other related duties as required.
In the Regional Bureaux
– Translate global education objectives and strategic directions into regional guidance, strategies and priorities, in collaboration with the education officers or education focal points in country operations and Education Section in HQ, to ensure coherence with UNHCR’s education policy and strategy regionally and at country level. Develop regionally specific strategies, including key regional interlocutors, and considering cross-border issues.
– Engage, promote and foster partnerships/collaboration with internal and external stakeholders, including education interlocutors and development partners, in line with the GCR.
– Participate in regional humanitarian and development sector working groups to support that all refugee education support programming at country level is extended, amplified and reported against sector development goals and humanitarian partners and funding serves system strengthening.
– Assist in the planning and coordination of UNHCR’s role concerning education, represent UNHCR at regional consultations, and represent UNHCR’s education strategy and policy to other UN bodies, NGOs, interlocutors, institutions and organisations within the AoR.
– Jointly with technical teams at HQ, assist Country Office(s) to elaborate and implement strategies to address issues related to education access, quality and data. Synthesise and analyse data across countries in the region, making recommendations for how to react to trends, and contributing to global data and communications / advocacy approaches.
– Foster and ensure inter-sectoral linkages and coordination with child protection, GBV, gender, community services, livelihoods/economic inclusion and health, among others, and provide specialist advice for other sectors, to ensure that they fully integrate education related concerns in the planning processes supported by Bureaux and the HQs.
– Where relevant, supervision/management of other education staff at the RB and oversight of education staff/focal points in country operations.
– Undertake direct dialogue with Country Office(s) on the implementation of education programmes in line with strategic directions, integrated with SDG4 and Education Sector Plans, including with Ministries of Education/Higher Education, education partners and coordination networks (Global Partnership for Education, Education Cannot Wait (ECW) and Local Education Groups, etc.).
– Support and monitor the implementation of Global Refugee Forum pledges across the region within the AoR.
– Participate in joint assessment missions in emergencies to minimise the time refugee children and youth spend out of education (ideally a maximum of three months after arrival). With others in UNHCR, develop and implement approaches to track and prepare for emergencies, especially those which affect more than one country in the region.
– Encourage, seek, facilitate and learn from innovative practices in education.
– Where relevant, supervision/management of other education staff at the Regional Bureau.
– Perform other related duties as required.
In the Country Operations
– Translate global and regional education objectives and strategic directions into national strategies and priorities, in collaboration with the RBs and HQ, to develop contextualised approaches which ensure coherence with UNHCR’s education policy and strategy at country level.
– Develop, implement and build capacity around monitoring and support given to all formal and informal education programmes across the Country Office: tracking progress, trends and good practices to inform partnership development and planning.
– As required, keep donor representatives briefed on developments in the education sector and assist in the development of funding submissions, appeals and reports linked to education strategic planning.
– Participate in country level humanitarian and development sector working groups to support that all refugee education support programming is extended, amplified and reported against sector development goals and humanitarian partners and funding serves system strengthening. Engage senior management at country level where needed, particularly in engaging with development actors.
– In emergency settings, establish and play a leadership role in education sector coordination mechanisms, ensure that education is represented in inter-sectoral appeals, establish a collective strategy for the response that supports longer-term inclusion in national systems and ensure effective monitoring of and reporting on the education response.
– Foster and ensure inter-sectoral linkages and coordination with child protection, GBV, gender, community-based protection, livelihoods/economic inclusion and health, among others, and provide specialist advice for other sectors, to ensure that they fully integrate education related concerns in their planning.
– Identify training needs and train UNHCR staff, sister UN agency staff, NGOs, and Ministry of Education officials on refugee education priorities and identified topics at country level, with the support of RB and HQ on global guidance
– Support and monitor the implementation of country-level Global Refugee Forum pledges within the AoR.
– Design, monitor and support implementation of education programmes within the AoR, provide guidance on orientation and facilitate engagement with key partners for delivery, reporting and advocacy.
– Encourage, seek, facilitate and learn from innovative practices in education.
– Where relevant, supervision/management of other education staff at the country level and support and quality oversight of education focal points in the sub and field offices.
– Support the identification and management of risks and seek to seize opportunities impacting objectives in the area of responsibility. Ensure decision making in risk based in the functional area of work. Raise risks, issues and concerns to a supervisor or to relevant functional colleague(s).
– Perform other related duties as require
Minimum Qualifications
Education & Professional Work Experience
Years of Experience / Degree Level
For P3/NOC – 6 years relevant experience with Undergraduate degree; or 5 years relevant experience with Graduate degree; or 4 years relevant experience with Doctorate degree
Field(s) of Education
Education; Social Sciences; or other relevant field.
Certificates and/or Licenses
Not specified.
Relevant Job Experience
Essential
4 years of experience in progressively responsible functions in education. Demonstrated work experience in education programmes. Field experience in education programme implementation and coordination in humanitarian and/or development contexts. Experience working with Governments, Ministry of Education and other line Ministries. Strong inter-personal skills in collaboration and coordination. Excellent analytical skills and drafting skills. Strong communications/presentations skills. Demonstrated capacity to work with minimum supervision.
Desirable
Demonstrated work experience in refugee education programmes. Knowledge and experience of UNHCR policies and standards. Experience in the area of child protection. Experience with educational research, teaching or education administration.
Functional Skills
*ED-Education programming design and quality assurance
*PR-Refugee Protection Principles and Framework
PR-Community-based Protection – Planning, implementing and analysing surveys/assessments
ED-Global EiE standards and implementation
PR-Convention on the Rights of the Child / International Legal Framework
TR-Training – Virtual and face to face
*IT-Computer Literacy
PR-Community based assessment methodologies
WB – Community Services/Social Work
ED-Education capacity building – education programming
ED-Technical support to education programmes and proposals
(Functional Skills marked with an asterisk* are essential)
Language Requirements
For International Professional and Field Service jobs: Knowledge of English and UN working language of the duty station if not English.
For National Professional jobs: Knowledge of English and UN working language of the duty station if not English and local language.
For General Service jobs: Knowledge of English and/or UN working language of the duty station if not English.
All UNHCR workforce members must individually and collectively, contribute towards a working environment where each person feels safe, and empowered to perform their duties. This includes by demonstrating no tolerance for sexual exploitation and abuse, harassment including sexual harassment, sexism, gender inequality, discrimination and abuse of power.
As individuals and as managers, all must be proactive in preventing and responding to inappropriate conduct, support ongoing dialogue on these matters and speaking up and seeking guidance and support from relevant UNHCR resources when these issues arise.
This is a Standard Job Description for all UNHCR jobs with this job title and grade level. The Operational Context may contain additional essential and/or desirable qualifications relating to the specific operation and/or position. Any such requirements are incorporated by reference in this Job Description and will be considered for the screening, shortlisting and selection of candidates.
Desired Candidate Profile
Essential
• Demonstrated work experience in education programmes and especially in refugee education.
• Field experience in education programme implementation and coordination in humanitarian and/or development contexts.
• Experience working with Governments, Ministry of Education, and other line Ministries.
• Proven work experience in working on inclusive, equitable and quality education programming including access of groups such as girls and children with disabilities, quality (teacher management and professional development, curriculum and teaching and learning materials) and governance (working with Ministries at national, regional and local level).
• Experience in building and strengthening partnerships at country and sub-national level in line with the inclusion of refugees into the national education system.
• Experience in working in an emergency context and education in emergency response, enhancing the sustainable programming from the onset.
• Experience in high level advocacy and influencing with development partners, donors and the private sector on the education agenda.
• Strong inter-personal skills in collaboration and coordination.
• Very strong drafting skills, ability to analyze information and data to develop education reports, key messages, assessment and monitoring reports, talking points and different documents as needed.
• Strong communications/presentations skills
• Demonstrated capacity to work with minimum supervision.
. Desirable
• Previous working experience on the inclusion agenda with Government Line Ministries, UN agencies or NGOs.
• Experience in the field operations.
• Good understanding of UNHCR’s protection and solutions mandate.
Required languages (expected Overall ability is at least B2 level):
,
,
Desired languages
,
,
Operational context
Occupational Safety and Health Considerations
To view occupational safety and health considerations for this duty station, please visit this link:
https://wwwnc.cdc.gov/travel
Nature of Position
Ethiopia is currently hosting over 1 million refugees, mostly from neighbouring countries. UNHCR Ethiopia is responding to the refugees and asylum-seekers hosted in six refugee hosting regions and urban areas, as well as to new emergency refugee influxes from Sudan. Ethiopia is also grappling with multiple internal displacement emergencies due to conflict, drought, and other natural and man-made disasters, resulting in millions of people in need of urgent humanitarian assistance. Education remain central to all interventions in support of all displaced communities, with a focus on integration and inclusion into the national education system.
The Education Officer, under the supervision of the Assistant Representative – Programme, will support the roll-out of the Ethiopia 2020 -2025 Country Refugee Education Strategy and lead in the development of a continued strategy in alignment with the 2030 Sustainable Development Goal (SDG 4). This will be further in alignment to the Global Compact on Refugees (GCR), which calls on States and relevant Stakeholders to contribute resources and expertise to expand and enhance the quality and inclusiveness of national education systems to facilitate access by refugee and host community children and youth to pre-primary, primary, secondary and tertiary education.
Leveraging the growing global momentum, the incumbent will work with the Government Line Ministries, RRS and development partners in the follow-up on the pledges made through the 2023 Global Refugee Forum on Education and Technical Vocational and Education Training (TVET). The Education Officer’s role will be significant in building and strengthening partnerships to support the Government deliver on the pledges and other policy commitments made to support inclusion of refugees into the national education system.
The incumbent will provide leadership and technical support for UNHCR regarding education and advocate on all issues related to education programmes and strategic directions. S/he will maintain close contact with field offices on the overall education policy direction of UNHCR and on the adaptation of Refugee Education 2030 to individual field contexts, as well as providing technical support (on early childhood, learning achievement, primary education, accelerated education, secondary education, non-formal education, scholarships and tertiary education, education in emergencies etc.) to all staff, including senior management, as well as to those representing education issues on behalf of UNHCR.
The incumbent must be an authority on technical issues relating to education and will also provide specialist advice for other sectors such as child protection, livelihoods/economic inclusion, shelter, and water and sanitation as relates to education. The incumbent will act as a focal point/coordinator/advisor for staff at all levels in the Country and field Offices, including senior management on education issues.
In emergency contexts the incumbent Officer will be required to play a leadership role in the coordination of the early phases of the education sector response, ensuring that education needs are reflected in intersectoral response plans, collaboratively developing a response strategy that will support sustainable programming from the onset and facilitate monitoring and reporting on the response. The incumbent will also be required to lead in the resource mobilization to support the emergency response at the onset.
Living and Working Conditions
Addis Ababa is a category B duty station in UN security Level 1 with relatively calm environment with minimal reported crimes within the city. However, a sense of vigilance and alertness is required especially in view of the current situation in the country.
Addis Ababa is a family duty station; the medical facilities are moderately available with the main services being offered at the UN operated clinic which is available to all staff members and their dependents. Transportation outside the country is readily available as major airlines operate from Addis Ababa. There are schools to accommodate students. Hotels are of international standards with recreational facilities available within the city. Addis Ababa has good working and living conditions.
Additional Qualifications
Skills
ED-Education capacity building – education programming, ED-Education programming design and quality assurance, ED-Global EiE standards and implementation, ED-Technical support to education programmes and proposals, IT-Computer Literacy, PR-Community based assessment methodologies, PR-Community-based Protection – Planning, implementing and analysing surveys/assessments, PR-Convention on the Rights of the Child / International Legal Framework, PR-Refugee Protection Principles and Framework, TR-Training – Virtual and face to face, WB – Community Services/Social Work
Education
Bachelor of Arts (BA): Education, Bachelor of Arts (BA): Social Science
Certifications
Work Experience
Competencies
Accountability, Analytical thinking, Client & results orientation, Commitment to continuous learning, Communication, Managing resource, Organizational awareness, Planning & organizing, Policy research & development, Teamwork & collaboration
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Compendium
Additional Information
Functional clearance
This position requires Functional Clearance