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TOR - Education Officer CXB

This document provides the terms of reference for a temporary Education Officer position with UNICEF in Cox's Bazar, Bangladesh. The 364-day position supports UNICEF's education programs and strategies to ensure equitable access to quality learning for Rohingya girls in the refugee camps, especially adolescents. The Education Officer will assist with program development, management, monitoring, implementation support, partnership building, and knowledge management/capacity development. A university degree in education or a related field plus one year of relevant experience is required. Fluency in English and Bangla is also required.

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195 views3 pages

TOR - Education Officer CXB

This document provides the terms of reference for a temporary Education Officer position with UNICEF in Cox's Bazar, Bangladesh. The 364-day position supports UNICEF's education programs and strategies to ensure equitable access to quality learning for Rohingya girls in the refugee camps, especially adolescents. The Education Officer will assist with program development, management, monitoring, implementation support, partnership building, and knowledge management/capacity development. A university degree in education or a related field plus one year of relevant experience is required. Fluency in English and Bangla is also required.

Uploaded by

Hossain
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TERMS OF REFERENCE

(FOR Temporary Appointments)

UNICEF-BCO: TERMS OF REFERENCE (TOR)


Job Title and Level: Education Officer (Girls Education) NOA
Section: Education Section, Cox’s Bazar
Duration: 364 days
Duty Station: Cox’s Bazar
Reports to: Education Manager
Purpose of Assignment: The Education Officer will support UNICEF Cox Bazar Education section to implement
strategies and interventions aimed at ensuring Rohingya girls in the camps, especially adolescents have equitable
access to quality learning opportunities. The officer reports to the Education Manager for close guidance and
supervision

The Education Officer provides professional technical, operational and administrative assistance throughout the
programming process for the education programmes/projects through the application of theoretical and technical
skills in researching, collecting, analyzing and presenting technical programme information while learning
organizational rules, regulations and procedures to support the development and formulation of the Education
Programme within the Country Programme.

1. Major duties and responsibilities:


• Support to programme development and planning
• Programme management, monitoring and delivery of results
• Technical and operational support to programme implementation
• Networking and partnership building
• Innovation, knowledge management and capacity building
a. Support to programme development and planning
• Research and analyze regional and national political, health, social and economic development trends
around girls’ equitable access to education. Collect, analyze, verify, and synthesize information to facilitate
programme development, design and preparation that will strengthen girls education programming.
• Support preparation of technical reports and provide inputs for programme preparation and
documentation ensuring accuracy, timeliness and relevancy of information.
• Contribute to the development/establishment of sectoral programme goals, objectives, strategies, and
results-based planning through research, collection, analysis and reporting of education and other related
information for development planning and priority and goal setting.
• Provide technical and administrative support throughout all stages of programming processes by executing
and administering a variety of technical programme transactions, preparing materials and
documentations, and complying with organizational processes and management systems, to support
programme planning, results based planning (RBM) and monitoring and evaluation of results.
• Prepare required documentations and materials to facilitate the programme review and approval process.

b. Programme management, monitoring and delivery of results.


• Work closely and collaboratively with internal colleagues and partners to collect, analyze and share
information on implementation issues especially around girls education.
• Suggest solutions on routine programme implementation and submit reports to alert appropriate officials
and stakeholders for higher-level intervention and/or decisions. Keep record of reports and assessments
for easy reference and/or to capture and institutionalize lessons learned.
• Participate in monitoring and evaluation exercises, programme reviews and annual sectoral reviews with
government and other counterparts and prepare minutes/reports on results for follow up action by higher
management and other stakeholders.
• Monitor and report on the use of sectoral programme resources (financial, administrative and other
assets), verify compliance with approved allocation, organizational rules, regulations/procedures and
donor commitments, standards of accountability and integrity. Report on issues identified to ensure timely
resolution by management/stakeholders. Follow up on unresolved issues to ensure resolution.
• Prepare draft inputs for programme/donor reporting.

c. Technical and operational support to programme implementation


• Undertake field visits and surveys and share information with stakeholders to assess progress and refer to
relevant officials for resolution. Report on critical issues, bottlenecks and potential problems for timely
action to achieve results.
• Provide technical and operational support to government counterparts, NGO partners, UN system
partners and other country office partners/donors on the application and understanding of UNICEF
policies, strategies, processes and best practices on water, sanitation, hygiene and related issues to
support programme implementation, operations and delivery of results.

d. Networking and partnership building


• Build and sustain effective close working partnerships with government counterparts and national
stakeholders through active sharing of information and knowledge to facilitate programme
implementation and build capacity of stakeholders to achieve and sustain results on education
programmes.
• Research information on potential donors and prepare resource mobilization materials and briefs for fund
raising and partnership development purposes.

e. Innovation, knowledge management and capacity building


• Provide support in identifying, capturing, synthesizing, and sharing lessons learned for knowledge
development and capacity development of stakeholders.
• Apply innovative approaches and promote good practices to support the implementation and delivery of
concrete and sustainable programme results.
• Research, benchmark and report on best and cutting edge practices for development planning of
knowledge products and systems.
• Participate as a resource person in capacity building initiatives to enhance the competencies of clients and
stakeholders.

3. QUALIFICATION and COMPETENCIES (indicates the level of proficiency required for the job.)
EDUCATION & OTHER SKILL: A university degree in one of the following fields is required: education, psychology,
sociology, or another relevant technical field.

WORK EXPERIENCE: A minimum of one year of professional experience in programme planning, management,
and/or research in education is required.
Experience working in an emergency context is considered as an asset.
Desirable:
Experience working in a developing country is considered as an asset. Relevant experience in a UN system agency
or organization is considered as an asset.
LANGUAGE PROFICIENCY: Fluency in English and Bangla is required.
COMPETENCIES/SKILLS: UNICEF foundational/functional competencies
Values Competencies
▪ Care ▪ Demonstrates Self Awareness and Ethical Awareness (1)
▪ Respect ▪ Works Collaboratively with others (1)
▪ Integrity ▪ Builds and Maintains Partnerships (1)
▪ Trust ▪ Innovates and Embraces Change (1)
▪ Accountability ▪ Thinks and Acts Strategically (1)
▪ Drive to achieve impactful results (1)
▪ Manages ambiguity and complexity (1)

Child Safeguarding Certification


(to be completed by Supervisor of the post)

Child Safeguarding refers to proactive measures taken to limit direct and indirect collateral risks of harm to children, arising
from UNICEF’s work or UNICEF personnel. Effective 01 January 2021, Child Safeguarding Certification is required for
all recruitments.

1.Is this position considered as "elevated risk role" from a child safeguarding perspective?* ☐ Yes ☒ No
If yes, check all that apply below.

2a. Is this a Direct* contact role? ☒ Yes ☐ No

2b. If yes, in a typical month, will the post incumbent spend more than 5 hours of direct
interpersonal contact with children, or work in their immediate physical proximity, with ☒ Yes ☐ No
limited supervision by a more senior member of personnel.

*“Direct” contact that is either face-to-face, or by remote communicate, but it does not include
communication that is moderated and relayed by another person.

3a. Is this a Child data role? *: ☒ Yes ☐ No

3b. If yes, in a typical month, will the incumbent spend more than 5 hours manipulating or
transmitting personal-identifiable information of children (names, national ID, location
data, photos) ☒ Yes ☐ No

* “Personally-identifiable information”, in this context, means any information relating to a child


who can be identified, directly or indirectly, by an identifier like a name, ID number, location data,
photograph, etc. This is a “child data role”.

4. Is this a Safeguarding response role* ☐ Yes ☒ No

*Representative; Deputy representative; Chief of Field Office; the most senior Child Protection role
in the office; any focal point that the office designated for Child Safeguarding; Investigator (Office of
Internal Audit and Investigations

5. Is this an Assessed risk role*? ☒ Yes ☐ No

*The incumbent will engage with particularly vulnerable children1; or Measures to manage other
safeguarding risks are considered unlikely to be effective2.

1
Common sources or signals of additional vulnerability may include but are not limited to: age of the child (very young children); disability of the
child; criminal victimization of the child; children who committed offences; harmful conduct by the children to themselves or others; lack of adequate
parental care of the children; exposure of the children to domestic violence; a humanitarian context; a migrant (refugee/asylum-seeking/IDP) context.
No ‘baseline’ vulnerability will be set. Hiring Managers will need to use judgment, taking into consideration the implications that follow from an
assessed risk role (additional vetting scrutiny, training).
2
i.e. the role-risk will be compounded by other residual risks.

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