Purpose for the job:

Under the overall guidance of the Deputy Representative, the Chief of Education, Protection and Adolescent Development will be accountable for results for children in the second decade of life, with a particular focus on the education and protection components of the programme as well as the integration of health, nutrition and WASH related interventions (in collaboration with the CSD section) and cross-cutting approaches.

The education component will be responsible for Early Childhood Education interventions, especially access to pre-primary education and would lead the Adolescent programming, especially for adolescent girls.

The Chief will provide leadership to the education and protection team in planning, development, implementation and monitoring and evaluation of the programme.

The Chief will be responsible for the overall functioning and management of the programme.

The Chief with her/his team will ensure that knowledge generation, policy dialogue, evidence-based advocacy and critical materials and information relating to the education and protection programmes are accurate and reflect the key issues of concern and opportunities for the realization of equity-based quality education and protection from all forms of violence against children in the Republic of Congo.

The Chief will ensure that the Education and Protection Programme is designed to provide greater attention to effective advocacy: bringing together normative (upstream) advice,

knowledge management on children’s rights and equity and the operational (downstream)

technical assistance.

The post is required to provide high level technical leadership to influence policy dialogue and

strengthen the overall governance and accountability system of the government accordingly.

The post will be the negotiator; convenor and coordinator of the education and protection sector programmes and will maintain relationship and liaise with high level government counterparts, donors, and development partners.

The post will be responsible for mobilizing funds for additional resources to fund the EPAD programme, including the OR posts; The post would contribute to the recruitment of high calibre staff for the delivery of the education and protection programme. Coordination among programme sectors on education and protection related areas in the first decade will also be led by the post.

The post will also contribute to the overall governance issues of the office as member of the

Country Management Team.

Key functions and accountabilities

1.

Managerial leadership

2. Country Programme planning and development

3. Programme management, monitoring and quality control of results

4. Advisory services and technical support

5. Advocacy, networking, and partnership building

6. Innovation, knowledge management and capacity building

To qualify as a champion for every child you will have…

• An advanced university degree in one of the following fields is required: education, economics, psychology, sociology, law/legal studies, humanities, or another relevant technical field.
• A minimum of eight years of professional experience in programme planning, management, and/or research in education at the international level is required.
• 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.
• Familiarity/background with emergency is considered as an asset.

• Fluency in French and working knowledge of English is required.

Knowledge of a local language is an asset.

For every Child, you demonstrate…

Technical competencies

Good understanding of the overall global development context, including issues such as: poverty, conflict, and the impact of these factors on education and vice-versa; and inter-sectoral approaches to address such issues in collaboration with other sectors (including Social Policy, Child Protection, Nutrition, WASH, Health and Communications within UNICEF).

• Good knowledge of global developments in education and international engagement strategies, including the application of the equity lens and human rights perspectives to programming.

• Good ability to support policy dialogue: translation of analytical findings and evidence into development programme and policy discussions around equity and learning with partners, including government, development partners, CSOs and academia in relevant areas.

• Good education sector planning knowledge/ability, including the range of modalities for delivering education, linkages between different sub-sectors (e.g.

ECD, Primary, Secondary, Tertiary, Inclusive Education), cost-effectiveness and efficiency issues, key institutional structures, components and processes, as well as governance issues.

• Good education and policy sector analysis capacity, including understanding of the core education data sets and indicators; tools for analysis of equity; determinants of student access and learning; budget, costing, and financial management in education systems; political economy; and education policy and strategic planning.

• Good ability to support engagement with partners e.g.

Sector Wide Approaches, Global Partnership for Education, Education in Emergency Clusters, Education Provider Forums, Delivering as One, Inter-sectoral partnerships such as in ECD, as well as networking with other key partners.

• Good understanding of gender and inequity issues in relation to education and development and the application of gender / equity analysis to policy and planning in education.

• Good understanding of policies and strategies to address issues related to resilience: risk analysis and risk management, education in conflict situations, natural disasters, and recovery for CO and RO based post and where relevant.