OVERVIEW

Parent Sector : [[Education]]

Duty Station: [[Port Sudan, Position Requires travel within Sudan and abroad.]]

Type of contract : [[Service Contract]]

Level : [[NO-B]]

Duration of contract : [[1 Year]]

Recruitment open to : [[Sudanese Candidates]]

Application Deadline (Midnight Paris Time) : [[17.10.2024]]

UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

OVERVIEW OF THE FUNCTIONS OF THE POST

Introduction

Within the project “SUD-INCA Invest in Capability in Sudan: Better employability for Sudanese youth through TVET” and in light of the challenging context in Sudan, the Italian Agency for Development Cooperation (AICS), the donor, has entrusted UNESCO, the implementor, with a generous donation to increase the quality and relevance of TVET delivery in Kassala and Red Sea states generating new employability opportunities for Sudanese youth, particularly girls and disadvantaged groups such as IDPs and people with disabilities, in Agri-TVET and related fields’, equipping them with relevant skills for better employment and livelihood. In order to address the deficiency of functioning TVET centres in the country, the project intends to rehabilitate and empower a Model Vocational Training Centres in Kassala and Model Technical Secondary School in Port Sudan. The project will introduce curricula in line with eight pre-identified trades to cater to the skills gap of youth, through the lens of gender, inclusion of People With Disability (PwD) and crisis-responsiveness.

Background

TVET has a huge potential in promoting the empowerment of the Sudanese population, especially youth, women, and PwD, equipping them with the skills needed to boost their employment prospects and reduce poverty. TVET centres in Sudan suffer from chronic underfunding, low investment and closures. There is a widening gap between TVET outputs and the labour market needs. There are gaps in capacities to improve efficiency related to the effectiveness of programs; deliver quality trainings, and curriculum development. There is a need to attract more learners and improve the quality and relevance of the courses offered, which translates into better responsiveness to labour market needs, while keeping pace with innovation and technological progress. .

The conflict that erupted on 15 April 2023 between the Sudanese Armed Forces (SAF) and the Rapid Support Forces (RSF) continues to inflict dire consequences on civilians, exacerbating the protracted economic troubles and pre-existing conflicts in Sudan. More than 700,000 were forced to flee across borders and over 3.3 million people displaced inside the country (OCHA). Competing priorities in conflict-ravaged states often leaves education and employability behind in favour of immediate returns, which perpetuates the cycle of violence. While providing education and training in these settings presents numerous challenges, it is essential for the recovery and long-term stability of communities and countries (INEE, 2011). Structured flexible learning programmes and pathways, including skills development and livelihood training, are instrumental in curbing violence and fragility. They serve as protective measures that shield children from exploitation, abuse, and involuntary recruitment into armed groups, while ensuring the continuity of learning and preparing learners for lifelong learning in post-conflict settings.

Based on a rapid assessment of the current situation, through exchanges with the MoE and partners on the ground, UNESCO identified skills development and TVET as an area that has not been sufficiently financed by the development partners’ emergency response despite its life-saving potential. Agri-TVET in particular has been identified as a critical sub-sector inextricably linked to the lifesaving needs and fundamental rights of the Sudanese population in the realms of water, food security, livelihoods and environmental sustainability. The States of Kassala and Red Sea were considered as the best locations for the project taking into consideration the skills gaps and the current security situation in the country.

Objectives

National Level Intervention:

1. The selected site for piloting the intervention will be Port Sudan Technical Secondary School.
2. Strengthen capacities in governance, resource management, quality management and mobilisation, of TVET officials, including the National Centre for Curricula and Educational Research, managers and teachers.
3. Strengthen capacities of TVET officials, managers and teachers to identify and develop curricula for selected priority Agri-TVET trades, in consultation with private sector partners. Attention given to digital transition and green jobs.
4. Enhance capacities of TVET officials, managers and teachers in promoting TVET enrolment among girls, youth and disadvantaged groups through development of gender-responsive tools and methodologies; and the establishment of counselling mechanisms at the TVET centres to increase awareness among targeted groups.

States Level Intervention:

Work aims to increase the quality and relevance of TVET delivery in Kassala and Red Sea states generating new employability opportunities for Sudanese youth, particularly girls and disadvantaged groups such as IDPs and people with disabilities, in Agri-TVET and related fields’, equipping them with relevant skills for better employment and livelihood. The interventions will concentrate on the states of Kassala and Red Sea, given the assessed skills gaps and opportunities identified, UNESCO’s strong synergies with federal and state governments and implementation feasibility within the current Sudanese context. In order to address the deficient functioning of TVET in the country, and capitalising on outputs from the CapED Programme (TVET Institutions Quality Management Handbook and the National TVET Qualifications Framework), the project intends to rehabilitate and empower a Vocational Training Centres in Kassala and Secondary Technical School in Port Sudan. In addition, the project will introduce training courses in line with eight trades pre-identified to cater to the skills gap of youth, through the lens of gender, inclusion of People With Disability (PwD) and crisis-responsiveness.

This will be achieved through infrastructural support, capacity development and supply of equipment and tools to the centres. In addition, the project will introduce courses in line with eight trades pre-identified to cater to the skills gaps of youth, through the lens of gender, inclusion of PwD and crisis-responsiveness

Kassala state vocational training centre courses will develop and offer courses in:

1. Agricultural machinery,

2. Pesticides and fertilizers applications,

3. Sheep breeding,

4. Solar power installation and maintenance,

Port Sudan Secondary Technical School will develop and offer courses in:

1. Plastic waste management,

2. Electricity grid maintenance,

3. Fisheries and Costal areas environmental protection,

4. Potable water production and delivery in Port Sudan City.

Tasks

Under the directions of the UNESCO Sudan Head of Office, and the direct supervision of the Education Officer, the incumbent will ensure the proper implementation of the all activities within the project and perform the following tasks:

Programme and Project Management:

1. Review and identify areas for improved programme and project alignment with UNESCO, national, regional and global education goals (e.g. SDG 4).
2. Lead the preparation and updating of the situation analysis for the development, design and implementation of the project, using results based planning (RBM). Lead the required research and reporting. Lead collection of data for use in programme development, management, monitoring, evaluation and delivery of results. Prepare detailed work plans, task descriptions, budgets and output indicators for projects.
3. Oversee implementation, identify constraints and propose measures to improve country level operations and delivery of project outputs. Oversee the implementation of the activities while providing the required support when needed; lead activities and follow up on expenditure reports. Ensure all required project planning and reporting documents are updated regularly including: workplans, Business Continuity Plans, project progress reports, concept notes, presentations, events attendance sheets, agenda etc.
4. Monitor the extra budgetary funded projects, activities and programmes implementation and outputs within the Field Office, as assigned, ensuring that UNESCO’s work is implemented in a timely, coherent and integrated manner consistent with sector-wide development frameworks and in collaboration with other UNESCO Field Offices. Assist with the preparation of methodological guides for implementation and evaluation for use within the Field Office and as a contribution to capacity development for national use.
5. Maintain and monitor project plans, schedules, work hours, budget, and expenditures, as well as prepare quarterly methodological planning for the activities and for the tasks with key milestones, timeline and deliverables, and in line with the planned activities. Follow up on budget management in coordination with Admin Officer. Prepare relevant analytical and narrative reporting for the project in accordance with relevant templates, requirements and deadlines.

6. Ensure that the implemented activities meet the strategic objectives of the project and are aligned with specified agreed project indicators.
7. Provide substantive, logistical and administrative support to, and lead the convening of meetings, workshops, events and missions involving stakeholders, donors, and partners preparing budgets, identification of suppliers, provisioning of services and materials.
8. Meet with project teams on regular basis for updates, follow up on development and progress of the activities as well as collect feedback. Work closely and coordinate with project’s Executive Board, Senior Management Team, Project Management Team, and Quality Management Team.
9. Determine project changes, assess project risks and ensure constant feedback on the quality of implementation, taking corrective measures as necessary.
10. Lead facilitation of close working relationships and exchanges with national partners including Ministries, Councils, Institutes, Unions, Private Sector, National Commission, education stakeholders and international and national TVET organisations in project design, development and implementation and reporting.
11. Program, track and report on implementation using relevant tools including the Core Planner and B4U.
12. Lead coordination and guidance for contracted project consultants and other service providers, and local staff following through on the dissemination of project results. Participate in cross group activities as assigned, maximizing synergies in the work of the UNESCO Field Office.
13. Lead the evaluation of and reporting on projects and programmes. Provide input to the preparation of reports on the implementation of programmes and projects and other briefings as may be required by the UNESCO Field Office or Headquarters, using relevant tools, including the CORE Planner. Contribute to the coordination of reporting to the Education Sector in HQ, and/ or prepare inputs to documents for the Executive Board and the General Conference and reporting and ad hoc documents of concerned services (internal) to UNESCO and UNCTs, Funds and Programmes, Donors and other external Development Partners.
14. Assist in C/5 work plans and policy formulation discussions and other think tank activities.
15. Participate in UNDAF/ Delivery as One planning and implementation, and other joint collaborations involving development partners and stakeholders, through identifying and/ or concretizing joint programming / programme opportunities.
16. Maintain synergies between the TVET extrabudgetary projects, ensuring smooth implementation and coordination, including implementation of earlier developed documents (i.e. Quality Management Handbook for TVET institutions, and the National TVET Qualification Framework).
17. Draft TORs to recruit needed experts, consultants and trainers. Identification, selection and contracting of international and national experts.
18. Create and update the Core Planning system with all activities related to the project.

Research and Knowledge Management

1. Develop and maintain thorough knowledge of national policies, strategies and plans of action in Education Sector and maximise use of this knowledge in the design of locally delivered Education Sector Field activities.
2. Conduct situational analysis and research, compile data and inputs to concept notes, publications, briefings and documents for Field and HQ use. Analyse best practices and trends to contribute to knowledge base.
3. Contribute to the design of project and activities performance/ progress monitoring and reporting both internally and to project donors.
4. Contribute to public information and outreach tasks, writing, inputting to social media, hosting information points, facilitating exchanges/ meetings.
5. Upload to automated systems (SharePoint) and other platforms the institutional memory of own office.

Partnerships and Resource Mobilization

1. Build and sustain effective close working partnerships with government counterparts, national stakeholders and donors through active sharing of information and knowledge to facilitate programme implementation and build capacity of stakeholders to achieve and sustain results. Ensure the close engagement and participation of all relevant stakeholders from private sector, institutions, national and international organisations working in TVET, interest groups, and experts.
2. Analyse and compile data for potential partnership opportunities. Identify opportunities for increased collaboration and propose projects for consideration.
3. Lead the formation of Public Private Partnerships between the TVET centres and private sector companies.
4. Contribute to resource mobilization by the development of concept notes and project proposals on the basis of situational analysis and needs assessments and in accordance with the C/5. Participate in meetings with UN Agencies seeking or marketing joint programmes, bilateral and multilateral partners, continental development Banks others and International Institutions. Contribute to the preparation and follow up on submissions, and the coordination of donor meetings. With guidance prepare inputs and strive to generate extra budgetary projects and funding.
5. Liaise with colleagues within the Sector and in other Sectors, in own and other Field Offices, Headquarters, Category I Institutes in Education and stakeholders to discuss developments and to archive information on Education initiatives, baselines, and impact measurements.
6. Maintain a positive visibility for projects implemented by UNESCO among donors and partners to maintain interest and attract potential funding.

Required qualifications

Education
A university degree (Bachelor’s degree or equivalent) in project management, IT, engineering, social sciences or a related field is required.

Number of years of relevant work experience
• A minimum of seven (7) years experience in project management of TVET programs development is required.
• Experience in the United Nations system or similar international organisation.
• Proven knowledge and experience in
o Public Private Partnerships
o Gender mainstreaming
o Capacity Development
o Inclusive Education
o Excellent knowledge of the TVET sector encompassing a thorough familiarity with relevant policies, frameworks, and stakeholder initiatives.

Desired:
• Knowledge of UN systems and modalities.
• Familiarity with the context, local cultures and sensitivities is highly desirable

Knowledge, skills and competencies

Professionalism:
• Knowledge and understanding of theories, concepts, and approaches relevant to TVET.
• Ability to identify issues, analyse them, and participate in the resolution of issues or problems.
• Ability to assist with data collection using various methods.
• Conceptual analytical and evaluative skills to conduct independent research and analysis, including familiarity with and experience in the use of various research sources, including electronic sources on the internet, intranet, and other databases.
• Ability to apply judgment in the context of assignments given, plan work, and manage conflicting priorities.
• Shows pride in work and in achievements; demonstrates professional competence and mastery of subject matter; is conscientious and efficient in meeting commitments, observing deadlines, and achieving results; is motivated by professional rather than personal concerns; shows persistence when faced with difficult problems or challenges; remains calm in stressful situations.
• Takes responsibility for incorporating gender perspectives and ensuring the equal participation of women and men in all areas of work.
• The ability to analyse and interpret data in support of decision-making and convey resulting information to management.

Communication:
• Speaks and writes clearly and effectively in both English and Arabic.
• Listens to others, correctly interprets messages from others, and responds appropriately.
• Asks questions to clarify and exhibits interest in having two-way communication.
• Tailor language, tone, style, and format to match the audience.
• Demonstrates openness in sharing information and keeping people informed.

Teamwork
• Works collaboratively with colleagues to achieve organizational goals.
• Solicits input by genuinely valuing others’ ideas and expertise; is willing to learn from others.
• Places team agenda before personal agenda.
• Supports and acts in accordance with the final group decision, even when such decisions may not entirely reflect their own position.
• Shares credit for team accomplishments and accepts joint responsibility for team shortcomings.

Language requirement
Excellent knowledge (written and spoken) of English and Arabic; knowledge of other official UN language would be an asset.