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For every child, a champion.

The fundamental mission of UNICEF is to promote the rights of every child, everywhere, in everything the organization does — in programmes, in advocacy and in operations. The equity strategy, emphasizing the most disadvantaged and excluded children and families, translates this commitment to children’s rights into action. Nearly one million Rohingya refugees, with over 50 percent being children, reside in camps in the Cox’s Bazar District of Bangladesh and on Bashan Char Island. This population relies heavily on assistance provided by the humanitarian community whose work is aligned with the priorities of the Joint Response Plan (JRP). In response to the educational needs of Rohingya children, UNICEF and the Education Sector developed the ‘Learning Competency Framework and Approach’ (LCFA) during the initial years of the crisis. The Rohingya community expressed a strong desire for their children to access a formal education curriculum, which would provide a twofold outcome of providing a formal curriculum and facilitating seamless integration upon repatriation to Myanmar. The Myanmar Curriculum (MC) was piloted for Grades 6 to 9 in December 2021. Following the pilot’s success, all enrolled children transitioned from the LCFA to the MC. By the end of July 2024, across the Education Sector, there were 244,836 learners (117,234 girls, 127,602 boys) in formal education following the Myanmar Curriculum. An additional 17,047 children in the non-formal ALP programme based on the Myanmar Curriculum. UNICEF is the leading agency in the education sector response supporting 10 implementing partners who provide education in 31 camps in Cox’s Bazar and in 19 schools in Bhasan Char. UNICEF’s direct programming contributes to more than 85 percent of the overall Education Sector achievement for the Myanmar Curriculum.

For the implementation of a formal curriculum, having sufficient numbers of trained teachers and improving teaching and assessment skills requires institutional systems, strong in-service teacher professional development programmes and the use of technology solutions for Education to contribute to overcoming some of the challenges. The UNICEF Cox’s Bazar Field Office is strengthening Education programme activities in the Rohingya camps with the use of technology solutions to support learners, teachers, trainers, and implementing partners with meeting the standards of a formal curriculum. The Education section is specifically focused on developing teacher training programs and implementing technology solutions to contribute towards quality and resilient education delivery. The teacher training programmes are being developed in partnership with technical institutes in Bangladesh. The programmes will support teachers in grades 3 and above to develop their pedagogical skills and subject knowledge for the Myanmar Curriculum and for kindergarten to grade 2 teachers on foundational numeracy and literacy skills.

UNICEF is working on strategic and immediate areas for the use of technology solutions:

• To improve instruction by providing multimedia teaching and learning materials.
• To provide compelling teacher professional development facilitated through Learning Passport for blended teacher training.
• To conduct learning assessment for supporting teaching at the right level with the use of assessment platforms aligned with Myanmar Curriculum assessment framework.
• To provide a learning record per child which includes assessment data and attendance data.
• To strengthen adolescent skills development and inclusive education.

How can you make a difference?

Under the guidance and general supervision of the Education Manager (P4) who leads the Education programme in Cox’s Bazar, the Specialist supports the development of teacher training programmes and the integration of technology into the Education Programme. This includes in teaching practice to connect pedagogy and technology use to improve teaching, as well as to facilitate and improve teacher professional development activities and in classroom administration. Other areas of EdTech use with the Rohingya population include with parents, caregivers and community members to increase participation and involvement in education; with school administration to support record keeping and the collection, analysis and use of data for decision making; for digitalised personal learning and to support adolescent girls’ education. This recognises digital literacy as a 21st century skill for adolescents to thrive in a transforming world marked by technology, migration, climate change, and conflict. Digital literacy encompasses a set of knowledge, skills, and attitudes that empower children in an increasingly digital world.

The Specialist is responsible for the planning, development, implementation, monitoring and reporting of EdTech initiatives and the establishment and implementation of two teacher training programmes within the Rohingya education response. The Specialist provides technical guidance and operation support, within UNICEF Cox’s Bazar Field Office, to ten Implementing Partners (IPs) as well as three technical partners. The Education Specialist will also be responsible for the development of two teacher training programs by providing technical guidance, providing quality assurance of the programmes, and ensuring operational feasibility of the programmes in the camps. The Specialist contributes to achievement of results according to plans, allocation, results-based management approaches and methodology (RBM), as well as UNICEF’s Strategic Plans, standards of performance, and accountability framework. The Specialist will line manage three positions (Gender Officer, Adolescent Skills Officer and a United Nations Volunteer (UNV) for Field Monitoring and Edtech).

Key functions, accountabilities and related duties/tasks:

1. Lead specific teacher training programmes and technology component of the education programme by focusing on development and planning as well as implementation of technology for education (T4E) initiatives.
2. Programme management, monitoring and delivery of results including Programme Document (PD) management.
3. Technical and operational support for the development of the teacher training programmes and to integrate and harness technology approaches in programme implementation to overcome challenges of access, inclusion, quality of instruction and learning loss.
4. Networking and partnership building to support teacher training and the use of technology in education programming in the Rohingya education response and with host communities.
5. Innovation, knowledge management and capacity building on EdTech solutions being implemented.

If you would like to know more about this position, please review the complete Job Description here:  ToR – Education Specialist (EdTech and Curriculum and Instruction) P3 TA CXB.pdf

To qualify as an advocate for every child you will have…

Minimum requirements:   

        Education: An advanced university degree (Master’s degree or equivalent) in education technology is required. An undergraduate degree in teaching, education, psychology, sociology, or in another relevant technical field is strongly desirable.

        Work Experience:  A minimum of five years of technical experience in education focusing on Edtech, curriculum, instruction, pedagogies, teacher training, and professional development. This should include in programme planning and implementation of technology-based education and teacher training programmes.

• Experience in contributing to technical knowledge and expertise in education and EdTech fields, working with external partners and stakeholders in a multinational and multi-disciplinary environment.
• Implementing a formal education curriculum in a refugee setting or Myanmar curriculum expertise is preferred.
• Experience supporting the use and integration of education technologies for curriculum and instruction in varied contexts including complex environments preferred.
• Knowledge of the Rohingya refugee response and technology landscape strongly desired.
• Experience working in education as a teacher or teacher administrator preferred.
• Experience working in different contexts and countries is advantageous.
• Relevant experience in a UN system agency or organization is considered as an asset.

Technical Competencies: Technical competencies must be demonstrated in the following areas:

• Strong knowledge of integrating technology into teaching practice. Connecting pedagogy and technology use to improve teaching.
• Experience in developing, designing, and implementing teacher training programmes for primary and secondary education, especially within a protracted refugee context.
• Strong teaching and learning background with strategic knowledge of how technology can be used to overcome challenges in the classroom (access, inclusion, quality of instruction, learning loss).
• Good knowledge and experience with Education consortium mechanisms (Education Cluster/Education Sector) linked with cost-effectiveness and efficiency issues, key institutional structures, components and processes, as well as governance issues.
• Knowledge of global developments in education technology, especially in protracted crises. Including using technology-orientated approaches to support teacher continuous professional development, adolescent girls’ education, participation and messaging and data for decision making.
• Strong ability to support engagement with partners, with UNICEF’s implementing partners and with the Education Sector in Cox’s Bazar, with Bangladesh Country Office colleagues in IT and education. Other engagements are with donors, government officials, contractors and with education forums.
• Education programme management, including programme planning, design, budgeting, implementation & learning, monitoring, reporting and evaluations.
• Some understanding of the overall global development and humanitarian context, including the Grand Bargain and Localisation, poverty, conflict and the impact of these factors on education and vice-versa. Understanding how the adoption of ed-tech solutions can support inter-sector linkages with Child Protection, Social Policy, Nutrition, WASH, Health, and Communications within UNICEF.
• Some ability to support policy dialogue: translation of analytical findings and evidence into programme and policy discussions around improving learning, equity, education technologies, teaching and instruction, with partners, the education sector, government partners, CSOs, donors and academia in relevant areas.
• Some 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.
• Strong understanding of gender, equity and social inclusion (GESI). Applying a GESI lens to teacher training and education-technology programming to reduce demand side barriers and increase supply using ed-tech solutions and effective, inclusive instruction. Including increasing the participation and engagement of the most marginalized children in education and learning.
• Understanding of policies and strategies to strengthen resilience and sustainability. Including risk analysis and risk management linked to natural hazards, conflict and climate change and how this relates to safe, secure and sustainable ed-tech and teacher training programming.

Language Requirements: Mandatory fluency in English. Knowledge of Burmese, Rohingya or Bangla is an asset.

For every Child, you demonstrate…

UNICEF’s Core Values of Care, Respect, Integrity, Trust and Accountability and Sustainability (CRITAS) underpin everything we do and how we do it. Get acquainted with Our Values Charter: UNICEF Values

The UNICEF competencies required for this post are…

(1) Builds and maintains partnerships (1)

(2) Demonstrates self-awareness and ethical awareness  (2)

(3) Drive to achieve results for impact  (2)

(4) Innovates and embraces change  (2)

(5) Manages ambiguity and complexity (2)

(6) Thinks and acts strategically (2)

(7) Works collaboratively with others  (2)

(8)  Nurtures, leads and manages people (1)

Familiarize yourself with our competency framework and its different levels.

This position has been assessed as an elevated risk role for Child Safeguarding purposes as it is either a role with direct contact with children, a role that works directly with identifiable children’s data, a safeguarding response role, or an assessed risk role. Additional vetting and assessment for elevated risk roles in child safeguarding (potentially including additional criminal background checks) apply.

UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious or ethnic background, and persons with disabilities, to apply to become a part of the organization. To create a more inclusive workplace, UNICEF offers paid parental leave, breastfeeding breaks, and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements. Click here to learn more about flexible work arrangements, well-being, and benefits.

According to the UN Convention on the Rights of Persons with Disabilities (UNCRPD), persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others. In its Disability Inclusion Policy and Strategy 2022-2030, UNICEF has committed to increase the number of employees with disabilities by 2030. At UNICEF, we provide reasonable accommodation for work-related support requirements of candidates and employees with disabilities. Also, UNICEF has launched a Global Accessibility Helpdesk to strengthen physical and digital accessibility. If you are an applicant with a disability who needs digital accessibility support in completing the online application, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF.

UNICEF does not hire candidates who are married to children (persons under 18). UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.

UNICEF appointments are subject to medical clearance. Issuance of a visa by the host country of the duty station is required for IP positions and will be facilitated by UNICEF. Appointments may also be subject to inoculation (vaccination) requirements, including against SARS-CoV-2 (Covid). Should you be selected for a position with UNICEF, you either must be inoculated as required or receive a medical exemption from the relevant department of the UN. Otherwise, the selection will be canceled.

Remarks:

As per Article 101, paragraph 3, of the Charter of the United Nations, the paramount consideration in the employment of the staff is the necessity of securing the highest standards of efficiency, competence, and integrity.

UNICEF is an equal-opportunity employer, we actively encourage applications from female candidates, gender-diverse individuals and people with disabilities.

UNICEF only considers higher educational qualifications obtained from an institution accredited/recognized in the World Higher Education Database (WHED), a list updated by the International Association of Universities (IAU) / United Nations Educational, Scientific and Cultural Organization (UNESCO). The list can be accessed at http://www.whed.net/

The VA is open to all (internal and external candidates)

Government employees who are considered for employment with UNICEF are normally required to resign from their government positions before taking up an assignment with UNICEF. UNICEF reserves the right to withdraw an offer of appointment, without compensation, if a visa or medical clearance is not obtained, or necessary inoculation requirements are not met, within a reasonable period for any reason.

UNICEF does not charge a processing fee at any stage of its recruitment, selection, and hiring processes (i.e., application stage, interview stage, validation stage, or appointment and training). UNICEF will not ask for applicants’ bank account information.

All UNICEF positions are advertised, and only shortlisted candidates will be contacted and advance to the next stage of the selection process. An internal candidate performing at the level of the post in the relevant functional area, or an internal/external candidate in the corresponding Talent Group, may be selected, if suitable for the post, without assessment of other candidates.

Internal candidates may be given preference over external candidates. The term “Internal” refers to all staff members with fixed term, continuing or permanent appointments. Internal candidates who are legally permitted to work for UNICEF in Bangladesh, independently of UNICEF appointment, will also be considered.

Applicants must provide complete and accurate information pertaining to their candidate profile and qualifications according to the instructions provided in the Applicant system in order to be considered.  The information submitted will be used for administrative purposes, salary/step determination and conditions of employment. No amendment, addition, deletion, revision or modification shall be accepted for applications that have already been submitted for this position.

Additional information about working for UNICEF can be found here.