Promoting access to quality, safe, and relevant education for all persons affected by crisis

Job Posting with UNICEF South Sudan

TA: Education Specialist (Global Partnership for Education Programme), P-3
UNICEF South Sudan
Juba, South Sudan
25 April 2018


UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential. Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone. And we never give up.


For every child, a champion

Since 2012, UNICEF, as the GPE Grant Agent (GA), has been working closely with the Ministry of General Education and Instruction (MoGEI) to implement the Global Partnership for Education Programme (GPEP) in South Sudan. However, a general political, economic and security regression during this period has had noticeable effects not only programme results but also on the trajectory of future education sector interventions in South Sudan. The sporadic unrest in Juba and the protracted conflict in the Greater Upper Nile states with the attendant economic consequences have had a profound impact and has translated into some of the lowest values for key education indicators in the Eastern and Southern Africa Region, with the mean years of schooling currently standing at 4.8 years and the number of Out-of-School Children (OOSC) approaching two million nationwide.

The proposed five-year GPEP, with a budget of US$ 30 million, will strive to catalyze and enhance major programming under the South Sudan General Education Strategic Plan (GESP 2018-2022) and the Education in Emergencies (EiE) umbrella building upon results achieved during the previous GPE programme (2013-2018).  The key objectives are to decrease the number of out-of-school children in South Sudan by 30 per cent while strengthening the systems to keep these children in school throughout the primary cycle (P1 – P8) and beyond. The GPEP consists of an integrated package of four priority interventions that have their strategic origins in the GESP 2018-2022:

  • Develop/Strengthen community and local based education service delivery to include Out-of-School Children;
  • Increase the number of qualified teachers in areas with high numbers of Out-of-School Children;
  • Streamline policy and administrative systems at all levels to meet the demands of the anticipated increases in enrolment;
  • Implement the M&E, Inspection and Supervision Strategy.

The GPEP will target areas with (i) low education gender parity indicators, (ii) difficult access (rural, remote, underserved, low economic indicators) and (iii) insecure conditions. Strategies such as  community and social mobilization will be utilized, whilst links with social mobilizers, NGOs and development partners, all working within a common policy framework, will be exploited. The GPEP is predicated on this close collaboration through coordinating bodies such as the Local Education Group (LEG), Education Donors Group (EDoG) and the Education Cluster to ensure synergy and coordination with existing and future educational initiatives


How can you make a difference?

The programme is aligned with the following Sustainable Development Goals (SDG): Goal 1 “End Poverty in all its forms everywhere”; and Goal 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The delivery of appropriate education services by the MoGEI is a critical component in achieving these goals and building trust in the state and in the social contract between citizens and their government. Therefore, additional support is required within the GPE unit of the Education Section to significantly contribute to the forthcoming GPE Education Sector Plan Implementation Grant (ESPIG) development. This will also include accessing immediate funding through the GPE Accelerated framework mechanism. Furthermore, continued technical support will be required to closely monitor the implementation of GPEP in reaching the targeted communities and making significant inroads into the education deficit of remote, rural and insecure areas.

Under the supervision of the Global Partnership for Education Manager (P4) South Sudan Country Office, contribute to the planning, implementation and monitoring of the GPE programme at both the national and subnational levels. The staff member will:

  • Ensure that the education programme interventions are planned, implemented and monitored in a timely manner in collaboration with the education team, government counterparts, and other implementing partners;
  • Follow up and ensure that strategies are put in place to provide access to quality learning opportunities, both formal and alternative, for out-of-school children and youth.
  • Develop appropriate partnership arrangements and contracts including Programme Cooperation Agreements (PCA) in collaboration with GPEP Reference Groups and Technical Working Groups, government counterparts, implementing partners and UNICEF field officers and ensure quality assurance.
  • Organize and keep record of the coordination meetings held between UNICEF and MoGEI, donors, implementing partners, and LEG members.
  • Ensure compliance with decisions made in coordination meetings (e.g. Reference Groups, TWGs, LEG, EDoG).
  • Attend various platforms as alternate education emergency focal person at Juba level.
  • In consultation with the Report Specialist, draft and produce analytical donor reports on GPE and related funding for the education section.
  • Conduct field visits to ensure effective implementation.
  • Carry out OIC function whenever required.


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

Only those persons who satisfy the following requirements will be considered as candidates:

  • A minimum of five years of progressively responsible professional work experience at the national and international levels in programme planning and management in education;
  • Proven professional experience and expertise in education and/or related areas, preferably with conflict-affected sector planning programme experience including significant experience working with government counterparts, donor agencies, and civil society representatives;
  • Experience in/or exposure to quality data collection efforts, research and analysis, analytical writing, and delivering support services at national and subnational levels;
  • Experience in complex conflict-affected contexts preferred;
  • Advanced university degree in social sciences (sociology, education, international development studies or related technical field). *A first level university degree with relevant combination of academic qualifications and professional experience may be accepted in lieu of the advanced university degree.
  • Familiarity with South Sudan national development priorities and challenges is desirable.


  • Minimum of 5 years of significant experience in the development, implementation and monitoring of education programmes;
  • Middle management experience, preferably as UN or NGO staff, at both national and subnational levels;
  • Experience working with government and stakeholder representatives on policy development and implementation;
  • Experience working with GPE grants is preferred.

Knowledge and Skills

  • Understanding of sector coordination, application and good practices;
  • Knowledge of GPE processes and procedures would be an asset;
  • Prior training and direct programming experience with complex, multi-year education interventions;
  • Coordination and facilitation;
  • Fluency in English (spoken and written);
  • Good computer skills.

Other requirements

  • Ability to work in a multi-cultural environment
  • The incumbent is expected to perform under difficult working conditions in conflict-affected areas particularly with regard to office accommodation, procedures, workload, mobility, and institutional and personal safety. There is limited access to health care and recreational facilities, compounded by long working hours and potentially stressful conditions. 


For every Child, you demonstrate…

UNICEF’s core values of Commitment, Diversity and Integrity and core competencies in Communication, Working with People and Drive for Results.

The technical competencies required for this post are:

i) Core Values (Required) 

  • Commitment 
  • Diversity and Inclusion 
  • Integrity 

ii) Core Competencies (Required) 

  • Communication [ II ] 
  • Working with People [ II ] 
  • Drive for Results [ II ] 

iii) Functional Competencies (Required)

  • Formulating Strategies and Concepts [ II ] 
  • Analyzing [ III] 
  • Relating and Networking [ II ] 
  • Deciding and Initiating Action [ II ] 
  • Applying Technical Expertise [ III ]


UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.



* Mobility is a condition of international professional employment with UNICEF and an underlying premise of the international civil service.

* Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

* This post is Juba-based with some expectation of travel to relevant programme areas providing technical and monitoring support to field offices.

* The successful candidate for this emergency recruitment MUST be available to commence work within 31 days of receiving an offer.

* Please note that this is a non-family duty station. 

* Employment is conditional upon receipt of medical clearance, any clearance required, the grant of a visa, and completion of any other pre-employment criteria that UNICEF may establish. Candidates may not be further considered or offers of employment may be withdrawn if these conditions are unlikely to be met before the date for commencement of service.


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