Associate Education Officer at UNHCR – United Nations High Commissioner for Refugees: (Deadline 13 June 2023)

Associate Education Officer Organizational Setting and Work Relationships The Associate Education Officer will support the roll-out of Refugee Education 2030, the Refugee Education Strategy, in line with the Global Compact on Refugees, which calls on States and relevant Stakeholders to contribute resources and expertise to expand and enhance the quality and inclusiveness of national education systems to facilitate access by refugee and host community children and youth to primary, secondary and tertiary education. Providing inclusive and equitable quality education is central to the achievement of the 2030 Agenda’s Sustainable Development Goals (SDG) and the Associate Education Officer will ensure UNHCR’s programming is in line with the SDGs. Leveraging the growing global momentum, UNHCR is working to translate the objectives of the Global Compact on Refugees (GCR) into impactful results, including through follow-up on pledges made through the 2019 Global Refugee Forum. Contributing to this global roll-out of the GCR, the Associate Education Officer, in collaboration with the Education Section in the Division of Resilience and Solutions (DRS), will provide technical support to UNHCR Country Office(s) and partners to advocate for and implement the objectives of Refugee Education 2030: 1. Promote equitable and sustainable inclusion in national education systems for refugees, asylum seekers, returnees, stateless and internally displaced persons 2. Foster safe enabling environments that support learning 3. Enable learners to use their education toward sustainable futures The incumbent will act as a focal point for education in the area of responsibility (AoR) and, under the leadership of the supervising officer(s), support UNHCR’s work regarding education and advocacy on all issues related to UNHCR education programmes and strategic directions. S/he normally works under the direct supervision of the Education Officer or Protection Officer and overall supervision of the Deputy Representative (Protection), depending on the office context. Under the general direction of the supervising officer(s), the incumbent will support the implementation of global level policies, including the UNHCR Education Strategy. The incumbent may supervise lower grade education staff. The Associate Education Officer may liaise with the Ministry of Education and with education coordination networks at national, provincial and district levels to improve the quality of refugee education. S/he will liaise with partners to assess the education context, to develop an implementation plan and to monitor the programme and assess impact. The incumbent will work in collaboration with in-country education partners to improve access to, and quality of, refugee education at all levels, both formal and non-formal and may liaise with partners for joint support for education access for refugee and host community children. The Associate Education Officer will develop innovative education approaches for emerging needs in refugee education, including attention to special needs, minorities, girls, pre-school education and non-formal activities. S/he will facilitate inter-sectoral linkages with programmatic areas including child protection, GBV, gender, community services, livelihoods/economic inclusion and health, among others. All UNHCR staff members are accountable to perform their duties as reflected in their job description. They do so within their delegated authorities, in line with the regulatory framework of UNHCR which includes the UN Charter, UN Staff Regulations and Rules, UNHCR Policies and Administrative Instructions as well as relevant accountability frameworks. In addition, staff members are required to discharge their responsibilities in a manner consistent with the core, functional, cross-functional and managerial competencies and UNHCR’s core values of professionalism, integrity and respect for diversity. Duties – Stay abreast of political, social, economic and cultural developments that have an impact on access to and quality of education and assist with the development of the education strategy. – Actively pursue opportunities to implement UNHCR’s urban policy and support mainstreaming refugees within national education systems. Coordinate with relevant partners to support access to education for refugees and host communities. – Assist in providing comments on existing and draft legislation related to education for persons of concern (PoC). – Coordinate with partners and other actors in education to adapt the Education Strategy to the local context and ensure ownership. – Collaborate closely with partners to ensure coherent annual planning based on a longer-term strategy, and jointly monitor and assess implementation, providing advice on programme reorientation where necessary. – Provide technical advice and guidance on education issues to PoC; liaise with competent authorities to ensure the issuance and recognition of education relevant documentation. – Implement education programmes in line with Inter-agency Network for Education in Emergencies (INEE) standards and the child protection systems approach. – Facilitate inter-sectoral linkages with child protection, GBV, gender, community services, livelihoods/economic inclusion, environment, shelter and health, among others. – Provide inputs for the development of global/regional international education policies and standards. – Intervene in cases of denial of access to education with government and other relevant parties. – Identify and promote education activities that support durable solutions through voluntary repatriation, local integration and where appropriate, resettlement. – Assess needs for services of PoC, as related to education, and coordinate partners’ responses. – Systematically promote and comply with the Age, Gender and Diversity policy and other priorities such as the guidelines on HIV/AIDS. – Advocate with authorities for respect of the right of PoC to an education and for their access to education services. – Coordinate with education networks and ensure that refugee education interests are understood and included in relevant policies and initiatives. – Participate in humanitarian and development sector working groups to support and ensure all refugee education support programming at country level is extended, amplified and reported against sector development goals. Humanitarian partners and funding serve system strengthening. – Assist the Country Office(s) to elaborate and implement strategies to address issues related to education access, quality and data, in cooperation with other UN agencies (UNICEF, UNESCO, WFP, etc.) and other key education stakeholders. – Undertake direct dialogue with Country Office(s) on the implementation of education programmes in line with strategic directions, integrated with SDG4 and Education Sector Plans, including with Ministries of Education/Higher Education, education partners and coordination networks (Global Partnership for Education, Education Cannot Wait (ECW) and Local Education Groups, etc.). – Foster and ensure inter-sectoral linkages and coordination with child protection, GBV, gender, community services, livelihoods/economic inclusion and health, among others, and provide specialist advice for other sectors, to ensure that they fully integrate education related concerns in their planning. – Support and monitor the implementation of Global Refugee Forum pledges within the AoR. – Assist in the planning and coordination of UNHCR’s role concerning education, representation of UNHCR at national consultations, representation of UNHCR’s education strategy and policy to other UN bodies, NGOs, interlocutors, institutions and organisations within the AoR. – Identify training needs and train UNHCR staff, sister UN agency staff, NGOs, and Ministry of Education officials on refugee education priorities and identified topics. – Ensure active exchange of information and that best practices are identified, documented and disseminated both within the AoR and beyond. – Join joint assessment missions in emergencies to minimise the time refugee children and youth spend out of education (ideally a maximum of three months after arrival). – Prepare the drafting of education input in key internal and external documents and reports. – Identify gaps in education service provision and advocate with relevant authorities for service provision. – Ensure that best practices are identified, documented and widely disseminated. – Support the country education information management strategy through the collection of disaggregated data on PoC, and ensure the collection and dissemination of education information and best practices to enhance education delivery. – Undertake initiatives to build the capacity of communities and PoC to assert their right to education and access to quality education. – Promote and participate in initiatives to capacitate national authorities, relevant institutions and NGOs to strengthen access to quality, certified education for refugees. – Contribute to a communications strategy that generates external support for UNHCR’s education activities and the education rights of PoC. – Intervene with authorities on education issues. – Negotiate locally on behalf of UNHCR. – Make recommendations on individual education related cases. – Enforce compliance of staff and implementing partners with global protection policies and standards of professional integrity in the delivery of education services. – Approve individual payments to individual cases. – Perform other related duties as required. Minimum Qualifications Education & Professional Work Experience Years of Experience / Degree Level For P2/NOB – 3 years relevant experience with Undergraduate degree; or 2 years relevant experience with Graduate degree; or 1 year relevant experience with Doctorate degree Field(s) of Education Education; Social Sciences; or other relevant field. (Field(s) of Education marked with an asterisk* are essential) Certificates and/or Licenses Not specified (Certificates and Licenses marked with an asterisk* are essential) Relevant Job Experience Essential: – Work experience in progressively responsible functions in education. – Demonstrated work experience in education programmes. – Field experience in education programme implementation and coordination in humanitarian and/or development contexts. – Experience working with Governments, Ministry of Education and other line Ministries. – Strong inter-personal skills in collaboration and coordination. – Excellent analytical skills and drafting skills. – Strong communications/presentations skills. – Demonstrated capacity to work with minimum supervision. Desirable: – Demonstrated work experience in refugee education programmes. – Knowledge and experience of UNHCR policies and standards. – Experience in the area of child protection. – Experience with educational research, teaching or education administration. Functional Skills *ED-Education programming design and quality assurance *PR-Refugee Protection Principles and Framework TR-Training – Virtual and face to face ED-Technical support to education programmes and proposals PR-Community-based Protection – Planning, implementing and analysing surveys/assessments SO-Research MG-Team building (development/facilitation) ED-Global EiE standards and implementation (Functional Skills marked with an asterisk* are essential) Language Requirements For International Professional and Field Service jobs: Knowledge of English and UN working language of the duty station if not English. For National Professional jobs: Knowledge of English and UN working language of the duty station if not English and local language. For General Service jobs: Knowledge of English and/or UN working language of the duty station if not English. All UNHCR workforce members must individually and collectively, contribute towards a working environment where each person feels safe, and empowered to perform their duties. This includes by demonstrating no tolerance for sexual exploitation and abuse, harassment including sexual harassment, sexism, gender inequality, discrimination and abuse of power. As individuals and as managers, all must be proactive in preventing and responding to inappropriate conduct, support ongoing dialogue on these matters and speaking up and seeking guidance and support from relevant UNHCR resources when these issues arise. This is a Standard Job Description for all UNHCR jobs with this job title and grade level. The Operational Context may contain additional essential and/or desirable qualifications relating to the specific operation and/or position. Any such requirements are incorporated by reference in this Job Description and will be considered for the screening, shortlisting and selection of candidates.

Graduate of Education, Education Leadership and Management.

National Professional Officers (NPOs) must be nationals of and be locally recruited within the country of their employment. They bring national experience, skills, and knowledge to the work of UNHCR. The same standards of recruitment qualifications and performance as are required of International Professional staff apply to National Professional Officers

English

Operational context

Occupational Safety and Health Considerations:

Nature of Position:

Rwanda has generously been hosting refugees for over two decades. As of the end of 2022, Rwanda hosted a total of 126,967 refugees and asylum seekers. Predominantly the population consists of refugees from the Democratic Republic of the Congo (60%) and Burundi (40%). Children make up 48% of the registered population while women and children constitute 75% of the population. Out of the total population 91 percent live across the five refugee camps of Kigeme, Kiziba, Mugombwa, Nyabiheke and Mahama, while the remaining 9 percent live in urban areas. In addition, since November 2022, Rwanda has been experiencing an influx of new arrivals fleeing fighting in DRC. Hosted at Nkamira Transit Site, the number of asylum seekers is expected to increase in 2023. Since August 2020, a total of 30,001 Burundian refugees in Rwanda have voluntarily repatriated to Burundi. Most of the returnees are from the Mahama camp (29,010) and a small number of urban refugees (783). Despite this the number of Burundian refugees returning home declined in 2022 with only 943 refugees repatriating during the year.  Following the signing of a tripartite agreement between UNHCR, the Government of Rwanda and the African Union (AU) in 2019, UNHCR Rwanda has also continued to support the voluntary evacuation of refugees and asylum seekers from Libya to stay in Rwanda on a temporary basis while durable solutions such as resettlement are found. Between September 2019 and the end of 2022, a total of 1,453 refugees and asylum seekers were evacuated to the Emergency Transit Mechanism (ETM) in Rwanda.

Rwanda has progressive and inclusive refugee protection framework and is committed to facilitating an enabling environment for inclusion of refugees in national systems where refugee children and youth attend education under the same conditions as Rwandans. Also, the Education Sector Strategic Plan (ESSP) 2018/19-2023/24 mandates quality twelve-year basic education as compulsory and available to all children. Progressive measures are put in place by government to improve access to quality education through increasing the number of schools and teachers, expansion of classrooms in existing schools, nationwide teacher training and provision of school feeding at all levels. The education system is changing from double shifts to single shifts at all levels requiring additional resources for infrastructure development, recruitment of additional qualified teachers and provision of hot meals in schools.

Refugee children in Rwanda continue to enjoy access to the national education system from early childhood education and primary education to secondary education and tertiary education. In 2022, all refugee children had access to basic education and all refugee students have been integrated into the national system, through the support of the Government of Rwanda which has committed to the inclusion of refugee children in primary and secondary schools. UNHCR Rwanda works closely with GoR to improve access to inclusive equitable quality education for refugee and host community children where this aspect is central to the achievement of the 2030 Agenda on Sustainable Development Goals (SDG).  Leveraging the growing global momentum, UNHCR is working on translating the objectives of the GCR into impactful results.

Even though refugee children are included in the national education system, challenges still exist in accessing quality education. Insufficient classrooms create overcrowded learning conditions where on average 75 students attend a classroom meant to accommodate 46 students. Limited school facilities such as science laboratories, ICT rooms and libraries hinder secondary students from studying subjects in the areas of science, technology, engineering, and mathematics (STEM). In addition, limited STEM subjects contribute to limited access to scholarship opportunities in higher learning institutions offering chances of scholarships for refugees. Parents who lack income and productive resources are not able to pay for school fees and school supplies, resulting in refugee children remaining largely dependent on support from scholarship providers. Simple costs such as being able to afford school meals, uniforms, education fees, transportation, and other necessary supplies are also a common challenge among the refugee community. Consequently, children from families who are unable to afford such school costs are more likely to drop out of school if not supported

The Education team falls within the Protection Unit coordinating with relevant UNHCR units and Ministry of Education to ensure implementation of the Refugee Education Strategy in line with the GCR. The incumbent will contribute to the enhancement of quality and inclusiveness of national education systems to facilitate access by refugee and host community children and youth to education. With strong knowledge and understanding of education programmes, the incumbent will be liaising with GoR to support and implement Education Programmes. Demonstrated work and field experience in education programming, good analytical and communication skills are among key requirements of the position.

Additional Qualifications

Skills

ED-Education capacity building – education programming, ED-Education data collection, analysis and reporting (implementation data), ED-Education in Emergencies Response, ED-Education systems analysis and strengthening

BA: Education (Required), BA: Social Science (Required)

Certifications

Working with Persons of Concern: Asylum Seekers, Working with Persons of Concern: Others of Concern, Working with Persons of Concern: Refugees, Working with Persons of Concern: Returned Refugees

Competencies

Accountability, Analytical thinking, Client & results orientation, Commitment to continuous learning, Communication, Innovation & creativity, Managing performance, Managing resource, Organizational awareness, Planning & organizing, Teamwork & collaboration

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Compendium

Additional Information

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