Education Specialist (Education in Emergency)

The UNICEF Malawi Country Programme (2024-2028) works through a One-UN approach based on the new United Nations Sustainable Development Cooperation Framework (UNSCDF) Strategic Priorities. 2024-2028).  All four strategic priorities of the UNSCDF2024-2028 hold significance to UNICEF and the priorities identified for children: i) Economic Development, ii) Governance, iii) Human Capital Development, and iv) Climate Change. UNICEF co-leads the further elaboration and results in developing the Human Capital Development strategic priority. The intent of the UNICEF CPD 2024-2028 is fully aligned with these priorities, which are also directly linked to the pillars of Malawi Vision 2063, and the Malawi Implementation Plan (MIP, 2030). To this extent, UNICEF’s strategy for the CPD includes Child Survival and Development (Health, Nutrition and WASH), Education, Learning and Child Protection, Social Policy (Social Protection and Public Finance for Children), Gender Equality, Inclusion, and Innovation within a robust evidence-informed environment. These are focus areas under the Human Capital Development Enabler of the MIP (2030). The Country Programme envisages the progressive fulfilment of the rights to survival, development, education, protection and participation of all children, including adolescents, especially the most vulnerable and those at risk of being left behind, in an inclusive, resilient and protective environment. Besides Malawi’s 2063 vision and 2021–2030 implementation plan (MIP), the African Union’s Agenda 2063; UNICEF’s Strategic Plan, Gender Action Plan III, Innovation Strategy; and the SDGs. The country programme includes child survival and development, learning, skills development and protection, and social policy. All components are supported by the programme and operational effectiveness and efficiency imperatives. Risk-informed programming across the humanitarian and development nexus in all three outcome areas will strengthen disaster preparedness, enhance climate adaptation/mitigation and response, and increase the resilience capacity of institutions, communities, and young people. Programming aligns with UNICEF Core Commitments for Children in Humanitarian Action and the Inter-Agency Standing Committee’s Transformative Agenda. 

The Education programme aims  to ensure that children, especially the most vulnerable, are learning in educational settings that are healthy, safe, and inclusive. It also prioritizes alternative and diverse pathways for learning and to help adolescents build the skills to return to school, gain employment, maintain livelihoods, and lead productive lives. As the Education Specialist (Education in Emergencies (EiE)), you will be at the forefront of ensuring that children in Malawi who are the most marginalized and disadvantaged – children with disabilities, girls, children from rural and remote areas, and the like – are given education opportunities that allow them to develop to their full potential. You will play pivotal roles in offering technical assistance in Disaster Risk Management (DRM), resilience building, climate change adaptation, education cluster coordination, education in emergency data and information management, and EiE preparedness and response.

How can you make a difference?

The Malawi Country Office offers an exciting and rewarding career opportunity for you to join our dynamic Education and Adolescent Development and Participation (EADP) team. In this role, you will be responsible for the Education in Emergencies portfolio, supporting the overall planning and management of UNICEF supported education in emergencies programming. This includes strengthening Disaster Risk Management and the  Education Cluster Coordination system, building resilience capacity of the education sector, and ensuring emergency preparedness and response to facilitate the restoration and continuity of learning for all children affected by humanitarian situations. While you will report to the Education Specialist (System Strengthening) for guidance and general supervision, your role is also under the matrixed supervision of the Chief of Humanitarian Action and Resilience (HAR).

This position therefore offers a unique opportunity for a qualified, motivated, and committed individual to profoundly impact and influence children’s educational enrollment and learning. By excelling in this role, you will contribute to the overall achievement of transformative results for children by delivering on the following key responsibility areas, but not limited to:

1. Conduct situation analyses for Education in Emergencies (EiE) to inform strategic planning and resource mobilization.
2. Collaborate closely with extended Education, Adolescent Development and Participation (EADP) team, HAR, and other UNICEF programme teams and emergency specialists of partner organizations, including the Ministry of Education, to define priorities, design preparedness and response programmes, and establish monitoring benchmarks and performance indicators for EiE responses. This includes implementing a data management system and maintaining a 5Ws (Who, What, When, Where, and Why)database for EiE.
3. Strengthen and establish a robust Education Cluster Coordination system at national, sub-national, and district levels.
4. Enhance the Education Sector’s disaster risk reduction and resilience capabilities by supporting the Education Cluster, conducting risk assessments, and organizing technical training for EiE staff. Introduce innovative strategies to promote sustainable outcomes in EiE.

You are encouraged to download the detailed  TOR for Education Specialist (Education in Emergencies), NOC, TA, Final.pdf in order to view the full role and its requirements.

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

The following minimum requirements:

 Education:

• An advanced university degree from an accredited institution in one of the following fields is required: Education, Social Sciences, International Development, Statistics, Economics, and any other related fields.

*A first University Degree in a relevant field combined with 2 additional years of professional experience                     may be accepted in lieu of an advanced university degree.

Relevant Experience:

• A minimum of five years of progressively responsible professional work experience in education programming in emergency contexts is required.
• Experience in disaster risk reduction, education cluster coordination, EiE data and information management, climate change adaptation, and education sector planning is required.
• Proven work experience in education cluster coordination, resilience building of the education sector is required.
• Experience working in a developing country is considered as a strong asset.
• Background and/or familiarity with gender-responsive programming is considered as an asset.

Technical knowledge and skills:

• Strong technical knowledge of education, with a specific focus on policy work, financial analysis, costing, and awareness of the Malawi Education system context is required.
• Proven ability to coordinate with multiple stakeholders, including government agencies, UN agencies, and NGOs is essential.
• Strong analytical and conceptual thinking, along with knowledge in the development of strategic frameworks are required.
• Excellent communication and advocacy skills are required.
• Ability to develop new and nurture existing internal and external networks, partnerships, and relationships which deliver results is required.
• Ability to work effectively in a diverse and multi-cultural team to achieve goals is required.
• Excellent report writing and presentation skills are required.
• Ability to analyze information, solve problems and make decisions in various contexts is essential.
• Good reputation in capacity development of government counterparts, including facilitation of structured group work and activities is necessary.
• Ability to work under pressure and commitment to work within a tight timeframe is required.
• The highest levels of personal integrity and commitment to adhering to required standards of conduct are essential.

Language:

• Fluency in English and Chichewa, both strong verbal and written skills, are essential.

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