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UNICEF works in over 190 countries and territories to save children’s lives, defend their rights, and help them fulfill their potential, from early childhood through adolescence.

At UNICEF, we are committed, passionate, and proud of what we do for as long as we are needed. Promoting the rights of every child is not just a job – it is a calling.

UNICEF is a place where careers are built. We offer our staff diverse opportunities for professional and personal development that will help them reinforce a sense of purpose while serving children and communities across the world. We welcome everyone who wants to belong and grow in a diverse and passionate culture, coupled with an attractive compensation and benefits package.

Visit our website to learn more about what we do at UNICEF.

For every child, the right to education

How can you make a difference?

Myanmar’s prolonged humanitarian and education crises have significantly reduced access to formal education and skills-development opportunities for adolescents and young people. Many adolescents are out of school, displaced, engaged in informal work, or unable to participate regularly in structured learning programmes. UNICEF supports non-formal education through community learning centres, monastic schools and other community-based learning spaces managed by implementing partners.

UNICEF Myanmar is implementing an Adolescent Digital Skilling Programme through existing learning spaces, using tablets, internet connectivity, the Learning Passport and facilitator-supported learning. The programme currently provides courses in areas such as digital literacy, financial literacy and career development, while collecting learner feedback to identify further learning needs.

The programme is also generating practical learning on the infrastructure, device-management, classroom-operation and technology arrangements required to deliver digital education in different contexts. UNICEF is additionally exploring smallscale proof-of-concept initiatives involving offline digital learning through Raspberry Pi and offline AI tools for teacher support, particularly for locations with limited connectivity.

The purpose of this assignment is to review and document evidence and lessons from these initiatives and translate them into practical recommendations for UNICEF Myanmar’s future adolescent skilling and digital education programming.

If you would like to know more about this consultancy, please review the complete Terms of Reference here:  Adolescent Digital Skilling Programme Review Consultant.pdf

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

Minimum requirements:

• Education: Masters of Education, Educational Technology, Information Technology, Computer Science, Instructional Design, International Development

• Work Experience:

• • A minimum of five (5) years of progressively responsible professional experience in international development, education, digital development, monitoring and evaluation, programme research or evaluation, programme management, or a related field.
  • Demonstrated experience in reviewing, synthesizing and presenting programme information, research findings, monitoring data or stakeholder feedback to support programme planning and decision-making.
  • Experience supporting the design, implementation, monitoring, evaluation or review of development programmes, preferably with exposure to digital or technology-enabled initiatives.
  • Experience conducting research, programme assessments, evaluations or monitoring activities and translating findings into practical recommendations.
  • Demonstrated experience preparing high-quality analytical reports, programme reports, policy briefs, presentations or other strategic documentation for programme stakeholders.
  • Experience working with multiple stakeholders, such as UN agencies, government counterparts, implementing partners, civil society organizations, researchers or technical specialists.
  • Demonstrated experience in analysing and interpreting quantitative and qualitative programme data, including monitoring data, survey findings and other programme evidence.
• Knowledge/Expertise/Skills:
  • Good understanding of programme design, monitoring, evaluation and evidence-based programme planning in international development contexts.
  • Knowledge of digital development, digital learning, education technology or technology-enabled service delivery is highly desirable.
  • Strong analytical and synthesis skills, with the ability to review information from multiple sources and identify practical implications, lessons learned and strategic priorities.
  • Strong report writing, documentation, presentation and communication skills, with the ability to translate programme, research and technical information into clear recommendations for different audiences.
  • Ability to conduct targeted desk research and stakeholder consultations and integrate findings with programme evidence.
  • Ability to work effectively with UNICEF colleagues, implementing partners, technical teams, educators and other stakeholders.
  • Strong awareness of Myanmar’s diverse cultural, linguistic and ethnic contexts
• Language Requirements:
  • Excellent written and spoken English is required.
  • Knowledge of the Myanmar language is an asset.
• Desirables:
  • Experience or knowledge related to digital learning, adolescent or youth programming, skills development, or other technology-enabled development programmes.
  • Experience with digital learning platforms, e-learning systems or other digital platforms is an asset.
  • Knowledge of artificial intelligence, digital transformation or emerging technologies and their potential application in development contexts is an asset.
  • Knowledge of the Myanmar development and operational context, including experience working in low-resource, humanitarian or conflict-affected settings.
  • Previous experience working with UNICEF, other United Nations agencies or international development organizations is an asset.
  • [Include desirables such as complementary education, additional experience, additional language, specific skills, etc]

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

UNICEF promotes and advocates for the protection of the rights of every child, everywhere, in everything it does and is mandated to support the realization of the rights of every child, including those most disadvantaged, and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, minority, or any other status.

UNICEF encourages applications from all qualified candidates, regardless of gender, nationality, religious or ethnic backgrounds, and from people with disabilities, including neurodivergence. We offer reasonable accommodation for persons with disabilities. throughout the recruitment process. If you require any accommodation, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF. Should you be shortlisted, please get in touch with the recruiter directly to share further details, enabling us to make the necessary arrangements in advance.

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.

Qualified candidates are invited to submit the following documents via the online recruitment portal, TMS (Talent Management System):

• An up-to-date TMS profile and curriculum vitae (CV)
• Cover letter
• A separate financial proposal (only acceptable in the format of the linked template) ( Financial proposal for Adolescent Digital Skilling Programme Review Consultant.xlsx)
• A detailed technical proposal:

Applicants are requested to submit a Technical Proposal of no more than three (3) pages demonstrating their understanding of the assignment, proposed approach to the programme review, and ability to develop a logical and strategic future direction for UNICEF Myanmar’s Digital Learning Programme.

The Technical Proposal should address the following two areas:

1. Understanding of the assignment and proposed review approach

Briefly describe how you would review and synthesize available programme information and translate the findings into practical recommendations.

2. Approach to developing future programme direction

UNICEF Myanmar is currently implementing digital learning activities through monastic schools and community learning centres. Experience from current implementation has highlighted several key challenges:

•             Internet connectivity is unavailable or unreliable in many programme locations.

•             Access to reliable electricity remains limited in some locations.

•             The number of available digital devices may not be sufficient in relation to the number of learners.

•             Facilitators may have limited capacity to effectively support and guide learning.

•             Facilitators may have limited digital readiness and ICT skills.

•             Device sharing, charging, storage and day-to-day management practices vary across implementing partners and learning centres and are not always systematically managed.

•             Available digital learning content may not fully respond to learners’ needs, levels, languages and local contexts.

•             Connectivity, equipment maintenance, repair and replacement create ongoing costs and sustainability challenges.

Based on these challenges, applicants should provide their initial considerations on the future direction for UNICEF Myanmar’s Digital Learning Programme, demonstrating clear prioritization, strategic thinking and practical consideration of the implementation context.

Applicants are not expected to provide detailed technical specifications or propose a single technology solution.

The Technical Proposal should not exceed three (3) pages. Any content beyond the three-page limit will not be considered as part of the technical evaluation.