The UNICEF Office in Cameroon is looking for a Monitoring and Evaluation Specialist to be responsible for the development, implementation and management of monitoring and reporting systems for the KOICA funded project (Phase 2) being implemented in the East region of Cameroon.
Under the direct supervision of Chief Education, the Education Specialist will provide technical guidance and management support throughout the programming processes to facilitate the administration and achievement of results under the RISE Rwanda programme, contributing to the achievement of UNICEF Rwanda education programme results. The specialist will work closely with the Education Section team, the Mastercard Foundation (the funding partner) and non-governmental implementing partners, under the overall strategic guidance of the Ministry of Education.
UNICEF Bhutan is seeking proposals from International Consultant to Develop teacher training packages on digital skills for teaching and learning, digital content development and curation, and online safety or cybersecurity aligned with Bhutan's Education Technology Framework.
In support of Indonesia’s Partnership Compact Focus Area A: teaching practices and educational leadership, research will be undertaken to analyse the barriers and enabling factors for gender equality in school leadership positions in the country, as a means to strengthen gender-responsive pedagogy, learning environments and student learning outcomes.
The purpose of the international consultancy is to support an analysis of barriers and interventions for female leaders and female candidates for promotion to and undertaking school leadership positions in Ministry of Primary and Secondary Education (MoPSE) and Ministry of Religious Affairs (MoRA) schools and madrasahs in Indonesia. The assignment will generate evidence to inform national and subnational strategies that foster more equitable, inclusive and effective education leadership structures
Indonesia’s Partnership Compact was published on GPE’s website on July 2024, after a participatory development process led by the Mitra Pendidikan Indonesia (MPI)/Local Education Group (LEG), co-chaired by the Ministry of Primary and Secondary Education (MoPSE) and Ministry of Religious Affairs (MoRA). Based on an Enabling Factor Analysis (EFA) conducted in 2024, Indonesia’s Partnership Compact is focusing on four focus areas for support and capacity building for system transformation through GPE. The four focus areas include: (A) teaching practices and educational leadership; (B) learning environment, (C) support for special needs and disadvantaged groups, and (D) governance and coordination.
UNICEF, in its role as SCG Grant Agent, is responsible for facilitating an agreed work plan of activities structured around the enabling factors and the four focus areas. In support of Indonesia’s Partnership Compact Focus Area A: teaching practices and educational leadership, research will be undertaken to analyse the barriers and enabling factors for gender equality in school leadership positions in the country, as a means to strengthen gender-responsive pedagogy, learning environments and student learning outcomes.
The purpose of the national consultancy is to support an analysis of barriers and interventions for female leaders and female candidates for promotion to and undertaking school and madrasah leadership positions in MoPSE and MoRA schools in Indonesia. The assignment will generate evidence to inform national and subnational strategies that foster more equitable, inclusive and effective education leadership structures.
The UNICEF Office in Cameroon is looking for a Monitoring and Evaluation Specialist to be responsible for the development, implementation and management of monitoring and reporting systems for the KOICA funded project (Phase 2) being implemented in the East region of Cameroon.
Under the direct supervision of Chief Education, the Education Specialist will provide technical guidance and management support throughout the programming processes to facilitate the administration and achievement of results under the RISE Rwanda programme, contributing to the achievement of UNICEF Rwanda education programme results. The specialist will work closely with the Education Section team, the Mastercard Foundation (the funding partner) and non-governmental implementing partners, under the overall strategic guidance of the Ministry of Education.
UNICEF Bhutan is seeking proposals from International Consultant to Develop teacher training packages on digital skills for teaching and learning, digital content development and curation, and online safety or cybersecurity aligned with Bhutan's Education Technology Framework.
In support of Indonesia’s Partnership Compact Focus Area A: teaching practices and educational leadership, research will be undertaken to analyse the barriers and enabling factors for gender equality in school leadership positions in the country, as a means to strengthen gender-responsive pedagogy, learning environments and student learning outcomes.
The purpose of the international consultancy is to support an analysis of barriers and interventions for female leaders and female candidates for promotion to and undertaking school leadership positions in Ministry of Primary and Secondary Education (MoPSE) and Ministry of Religious Affairs (MoRA) schools and madrasahs in Indonesia. The assignment will generate evidence to inform national and subnational strategies that foster more equitable, inclusive and effective education leadership structures
Indonesia’s Partnership Compact was published on GPE’s website on July 2024, after a participatory development process led by the Mitra Pendidikan Indonesia (MPI)/Local Education Group (LEG), co-chaired by the Ministry of Primary and Secondary Education (MoPSE) and Ministry of Religious Affairs (MoRA). Based on an Enabling Factor Analysis (EFA) conducted in 2024, Indonesia’s Partnership Compact is focusing on four focus areas for support and capacity building for system transformation through GPE. The four focus areas include: (A) teaching practices and educational leadership; (B) learning environment, (C) support for special needs and disadvantaged groups, and (D) governance and coordination.
UNICEF, in its role as SCG Grant Agent, is responsible for facilitating an agreed work plan of activities structured around the enabling factors and the four focus areas. In support of Indonesia’s Partnership Compact Focus Area A: teaching practices and educational leadership, research will be undertaken to analyse the barriers and enabling factors for gender equality in school leadership positions in the country, as a means to strengthen gender-responsive pedagogy, learning environments and student learning outcomes.
The purpose of the national consultancy is to support an analysis of barriers and interventions for female leaders and female candidates for promotion to and undertaking school and madrasah leadership positions in MoPSE and MoRA schools in Indonesia. The assignment will generate evidence to inform national and subnational strategies that foster more equitable, inclusive and effective education leadership structures.
