UNICEF Bangladesh is seeking an experienced Programme Officer (PSEA) responsible for providing technical assistance to roll out PSEA and Child Safeguarding global guidelines, standards and tools and supporting implementation to prevent SEA in humanitarian and development settings, as well as fully operationalize Child Safeguarding policy and principles. The person will also be accountable to strengthen capacity for Accountability to Affected People (AAP) by enhancing feedback mechanisms and supporting capacity-building initiatives for partners with AAP lead in the SBCC section.
The Programme Associate (G‑6) is embedded within Education Programme Section, reporting to the Section Chief, Education. This role bridges operational delivery by liaising regularly with multiple units—Programme, Operations, Finance, Supply—and with external partners (government ministries, NGOs, donors). Depending on the programme priorities, the Incumbent may support sector‑specific teams (e.g., Health, Education, WASH) or cross‑cutting portfolios (e.g., humanitarian action, M&E, emergency preparedness).
UNICEF Bangladesh is seeking an experienced Education Officer who will support NAPE and NAEM in developing and rolling out an enhanced teacher professional development ecosystem aligned with the competency/skill-based curriculum. The assignment will contribute to the design and pilot of a modernized skill-based pre- and in-service teacher education programme in collaboration with NAPE and NAEM, ensuring coherence with national reforms and international best practices.
A key function of the position is to support system-wide integration of wellbeing including MPHSS and SEL for students and teachers, skills—both foundational, transferable and employability—into education and alternative learning pathways, ensuring that learners gain life and livelihood skills relevant to the evolving socio-economic context in Bangladesh.
UNICEF Bangladesh is seeking an experienced Education Officer who will support the quality implementation of multi-donor projects, ensuring that evidence and implementation findings inform and strengthen program design and delivery. The role includes providing technical, operational, and analytical support to promote effective programming, evidence-based planning, innovation, and the integration of EdTech solutions through an aggregator platform and Learning Management System (LMS). The role also involves supporting research and studies, as well as capacity development for government counterparts and CSOs.
UNICEF Bangladesh is seeking an experienced Education Officer who will work closely with relevant government ministries and civil society organizations (CSOs) to strengthen their capacity in developing community-driven, innovative, and evidence-based solutions. A key priority is to integrate these approaches into national systems for institutionalization, scale-up of education interventions through national projects led by Bureau of Non-Formal Education (BNFE) and through PEDP-5 to reach and support the most marginalized out-of-school children.
UNICEF Bangladesh is seeking an experienced Programme Officer (PSEA) responsible for providing technical assistance to roll out PSEA and Child Safeguarding global guidelines, standards and tools and supporting implementation to prevent SEA in humanitarian and development settings, as well as fully operationalize Child Safeguarding policy and principles. The person will also be accountable to strengthen capacity for Accountability to Affected People (AAP) by enhancing feedback mechanisms and supporting capacity-building initiatives for partners with AAP lead in the SBCC section.
The Programme Associate (G‑6) is embedded within Education Programme Section, reporting to the Section Chief, Education. This role bridges operational delivery by liaising regularly with multiple units—Programme, Operations, Finance, Supply—and with external partners (government ministries, NGOs, donors). Depending on the programme priorities, the Incumbent may support sector‑specific teams (e.g., Health, Education, WASH) or cross‑cutting portfolios (e.g., humanitarian action, M&E, emergency preparedness).
UNICEF Bangladesh is seeking an experienced Education Officer who will support NAPE and NAEM in developing and rolling out an enhanced teacher professional development ecosystem aligned with the competency/skill-based curriculum. The assignment will contribute to the design and pilot of a modernized skill-based pre- and in-service teacher education programme in collaboration with NAPE and NAEM, ensuring coherence with national reforms and international best practices.
A key function of the position is to support system-wide integration of wellbeing including MPHSS and SEL for students and teachers, skills—both foundational, transferable and employability—into education and alternative learning pathways, ensuring that learners gain life and livelihood skills relevant to the evolving socio-economic context in Bangladesh.
UNICEF Bangladesh is seeking an experienced Education Officer who will support the quality implementation of multi-donor projects, ensuring that evidence and implementation findings inform and strengthen program design and delivery. The role includes providing technical, operational, and analytical support to promote effective programming, evidence-based planning, innovation, and the integration of EdTech solutions through an aggregator platform and Learning Management System (LMS). The role also involves supporting research and studies, as well as capacity development for government counterparts and CSOs.
UNICEF Bangladesh is seeking an experienced Education Officer who will work closely with relevant government ministries and civil society organizations (CSOs) to strengthen their capacity in developing community-driven, innovative, and evidence-based solutions. A key priority is to integrate these approaches into national systems for institutionalization, scale-up of education interventions through national projects led by Bureau of Non-Formal Education (BNFE) and through PEDP-5 to reach and support the most marginalized out-of-school children.
