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Education Officer, NO-B/FT, Majunga, Madagascar#92535 in Madagascar
Under the supervision of the Education Specialist (Emergency) NO3, the Education Officer provides professional technical, operational and administrative assistance throughout the programming process for education programmes/projects within the Country Programme from development planning to delivery of results, preparing, executing, managing and implementing a variety of technical support with focus on physical learning/school environment and logistics including climate change to facilitate access and inclusion in school, programme development, implementation, programme progress monitoring, evaluating and reporting.
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Consultoría para el Diagnóstico del Panorama Climático para la Infancia en Ecuador (CLAC-UNICEF 2025) in Ecuador
Analizar los principales riesgos e impactos del cambio climático sobre niñas, niños, adolescentes y jóvenes (NNAJ), los marcos de gobernanza, financiamiento, políticas y programas existentes, y proponer recomendaciones para fortalecer la acción climática centrada en la infancia en Ecuador.
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UNICEF Pacific Consultancy: Legislative Drafting Consultant for the Review and Amendment of the Education Act 2009 and Drafting of Relevant Amendment Bills, Samoa, 100 working days over 9 months in Fiji/Pacific Island Countries
UNICEF Pacific is seeking a proactive Consultant for a 100-day assignment over 9 months to support legal reform in education. Working closely with the Ministry of Education and Culture (MEC) and its Legal Services Unit, the consultant will lead a consultative review of the Education Act and related legislation and deliver a report with findings and recommendations to guide the drafting of a revised Act and supporting documents.
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Consultancy: Evaluation of UNICEF work on Acquisition of Transferable Skills Consultant #582837 in United States
Specific objectives of this evaluation are as follows: 1. To assess how relevant UNICEF’s strategic positioning and conceptual approach to transferable skills development is, including its alignment with global and national education and skills agendas. 2. To assess whether UNICEF transferable skills framework(s) meet the emerging needs of all adolescents, and young people, and sufficiently target marginalized groups (Leave No One Behind), such as girls, most deprived and urban poor. 3. To examine the coherence , and progress towards intended results of UNICEF-supported programming on transferable skills across different countries and regional contexts, with attention to the contribution of UNICEF inputs on delivery mechanisms, and partnerships. 4. To determine the extent to which UNICEF commitment to partner governments and other stakeholders on transferable skills development have been met, as well as the factors that have enabled or hindered these efforts and lessons learned.
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Consultancy: Consultant Evaluator (Team member - Two), Evaluation of UNICEF work on Acquisition of Transferable Skills - Requisition #582838 in United States
The UNICEF Strategic Plan (2022–2025) outlines the organization’s vision for achieving results for children by 2030 and provides a global roadmap for all UNICEF offices, country programmes, and National Committees. One of the core elements of the Strategic Plan is Goal Area 2, which focuses on ensuring that “Every child, including adolescents, learns and acquires skills for the future.” Within this goal area, Result Area 2 emphasizes the importance of children and adolescents developing life skills, digital skills, transferable skills, and vocational skills to prepare them for the future. This corporate evaluation aims to generate systematic evidence on the extent to which UNICEF has supported countries in promoting the acquisition of transferable skills that will enable children, adolescents, and young people to be responsible and productive citizens. The evaluation will assess the conceptual underpinnings of UNICEF-supported transferable skills programmes, and the coherence of commitments made to programme countries. It will also examine intermediate outcomes and provide forward-looking recommendations for programme improvements.
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