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    Organization: UN Educational, Scientific and Cultural Organization
    Country: Afghanistan
    Closing date: 16 Aug 2018

    Title: Senior/Executive Consultant Curriculum Reform

    Domain: Education

    Grade: Senior/Executive

    Post Number: KAB/ED/08/2018/014

    Duty Station: Kabul, Afghanistan

    Type of contract: Consultancy

    Annual salary: To Be Agreed

    Duration of the contract: Four months possibility of extension

    Deadline (midnight, Kabul time)**: 16/Aug/2018**

    Application to be sent to:k.human-resource@unesco.org

    Background and Context:

    A relevant, high quality curriculum is essential to ensuring education systems equip learners with the attitudes, skills, knowledge, and values to participate and contribute meaningfully to their communal and economic contexts. Whilst acknowledging the enormous progress made since 2002 in expanding access to education to all groups within society, the Government of the Islamic Republic of Afghanistan (GoIRA) now considers the improvement of quality in its education system to be a key priority in the next 5 years. Underpinned by broader concerns about learner achievement, the Government also seeks to improve the preparedness of youth for employment and better ensure its education systems foster the inclusiveness needed for continued national reintegration, in part by revisions and improvements to the education system.

    The third National Education Strategic Plan (NESP III), positions improved quality alongside continued expansion of access to education and sector-wide management reform as its guiding priorities through to 2021. A critical component of quality improvement is comprehensive, evidence-based curriculum reform.

    A request was made to UNESCO by the Ministry of Education (MoE) to prepare the foundations for sector-wide curriculum reform. Through its Capacity Development for Education 2030 (CapED) program and in partnership with UNICEF, the MoE has been supported to conduct national curriculum consultations, and draft its curriculum framework. Syllabus reform is in process, with a competence framework currently in its drafting phase, and work completed towards a first draft of the syllabus scope and sequence for each subject area.

    The consultant will perform the following duties:

    1. Recommend and justify best practice in curriculum framework and syllabus development

    2. Guide stakeholders (MoE staff, technical working groups convened for scope and sequence development) on making choices leading to a final curriculum framework based on feedback from the curriculum consultations, ongoing dialogue with MoE and curriculum stakeholders, and international best practices, and the general skills/competences scope and sequence and preliminary subject selection and lesson hour distribution in the draft curriculum framework.

    3. Quality assure the final curriculum framework product.

    4. Guide stakeholders (the technical working groups convened for the individual subject’s scope and sequence, international experts engaged for this task) on making curricular choices based on the curriculum framework, best practices, the general skills/competences scope and sequence, and subject characteristics, to ensure a coherent and robust syllabus scope and sequence.

    5. Ensure the deliverables produced in accordance with the duties and responsibilities specified in 2) and 3) are aligned with the proposal for Curriculum Reform submitted by UNESCO to the MoE, and the NESP III.

    6. Undertake modifications/updates to the Curriculum Reform Plan as needed

    7. Prepare briefs of the Curriculum Reform Plan for stakeholders as needed.

    8. Provide technical advice/presentations to the Curriculum Working Group (comprised of key stakeholders to the process of curriculum reform) throughout the assignment.

    9. Organize and co-facilitate workshops and consultations with MoE and stakeholders as required.

    10. Consult closely with MoE and key stakeholders at each stage of the assignment. All deliverables will be presented to MoE and relevant stakeholders (e.g. the Curriculum Working Group)

    Deliverables:

    1. Program, materials, and outcomes report prepared for a comprehensive National Consultation Workshop on Curriculum Reform. This workshop will present the overall curriculum reform process and the linkages between different curricular products (i.e. the curriculum framework, competence framework, syllabi, and textbooks) and support MOE to prepare for, and present, the draft documents externally. The outcomes report will be submitted in PPT and report format.

    2. A quality assured curriculum framework and life skills/competence framework, and integration of life skills/competencies into syllabi MOE have developed. This will integrate feedback gained through the consultative process and approved by UNESCO for presentation to MOE;

    3. A plan for learning resources development, presenting options based on international best practice and in alignment with MOE deadlines.

    Competencies:

    A successful candidate will be required to demonstrate the following competencies:

    Core Competencies

    Accountability

    Communication

    Teamwork

    Innovation

    Results focus

    Planning and organizing

    Knowledge sharing and continuous improvement

    For detailed information please consult the UNESCO Competency Framework

    Required qualifications

    Education:

    · Advanced university degree in education, preferably with a focus on curriculum studies,

    · Advanced cross-cultural communication skills

    · High-level drafting and communication capacity in English

    · Previous experience working in Afghanistan is a strong asset

    · advanced university degree in social science education with teaching/teacher training (BA, Bed, MA, MEd)

    · Curriculum development qualification is an asset

    Work Experience:

    · At least 10 years of relevant work experience in education, with a significant component of this experience acquired in curriculum-related fields.

    · Experience in curriculum/textbook development educational consultancy or development work at the international level is strongly preferred.

    · Excellent understanding of curriculum systems, policies, planning and capacity development

    · Excellent analytical and report writing skills

    Conditions of Work:

    The consultant will be provided with secure office space by UNESCO while in Kabul including equipment, office stationaries, printing, photocopying, and communication equipment.

    Accommodation will be arranged by the UNESCO Office in Kabul and will be in premises cleared by the United Nations Department of Safety and Security (UNDSS) in Afghanistan.


    How to apply:

    Candidates are requested to send their application to the UNESCO Kabul email k.human-resource@unesco.org before midnight (Afghanistan time), 16 August 2018.

    All applications must be submitted by email, including the position title in the email subject line. Applications should include the following:

    (a) An up-to-date curriculum vitae;

    (b) A statement indicating how their qualifications and experience make them suitable for the assignment;

    (c) An indication of the approach he/she would adopt to carry out the assignment, including any inputs that may be required from UNESCO;

    (d) The overall cost of the assignment, expressed as an overall lump sum. Any travel and subsistence requirements should be indicated separately.

    Please note that previous applicants need not re-apply as all CVs submitted for the first recruitment call have been retained for further consideration, if necessary.


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    Organization: UN Educational, Scientific and Cultural Organization
    Country: Iraq
    Closing date: 23 Aug 2018

    INV**I**TATION FOR PROPOSALS FOR A PARTNERSHIP Ref.: IRQ/CfPP/18/08

    *‘Improving access to quality and inclusive education with gender equality for out-of-**sc**hool children in Iraq’ – Funded by Education Above All Foundation - Qatar

    Closing date: August 23, 2018 (15:00 Baghdad local time)

    Submission via email to: baghdad.proc@unesco.org

    Inquiries via email to: s.osawa@unesco.org (technical aspects)

    baghdad.proc@unesco.org (administrative & financial aspects)

    A. SCOPE OF THE PROPOSAL

    UNESCO is seeking for applicants to implement a set of activities under the Project “Improving access to quality and inclusive education with gender equality for out-of-school children in Iraq” described below and is inviting interested and qualified parties to submit proposals.

    Applicants must ensure that they fully understand the terms and conditions set forth in the present document. They are expected to fully read and examine the contents of this invitation for proposals and must fully comply with all the requirements set forth in it. UNESCO reserves the right to reject any and or all proposal that do not comply with any provision in the Invitation.

    B. GENERAL BACKGROUND AND JUSTIFICATION

    As per the Ministry of Education (MoE) of the Central Government 2015/2016 school year statistics, the total number of Out of School Children (OOSC) aged between 6 and 12, is 110,223 excluding the governorates of Ninewa, Anbar and KRI. For these three governorates, no detailed data are available from the MoE since 2014 due to armed conflict and the massive internal displacement which has resulted therefrom. However, it is estimated that a total 1.3 million school-age children (6-12 years old) are currently affected by crisis in Iraq. The governorates with highest number of OOSC children are the governorates of Ninewa with 657,374 OOSC followed by the governorate of Anbar 181,990 and then Salah Al-Din with 105,775.

    The absence of education negatively impacts the lives of Iraqi children in m ultiple ways. Unoccupied and disengaged children and adolescents (both boys and girls) are more likely to marry early, participate in child labour, be recruited by armed groups or be affected by other forms of abuse. Lack of educational opportunity is also a key source of social tension between host and displaced communities, as well as a barrier to the voluntary return of Internally Displaced Persons (IDPs). The absence of education deprives children of the knowledge and skills necessary to live productive and responsible lives.

    There are numerous barriers preventing children’s access to education. Many schools face a shortage of teachers and physical space. In poor communities, many parents are unable to cover the cost of learning materials or school transport costs. The long distances to education facilities, coupled with the increasing use of informal child labour, further reduces access to education. Anticipated displacement and return will continue further stretching Iraq’s education system. More teachers are required as many schools are overcrowded and operate in two or three shifts per day, with many teachers and school staff also living in displacement. Moreover, greater teacher training is required, as few teachers are trained in psychosocial care and inclusive education. All recent assessments implemented in liberated areas highlighted similar needs: rehabilitation of WASH facilities in schools; minor repairs of school infrastructure (windows, doors, electricity and heating systems); mine risk education; replacement of teaching and learning materials; and psychosocial support for students and teachers.

    The “Educate A Child Initiative” (EACI) in Iraq – Phase I was implemented between November 2012 and March

    2015 in four governorates (Baghdad, Erbil, Ninewa and Basra). During the project t implementation, 37,353

    OOSC were enrolled into accelerated learning programmes, 109 schools were rehabilitated or reconstructed, and 34 prefab caravan classrooms were established for IDP OOSC.

    Building upon the experiences of Phase I, Phase II aims to target 150,000 OOSC, including IDPs and returnee children in six governorates with high number of OOSC (Baghdad, Erbil, Babil, Thi Qar, Salah Al Din and Ninewa).

    The main purpose of the project is to accelerate the achievement of universal access to primary education**; by considerably lowering the number of OOSC and re-integrate them into the formal education system in Iraq.

    Objective 1: Improve safe and child friendly learning space

    Objective 2: Increase primary school enrolment for 150,000 out of school children

    Objective 3: Enhance national capacity to provide quality primary education

    Objectives one and two focus on OOSC children enrolment through providing a safe and child friendly learning space, community involvement, awareness campaigns and providing basic school kits for students. The third objective focuses on capacity building of teachers, administrators, MoE officials and CSO partners to ensure the quality of education to be provided for children. Project activities will be implemented through the partnership with International and National non-governmental organization (I/NGOs) to maximize the benefits of available resources at the grass root level with an active participation of communities and all stakeholders.

    This particular call for proposals will target 40,000 children in Ninewa governorate as part in achieving the objective one and two to contribute to the improvement of access of OOSC to learning spaces and the increase of the enrolment of OOSC. While UNESCO Iraq Office will be directly managing school rehabilitation and procurement of school kits and furniture, the applicants are to carry out specific activities which are mentioned under Section C under the two objectives.

    C. DESCRIPTION OF THE OVERALL PROJECT/ACTIVITY AND BENEFICIARIES** The estimated target number of students in the two governorates are as below

    Governorate Estimated OOSC boys girls IDPs Target Year 1 (40,000)

    Ninewa 262,949 98,362 40,000

    For this call for proposals only covers the Ninewa governorate (Ninewa governorate separated into two areas: Mosul city and areas except Mosul city). The activities should start at the beginning of September 2018 and completed by mid-December 2018 against a four-month (04 months) Implementation Partner Agreement (IPA).

    The target beneficiaries are out of school children including the IDPs and returnees who are school age at the primary level. The specific activities to be carried out are as below

    Ac**tivities**

    Comments

    Ac**tivities Under Objective 1-** Improve safe and child friendly learning space

    Identify the areas which have high number of OOSC, IDP and returnee school aged children in the target governorates

    In coordination with Directorates of Education (DoE)

    Identify community school locations in the areas which have no near school but have a large number of out of school age girls

    In coordination with DoEs and community members

    Assess the needs of identified community schools

    In coordination with DoEs

    Ac**tivities under Objective 2 – Increase primary school enrolment for 150,000 out of school children**

    Identify as many OOSC, IDP and returnee communities in the target governorates for enrolment in schools, ALP centres and community schools and the reasons for them not going to school

    Along with the activity under Objective 1

    D. OBJECTIVES OF THE PARTNERSHIP

    Unlike procurement contracts, Implementing Partners need to satisfy additional aspects beyond delivery of a service to include capacity-building elements with respect to the partner and/or beneficiary. The outputs from the IPA need to be sustainable. The technical proposal that to be submitted by applicant implementation partners should thus incorporate a framework to deliver on the capacity-building strategy, which requires monitoring and assessment during its implementation.

    Partnerships are defined as “voluntary and collaborative relationships between various parties, both public and non-public, in which all partners agree to work together to achieve a common purpose or undertake a specific task and, as mutually agreed, to share risks and responsibilities, resources and benefits”.

    Building upon the above definition, UNESCO has developed the notion of “added value” to be brought by the partner: “criteria facilitating the financial and programmatic efficiency of the Project/Activity through an exclusive contribution in nature or in cash and beyond the sole delivery of a service”.

    The applicants are expected to contribute to this partnership by securing and partly providing staff and running cost to achieve the expected outcomes in close coordination with UNESCO. It is also expected that by maintaining qualified staff in implementation of the activities, the applicants will ensure the quality of services provided to the beneficiaries. This partnership will serve two ends: OOSC, IDP and returnee students distributed in Ninewa and the civil society organizations in Iraq. With coordination with UNESCO Iraq Office and the Ministry and Directorates of Education in Iraq, the successful applicants are to carry out the activities which are stipulated in the above section. In summary:

    Under Objective 1:**Identifying safe and child friendly learning space in the areas, which has no school nearby with high number of OOSC in Ninewa.**

    Under Objective 2:

    Enrolling 40,000 out of schoolchildren (20,000 in Mosul and 20,000 in other areas of Ninewa expect in Mosul city).

    E. EXPECTED RESULTS AND OUTCOMES OF THE PARTNERSHIP**

    The expected results and outcomes of this partnership are:

    (1) Community school locations are identified to contribute to the improvement of access of OOSC, IDP and returnees to safe and child friendly learning space; and

    (2) 40,000 OOSC, IDP and returnee children are enrolled in schools, ALP centres and community schools. In details and importantly:

    1. The areas which have high number of OOSC, IDP and returnees are located and the reasons for them not-going to school are identified

    2. The existing schools, ALP centres and community schools which have capacity to accommodate students in the areas which have high number of OOSC, IDP and returnees are identified

    3. The locations for new community schools in the areas which have high number of OOSC, IDP and returnees but do not have schools in the vicinity as well as the needs of those identified community schools

    Further insight:

    Participation of the community members is key to successful enrolment and retention of children at school and other educational institutions. Active participation of eminent community members in the enrolment campaigns can attract a large number of community members including those parents of OOSC to understand the importance and value of education for their children. Community members also include parents who can play active roles in school activities through PTA. Awareness campaigns in the community can also discuss barriers to education to find solutions for those who are unable to send their children to school.

    1. Campaign materials are prepared (printed) in coordination with UNESCO Iraq Office such as banners, posters, T-shirts, etc) are printed to be distributed among the campaign attendees – OOSC.

    2. Back-to-school campaigns, targeting to enrol 20,000 children in Mosul city, 20,000 in Ninewa except Mosul city are conducted. The campaign activities include, but not limited to, innovative awareness raising events to mainstream the value and importance of education, counselling sessions with parents who have difficulties to send their children to school, distribution of campaign materials, games, etc

    3. DoE as well as community members (at least 20 members in each governorate or area) are coordinated and involved to work hand-in-hand to maximise the impact of the campaigns to enrol and retain as many children as possible in educational institutions

    4. In coordination with DoE, if possible, the children who are willing to enrol in schools, ALP centres and community schools are enrolled

    5. 10,000 school kits (in Ninewa) are distributed to the most marginalised children at the enrolment to minimise the economic burden in schooling

    6. The enrolment of the recorded children is registered in EMIS and continuously monitoring and updating the data on bi-weekly basis for their attendance and retention in the educational institutions. UNESCO will provide the necessary training and technical support.

    7. At least 80% of enrolled children are staying at the educational institutions at the final reporting period

    8. Other data and information mentioned under reporting is quality checked and regularly submitted to

    UNESCO

    1. The involved staff are familiarised with UNESCO processes and procedures as well as their capacity being built and sustained to implement and monitor the activities effectively and efficiently.

    F. REPORTING, MONITORING AND EVALUATION** Coordinating and reporting to UNESCO Iraq Office on a monthly basis of the progress of the activities. The report includes the detailed narrative accounts of each activity, disaggregated figures (gender, location, etc) for all the participants (children, parents, community members, involved NGO staff, and others), enrolled children (gender, level of education, age, where they are from, etc), school kits, campaign materials, etc, comparison between the planned and actual implementation as well as the financial reporting. In addition to UNESCO’s requirement, it is the responsibility of implementing NGO to monitor and report on the progress of implementation of their activities in accordance with the stipulation of the implementation partner agreement (IPA) and performance measures included in their proposal. Failure to monitor and report on progress of implementation could be a reason to blacklist an NGO for all future UNESCO projects.

    G. TENTATIVE TIMELINES**

    FOR THE INITIAL PROCEDURES:

    Activities Date (tentative) Time (Baghdad time)**

    Formal launch of the call for partnership 7 August 2018

    Closing date for inquiries 17 August 2018 12h00

    Deadline to submit proposal and application form 23 August 2018 15h00

    Start date of implementation period for Y1 3 September 2018

    FOR ACTIVITIES:

    Activities Outputs Sep Oct Nov Dec**

    Preparation of campaigns Campaign materials printed X Campaigns and registration 40,000 children registered X X

    Enrolment of children, distribution of

    School kits

    40,000 children enrolled X X X

    Data entry and regular monitoring 40,000 children retained X X X

    FOR MORE AND THROUGH DETAILS AND ATTACHMENTS PLEASE VISIT UNESCO IRAQ OFFICE WEBSITE: http://www.unesco.org/new/en/iraq-office/about-this-office/vacancies/


    How to apply:

    General Information**

    All the proposals shall be signed, dated and sent before the submission deadline using the procedure described in this document at Section E. No proposal nor additional document will be accepted after the expiration of the submission period. For further information on the application process, please refer to section

    Any error or major discrepancy related in the information provided (e.g. the amounts mentioned in the budget are inconsistent with those mentioned in the concept note) may lead to rejection of the application.

    Please note that this Invitation notice does not entail any commitment on the part of UNESCO, which reserves the right to change or cancel this requirement at any time in the Invitation process.

    The applicants is also aware that:

    · All applications must be in English;

    · Hand-written applications will not be accepted;

    · The complete identification form, concept note and draft budget must be submitted in Word and Excel or PDF;

    · Please note that only the requested documents will be evaluated. It is therefore of utmost importance

    that these documents contain ALL relevant information concerning the Project/Activity.

    · Incomplete applications will be rejected

    Applicants shall bear all costs associated with the preparation and submission of their proposals. UNESCO shall not bear any liability and shall not be held responsible for any cost the applicants may incur while preparing their proposals, regardless of the final outcome of the selection process.

    All the quotations and proposals made by applicants shall be valid for at least 60 days after the closing of the invitation period.

    Submission details**

    All submissions should be addressed to:

    SaeOsawa/ Senior Project Officer

    Email: s.osawa@unesco.org and Baghdad.proc@unesco.org

    Reference: IRQ/CfPP/18/08 - ‘Improving access to quality and inclusive education with gender equality for out- of-school children in Iraq’ – Funded by Education Above All Foundation – Qatar

    *(*Mandatory, otherwise applications will not be accepted within this Invitation)

    Applications sent by any other means (e.g. by fax) or delivered to other addresses will not be considered under this Invitation for Proposals.

    Deadline for submission of proposals

    The deadline for the submission of applications is 23 August 2018 as evidenced by the date of receipt of submission email. Any application submitted after the deadline will be automatically rejected.

    Document to be provided in the submission by the applicant

    Applicants must provide the following:

    • The identification form duly filled;

    • All the documents requested to support the identification form;

    • A budget breakdown in USD linked with the concept note.

    • A concept note explaining and discussing the way to implement the Project/Activity/activity proposed in the framework of the partnership. This concept note must provide the following information:

    Ø A General strategy for the implementation based on all the information provided in this document;

    Ø A preliminary work plan;

    Ø A description of the Capacity building development plan;

    Ø A draft planning for Human resources, including subcontracting, where relevant;

    Ø The estimated procurement needs;

    Ø The Estimated time to deliver and timeframe;

    Ø The Added value you are offering;

    Ø The comparative advantage you are offering;

    Ø Identify the risks in the Project/Activity and explain how you will deal and mitigate them;

    Ø Describe how sustainability of results after completion will be ensured and specify the institutional partners that will contribute to this. Consider key sustainability factors such as: Capacity Development, Gender Equality, Environmental Sustainability, Human Rights-Based Approaches (including Right to Food, Decent Work), financial/economic sustainability and technological sustainability.

    Ø Demonstrate your absorptive capacity and a financial management record commensurate with the grant request amount.

    Ø Certified financial reports for 2015, 2016 and 2017

    Ø CVs of key personnel

    FOR MORE DETAILS: http://www.unesco.org/new/en/iraq-office/about-this-office/vacancies/


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  • 08/14/18--20:39: Iraq: Driver - G2
  • Organization: UN Educational, Scientific and Cultural Organization
    Country: Iraq
    Closing date: 03 Sep 2018

    Title: Driver

    Domain: Finance and Administrative Platform

    Position Number: BAG-18-1-0003

    Organizational Unit: UNESCO Office for Iraq

    Duty Station: Erbil

    Type of contract: Service Contract (UN Ref. G-2)

    Duration of contract: 12 months (3 months initial contract as probationary period)

    Annual salary: USD 15,826 (Social Security included)

    Deadline (midnight, Baghdad time)**:** 3 September 2018

    UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

    Overview of the functions of the position

    Under the overall delegated authority of Chief of Finance and Administrative Platform (AO) and the direct supervision of the Senior Administrative Assistant, the incumbent provides reliable and safe driving services ensuring high accuracy of work to the authorized UNESCO/UN personnel, including senior and high-ranking officials and visitors.

    The incumbent will be responsible for:

    1. Drive official vehicles for the transport of authorized personnel as well as delivery and collection of mail, documents, and other items as requested;
    2. Meet official personnel at the airport and facilitates immigration and customs formalities as required;
    3. Ensure constant awareness of security measures in force and strictly abide by established security rules and regulations;
    4. Responsible for the day‐to‐day maintenance of the assigned vehicles to ensure roadworthiness;
    5. Perform minor repairs, arrange for other repairs, and ensure that the vehicle is kept clean;
    6. Log official trips, daily mileage, gas consumption, oil changes, service, etc.;
    7. Ensures that the steps required by rules and regulations are taken in case of involvement in accident.;
    8. Any other duties as required.

    Competencies

    A successful candidate will be required to demonstrate the following competencies:

    Accountability

    Communication

    Teamwork

    Innovation

    Results focus

    Planning and organizing

    Knowledge sharing and continuous improvement

    For detailed information please consult the UNESCO Competency Framework

    Required qualifications

    Education

    · Completion of secondary education / apprenticeship.

    Work Experience

    · Minimum of two (2) years in similar position, preferably with an international or UN organization.

    Skills and competencies

    · Must possess a valid Professional Driving License;

    · Security and/or First Aid training would be an asset;

    · Must have excellent interpersonal skills;

    · Ability to interact with the public with tact and good judgment and to safe guard information is required.

    Languages

    · Good English is required;

    · Knowledge of Arabic is desirable.

    Assessment

    An assessment exercise may be used in the evaluation of candidates.


    How to apply:

    How to apply

    Interested candidates should complete the attached UNESCO CV with a covering letter in English explaining their interest in the position and forward it electronically to the following e-mail address: recruitment.bag@unesco.org

    Please indicate the position and vacancy number you are applying for. Incomplete UNESCO CV will not be processed.

    Applications can also be received via fax only if internet access is not available to apply online. A completed official UNESCO CV form (available from the UNESCO home page) should be sent to fax number: +962-6-5928456.

    Interested and suitable candidates should ensure that their application is submitted on or before 3 September 2018 (midnight, Baghdad time).

    Due to the large number of applications received, only applicants short‐**listed for interview will be contacted.**

    Benefits and entitlements

    The candidate shall be offered a Service Contract with a net salary of approximately USD 15,826 per annum (Social Security included).

    The initial contract is for a probationary period of 3 months renewable subject to satisfactory service; and contingent on the availability of funding;

    Other benefits include 2.5 days per month annual leave.

    Please note that UNESCO is a no-smoking Organization.


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    Organization: UN Educational, Scientific and Cultural Organization
    Country: Jordan
    Closing date: 03 Sep 2018

    Title:

    Administrative Assistant

    Domain:

    Finance and Administrative Platform

    Position Number:

    BAG-18-1-0002

    Organizational Unit:

    UNESCO Office for Iraq

    Duty Station:

    Amman

    Type of contract:

    Service Contract (UN Ref. G-5)

    Duration of contract:

    12 months (3 months initial contract as probationary period)

    Annual salary:

    JOD 17,788 (Social Security included)

    Deadline (midnight, Amman time)**:**

    3 September 2018

    UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

    Overview of the functions of the position

    Under the overall delegated authority of Chief of Finance and Administrative Platform (AO) and the direct supervision of the National Professional Officer (Budget and Finance), the incumbent provides a series of administrative support services in compliance with UNESCO Rules and Regulations, practices, standards and procedures.

    The incumbent of the post will undertake the following responsibility:

    1.General Accountabilities

    a. Act as certifying officer up to the authorized level delegated by the CFO;

    b. Draft and prepare routine correspondence, memoranda and non-substantive reports;

    c. Maintain confidential and general files and establish reference systems;

    d. Assist in the preparation of budgetary and financial reports, statistics or projections for managers' use;

    e. Review draft reports, verify overall accuracy and consistency, cross-check consistency of figures;

    f. May assist in overseeing activities related to office maintenance, security, transport and similar services;

    g. Provide guidance and interpretation on non-complex administrative rules, regulations and procedures.

    2.Financial Accountabilities

    a. Assist and inform the supervisor on financial status, by using management information systems and reporting;

    b. Code, record and reconcile accounting transactions;

    c. Verify and process payments;

    d. Maintain specific accounts, calculate and compile financial data, prepare routine reports;

    e. Generate expenditure reports from the automated systems;

    f. Provide assistance and guidance to staff on basic financial procedures, requirements related to payments, and on banking and currency provisions.

    3.Budgetary Accountability

    a. Monitor and control commitments and expenditures;

    b. Prepare detailed cost estimates and other data for use in budget analysis and proposals;

    c. Keep track of budget levels and alert the supervisor and concerned managers to avoid potential shortfalls in funds (validating information and identifies any errors or irregularities);

    d. Generate expenditure reports from automated information system databases; compile budget data;

    e. Assist in the preparation, cost estimation and finalization of budget reports, carry out preliminary analysis of variances between budgets and actual expenditures; cross check consistency of figures;

    f. Review overall accuracy and consistency of draft reports; cross-check consistency of figures;

    g. Identify any other anomalies and errors; alert the supervisor and undertake transactions to correct errors/omissions.

    4.Logistics

    a. Travel: assist and provide guidance in preparation of travel plans, review travel claims, prepare travel orders; issue travel advances;

    b. Assist in all security related matters. May liaise and cooperate with UNDSS on matters related to safety and security.

    5. Additional activities that may be required to ensure the success of the work team.

    Competencies

    A successful candidate will be required to demonstrate the following competencies:

    Accountability

    Communication

    Teamwork

    Innovation

    Results focus

    Planning and organizing

    Knowledge sharing and continuous improvement

    For detailed information please consult the UNESCO Competency Framework

    Required qualifications

    Education

    · Completion of secondary, technical or vocational education in financial management, auditing, business administration or a related field.

    Work Experience

    · Five (5) to seven (7) years of general administrative work focused on financial management functions, preferably with an international or UN organization.

    · Proven experience and knowledge in audit and quality assurance would be highly desirable.

    Skills and competencies

    · Knowledge of using Microsoft Office (Word, Excel, PowerPoint, etc.) and use of relevant IT solutions;

    · Proven knowledge of Auditing;

    · Proven knowledge of internationally recognized finance standards and understanding of financial techniques and practices;

    · Analyzing ability and drive for results;

    · Following instructions and procedures.

    Languages

    · Fluency in English is required.

    · Knowledge of Arabic or French is desirable.

    Assessment

    An assessment exercise may be used in the evaluation of candidates.


    How to apply:

    How to apply

    Interested candidates should complete the attached UNESCO CV with a covering letter in English explaining their interest in the position and forward it electronically to the following e-mail address: recruitment.bag@unesco.org

    Please indicate the position and vacancy number you are applying for. Incomplete UNESCO CV will not be processed.

    Applications can also be received via fax only if internet access is not available to apply online. A completed official UNESCO CV form (available from the UNESCO home page) should be sent to fax number: +962-6-5928456.

    Interested and suitable candidates should ensure that their application is submitted on or before 3 September 2018 (Midnight, Amman time).

    Due to the large number of applications received, only applicants shortlisted for interview will be contacted.

    Benefits and entitlements

    The candidate shall be offered a Service Contract with a net salary of approximately JOD 17,788 per annum (social security included).

    The initial contract is for a probationary period of 3 months renewable subject to satisfactory service; and contingent on the availability of funding;

    Other benefits include 2.5 days per month annual leave.

    Please note that UNESCO is a no-smoking Organization.


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    Organization: UN Educational, Scientific and Cultural Organization
    Country: Jordan
    Closing date: 15 Sep 2018

    Title: Associate Contracting Officer

    Domain: Finance and Administrative Platform

    Position Number: AMN-18-1-0003

    Organizational Unit: UNESCO Offices for Amman and Iraq

    Duty Station: Amman

    Type of contract: Service Contract (SC9/3)

    Duration of contract: 12 months (3 months initial contract as probationary period)

    Annual salary: JOD 30,829.2 (Social Security included)

    Deadline (midnight, Amman time)**:** 15 September 2018

    UNESCO Core Values: Commitment to the Organization, Integrity, Respect for Diversity, Professionalism

    Overview of the functions of the position

    The work involves provision of specialized administrative, procurement and logistical support services. Work requires full proficiency in SAP and use of various UNESCO automated applications / tools (e.g. DUO, TULIP, SISTER). While work objectives and methods are well defined, there is a requirement to exercise judgement and to consider the intent of transactions, to identify anomalies, inconsistencies and errors and determine the corrective actions to support sound practices. Work is normally reviewed for accuracy and compliance with the established practices, procedures and instructions.

    Under the overall delegated authority of Chief of Finance and Administrative Platform (AO) and the direct supervision of the Contracting Officer, the incumbent will assist in facilitating planning, developing of technical specifications/terms of references, processing of solicitation documents, and implementation of contracts in support of program delivery.

    The incumbent of the position will undertake the following responsibility:

    1. Assist in conducting market research to keep abreast of significant market development and support the Contracting Officer in analyzing statistical data and market reports on production patterns and availability of good and services. Identify new technologies and products/services, evaluate and propose potential supply sources to the supervisor and participate in the incorporation of research results into the procurement program;

    2. Extract specific data, compile and maintain statistics and prepare analytical reports for management relating to the procurement activities of the office;

    3. Analyze procurement plans submitted by Programme/Projects Officers and plan accordingly associated procurement actions, involving analysis of a wide range of procurement issues, and identification of possible courses of action(s);

    4. Plan, prepare and conduct Requests for Quotation (RFQs), Invitation to Bids (ITBs) and Request for Proposals (RFPs). Analyze and evaluate vendors’ proposals in respect of the Organization’s requirement;

    5. Support the procurement process through directly engaging in consultation with the requesting officer(s) and provide advice on the specifications, delivery dates, possible suppliers and optional procurement strategy;

    6. Assist the Contracting Officer in providing regular technical support to staff on all aspects of procurement procedures including guidance on procurement-related matters, bids/ proposals evaluations, contracts awarding and contracts review, taking in account the programme/projects objectives, local economic and other conditions;

    7. Participate in negotiations with vendor representatives, design solutions to resolve issues / conflicts arising from complex procurement programme, in consultation with the Contracting Officer;

    8. Draft and/or assist in drafting of contracts in close coordination and consultation with the Contracting Officer and UNESCO HQ (including BFM.OSS, BFM.FPC and Office of Legal Affairs) in order to provide advice on contractual arrangements and clauses. Ensure adherence to contractual agreements, recommend amendments and extensions of contracts, and advise concerned parties on contractual rights and obligations. Act as secondary controller of invoices (the project team) to ensure their accuracy and compliance with contractual arrangement;

    9. Provide the needed training to the junior procurement staff / projects staff and guide the team to achieve the objectives;

    10. In close coordination with the Contracting Officer, support the implementation operational activities in UNESCO Iraq and UNESCO Amman Offices;

    11. Perform other administrative duties, as assigned.

    Competencies

    A successful candidate will be required to demonstrate the following competencies:

    Accountability

    Communication

    Teamwork

    Innovation

    Results focus

    Planning and organizing

    Knowledge sharing and continuous improvement

    For detailed information please consult the UNESCO Competency Framework

    Required qualifications

    Education

    · Advanced university degree (equivalent to Masters) in business administration, public administration, procurement, commerce, engineering, law or a related field;

    · Specialized courses or certificates (e.g. CIPS) on matters related to Procurement is highly desirable.

    Work Experience

    · A minimum of four (4) years of progressively responsible experience in procurement, contract management, administration, or related field, preferably with an international or UN organization;

    · Proven experience in quality assurance, financial audit and programme/project development and management is desirable.

    · Proven experience or knowledge in engagement with public partnership frameworks similar to Implementation Partners Agreements or Harmonized Approach of Cash Transfer (HACT) would be an added advantage.

    Skills and competencies

    · Knowledge of using Microsoft Office (Word, Excel, PowerPoint, etc.) and use of procurement IT solutions;

    · Formulating strategies and concepts;

    · Proven knowledge of internationally recognized procurement standards and understanding of procurement techniques and practices and market trends;

    · Ability to conduct research and analyze data and information to support informed decision-making;

    · Applying technical expertise;

    · Works collaboratively with colleagues in a multicultural environment.

    Languages

    · Fluency in English is required.

    · Knowledge of Arabic or French is desirable.

    Assessment

    An assessment exercise may be used in the evaluation of candidates


    How to apply:

    How to apply

    Interested candidates should complete the attached UNESCO CV with a covering letter in English explaining their interest in the position and forward it electronically to the following e-mail address: recruitment.amman@unesco.org

    Please indicate the position and vacancy number you are applying for. Incomplete UNESCO CV will not be processed.

    Applications can also be received via fax only if internet access is not available to apply online. A completed official UNESCO CV form (available from the UNESCO home page) should be sent to fax number: +962-6-5928456.

    Interested and suitable candidates should ensure that their application is submitted on or before 15 September 2018 (Midnight, Amman time).

    Due to the large number of applications received, only applicants shortlisted for interview will be contacted.

    Benefits and entitlements

    The candidate shall be offered a Service Contract with a net salary of approximately JOD 30,829.2 per annual (social security included);

    The initial contract will be for a probationary period of 3 months renewable subject to satisfactory service; and contingent on the availability of funding;

    Other benefits include 2.5 days per month annual leave.

    Please note that UNESCO is a no-smoking Organization.


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    Organization: UN Educational, Scientific and Cultural Organization
    Country: Iraq
    Closing date: 01 Sep 2018

    UNESCO OFFICE FOR IRAQ

    Call for Proposals from Individual Consultants

    IRQ/CONS/18/09

    Prevention of Violent Extremism through Education Experts –

    Part 1) applied research

    Part 2)development of teacher training material and training of trainers delivery

    (Baghdad and Erbil, Iraq)

    Deadline for submission: 01 September 2018 (18h00 Baghdad local time)

    Submission email address:baghdad.proc@unesco.org and r.robertshaw@unesco.org

    12 August 2018

    Dear Sir or Madam:

    UNESCO Office for Iraq is inviting written proposals from Individual Consultants for the work assignment described in (Annex A parts 1 and 2).

    TERMS OF REFERENCE **

    Prevention of Violent Extremism through Education (PVE-E) Expert/s –

    Part 1) applied research in PVE-E

    Part 2) Development of teacher training programme and materials for PVE-E and conducting training of trainers

    1. Background

    Considering the Iraqi context and that of Mosul specifically where young people have been exposed for three years to Islamic State (IS) occupation and its violent extremist narratives, it is necessary to introduce in national education systems components that strengthen learners’ capacities to live together in a culture of peace, coexistence, positive engagement for responsible and sustainable change. Relevant quality education has a strong potential to defuse social tension and to provide learners with the needed knowledge and skills to develop resilience to violent extremism.

    Violent extremism has become a threat facing societies across the world, no more so in Iraq where its presence has posed a grave challenge to human rights and peaceful coexistence. Violent extremism is understood by UNESCO as “the beliefs and actions of people who support or use violence to achieve ideological, religious or political goals”[1]. Radicalisation, a linked but contested term, is commonly used to describe “the process by which a person adopts extreme views or practices to the point of legitimising the use of violence”[2]. As such, radicalisation can be seen as a stepping stone towards violent extremism.

    The causes of radicalisation that lead to violent extremism are diverse, there is no single causal explanation but rather a layering of risk factors reflected in a myriad of personal journeys. At play is a complex interaction of psychological, social, political economic and ideological factors as well as cultural and identity issues. This makes radicalisation simultaneously hard to predict and hard to address. These risks are often grouped according to push and pull factors. Push factors being the broader conditions that push people towards joining extremist groups such as the lack of socio-economic opportunities; marginalisation, inequality and injustice; poor governance, corruption, the erosion of the rule of law and human rights abuses; and extended periods or cycles of conflict. Iraq demonstrates many of these problems and therefor offers a fertile ground for the germination of hate and violence. Pull factors, on the other hand, reflect the individual motivations that drive people towards violent extremism. These includes identifying with collective grievances and narratives of victimisation; the attraction of charismatic leaders; the sense of belonging to a powerful group; a them-and-us world view; and means to access money and power, to name but a few.

    The needs in education, like needs in other areas of life, go hand in hand with protection needs for the children of Mosul. Despite the defeat of IS and the likelihood that some sort of normality will return to their lives, children have been severely psychologically impacted by the crisis. If these needs continue to go unaddressed, there's a risk for their suffering to continue and even exacerbate.

    In June 2014, Islamic State (IS) took control over Iraq’s second largest city; Mosul, capital of the governorate of Nineveh. Before, Mosul had approximately 1.2 million inhabitants, mainly Sunni Arabs, as well as ethnic and religious minorities such as Christians, Kurds, Shabak, Turkoman Shia and Yazidis. IS leader Abu Bakr al-Baghdadi announced at the end of June 2014 the creation of a caliphate; an Islamic state ruled by a religious leader. On 10th of July 2017, after three years of IS control of the city of Mosul, Iraqi Prime Minister officially announced the recapture of Mosul. Iraqi State Forces (ISF), together with a coalition of forces led by the United States, gained control of the city after an 9-month highly destructive offensive.

    Life changed under IS, for children as well as teachers. Schools were forced to change their curriculum, cancelling arts, music, history and geography, while new curricula were introduced including jihadist messages.

    Now that schools finally re-opened, most children have missed three years of education, while those who stayed in school have been indoctrinated with violent and extreme ideology. The exposure to violence has had its negative influence on the children of Mosul. Save the Children reports that most children are left with dangerous levels of psychological damage, having lived under intense fear and 90% having lost loved ones[3].

    Teachers have an important role to play in the development of a generation that is now scarred by violence and loss: they will be the ones shaping the future of Mosul’s children. Many were influenced by IS ideology, either voluntarily or by force. Those who refused to teach the new materials were harassed and threatened.

    Working with ZOA, UNESCO is planning a pilot project will seek to build the capacity and pedagogies to build primary school learners’ resilience to violent extremism ideologies and strengthen their commitments to non-violence and peace through appropriate educational strategies. In doing so, developing the more immediate capacity of teachers to foster among learners a range of supporting cognitive socio-emotional and behavioural skills – such as critical thinking, multi-perspectives, understandings of complexity, moral courage and responsible online behaviour.

    Development Goal

    By 2019, primary school aged children in Mosul have well developed coping mechanisms and resilience to the factors associated with radicalisation leading to violent extremism

    Specific Objectives

    Improved resilience, wellbeing and learning outcomes of children in Mosul through pedagogic interventions and the establishment of school-based support design to prevent of violent extremism

    Work is excepted to commence in September/October 2018

    2. Scope of Work

    The Request for Proposals for individual consultants focuses on two aspects:

    2.1 PART 1) Applied research on PVE-E

    Information is required to establish baseline qualitative data for the project and to help direct subsequent development of pedagogical interventions in the classroom through the development of contextualised teacher training materials.

    There is scope for innovation in the research method/approach with any proposed adaptations to the method describe below should be detailed in the proposal submission.

    Research approach:

    Pre-Intervention Focus Groups

    · Three sets of double focus groups with will be conducted to explore the knowledge, attitudes and practices (KAP) in respect to violent extremism and its prevention.

    · Each focus group will be comprised of (6 to 10 respondent) and need to be led by an experienced facilitator/s. Interpreters will be if required.

    · The first set of focus groups will comprise of teachers working in Mosul primary schools post IS occupation.

    · The second set will comprise of current pupils and will require particular care in design and application.

    · The third set will include community representatives and the benefit and practicality of including parents with in the reference group will be considered, but it may be better to establish a separate focus group for parents to this end.

    · Each of the threes set will be divided by gender, as such at least 6 focus groups will be run.

    Post-Intervention Focus Groups

    · Focus groups will be repeated during/after project implementation (approximately 9 months after the initial study).

    The KAP focus groups are proposed as an adapted version of KAP surveys as a means to focus on collecting qualitative information- given the particularly sensitive nature of the topic and targeted respondents (children – primary school level). KAP surveys originated in a public health context but have since been used in wider developmental contexts and can:

    · measure the extent of a known situation; confirm or disprove a hypothesis; provide new tangents of a situation’s reality.

    · enhance the knowledge, attitude, and practices of specific themes; identify what is known and done about various subjects

    · establish the baseline for use in future assessments and help measure the effectiveness of education activities ability to change related behaviours and attitudes

    · suggest an intervention strategy that reflects specific local circumstances and the cultural factors that influence them; plan activities that are suited to the respective population involved.

    Therefore, the focus groups will collect information on what is known, believed and done in relation to a particular topic – in this case violent extremism and its prevention through education.

    Knowledge - the ability to do, tell, describe, explain, show, and/or say, including three components: Subject (the one who knows), Object (that which is knows), and Cognition (the act of knowing).

    Attitude - an individual’s characteristic way of responding to an object or situation

    Practice - refers to applied skills, techniques, methods.

    The focus groups should attempt to:

    · identify knowledge gaps, cultural beliefs, or behavioural patterns that may facilitate understanding and action, as well as pose problems or create barriers to prevention efforts.

    · identify information that is commonly known and attitudes that are commonly held.

    · assess communication processes and sources that are key to defining effective activities and messages in prevention.

    Five steps will be followed in designing and implementing the focus groups.

    · Defining the objectives

    · Defining the focus groups protocol – key themes of exploration

    · Designing the discussion approach and questions.

    · Implementing the focus groups

    · Analysis the data.

    Areas of discussion/questioning will consider the school, family and community climates.

    2.2 PART 2) Development of teacher training programme and materials for PVE-E and conducting training of trainers

    Five steps are to be considered in the introduction of PVE-E in primary schools in Mosul and should be reflected in proposal submissions.

    1. Development of a PVE-E teacher training course (4 weeks) for primary school teachers, including teacher guidelines and teaching and learning materials

    2. Development of a trainer of trainers course (three-weeks) for on the delivery of PVE-E teacher training course (step 1)

    3. Delivery of the training of trainers course

    4. Monitoring of and support to the implementation of the teacher training by trainers leading to the review and improvement of the material s and approach (Once the training of trainers is complete training will commence using a live-update approach in which initial course delivery acts as a pilot allowing for further update and improvements to the teaching and learning approach, tools and materials. The pilots sessions will be used to further refine the approach of the training of trainers course along with information gathered from the observation, feedback and debriefs of the train teachers’ experience of implementing the approach in the classroom)

    5. Design and delivery of top up training of trainers and or problem solving sessions for trainer.

    The training courses need to be developed drawing on the principles and guidelines set out in UNESCOs Teachers Guide on the Prevention Violent Extremism. They should be designed working closely with local partners including ZOA to ensure in its effective contextualisation. The work will build on the findings and recommendations of KAP focus group studies (see part 1 above)

    Global Citizenship Education (GCED) provides the overall framework for UNESCO’s engagement for the Prevention of Violent Extremism through Education (PVE-E) and should be fully reflected in the materials and training programme developed. The GCED approach empowers learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive and secure world. Viewing challenges in a global context helps learners see beyond their immediate context in seeking and finding explanations of their own daily realities and open up the possibilities of seeing the world from different viewpoints and building a sense of the interconnectedness of both problems and solution.

    GCED and its PVE through education component are not to be understood as independent subject areas. Their modes of implementation can vary. They can be delivered as an integral part of existing subjects, as much as they can be delivered independently. While the modality of delivery may not be a major issue, the core values of global citizenship education must be reflected in and supported by education policy and the curriculum in order to deliver global citizenship education effectively. This means that the curriculum will have to address the three domains of learning (cognitive, socio-emotional, behavioural) to deliver the key learning outcomes defined in the GCED learning outcomes:

    The course for teachers needs to cover 3 modules or main topic areas, likewise the training of trainers course needs to preparing the trainer of teachers to impart knowledge, skills and competencies to teacher in respect to:

    1. Updating and orientating teachers to the primary school curriculum and modern teaching practice, for example:

    a. Understanding the curriculum

    b. Learning, learning styles and motivation theories

    c. Student centre-learning

    d. Classroom management and presentational techniques

    e. Communication and communication barriers

    f. Planning for effective learning

    g. Assessment

    h. Practical teaching methods: effective questioning, etc.

    i. Teamwork and group dynamics.

    1. Pedagogic tools and methods for PVE, for example:

    a. Understanding PVE in Iraq – causes, pathways and resilience, the role of educators and teachers, gender dimensions of PVE

    b. Understanding the gender dimension of violent extremism

    c. Mainstreaming PVE content in the delivery of the curriculum

    d. Standalone interventions and cross-curricula projects and assignments

    e. Linking content to areas of concern

    f. Managing complex group and individual conversations

    g. Managing concerning pupil behaviour

    h. Using the supplementary teaching and learning materials and exercises.

    1. Creating safe and tolerant school environments, for example:

    a. Understanding and managing bias – self-reflective learning

    b. Teachers’ world views and attitudes to violence – self-reflective learning

    c. School-wider PVE interventions

    d. Policy interventions: conduct, bullying

    e. Provision of welfare and wellbeing services for pupils and teachers

    f. Development of policies for safe and supportive schools.

    Training of trainers will be delivered over a three-week course, it will be experiential and practical in nature, but underpinned by high quality theoretical inputs. The course will be complimented though the production of a trainers’ manual providing step-by step guidance and tools for implementing the teacher training. In addition, supplementary teaching and learning materials and exercises will be developed for use by teachers trained in PVE pedagogic tools and methods.

    The process to contextualise the materials will be a significant part of the development process.

    3. Deliverables

    The following deliverables are required:

    3.1Inception Report demonstrating understanding of the assignment and showing a proposed methodology, deliverables and an assignment action. The Inception Report will be deliver within 15 days of the start date of the assignment.

    3.2Monthly Reports describing work undertaken, deliverables and outcomes achieved, the work plan for the coming period, project issues and risks.

    3.3 In additional to Monthly Report further specific deliverables will be agreed on the basis of the inception report and the responsibilities set out above. These will include, but are not limited to:

    · pre-intervention KAP focus groups report

    · Advisory note and recommendations for PVE-E programming

    · post-intervention KAP focus groups report

    · summary report on the emerging impact of the PVE-E on teachers and learners

    4. Qualifications/Requirements

    · Advanced university degree in Education, Higher Education, Public Administration, Public Policy, Social Sciences or other related field, with demonstrated expertise at national and international levels

    · Minimum 5 years of relevant professional experience working in education research, education, or conflict and violence prevention

    · Working experience with senior officials within government and educators

    · Excellent planning and reporting skills

    • Good facilitation skills; excellent communication capabilities; ability to adapt to dynamic environments
    • Previous experience in the Middle East would be an advantage
    • Excellent knowledge of English; knowledge of Arabic would be an advantage

    · Ability to work effectively in a multicultural/multinational environment

    · A commitment to UN values of non-discrimination on the basis of race, gender, economic status, or religion.

    4. Other Information [including information on timelines

    · Duration: pre-intervention pre-intervention KAP focus groups - 6 weeks

    · Duration: post-intervention KAP focus groups report- 4 weeks

    · Duration: development of teacher training programme and materials for PVE-E and conducting training of trainers – approximately 4 months

    · Estimated start: Sept/Oct 2018

    · Remuneration will be paid monthly according to qualifications and experience

    · The consultancy will require regular missions to Erbil and Mosul, Iraq.

    6. Language of submitted reports/materials

    Language: English

    5. Reporting

    Under the overall supervision of the Director of UNESCO Office for Iraq the consultant will report to the Senior Project Officer.

    Submitted reports and material will be provided in English.

    Annex B

    An up-to-date curriculum vitae based on CV template and P11 form (Annex B1 and Annex B2)

    See separate document

    Annex C

    Vendor Information Form

    See separate document

    [1] Living safe togther, 2016, What is violent estremisi

    [2] A Jamieson, J Flint, 2015, Radicalisation and Terrorism: A teacher’s handbook for addressing extremism

    [3] https://reliefweb.int/report/iraq/mosul-s-children-mentally-scarred-brutal-conflict **

    Your proposal and any supporting documents must be in English. If you wish to submit for both parts 1 and 2 these should be done s separate proposals

    Your written proposal/s should include the following parts:

    1) A Technical Proposal/s (maximum of 10 pages excluding the CV – P.11) should consist of:

    a) A description of your proposed approach and methodology for undertaking the assignment;

    b) Description of the main deliverables and milestones related to the assignment;

    c) A work plan with a detailed time frame, including information on expected number of missions estimated and duration of each mission to Iraq;

    d) Comments on the Terms of Reference, if any (in brief);

    e) An up-to-date curriculum vitae based on CV template & P11 form (Annex B1 and Annex B2)**.

    Collective applications from two or more consultants will be considered, but the technical must clearly specify who will be responsible for specific tasks and outputs.

    2) A completed vendors’ form (Annex C).

    3) A signed price schedule form. Fee should be based on as lump sum amount to be charged for the assignment. Estimated cost for travel, accommodation and subsistence costs. Cost should be quoted in United States Dollars or in Euros. Please fill and sign the price schedule form (Annex D).

    Applicants must indicate clearly number of working days (home-based) and number of working days (field-based).

    4) UNESCO's Contract template for individual consultants for reference (Annex E)

    5) A completed Declaration of Compatibility of the Professional Status (Annex F)

    6) Confirmation that applicant consultant has registered himself/ herself in the UNESCO’s consultants’ roster (link: https://careers.unesco.org/careersection/roster/joblist.ftl ). Please indicate your registration number/ ID.

    Note on Travel Costs:

    UNESCO Office for Iraq will cover all the travel cost including airline tickets (at economy class), and daily substance allowance covering costs of accommodation, meals and internal transportation in Iraq according to UNESCO’s established rules and regulations.

    Applicant must indicate the estimated cost of airway ticket from home country to Baghdad, Iraq (round ticket/ economy class).

    UNESCO places great emphasis on ensuring that the objectives of the work assignment, as described in the Terms of Reference, are met. Accordingly, in evaluating the proposals for the assignment, attention will focus first and foremost on the technical elements. From those proposals deemed suitable in terms of the criteria in the Terms of Reference, UNESCO shall select the proposal that offers the Organisation best value for money.

    NB. UNESCO will evaluate the proposed fee against its standard international consultant rates for similar assignments.

    Your proposal should be submitted by e-mail no later than close of business on or before 01 September 2017 (18:00 Iraq time) at the following email addresses ONLY:

    baghdad.proc@unesco.org and r.robertshaw@unesco.org

    Email proposals should not exceed 10MB.

    To ease the email tracing and facilitate quick processing, kindly use the following script “Submission of Proposal:Prevention of Violent Extremism through Education Experts(ref IRQ/CONS/18/09)” in the email subject.**

    It is the individual’s responsibility to ensure that his/her proposal is received by the deadline.

    Potential experts contacted should not treat this letter in any way as an offer. However, their proposal may form the basis for an eventual contract with UNESCO.

    Any expert receiving this letter is requested to acknowledge its receipt and to indicate whether or not s/he will be submitting a proposal. For this purpose, and for any requests for clarification, please contact: Rory Robertshaw at r.robertshaw@unesco.org.

    Submissions will be acknowledged by email upon receipt but ONLY selected expert will receive further notification and correspondences.

    Thank you for your eventual interest in this UNESCO assignment. We look forward to receiving your proposal.

    On behalf of UNESCO Office for Iraq:

    Rory Robertshaw (Mr.)Senior Project Officer

    FOR MORE DETAILS and annexes please visit: http://www.unesco.org/new/en/iraq-office/about-this-office/vacancies/


    How to apply:

    Your proposal should be submitted by e-mail no later than close of business on or before 01 September 2017 (18:00 Iraq time) at the following email addresses ONLY:

    baghdad.proc@unesco.org and r.robertshaw@unesco.org

    Email proposals should not exceed 10MB.

    To ease the email tracing and facilitate quick processing, kindly use the following script “Submission of Proposal:Prevention of Violent Extremism through Education Experts(ref IRQ/CONS/18/09)” in the email subject.**

    It is the individual’s responsibility to ensure that his/her proposal is received by the deadline.

    Potential experts contacted should not treat this letter in any way as an offer. However, their proposal may form the basis for an eventual contract with UNESCO.

    Any expert receiving this letter is requested to acknowledge its receipt and to indicate whether or not s/he will be submitting a proposal. For this purpose, and for any requests for clarification, please contact: Rory Robertshaw at r.robertshaw@unesco.org.

    Submissions will be acknowledged by email upon receipt but ONLY selected expert will receive further notification and correspondences.

    Thank you for your eventual interest in this UNESCO assignment. We look forward to receiving your proposal.

    On behalf of UNESCO Office for Iraq:

    Rory Robertshaw (Mr.)Senior Project Officer

    FOR MORE DETAILS and annexes please visit: http://www.unesco.org/new/en/iraq-office/about-this-office/vacancies/


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    Organization: UN Educational, Scientific and Cultural Organization
    Country: Qatar
    Closing date: 09 Sep 2018

    Post Title: Project Assistant - Communication and Information

    Organization Unit: UNESCO Doha Office

    Duty station: Doha, Qatar

    Contract type: Service Contract (SB3/1)

    Duration: 1 year, with possibility of extension depending on availability of funds and satisfactory performance.

    Date of Issue: 16 August 2018

    Date of Closing: 9 September 2018 (23:59 Doha time, GMT +3)

    Overview of the functions of the post

    Under the overall authority of the Director of UNESCO Cluster Office for the Gulf States and Yemen, the direct supervision of the Communication and Information Senior Programme Assistant, the successful candidate will be responsible for assisting the Senior Programme Assistant in the development, planning, management and implementation of the regional project on “Supporting Documentary Heritage Preservation in the Arab region” and assisting UNESCO Communication and Information sector in the fields of programme implementation, visibility and resource mobilization to build inclusive knowledge societies in the Gulf States and Yemen region.

    In particular, the Project Assistant shall:

    1. Provide assistance for the implementation of the “Supporting Documentary Heritage Preservation in the Arab region” project by:

    • assisting in the implementation of the project activities including maintaining regular contact with donor, partners and beneficiaries and ensure smooth coordination and communication;

    • contributing to the organization of regional events including training, conferences, write reports and follow up on recommendations;

    • coordinate and communicate with Steering Committee including setting up meetings, preparing agendas, documents, communication plan, reports;

    • update database through research and networking, follow up with external partners to compile information for database and surveys;

    • implementing the strategic and communication plan developed to raise visibility and the scope of action of the project including writing press release, news item, promotional materials and content for key project achievements and activities;

    2. Provide support for the development and expansion of the Communication and Information Sector’s Knowledge Societies Division in the Gulf States and Yemen:

    • assist in the implementation of activities in the field of Knowledge Societies including the development and expansion of the Memory of the World programme in the Gulf States and Yemen;

    • Follow the developments and remain aware of the advancement in the area of Knowledge Societies (documentary heritage preservation, Open Solutions, ICTs for people with disabilities) to inform and assist UNESCO Cluster Office in the Gulf States and Yemen in its policy formulation, project development, and best practices;

    • Assist in identifying, expanding cooperation and partnership in the field of Knowledge Societies through networking, communication, attendance of events/conferences.

    3. Provide support to other administrative or technical duties such as:

    • drafting speeches, preparing presentations, briefings and reports;

    • preparing recommendations, concept notes and project proposals in the field of Communication and Information;

    • Assist in event preparation including international travels and procurement of services for implementation of activities.

    4. Perform other duties as assigned by the supervisor.


    How to apply:

    Required qualifications

    Education

    University degree (BA or equivalent) preferably in communication or information sciences, conservation and preservation, political science, international development or any other relevant fields covered by the work of the UNESCO’s programmes in Knowledge Societies.

    Work experience

    Three years of working experience in information and communication or conservation and preservation. Advanced university degree (MA or equivalent) in the relevant field in combination with at least 2 years of relevant qualifying experience will be accepted.

    Skills and competencies

    Knowledge in the field of access to information, preservation and conservation.

    Good analytical, planning, organizational skills.

    Good communication, IT, and information management skills.

    Ability to draft clear and concise reports.

    Proven ability to organize events, workshops.

    Experience coordinating, communicating with external partners (NGOs, Governments, etc.)

    Ability to manage large database, compile and analyze information.

    Languages

    Excellent knowledge of English and Arabic.

    Desirable qualifications

    Knowledge about UNESCO´s actions in this field of work.

    Experience with the UN system and understanding of its functioning and procedures.

    Work experience in the Arab region will be an asset.

    Conditions of Employment:

    UNESCO Salaries in Doha paid in Qatari Riyals; the annual remuneration for the post is from QAR 150,300.00. UNESCO Service Contract benefits includes 30 days of annual leave as well as a contribution to pension scheme and health insurance upon proof of inscription.

    How to apply

    1. Fill in a detailed UNESCO CV form available http://www.unesco.org/new/en/doha/about-this-office/vacancies/.

    2. Prepare a cover letter referencing the post title and explaining your qualifications for the position;

    3. Send the two above-mentioned documents along by email to ao.doha@unesco.org by 9 September 2018 23:59 Doha time, mentioning in the subject: DOH/CI/KSD – Project Assistant;

    4. Applications in different formats than the above-mentioned and without the UNESCO CV Form will not be considered;

    5. Please note that the references mentioned in the UNESCO CV Form may be contacted.

    ONLY SHORT LISTED CANDIDATE WILL BE CONTACTED

    A WRITTEN EXAMINATION MAY BE USED IN THE EVALUATION OF CANDIDATES.

    UNESCO IS A NON-SMOKING ORGANIZATION

    UNESCO is committed to promoting geographical distribution and gender equality within its Secretariat. Therefore, women candidates are strongly

    encouraged to apply, as well as nationals from non- and under-represented Member States. Persons with disabilities are also encouraged to apply.

    Worldwide mobility is required for staff members appointed to international posts.UNESCO DOES NOT CHARGE A FEE AT ANY STAGE OF THE RECRUITMENT PROCESS**


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