- Has highest-level communication skills, including engaging and informative formal public speaking.
- Creates and encourages a climate of team-working and collaboration in a multi-cultural environment.
- Consistently achieves high-level results, managing and delivering projects on-time and on-budget.
- Has high-level leadership and supervisory skills; provides others with a clear direction; motivates and empowers others; recruits staff of a high caliber; provides staff with development opportunities and coaching.
- Analyzes and integrates potentially conflicting numerical, verbal and other data from a number of sources.
Sets, develops and revises organizational strategy and develops clear visions of the organization's future potential.
- Quickly builds rapport with individuals and groups. Actively nurtures good relationships with people across all organizational levels and boundaries, and with government leaders and stakeholders.
- Anticipates and actively monitors long term local and global developments, constantly seeking new opportunities for advancing UNICEF's mission.
- Negotiates effectively with people inside and outside the organization by adopting a range of approaches.
To for fill the roles of this job I would need to acquire another UN language such as Chinese or Arabic. I would need to gain more education in the areas of business administration, marketing and fundraising. I would also need to obtain 10 years of experiences with fundraising and management responsibility in a leading non-profit organization. I would also need to develop even strong communication skills.
2. Save the Children: Save the children is the next organization that I took interest in. Not only do they help children in crisis here in America, but in other regions of the world as well. I also took interest to them because of the amount of partnerships that they have with other companies. It is a diverse group of people fighting for the rights of our children. They are giving them a brighter future. .I was also drawn by their six global priorities which are children are protected; children learn and develop; children are healthy and well-nourished; children thrive in food-secure and economically viable households; children affected by HIV/AIDS are supported; and emergency response is effectively managed. They are working to create change in the lives of children
Job Opportunities:
Location: Bangui, Central African Republic
Contract – Full-Time
Closing date: Tuesday 9 December 2014
Contract length: 12 months
|
TITLE: Education Advisor
|
|
TEAM/PROGRAMME:
PDQ Team/Education Programme
|
LOCATION:
Bangui, CAR
|
|
GRADE: TBC
|
CONTRACT
LENGTH: 12 months
|
|
CHILD SAFEGUARDING:
Level 3: the role
holder will have contact with children and/or young people either
frequently (e.g. once a week or more) or intensively
(e.g. four days in one month or more or overnight) because they work in
country programs; or are visiting country programs; or because they are
responsible for implementing the police checking/vetting process staff.
|
|
ROLE PURPOSE:
The Education Adviser has the responsibility for overall technical
oversight of the Education portfolio in Central African Republic (CAR), and
for identifying, designing/developing and managing Save the Children
emergency Education projects in CAR. This includes the provision of technical
support, training and capacity building, advocacy and representation and
participating in control of financial and other resources.
|
|
SCOPE OF
ROLE:
Reports to: Programme Development and Quality (PDQ) Director
Staff directly reporting to this post: Education Program Managers
|
|
KEY AREAS
OF ACCOUNTABILITY:
Programme Support
- Oversee start-up
and implementation of the Education activities in Save the Children
country programmes
- Ensure the
effective development, management, and technical quality of the
emergency Education programme in Central African Republic (CAR) through
regular monitoring, review and evaluation and within the framework of
the overall national and global Save the Children strategy.
·
Continuous work on the existing Education
strategy to intervene in the education sector in CAR and adapt it for 2015 in
line with the regional Education strategy.
·
Liaise with potential donors to establish funding
possibilities and shared strategy
·
Lead on
technical assessments in coordination with other Save the Children thematic
areas and/or other external sector agencies, ensuring assessment findings are
documented and that all
assessments include a specific analysis of children’s needs.
·
Working
with the Director of Program Development and Quality (PDQ) to develop sector
response plan and master budgets and contribute to Save the Children’s
overall response strategy ensuring that it is compatible with both the
overall Education Sector Strategy (facilitated by the Education Cluster).
·
Working
closely with Director of PDQ, lead on establishment of funding for the
sector, including development of high quality concept notes and proposals,
and engagement with donors’ technical advisors.
·
Prepare timely programme and donor reports on
project activities in compliance with internal Save the Children requirements
and any relevant external donor requirements.
·
Working
closely with the Human Resources (HR) team, identify technical staffing needs
(both national and international) for emergency programmes, and ensure rapid
recruitment, induction and training of new staff.
·
Identify
programme supplies needs and coordinate with the logistics team to put in
place a sensible phased procurement plan.
·
Working
closely with the Monitoring, Evaluation, Accountability and Learning team put
in place a sector Monitoring & Evaluation (M&E) plan, ensuring this
links to reporting requirements, and capacity build technical field staff in
carrying out the work.
·
To ensure that the minimum standards of humanitarian
relief are maintained in accordance with the Sphere Charter, the Red Cross
Code of Conduct and with
International Network for Education in Emergencies (INEE) Minimum Standards
for Education in Emergencies.
Capacity Building
- Identify learning
and training opportunities for Save the Children staff and partners and
work as a mentor and role model for new staff that you may hire and
those with little or no education experience
Representation & Advocacy &
Organisational Learning
- Ensure that Save
the Children's planning and work is coordinated with efforts of other
agencies and Government, and take a leadership role within Interagency
Coordination forums (including the Education cluster), ensuring the
specific needs of children are being addressed. This may involve taking
the lead in coordination working groups.
- Take steps to
document lessons learned for wider dissemination.
- In collaboration with senior programme
staff, assist in advocacy activities that target decision-makers at all
levels.
- In collaboration
with Education colleagues, feed in learning, experiences and evidence to
relevant global advocacy objectives.
General
- Comply with Save
the Children policies and practice with respect to child protection,
code of conduct, health and safety, equal opportunities and other
relevant policies and procedures.
|
|
SKILLS
AND BEHAVIOURS (SCI Values in Practice)
Accountability:
·
holds
self-accountable for making decisions, managing resources efficiently,
achieving and role modelling Save the Children values
·
holds the
team and partners accountable to deliver on their responsibilities - giving
them the freedom to deliver in the best way they see fit, providing the
necessary development to improve performance and applying appropriate
consequences when results are not achieved.
Ambition:
·
sets
ambitious and challenging goals for themselves and their team, takes
responsibility for their own personal development and encourages their team
to do the same
·
widely
shares their personal vision for Save the Children, engages and motivates
others
·
future
orientated, thinks strategically and on a global scale.
Collaboration:
·
builds
and maintains effective relationships, with their team, colleagues, Members
and external partners and supporters
·
values
diversity, sees it as a source of competitive strength
·
approachable,
good listener, easy to talk to.
Creativity:
·
develops
and encourages new and innovative solutions
·
willing
to take disciplined risks.
Integrity:
·
honest,
encourages openness and transparency; demonstrates highest levels of integrity
|
|
QUALIFICATIONS
AND EXPERIENCE
Essential
- Education to
MSc/MA/MEng level in a relevant subject or equivalent field experience
- Significant
management experience working in an emergency response contexts or
fragile states
- Previous first
phase emergency response experience
- Demonstrated
experience in managing education in emergencies for international NGOs.
- Experience of
applying relevant interagency humanitarian frameworks and standards in
education in emergencies (for example INEE Minimum Standards)
- Previous
experience of managing a team
- Previous
experience of project management
- Experience of and
commitment to working through systems of community participation and
accountability
- Demonstrated
monitoring and evaluation skills
- Ability to work
both in an advisory and a hands on implementation capacity
- Proven capacity
to supervise, train and coach staff
- Experience of
representation, including Cluster coordination, and ability to represent
effectively in external forums.
- Experience of
preparing successful funding proposals for donors
- Ability to write
clear and well-argued assessment and project reports
- Excellent
communication skills
- Strong
influencing skills and experience in advocacy
- Politically and
culturally sensitive with qualities of patience, tact and diplomacy
- A high level of
written and spoken English
- The capacity and
willingness to be extremely flexible and accommodating in difficult and
sometimes insecure working circumstances.
- Commitment to the
aims and principles of Save the Children. In particular, a good understanding of
the Save the Children mandate and child focus and an ability to ensure
this continues to underpin our support
- Fluency in
written and oral French
|
|
Date of issue: 05/07/14 Author:
|
For this job I would need to learn the language of French and be very fluent in it. I would also need Emergency response training, strong communication skills. I would need to gain more experience with project management.
3. United Nations Education, Scientific, and Cultural Organization (UNESCO).
What drew me to this organization was it mission, which is: to contribute to the building of peace, the eradication of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, communication and information. They are fighting for Equity which is something I take strong belief in and will advocate for. I also took noticed to their objectives:
Job Opportunities
A professional career at UNESCO
An international professional career at UNESCO may be open to you depending on your level of expertise in the field of education, culture, science or communication or in management and administration.
You will be providing expert opinion on global issues and handling the planning and execution of UNESCO’s programmes and projects, at the centre of the Organization’s intergovernmental activity.
Your responsibilities will be exclusively international and, accordingly, you will be under the authority of the Director-General and may not receive instructions from any government or from any other authority outside of the Organization.
It is your skills which will qualify you for a vacant post. Given equally qualified applicants, the degree of representation of your country may be a determining factor since staff at UNESCO are recruited on as wide a geographical basis as possible. |
Like the other United Nations agencies, UNESCO offers to its international professional staff the following career steps:
Junior professionals (grade P-1/P-2)
Your principal goal will be to demonstrate your expertise by participating in the execution of programmes and projects, moving in the course of your apprenticeship to higher levels of responsibility.
Middle-ranking professionals (grade P-3/P-4)
As a project leader in charge of a small team, you will launch and develop particular facets of the UNESCO programme and gain further professional experience.
Management professionals (grade P-5 and D)
Your responsibilities as head of a section, director of a division or director of a UNESCO field office will include direct participation in the preparation and execution of the Organization’s strategy. You will manage a budget and assume a leadership role.
Although there is no current positions open at this time I would take interest in becoming a junior professional.
|
