Associate Project Officer

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Job Description

The COVID-19 pandemic led to widespread school closures, severely impacting Technical and Vocational Education and Training (TVET) systems. This disrupted skill development and affected the global economy variably across sectors and regions. Young people, in particular, faced difficulties entering the labor market, risking long-term consequences. In response, international solidarity emerged to maintain access to education and training. Amid these challenges, the importance of changing Learning Management (LM) systems and integrating Artificial Intelligence (AI) became clear. These technologies are crucial for managing the twin transitions to digital and green economies, ensuring education systems remain resilient and adaptable to future challenges.

The establishment, in July 2020, of the Global Skills Academy (GSA) under the umbrella of the Global Education Coalition (GEC) was a fast and resilient UNESCO response to the growing consequences of COVID-19 on skills development opportunities worldwide and particularly in least developed countries. The vision and overall objective of the GSA, which was initially to equip one million youth and adults globally by the one-year pilot phase with employability skills through selected key GEC’s Partners, was set, and for now, more than 25 Partners rallied since then to take part in this endeavour. Recent development targets to scale-up the GSA to reach 10 million youth beneficiaries by 2029, expanding the number of beneficiaries while broadening the stages and effectiveness of the mission.

The incumbent will work under the overall authority of the Director of the Division for Policies and Lifelong Learning Systems (ED/PLS) and the direct supervision of the Chief of the Section of Youth, Literacy and Skills Development (ED/PLS/YLS).

In the overall framework of the UNESCO Strategy for TVET 2022-2029, the incumbent will be responsible for coordinating the development and implementation of an effective scale-up approach for the Global Skills Academy (GSA) mission. Additionally, the incumbent will manage the transition for each Partner to the effective implementation phase by notably fulfilling the following major activities and tasks, including fundraising efforts to support these initiatives:

Coordination: Support the coordination of the GSA at YLS Section and implement successfully the newly adopted scale-up and more demand-driven approach of the GSA, by strengthening strategic and operational synergies with partners, UNEVOC Network, UNESCO field offices, and Extrabudgetary programmes on TVET (such as the phase III of Better Education for Africa’s Rise project (BEARIII), CapED programme;
Monitoring and evaluation: Collect quantitative and qualitative data during the implementation phase of the scale-up approach and consolidate monitoring and evaluation (M&E), liaising with partners and national focal points, with a view to prepare regular monitoring reports (every 3-4 months). This will contribute to report on the GSA’s global and national targets and to support any requests related to the GSA in line with the Global Education Coalition (GEC);
Innovation: Capitalize on lessons learnt from the GSA, analyze strengths and challenges, and revise regularly the strategic and operational framework of action, including key innovations in modus operandi of the GSA;
Mobilization of partners and funds: Support resources mobilization for the GSA through establishment of strategic cooperation with partners and donors and the development of project proposals. This includes to enhance actuals partnerships and potential new stakeholders and support the logistics of the Partners’ meeting of the GSA (to be organized max every 4 to 6 months);
Strategic collaboration: Represent the GSA in events to promote GSA and ensure the contribution of the GSA to national, regional and/or global processes linked to skills development for digital and green transitions as well as support the section in any other activities as assigned by Chief, ED/PLS/YLS.
Internal contacts: The ED/PLS/YLS Section works in close coordination with the International Centre for Technical and Vocational Education and Training (UNEVOC), UNESCO Institute for Lifelong Learning (UIL), Field Offices and International Institute for Educational Planning (IIEP). It also works with the Executive Office (ED/EO), the Education Communication Team (ED/COM), the Sector for Priority Africa and External Relations (PAX), the Division for Communications and Public Engagement (CPE), the Conference and Cultural Events Management Section (CLD), and the Cabinet.
External contacts: The incumbent will work closely with external partners of the Global Skills Academy, donors, as well as with external consultants and service providers, and with IGOs and NGOs and other external partners, in particular members of the Global Education Coalition, maintaining liaison, exchanging information, undertaking joint activities, and promoting cooperation.

REQUIRED QUALIFICATIONS

Education

Advanced university degree (Masters or equivalent) in international development, public administration, business administration, social sciences, education, education planning, communication/information management or other related field.

Work Experience

A minimum of two years of professional experience as a project or programme officer and/or in a similar position in the area of TVET and ideally in the field of digital solutions to support employability of learners/trainers.

Skills and Competencies

Excellent interpersonal skills, including the ability to effectively coordinate international partners and networks in private and public sectors in education and training.
Strong analytical skills, result-oriented approach, and ability to identify key strategic issues, objectives, opportunities and risks, and familiarity with the use of results frameworks.
Ability to work in a collegial manner, to build positive team spirit and efficient partnerships both within and externally to UNESCO.
Good knowledge and understanding of the international development agenda, notably related to education/SDG4 and 2030 agenda.
Experience in both working in an international environment and being able to apply management and business principles, to project management and external partnerships.
Experience in the development of M&E systems/processes and performance indicators.
Proven ability to work independently and with minimum supervision.
Capacity to deliver high-quality results within specified timelines

Languages