Education Officer

UN Children's Fund, Lilongwe, Malawi

Skill Required:, Education Management
Preferred Experience: 
2 years of relevant work experience
Closing Date for Applications: 
28th February, 2019

Job Description

UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.

Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.

And we never give up.

For every child, fair chance.

UNICEF Malawi Country Programme (2019-2023) is aligned with the Government of Malawi’s Growth and Development Strategy (MDGS III) and the United Nations Development Assistance Framework (UNDAF). The programme supports the Government of Malawi to meet its commitment to respect, protect and fulfil children’s rights in line with international conventions and standards. The country programme is guided by the principles of children’s rights, equity, gender equality, inclusion and resilience, and supports evidence-based, integrative and innovative programming. The vision is that ‘all girls and boys in Malawi, especially the most disadvantaged and deprived, realize their rights’. The programme focuses on: early childhood (parenting, high-impact social services, early stimulation and learning), middle childhood and adolescence (learning, multi-sectoral services, active citizenship), communities (decentralized services and systems, community ownership, social norms), programme effectiveness (monitoring, evaluation, HACT, Innovation, Social Protection and Social Policy and External Communication. The programme is based on ‘leaving no child behind’, realizing ‘rights for all children in Malawi’.

How can you make a difference?

Under the overall guidance of the Chief Education (Adolescent Development & Participation) and reporting to the Education Manager, the Education Officer (Girls’ Education) will provide leadership for girls’ education especially in improving access and learning outcomes of adolescent girls. He/ She contributes to initiatives aimed at addressing the demand and supply side barriers to girls’ access, completion and achievement from early childhood to post primary education at community level; strengthens school and community partnerships to enhance the child friendly school framework; supports initiatives to use gender (especially girls education) as entry point to address major disparities in education; provides technical support to local gender movements; supports micro-planning initiatives; contributes to development of key strategy documents in adolescent girls education and plays a key role in the implementation of strategies aimed at improving the status of girls education at all levels.

Summary of key functions/accountabilities:


  • Contributes towards the preparation/design and conduct/update of the situation analysis to ensure that comprehensive and evidence-based data on adolescent girls’ education issues is available to guide the UNICEF's country program
  • Keep abreast of national/regional/international development priorities on adolescent girls’ education to enhance program management and delivery
  • Provide technical support in the programming processes to ensure integration, coherence and harmonization of programs/projects within UNICEF sections and achievement of results as planned and allocated.
  • Work as a focal technical point for the National Girls Trust Fund and provide support to the Spotlight initiative among other programmes


  • Assists in the preparation of recommendations on Girls Education as an MTSP priority; the Education Sector Development Plan; Malawi Growth and Development Strategy III, CPD, UNICEF Gender Action Plan and Annual Work Plan and Reports; and other programme documents, as may be required
  • Provide technical guidance in enhancement of girls’ education in Malawi from ECD, primary to post primary education (both formal and informal sectors)
  • Ensure proper planning and implementation of the interventions for the girl child in liaison with relevant ministries (MoEST, Min of gender, Min of youth)
  • Participate in strategic discussions to influence policy and agenda setting for adolescent girls’ education by advising on and advocating strategies and approaches to promote universal access to and equitable and inclusive education for children in the country
  • Participates in the development of the sectoral work plan, ensures timely achievement of specific assigned objectives through timely advances of DCT and remittance, monitoring of activities and reporting on status, and writing donor report.
  • Works with district-level education officers and other partners to mobilize and train community structures (mother groups, girls’ clubs, school management committees, PTAs and local leaders) to effectively support children’s right to education
  • Collaborates with Ministry of Education and other education development partners on educational micro-planning and on the roll out of the National Strategy for Community Participation in Primary School Management, National Girls education strategy, AGYW strategy, ensuring the Child Friendly School Framework is propagated and institutionalized at the local level.
  • Assists in the review of the National Girls Education Strategy and the communication strategy on girls’ education and provide advice for programme development in line with current trends on girls’ education. Contributes to the SWAp development at district level.


  • Build and strengthen strategic partnerships through networking and advocacy with the central government and district councils, UN system agency partners and NGOs to reinforce cooperation and/or pursue opportunities to promote goals and achieve sustainable and broad results on girls’ education.


  • Develops, implements and participate in monitoring and evaluation exercises on girls education, program reviews and annual reviews with government and other counterparts to assess progress and to engage stakeholders to take required action/interventions to achieve results
  • Plan and/or collaborate with relevant ministries and partners to establish benchmarks, performance indicators and other UNICEF/UN system indicators, to assess/strengthen coherence and delivery of concrete and sustainable results in girls’ education programs
  • Prepare/assess monitoring and evaluation reports to identify gaps, strengths/weaknesses in program and management, identify lessons learned and use knowledge gained for development planning and timely intervention to achieve goals related to girls education
  • Undertakes field visits to monitor programmes/projects, as well as conducts periodic programme reviews with district level education officers and other cross sectoral programmes that have a strong bearing on education.
  • Follows up on supply and non-supply assistance activities ensuring proper and timely delivery; follows up on utilization of materials delivered to schools and district offices


  • Contribute to identifying, capturing, synthesizing, and sharing lessons learned for knowledge development and capacity development of stakeholders
  • Apply innovative approaches and promote good practice to support the implementation and delivery of concrete and sustainable programme results
  • Research and report on best and cutting-edge practices for development planning of knowledge products and systems
  • Participate as a resource person in capacity building initiatives to enhance the competencies of clients/stakeholders

To qualify as an advocate for every child you will have:

  • A university degree in one of the following fields is required: education or social science or another relevant technical field
  • A minimum of two years of professional experience in programme planning and management in education is required
  • Experience working in a developing country is considered as an asset
  • Relevant experience in a UN system agency or organization is considered as an asset
  • Fluency in English is required. Knowledge of another official UN language or local language of the duty station is considered as an asset.


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