Exploring international jobs or roles in the Early
Childhood Education field I found these three positions very interesting. These
positions are way above my skill level but joining an internship would be
exciting to do and increase my skill level. I also found that international positions you need more qualification than you do for other jobs in my local area.
v UNICEF is
passionate about our cause and committed to our mission: to promote the equal
rights of children, and to support their full participation in the political,
social and economic development of their communities. That's our vision. And
it's the world we'd like to build with you.
The UNICEF has several different
types of employment opportunities as well as intership programs, and volunteer
opportunities. The Education Specialist
(Learning) is an employment opportunity that interested me but I don’t qualify.
To get involved with the UNICEF I will be looking into the internship program
and volunteer opportunities to gain the experience and look into learning a new
language.
This is a list of all the
qualifications for the Education Specialist (Learning) position:
Purpose of the Position
Under the general guidance of the
Senior Education Advisor (Education in Emergencies), the incumbent is responsible
for the planning, development, monitoring and evaluation of human resource and
system capacity development for education in emergencies and post-crisis
transition and for technical support in UNICEF`s on-going policy development
and programming in emergencies, information management and coordination in
relation to emergencies.
Key Expected Results
1. Education in emergencies
technical leadership (capacity building):
Provides technical leadership in the visioning and formulation of capacity
building (CB) in education in emergencies (EiE) and post crisis transition
human resource and systems-strengthening CB goals and pertinent policies,
strategies, norms, standards, coordination and monitoring mechanisms for
enhancing effective coordination and delivery of education programming in
emergencies, transition (post crisis) and development contexts (including risk
informed programming and resilience). Identifies critical capacity gaps and
coordinates guidance to develop and deliver training programmes (including
facilitation of training), packages, resources and tools to strengthen capacity
of UNICEF education staff ensuring consistent and quality capacity to deliver
on the education CCCs. Ensures the institutionalization and roll-out of all
components of the UNICEF EiE CB strategy.
End Result(s):
UNICEF EiE CB development plan finalized and shared with ROs and KPI timely
monitored.
2. UNICEF education surge capacity and on-going technical support in
emergencies:
In close collaboration with DHR and EMOPS, enhances UNICEF surge capacity and
related mechanisms for EiE to provide a more timely and effective emergency
response, by supporting the development of an up-to-date Global Web Roster,
facilitating deployment, helping to develop talent pools and to manage standby
partner agreements. Provides guidance and support to Regional and Country
Offices to develop and roll-out CB strategies (e.g. support to regional
training workshops, field missions to monitor and evaluate CB efforts).
Identifies capacity gaps and proposes remedial action (linking emergency,
transition and development). Deploys on surge missions as needed, in
consultation with HQ and COs, particularly for L2 and L3 emergencies. Provides
technical support in UNICEF`s on-going policy and programming in emergencies
(e.g. review of humanitarian appeal documents, attend emergency meetings),
supports implementation of EiE Hub work plan (including budget monitoring),
information management and coordination in relation to emergencies.
End Result(s):
Surge capacity system in place and surge missions completed with timely and
effective EiE responses; policies and programming in emergencies disseminated
at all levels and linked to transition and development education programming
(including preparedness).
3. Guidance and support to IASC education activities and CB initiatives:
Provides guidance and support to inter-agency initiatives related to IASC
Education Cluster and general cluster approach/humanitarian efforts, working
closely with Education Cluster (EC) Coordinator. Represents and leads for
UNICEF in areas such as: surge capacity and related mechanisms, technical
areas, EiE supplies, and relevant policy and advocacy work streams. Leads and
provides guidance and support to inter-agency training, inter-agency strategies
and activities (cluster coordinators, technical staff, and others) working
closely with EC Coordinator. Provides guidance for education on general cluster
training and other humanitarian capacity development programmes. Ensures
synergies and complementarity with wider UNICEF education CB and programming
efforts.
End Result(s):
Education related IASC initiatives supported and strong links established
between EiE through transition into development education programming.
4. Support to the Education in Emergency Hub:
Supports implementation of the EiE work plan. Leads coordination of
assessments, evaluations, other research, and periodic reviews and reports, in
order to contribute to the development, monitoring and evaluation of EiE
strategies and effectiveness, particularly those related to CB. Identifies
partners, research institutions, training institutions, individual consultants
to assist UNICEF efforts to build evidence and enhance capacity for education
in emergencies and transition contexts. Coordinates with others, within UNICEF
and with partners and education sector organizations, to support advocacy and
fund raising efforts, across both humanitarian and development constituencies,
for Education in Emergencies.
End Result(s):
Contribute to the realization of the EiE strategy and implementation of the EiE
work plan, in alignment with the CCCs and global strategic plan key result
areas.
5. Support to the Education Section:
Support the overall work of the education section through the provision of high
quality briefing; representing UNICEF at relevant internal and external
meetings; providing inputs into the work of others, and ensuring priority
messages on education are effectively and consistently communicated. Support
the effective running of the section and its teams, through regular attendance
and contributions to internal management meetings and education professional
development events.
End Result(s): Coherence achieved in the emergency-development continuum,
through support to strategy, policy, planning, communications, capacity
building and programming responses.
Qualifications of Successful Candidate
- Advanced university degree in
Education, Social Sciences or a related technical field with some
experience/background in logistics in emergency settings (education).*
- Minimum of eight years of relevant work experience at the national and
international levels developing, implementing and supporting education in
crisis programmes and policies, strategic planning and management, with
emphasis on strategic planning with substantial experience in emergency and
crisis situations. Experience in coordinating and delivering training as well
as experience in conducting and coordinating education assessments and
programmes. Proven experience in emergency operations and management, including
inter-institutional coordination, and experience with HR recruitment and
deployment processes.
- Fluency in English and another UN language.
*A first level university degree with a relevant combination of academic
qualifications and experience may be accepted in lieu of the advanced
university degree.
Competencies of Successful Candidate
- Communicates effectively to varied
audiences, including during formal public speaking.
- Able to work effectively in a multi-cultural environment.
- Sets high standards for quality of work and consistently achieves project
goals.
- Has good leadership and supervisory skills; co-ordinates group activities,
ensuring that roles within the team are clear.
- Translates strategic direction into plans and objectives.
- Analyzes and integrates diverse and complex quantitative and qualitative data
from a wide range of sources.
- Quickly builds rapport with individuals and groups; maintains an effective
network of individuals across organizational departments.
- Identifies urgent and potentially difficult decisions and acts on them
promptly; initiates and generates team- and department-wide activities.
- Demonstrates, applies and shares expert technical knowledge across the
organization.
v
Association for Childhood Education International
ACEI had two internships available during the summer of
2013 but I found it very interesting and a possible position to look into for
the future. I enjoy reading about organizations that offer intern positions and
how that someday I may have the opportunity to join an internship program.
Interns are given
the opportunity to gain work experience consisting primarily of online research
and data gathering that will contribute to the development of briefing papers
and other types of resources. In addition to their day-to-day assignments,
interns will have the opportunity to attend various meetings related to
childhood education.
Interns should be enrolled in a graduate degree program
that focuses on global education issues with a particular interest in
children's education. A focus on one specific aspect of childhood education,
such as basic education or early childhood development, is also acceptable.
Interns who have had some international experience(s) working or living outside
the U.S., are preferred.
Internships typically range from 8 -12 weeks. All interns
must reside in the Washington, D.C., metropolitan area during their assignment
and are responsible for arranging their own housing and transportation. Interns
are based at the ACEI Headquarters located at 1101 16th Street NW, Washington
DC, 20036, a few blocks north of the White House.
ACEI offers a monthly stipend.
How To Apply: Please send to ACEI via fax or
email:• A cover letter that indicates why you are interested in the internship,
briefly describes your qualifications, and indicates the timeframe during which
you would be available. You should also indicate whether you are seeking a full
time or part time internship.
v The United
Nations Educational, Scientic and Cultural Organization (UNESCO) have several
different position available and I saw one that interested me and it was a
Director, Education for all (EFA) and Global Agenda Coordination Team. Even though
I do not qualify to apply for this position I found it interesting to learn
that this position is located in Paris. I have listed an overview and
qualification needed to apply for this position.
OVERVIEW OF THE
FUNCTIONS OF THE POST
As the global coordinating agency of
the Education For All (EFA) movement, UNESCO has played a lead role, since
Dakar 2000, in facilitating consultations with Member States, civil society and
other key stakeholders, both to promote EFA and coordinate action on the ground
to reach the EFA goals. At a time when the new development agenda is being set,
UNESCO will continue to seek to raise the profile of education among competing
developing priorities, and lead the debate on EFA and the education-related Millennium
Development Goals after 2015.
Under the direct supervision of the Assistant Director-General of Education
(ADG/ED), the incumbent will lead the EFA and Global Agenda Coordination Team
(ED/EFA), as well as ensure the effective performance of UNESCO’s international
coordination role for the EFA movement and the global education agenda beyond
2015, mainly by:
(i) assuming major responsibility, both internally and externally,
in United Nations-wide efforts on Education for All, paying particular attention
to helping Member States speed up progress towards the 2015 deadline, as well
as by preparing the 2015 conference and the post-2015 development agenda. This
includes planning and design, coordination and partnership-building, as well as
strengthening of linkages with other international, private sector and civil
society EFA stakeholders.
(ii) contributing to the global EFA policy agenda and the debate
on the post-2015 global education agenda through the promotion of new ideas,
the linking of research with policy development and the strengthening of
advocacy for innovative approaches. In this respect, the incumbent will
contribute to UNESCO’s efforts to stimulate resource mobilization in support of
EFA at the country-level, including by leading UNESCO’s efforts in the Global
Partnership for Education and the EFA convening agencies network.
REQUIRED QUALIFICATIONS
Education
Advanced university degree in education, the social sciences or
related area.
Work
Experience
At least 15 years of high-level relevant experience in the field
of education, both at the national and the international level.
Experience in strategic planning and management in the field of
education.
Excellent knowledge of education policies at the global level and
international cooperation, including thorough understanding of the EFA agenda.
Skills/Competencies
Commitment to the Organization’s mandate, vision and strategic
direction, as well as to its priorities.
Proven leadership and managerial skills, a broad general culture
and sound analytical capacities, high sense of objectivity, professional
integrity and political astuteness.
Ability to direct change processes at the management level, and
familiarity with the administration of an institution accountable to governing
bodies.
Capacity to grasp global trends and developments, as well as to
adapt and re-orient strategies accordingly, in an innovative and creative
manner.
Ability to define clear strategy and manage an ambitious
programme.
Confirmed ability to identify emerging educational trends and
needs enabling her/him to help explore new forms of actions and to mobilize
resources from funding agencies in an entrepreneurial spirit, and in support of
institutional development.
Ability for strategic planning and management, and demonstrated
ability to translate strategy into priorities and action, as well as
effectively plan, mobilize and manage resources to deliver results.
Demonstrated interpersonal skills and ability to provide
intellectual leadership and motivate teams in a multicultural environment, as
well as ensure training and development of staff.
Ability to communicate effectively and persuasively, orally and in
writing, with strong representational abilities.
Languages
Excellent knowledge and drafting skills in one of the working
languages of the Organization (English or French) and working knowledge of the
second one. Training will be mandatory in order to acquire the required level
of the second working language in a reasonable time frame.
DESIRABLE QUALIFICATIONS
Education
Other degrees or short to medium-term training in disciplines
relevant to the post would be an advantage.
Work
Experience
Experience in donor relations.
Experience within national education authorities.
A proven record of senior management and professional experience
at the international and intergovernmental levels.
Skills/Competencies
Strong global professional network.
Sound judgement and decision-making skills.
Ability to identify key strategic issues, objectives,
opportunities and risks.
Ability to interact with a wide range of high-level partners, as
well as demonstrated partnership development and fundraising experience.
Languages
A working knowledge of another official United Nations language
(Arabic, Chinese, Russian and Spanish) would be an asset.
References:
Dr. Teri I would like to thank you for all the
helpful hints that were given in the newsletters and the fast response to
answering questions we had throughout this course. I also want to say I have
enjoyed this course and that you took my stress away with encouraging words you
would response to throughout the course and through personal emails. Your
guidance throughout this course has been greatly appreciated and was very
helpful in that I can do this!! I also would like to let you know Dr. Teri that
I have started talking with my colleagues about creating my CoP to improving
family involvement. I also want to thank my classmates in giving me your
feedback that impacted my way of thinking to create my CoP. I wish everyone the best in your future
adventures. I also would like to encourage all of my classmates to continue
using your blogs to post insightful information and your future adventures. 