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Stretch Assignment- Education Specialist (Skills and TVET Systems Strengthening), P3 Accra-Ghana

Ghanamid

OtherEducation Specialist

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Stretch Assignment: Education Specialist (Skills and TVET Systems Strengthening)P3 Onsite Title: Education Specialist (Skills and TVET Systems Strengthening) Level: P3 – we encourage staff from all levels with the relevant experience to applyReports to: Chief, educationDuration: 15…

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This stretch assignment with UNICEF Ghana offers a unique opportunity to advance the organization’s mission of equitable and inclusive education by supporting young people—especially young women—in gaining skills for employability and meaningful youth participation. As a key member of the Education & Skills team, the Education Specialist will lead coordination among development partners on TVET, drive ongoing programming and research on skills, and provide technical support for systems strengthening with the Ghana TVET Service, the Commission for TVET, and the Ministry of Youth Development and Empowerment. Based in UNICEF Ghana’s Accra office, the team operates in a collaborative and high-performing environment committed to results for children and youth across the country. This role is ideal for professionals with strong technical expertise in TVET and skills development, a passion for education equity and systems strengthening, and the leadership and teamwork abilities needed to guide partners and contribute effectively to a cohesive, mission-driven team.

Under the guidance and general supervision of the Chief, Education (Level 4), the Specialist supports the development and preparation of the Education (or a sector of) programmes and is responsible for managing, implementing, monitoring, evaluating and reporting the progress of education programmes/projects within the country programme. The Specialist provides technical guidance and management support throughout the programming processes to facilitate the administration and achievement of results on education programmes/projects to improve learning outcomes and equitable and inclusive education, especially for children who are marginalized, disadvantaged and excluded in society.

Support to programme development and planning
Programme management, monitoring and delivery of results
Technical and operational support to programme implementation
Networking and partnership building
Innovation, knowledge management and capacity building

TVET System Strengthening

Final TVET Budget Brief and report published and disseminated
Assessment completed with validated findings and stakeholder ownership
Provide strategic oversight of emerging pipeline assessments (e.g., Volta/OTI, youth career aspirations, disability pathways)
Clear recommendations and initial actions on TVET data and evidence strengthening
Study finalized
At least one major dissemination or stakeholder engagement activity delivered

Regular DP engagement sustained; meetings supported and documented
Evidence of joint partner engagement and collaboration
Regular coordination and engagement with key government stakeholders

Key milestones achieved and implementation bottlenecks addressed
Activities implemented as planned; transition planning progressed
Progress updates and strengthened engagement with MYDE

Strategic Direction and MTR Inputs

Clear recommendations on indicator alignment and prioritization

staff and Consultant Management

Deliverables reviewed and aligned with programme priorities
Timely and compliant validation of deliverables and payments
Regular sub-team meetings; Improved alignment and efficiency across the portfolio

Requirements

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A minimum of five years of professional experience in programme planning, management, and/or research in education is required.
Demonstrated professional experience on skills for employability and Technical Vocation Education and Training (TVET) is a must
Experience working in a developing country is considered as an asset.

Language Requirement: Fluency in English is required.

Technical Competencies

Technical competencies must be demonstrated in the following areas:

• Some understanding of the overall global development context, including issues such as: poverty, conflict and the impact of these factors on education and vice-versa; and inter-sectoral approaches to address such issues in collaboration with other sectors (including Social Policy, Child Protection, Nutrition, WASH, Health, and Communications within UNICEF).

• Some knowledge of global developments in education and skills development, in particular TVET, approaches to employability, school-to-work transition (Learning to Earning)

• Some ability to support policy dialogue and sector coordination: translation of analytical findings and evidence into development programme and policy discussions around learning, skills development with partners, including government, development partners, CSOs and academia in relevant areas.

• Some education sector planning knowledge/ability, including the range of modalities for delivering education, linkages between different sub-sectors (e.g. ECD, Primary, Secondary, Tertiary, in particular formal TVET), cost-effectiveness and efficiency issues, key institutional structures, components and processes, as well as governance issues.

• Some education and policy sector analysis capacity, including understanding of the core education data sets and indicators; tools for analysis of equity; determinants of student access and learning; budget, costing, and financial management in education systems; political economy; and education policy and strategic planning.

• Some programme management in education, including programme design, costing, monitoring and evaluation and reporting.

• Some ability to support engagement with partners e.g Global Partnership for Education, Education as well as networking with other key partners through DP Groups.

• Some understanding of gender and inequity issues in relation to education and development and the application of gender / equity analysis to policy and planning in education.

Core values

- Care

- Respect

- Integrity

- Trust

- Accountability

- Sustainability

Core Competencies:

- Demonstrates Self Awareness and Ethical Awareness (1)

- Works Collaboratively with others (1)

- Builds and Maintains Partnerships (1)

- Innovates and Embraces Change (1)

- Thinks and Acts Strategically (1)

- Drive to achieve impactful results (1)

- Manages ambiguity and complexity (1)

Funding arrangement
This is a temporary development opportunity and there will be no changes to the staff member’s status (position number, level, etc.).

The Office will cover the ticket for economy class travel and 50% of the UN DSA rate during the stretch assignment period.

Interested UNICEF staff should discuss this opportunity with their supervisor and seek the approval of their management before applying.

Candidates considered potentially well-matched for the stretch assignment will be contacted for an informal interview. Supervisors may also be contacted for references.

Advertised: 11 May 2026 Greenwich Standard Time
Applications close: 18 May 2026 Greenwich Standard Time

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