Adolescents’ Skills Development Officer

Job Description

Mission and objectives
UNICEF is mandated by the United Nations General Assembly to advocate for the protection of children’s rights, to help meet their basic needs and to expand their opportunities to reach their full potential.

Context
Uganda is an East African Country with an estimated 36 million people, over half of whom are under the age of 15. Uganda’s economic growth between 1992 and 2017 has led to a decrease in income poverty from 56 per cent to 21 per cent, although 50 per cent of children under five years still live in poverty. However, severe social and economic deprivation persists. With 56 per cent of the population under 18 years, education is an important sector for the achievement of Sustainable Development Goals and Uganda’s aspiration to be middle income country. Despite the adoption of free Primary Education policy in 1997, over one million primary school aged children are still out of school. An estimated 13% of the population aged 10 years and above had never been to school, while only 9% of children with disabilities are accessing primary education and 6% accessing secondary education (UNICEF 2014). As a result, 41% of young youth, or 4,2 million aged between 18 and 30 years, are not engaged in any productive activity and are NEET (neither in education, employment or training).

Context

Uganda is an East African Country with an estimated 36 million people, over half of whom are under the age of 15. Uganda’s economic growth between 1992 and 2017 has led to a decrease in income poverty from 56 per cent to 21 per cent, although 50 per cent of children under five years still live in poverty. However, severe social and economic deprivation persists. With 56 per cent of the population under 18 years, education is an important sector for the achievement of Sustainable Development Goals and Uganda’s aspiration to be middle income country. Despite the adoption of free Primary Education policy in 1997, over one million primary school aged children are still out of school. An estimated 13% of the population aged 10 years and above had never been to school, while only 9% of children with disabilities are accessing primary education and 6% accessing secondary education (UNICEF 2014). As a result, 41% of young youth, or 4,2 million aged between 18 and 30 years, are not engaged in any productive activity and are NEET (neither in education, employment or training). In this context, UNICEF within the scope of a Country Programme 2021-2025, Basic Education and Adolescent Development (BEAD) programme seeks to support the Government of Uganda, in particular, the Ministry of Education and Sports in achieving age achieve age-appropriate learning outcomes for girls and boys 3–19 years by 2025. The programme is designed through a life-cycle approach with three technical output areas – (a) Early Childhood Development, (b) Quality & Inclusive Education as well as (c) Adolescent Development Output. The BEAD programme specifically supports the government through developing innovative approaches, collecting evidence from field level implementation, and the formulation of evidence-based policies and programmes. In doing so, UNICEF works with other UN agencies, bilateral and multi-lateral donors, and NGO partners. Adolescent Development Output, the third pillar of the BEAD programme, aims at expanding access of adolescents and young people, especially the most marginalized young people, to institutionalized transferable/21st-century skills training opportunities within the formal and non-formal education and training system to mainly address the issue of increasing skills mismatch and the issue of NEET. Until today, several transferable skills training modules focusing on the skill set required for adolescents’ successful transition to adulthood and responding to the needs of job markers have been developed and institutionalized within the scope of formal and non-formal education systems. These include the comprehensive Life-Skills Toolkit, human-centered design-based innovation and social entrepreneurship skills training programme (i-UPSHIFT) and multilevel digital skills training programme providing digital skills required in the 21st century and evolving digital economy. In parallel, the provision of post-skilling opportunities such as internships and Youth online marketplace (Yoma) have been tested to create pathways that facilitates a transition to earning (Transition to Earning pathways) of those upskilled young people. Furthermore, the establishment of public-private-youth partnerships (PPYP) has been explored as one of the focused countries of Generation Unlimited (GenU), a global initiative aiming to unleash the full potential of young people through skilling, entrepreneurship, employability and social impact opportunities.

Task description

Within the delegated authority and under the direct supervision of the Adolescent Development Manager and with close collaboration of the Adolescent Development Output team members and relevant section members in the country office and the Zonal offices, the UN National Volunteer, Adolescents’ Skills Development Officer, will contribute to the programme implementation, monitoring and documentation of the results and lessons learnt especially regarding the two pillars: • Social innovation and entrepreneurship skills (i-UPSHIFT) training integration into education and training system; and • (II) Institutionalization of the transition to earning pathways at the national and sub-national level. The UN National Volunteer liaise with key government stakeholders at national level such as the Ministry of Education and Sports (MoES) including its TVET Operation and Management Department (TVETOM) and Directorate of Industrial Training (DIT), and the Ministry of Gender, Labour and Social Development (MoGLSD), as well as other UN agencies, bilateral and multi-lateral donors, NGO partners and institutional contractors.

Specific tasks include: Objective 1. Programmatic support for the scale-up social innovation and transition to earning pathways : • Provide technical support for the integration of social innovation and entrepreneurship (i-UPSHIFT) skills training into the formal and non-formal education and training system at the secondary and TVET levels (e.g. Government-aided TVET centers and Vocational Training Institutes, Skills Development Centers and Youth Centers by collaborating with MoES-TVETOM, DIT, MoGLSD) • Provide technical assistance to the institutionalization of transition to earning pathways and its advocacy, including the implementation of National Internship Programme by the MoGLSD and roll-out of online skills development and employability platforms • Support the organization of MoGLSD-led advocacy event on 21st-century skills building and transition to earning pathways • Ensure the monitoring and assessment of the social innovation and entrepreneurship skills (i-UPSHIFT) training in line with the programme output indicators and internal programme database for activity and output level monitoring.

Objective 2: Operational support to Adolescents’ Development Pillar: • Support the programme implementation in line with the RWP, UNICEF due diligence and existing relevant donor requirements • Produce timely and accurate donor reports, human interest stories, visibility materials and documentation of results • Support the coordination of donor meetings/visits upon the request from the donors as needed • Support the facilitation of partnerships building and the management of partners and institutional contractors in line with UNICEF SOP, within RWP results, Output indicators, and specific timelines • Provide support with any other tasks requested by the Adolescent Programme Manager and/or BEAD Chief

Results/expected outputs: As an active UNICEF team member, efficient, timely, responsive, client-friendly and high-quality support rendered to UNICEF and its beneficiaries in the accomplishment of her/his functions, including: • The government (MoES and/or MoGLSD) have institutionalized social innovation and entrepreneurship skill training programme based on vocation qualification of Social Innovator in pre- and in-service training of secondary, TVET and non-formal education. (Definition of Institutionalization: Relevant policy/strategy/framework, curriculum/toolkit, capacity of delivering the content and assessment is in place) • Innovative digital learning content of Social Innovation and Entrepreneurship skills training (i-UPSHIFT) are developed and used instructors/trainers at secondary, TVET and non-formal education levels • At least 10,000 adolescents per year improved their competencies through completion of social innovation and entrepreneurship skill training (i-UPSHIFT) course in NFE and TVET centers and 500 youth-led innovative solutions developed • The tracking of “Earning (successful transition to income generation)” component of the L2E programme of UNICEF is implemented using internal programme monitoring system • The first phase of the National Internship programme by MoGLSD implemented • 3,000 young people linked to “Transition to Earning” opportunities through the national internship programme and multiple online and offline skills development and employability platforms.

Skills and experience

• At least 2 years of professional work experience at the national and/or international level in the certification of 21st century-skills training courses into education and training systems, a good understanding of social innovation and entrepreneurship training, human-centered design methodologies. • Experience in implementing 21st-century skills building and employability programmes targeting vulnerable youth, including refugees; experience with innovative public-private-youth partnerships is an asset; experience working in the UN or other international development organization is an asset. • Excellent interpersonal skills; culturally and socially sensitive; ability to work inclusively and collaboratively with a range of partners, including grassroots community members, religious and youth organizations, and authorities at different levels; familiarity with tools and approaches of communications for development. • Ability to work and adapt professionally and effectively in a challenging environment; ability to work effectively in a multicultural team of international and national personnel. • Solid overall computer literacy, including proficiency in various MS Office applications (Excel, Word, PowerPoint, SharePoint, PowerBI etc.) and email/internet; familiarity with database management; and office technology equipment. • Excellent oral and written skills; excellent drafting and reporting skills; Accuracy and professionalism in document production and editing. • Fluency in English. Knowledge of local language and another UN language is an asset.

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