Raportul privind Dezvoltarea Mondială în 2018 îndeamnă la realizarea unor evaluări mai ample şi la luarea de măsuri pe bază de dovezi WASHINGTON, 26 septembrie 2017 – Milioane de elevi şi studenţi din diverse ţări cu venituri scăzute şi medii se confruntă cu perspectiva pierderii unor oportunităţi şi a obţinerii ulterioare a unor salarii mai scăzute deoarece unităţile de învăţământ primar şi secundar nu le oferă educaţia necesară pentru a reuşi în viaţă. Avertizând cu privire la „criza educaţională“ manifestată la nivel global, într-un nou raport al Băncii Mondiale se afirmă că şcolarizarea lipsită de transmiterea de cunoştinţe nu constituie decât o oportunitate de dezvoltare irosită, dar şi o mare nedreptate faţă de copii şi faţă de tinerii din toată lumea. Raportul privind Dezvoltarea Mondială în 2018: cum să învăţăm să îndeplinim făgăduinţa educaţiei (World Development Report 2018: ‘Learning to Realize Education’s Promise’) explică faptul că, în lipsa învăţării, educaţia nu-şi va putea respecta promisiunea de a contribui la eradicarea sărăciei extreme şi de a crea oportunităţi comune şi prosperitate comună pentru toată lumea. Chiar şi după mai mulţi ani petrecuţi pe băncile şcolii, milioane de copii nu au capacitatea de a citi, de a scrie sau de a efectua operaţiuni matematice elementare. Criza educaţională amplifică diferenţele sociale, în loc să le micşoreze. Elevii şi studenţii care sunt deja dezavantajaţi de sărăcie, conflicte, gen sau diverse disabilităţi ajung la vârsta adultă fără a fi înzestraţi măcar cu cele mai elementare aptitudini. „Criza educaţională este o criză de natură morală şi economică“, a declarat Preşedintele Grupului Băncii Mondiale, Jim Yong Kim. „Atunci când este realizat bine, actul educaţional promite tinerilor un loc de muncă, câştiguri mai bune, sănătate, precum şi o viaţă lipsită de sărăcie. Pentru comunităţi, educaţia stimulează inovaţia, consolidează instituţiile şi susţine coeziunea socială. Însă toate aceste beneficii depind de învăţare, iar şcolarizarea fără transmiterea unor cunoştinţe nu constituie decât o oportunitate irosită. Mai mult decât atât, constituie o mare nedreptate: copiii cărora societatea le face cea mai mare nedreptate sunt exact aceia care au cea mai mare nevoie de o educaţie bună pentru a putea reuşi în viaţă“. Raportul recomandă măsuri de politici publice concrete pentru a ajuta ţările aflate în curs de dezvoltare să soluţioneze această criză educaţională profundă în zonele unde nevoia de educaţie este mai profundă, utilizându-se dovezi privitoare la ceea ce funcţionează şi la ceea nu funcţionează pentru a ghida procesul educaţional din domeniul învăţământului; şi mobilizarea unei puternice mişcări sociale menită să facă presiuni pentru inducerea unor schimbări în educaţie de natură să promoveze „educaţia pentru toţi“. Conform raportului citat, în momentul în care o serie de elevi de clasa a III-a din Kenya, Tanzania, şi Uganda au trebuit recent să citească o propoziţie de genul „Numele câinelui este Puppy“ în limbile engleză sau Kiswahili, trei sferturi din aceştia nu au înţeles despre ce era vorba în propoziţie. În India rurală, aproape trei sferturi dintre elevii de clasa a III-a nu au putut rezolva o scădere de genul “46 – 17”, iar dintre copiii de până la clasa a V-a, jumătate n-au putut realiza această operaţie matematică. Deşi aptitudinile adolescenţilor brazilieni cu vârsta de aproximativ 15 ani s-au îmbunătăţit, dacă se păstrează actualul ritm de îmbunătăţire, nu vor putea ajunge la punctajul mediu din ţările bogate în următorii 75 de ani. La abilitatea de a citi, ar fi necesari 263 de ani pentru a ajunge la punctajul ţărilor bogate. Aceste statistici nu au în vedere cei 260 de milioane de copii care, din cauza unor conflicte, a discriminărilor, a disabilităţilor şi a altor obstacole, nu sunt înscrişi la şcoli primare sau secundare. Deşi nu toate ţările aflate în curs de dezvoltare se confruntă cu aceste diferenţe educaţionale extreme, multe sunt departe de nivelul pe care şi-ar dori să-l atingă. Evaluări importante realizate la nivel internaţional cu privire la nivelul de alfabetizare și competențe numerice evidenţiază faptul că elevul sau studentul mediu dintr-o ţară săracă înregistrează o performanţă mai slabă cu 95% decât omologul său dintr-o ţară cu venituri mari, ceea ce înseamnă că într-o astfel de ţară mai bogată un astfel de elev sau student ar putea beneficia de un plan de măsuri remediale. Mulţi elevi şi studenţi cu rezultate foarte bune, aflaţi în ţări cu venituri medii, tineri şi tinere care se află în sfertul fruntaş al generaţiei lor, s-ar situa pe ultimele locuri ale clasamentelor unor ţări mai bogate. Raportul, întocmit de o echipă condusă de economiştii principali ai Băncii Mondiale, Deon Filmer şi Halsey Rogers, identifică acei factori care determină aceste probleme educaţionale; este vorba nu doar de modurile în care pedagogia şi învăţarea sunt disipate în prea multe şcoli, dar şi de forţele politice mai profunde care fac astfel ca aceste probleme să persiste. Este posibilă înregistrarea unui progres semnificativ Raportul mai observă şi faptul că atunci când ţările şi conducătorii acestora fac din „educaţia pentru toţi“ o prioritate naţională, standardele educaţionale se pot îmbunătăţi în mod spectaculos. De exemplu, dintr-o ţară devastată de război, cu un nivel al alfabetizării foarte scăzut constatat în anii 1950, Coreea de Sud ajunsese până în 1995 la nivelul la care toţi copii erau înscrişi într-o formă de învăţământ de calitate înaltă (până la nivelul secundar), elevii şi studenţii din această ţară înregistrând cele mai înalte niveluri de performanţă în evaluările educaţionale internaţionale. Rezultatele obținute în Vietnam, în 2012, la PISA, un test OECD dedicat liceenilor, cu probe la matematică, ştiinţe şi citit, au evidenţiat faptul că elevii de 15 ani din această ţară au avut un nivel similar cu cel al colegilor lor din Germania, chiar dacă Vietnam este o ţară mult mai săracă. În perioada 2009-2015, Peru a înregistrat una dintre creşterile cele mai rapide din punctul de vedere al rezultatelor la învăţătură, datorită măsurilor de politici publice concertate. În mai multe ţări (cum ar fi Liberia, Papua Noua Guinee şi Tonga), s-a îmbunătăţit substanţial şi într-un termen foarte redus capacitatea de a citi a copiilor din clasele mici, datorită unor eforturi bine direcţionate bazate pe dovezi. “Singura modalitate de a înregistra progrese este să „identificăm adevărul pe baza informaţiilor existente“. Dacă ştim să le interpretăm, informaţiile ne relevă un adevăr dureros. Pentru prea mulţi copii, şcoala nu înseamnă neapărat învăţare“, a declarat Paul Romer, Economist-şef al Băncii Mondiale. Pe baza dovezilor şi a îndrumărilor colectate în cadrul celor 20 de consultări extinse realizate în 20 de ţări cu reprezentanţi ai guvernelor, ai organizaţiilor de dezvoltare şi cercetare, ai organizaţiilor societăţii civile şi ai sectorului privat, raportul oferă trei recomandări de politici publice: 1. Învăţarea trebuie evaluată, astfel încât să se transforme într-un obiectiv cuantificabil. Numai jumătate dintre toate ţările aflate în curs de dezvoltare au un sistem de determinare a nivelului de învăţare la sfârşitul ciclului primar şi al ciclului secundar inferior de învăţământ. Sistemele de evaluare a elevilor bine concepute pot ajuta cadrele didactice să-şi îndrume elevii, să îmbunătăţească managementul sistemic şi să concentreze atenţia societăţii asupra învăţământului. Aceste măsuri pot fi utilizate ca fundament pentru exercitarea unor opţiuni de politici naţionale, pentru a urmări progresul înregistrat şi pentru a trage un semnal de alarmă asupra copiilor care rămân în urmă. 2. Şcolile trebuie să fie adaptate necesităţilor tuturor copiilor. Crearea unui nivel de manifestare comun, prin reducerea gradului de subdezvoltare şi prin promovarea dezvoltării cerebrale cu ajutorul unei nutriţii de calitate începând de la cele mai mici vârste şi prin stimularea copiilor, astfel încât aceştia să fie pregătiţi pentru studiu la începerea şcolii. Atragerea unor persoane dedicate în învăţământ şi menţinerea nivelului de motivaţie al acestora prin adaptarea activităţilor de formare a cadrelor didactice care să fie susţinute şi prin activităţi de mentorat. Utilizarea unor tehnologii care să ajute cadrele didactice să predea adaptându-se la nivelul elevilor, consolidând nivelul de management al unităţii de învăţământ, inclusiv al directorilor. 3. Mobilizarea tuturor celor care au interes faţă de domeniul învăţământului Trebuie utilizate informaţii şi măsurători pentru a mobiliza cetăţenii, pentru a spori nivelul de responsabilizare şi pentru a crea voinţa politică necesară susţinerii reformei în învățământ. Implicarea factorilor interesaţi, inclusiv comunitatea de afaceri, în toate etapele reformei educaţionale, de la momentul elaborării, până în etapa implementării. “Ţările în curs de dezvoltare sunt departe de nivelul la care ar trebui să fie din punctul de vedere al învăţării. Multe dintre ele nu investesc destule resurse financiare şi majoritatea au nevoie să investească mai eficient. Însă nu este vorba doar de bani; ţările trebuie să investească şi în capacitatea oamenilor şi instituţiilor care au sarcina educării copiilor noştri”, a declarat Jaime Saavedra, fostul ministru al educaţiei din Peru, în prezent Senior Director for Education în cadrul Băncii Mondiale. „Reforma educaţională este necesară urgent şi necesită perseverenţă, precum şi armonizarea politicilor la nivelul guvernului, al presei, întreprinzătorilor, cadrelor didactice, părinţilor, elevilor şi studenţilor“. Toţi aceşti actori trebuie să înţeleagă importanţa unui învăţământ mai bun şi să şi ceară promovarea acestuia“.
Banca Mondială lansează un avertisment cu privire la „criza educaţională“ manifestată la nivel global
-
Colombia: Deputy Director for Programs
Organization: International Rescue Committee
Country: Colombia
Closing date: 01 Apr 2019BACKGROUND:
The International Rescue Committee (IRC) responds to the world’s worst humanitarian crises and helps people whose lives and livelihoods are shattered by conflict and disaster to survive, recover, and gain control of their future. Founded in 1933 at the request of Albert Einstein, the IRC works with people forced to flee from war, conflict and disaster and the host communities which support them, as well as those who remain within their homes and communities. At work today in over 40 countries and 22 U.S. cities, we restore safety, dignity and hope to millions who are uprooted and struggling to endure. The IRC leads the way from harm to home.
IRC COLOMBIA
A combined two decades of economic mismanagement, a drop in oil prices, and the deterioration of democratic institutions has resulted in a humanitarian crisis inside Venezuela. Insecurity has manifested following protests in April 2017 against the president and his government, particularly for failing to address the growing inflation rate which lead to large-scale food insecurity. The demonstrations were initially peaceful but grew in severity of violence as time passed. Venezuela’s economic devastation worsened in the last half of 2017. This caused a massive migration of Venezuelans into neighboring Colombia in search of affordable food, medicine and work. The number of Venezuelans living in Colombia has increased to more than one million people.
In response, the IRC has launched emergency programming in Colombia, focusing on an integrated response involving child protection, women’s protection and empowerment activities, primary and reproductive healthcare, and cash transfer programming. The IRC is in the process of delivering these and future activities directly in Colombia, and in partnership with local civil society organizations in Venezuela. In Colombia, IRC currently has operations in Cucuta, and Medellin, and is soon to expand to Bogota and Barranquilla.
Length of Assignment: 2 years
PLEASE SUBMIT AN ENGLISH CV.
JOB OVERVIEW/SUMMARY:
The position of Deputy Director of Programs (DDP) is a member of the Senior Management Team and is integral to the successful implementation of IRC’s programs in Colombia. Working under the direction of the Country Director (CD), the DDP is responsible for overall program direction and implementation within the program framework, government policies and strategies, and in compliance with donor regulations, specifically in the areas of a) grant management b) program development, quality and implementation c) day-to-day representation with donor agencies and local and international stakeholders, and d) Monitoring, evaluation, accountability, and learning.
The DDP will spearhead the development and execution of the Country Strategic Plan and also be responsible for supervising the Health, Child Protection, Women’s Protection and Empowerment, Economic Recovery and Development and Grants Coordinator. This position will work closely and collaboratively with the different departments within the country program, the IRC technical advisors and the IRC Emergency Unit.
The DDP will be based in Bogota, Colombia, with frequent travel to Cucuta, Medellin, Barranquilla, and any other national sites in Colombia where IRC designs and develops programming.
MAJOR RESPONSIBILITIES:
Program Strategy, Design and Fundraising
- Lead the operationalization of the current IRC Colombia response strategy and actively engage in strategic planning processes for the longer term.
- Ensure, with Coordinators, and HQ-based Technical Unit staff, that project design reflects IRC program quality standards and industry best practices.
- Lead efforts for sustainable program growth, proactively identifying opportunities for new programming initiatives and emphasizing multi-year funding to support them.
- Provide leadership support to the program and grants teams to develop competitive, evidence-based and cost-effective funding applications.
- Provide guidance, strategies and tools to ensure that program choices are based on needs assessment findings (primary & secondary data) and analysis, input from communities, a thorough understanding of context, technical best practices, and operational viability.
- Formulate integrated program initiatives so that technical sectors complement each other and promote mainstreaming of protection principles and gender-responsive approaches.
Program Management – Implementation, Monitoring and Evaluation
- Provide overall leadership and management of IRC Colombia program portfolio, ensuring strategically coherent program direction, well-managed growth, and compliance with IRC and donor regulations.
- Continually seek out ways to build the capacities of the program team members, individually and collectively.
- Ensure that detailed, realistic and feasible project implementation plans are developed, and modified as needed, in collaboration with the Program Coordinators and Operations team.
- Coordinate with other members of the Senior Management Team on appropriate management, compliance and performance standards, as well as effective systems for budget management, knowledge management and risk management.
- Support programming staff to collect, document and disseminate lessons learned and best practices, incorporating these into new project designs.
- With program staff, develop effective and appropriate M&E plans, including methodologies and tools to strengthen the quality of data collection, analysis and reporting.
- Review M&E and accountability data with program staff to identify and address areas for operational improvement.
Grants Management
- Provide strategic direction in terms of development of a funding strategy, widening and strengthening donor base, ensuring quality grants management, ensuring compliance with donor requirements, ensuring quality information management related to programs/ grants, and supporting directly in all aspects of the proposal development and reporting processes.
- Supervise all internal, external and reporting with programs and finance, ensuring high-quality, well-written and timely reports meeting donor and IRC and partner requirements; conduct thorough reviews and/or revisions of all external reports compiled by the Grants Coordinator.
- Ensure that Program Coordinators and Grants Senior Manager conduct routine monitoring visits to implementation sites to ensure donor compliance and quality program implementation.
- Coordinate with the Program Coordinators and Grants and Finance teams to ensure sound budget management, expense control and timely contractual documentation.
- Support the Grants Senior Manager to lead Grant Opening and Grant Closing Meetings with all relevant department and units and to ensure they take place on time. Also ensure that programming staff are well trained to properly manage project budgets.
- Ensure that the program coordinators review BvAs on a regular basis; provide leadership and management support to ensure effective monthly grant review meetings.
- Mitigate any potential risk by collaborating with the Finance Department to ensure that programming staff fully understand financial and administrative processes involved in project budget cycles.
External Representation and Advocacy
- Develop a sound understanding of the IRC’s programs to be able to professionally represent the IRC to implementing partners, the government and donors;
- Assist the Country Director developing strong relationships with donors, assisting with visits and in the development of appropriate advocacy actions;
- Forge and maintain solid cooperation with partner organizations through regular communication, cooperation and, where appropriate, joint decision-making.
- Act as the focal point for program-related communication between IRC country programs in the region and worldwide offices.
- Identify funding opportunities and track them in collaboration with the technical teams.
- Oversee programmatic inputs to advocacy efforts both in-country and globally.
Staff Management and Development
- Provide guidance and supervision to the technical coordinators, M&E Manager, the grants senior manager, information officers; to discuss job expectations, set objectives and provide appropriate and timely feedback on performance of direct reports, including timely implementation of performance management system.
- Create a supervisory environment focused on the achievement of team and individual results that emphasizes the importance of learning, productivity, accountability and openness
- Adhere to IRC’s performance management system, providing regular, timely and thoughtful coaching, feedback, performance assessment, and professional development for all direct reports, while making sure that they do the same for their direct reports.
- Build capacities of programming staff in key project management principles, tools and approaches and ensure that these new skills are utilized on the job.
- Manage recruitment, hiring and development of high-performing national staff to assume greater levels of responsibility.
- Provide leadership support for the successful implementation of and adherence to the IRC Global HR Operating Policies and Procedures.
PROFESSIONAL STANDARDS
The IRC and IRC staff must adhere to the values and principles outlined in IRC Way – Standards for Professional Conduct. These are Integrity, Service, and Accountability. In accordance with these values, the IRC operates and enforces policies on Beneficiary Protection from Exploitation and Abuse, Child Safeguarding, Anti Workplace Harassment, Fiscal Integrity, and Anti-Retaliation.
As a leader you will be placed in a position of trust. To maintain that trust, you are expected to always:
- Lead by example and be a positive role model to others.
- Promote awareness of the IRC’s standards and make sure those you supervise are equipped with the knowledge and resources they need to comply with them.
- Monitor conduct of those you supervise and take responsibility for activities that occur under your supervision.
- Be responsive to anyone who raises an ethics or compliance concern and make sure matters are resolved in a fair and appropriate manner.
KEY WORKING RELATIONSHIPS
- Country Director, Colombia and Venezuela
- Other Colombia-based staff, including operations, finance, and grants
- Technical Advisors (based globally) and any roster staff required to support program staff inside Venezuela
- Awards Management Unit to support all compliance and reporting for partners, as well as proposals
- Global Supply Chain to procure goods and support partners to procure
- Communications and Advocacy units to support any key messages at external meetings
- Global Security to support any risk analysis and mitigation
- Emergency Unit
REQUIREMENTS
Master’s degree in Development Studies, International Relations, Social Sciences or a similar field;
Minimum eight years of management experience working in a humanitarian or development setting with a minimum of five years of INGO program management experience.
Experience in managing protection, ERD and/or health, and experience working in partnership with local organizations, is strongly desired.
Proven ability to develop winning proposals to public and private-sector donors;
Familiarity and experience with US and European, donors;
Previous experience managing programs financed by US government agencies, DFID, EU, foundations and private donors a must, with previous experience in competitive environments a plus.
Proven ability to manage projects to completion on time, within budget, and with the anticipated results.
Ability to respond to multiple priorities in a timely manner, producing high-quality outcomes.
Demonstrated successful leadership experience with a multi-disciplinary team in a cross-cultural setting, including active mentoring and coaching. Strong leadership, motivational and team-building skills;
Proven fluency in English and Spanish a must
How to apply:
https://rescue.csod.com/ats/careersite/jobdetails.aspx?site=1&c=rescue&id=3988
-
Colombia: Oficial Grants
Organization: Save the Children
Country: Colombia
Closing date: 10 Mar 2019
TITULO DEL PUESTO: Oficial GrantsEQUIPO/PROGRAMA: Desarrollo de programas y Calidad
UBICACION: Bogotá
GRADO: 4 – oficiales
Tipo de Contrato: Término Definido a 31 de dic…
-
Brazil: Corporate Alliances Acquisition Associate, GS-6, Brasília, Brazil post# 109567
Organization: UN Children’s Fund
Country: Brazil
Closing date: 07 Mar 2019UNICEF 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, make a difference
The Corporate Partnerships team has ambitious fundraising targets and outcomes to be reached based on market potential and building on successful results of 2018. Our aim and vision are to develop, manage and enhance the fundraising potential of working with businesses in Brazil and a core part of achieving this vision is the Corporate Alliances (CA) acquisition team (new business).
After review, additional resource is being created to support the Acquisition (new business team) to embrace the new fundraising challenges and to reach the extra income success. The Corporate Alliances Acquisition Associate will support the CA Acquisition (new business) team with a strategic focus on customer engagement and cause related marketing (CRM) alliance models. The role will have the objective to support the leverage of the flexible or non-fixed income fundraising potential to support both, the local and global UNICEF Programme.
For further information, please visit www.unicef.org.br
How can you make a difference?
Under the supervision of the Corporate Fundraising Officer (Acquisition), the Acquisition Associate will undertake supporting tasks for new business such as:
- Assist in specifying the pipeline and building corporate alliances focused on customer engagement and cause related marketing (CRM) models, but not exclusively in those formats.
- Support in the initial preparation of proposals with the new business team.
- Assist on the implementation of the alliances and on reaching planned results.
Join our team to be responsible for:
1) Implementation of corporate alliances focused on customer engagement and cause related marketing (CRM) models and other acquisition campaigns:
- Continuously map new corporate partnership opportunities, initiate contact with the companies’ focal points, and participate in the alliances’ prospecting processes;
- Proceed with the Geneva clearance process on potential and current donor companies on a weekly basis;
- Prepare and internally/externally approve the partnership contract; and keep corporate prospection planning documents update;
- Follow up the delivering of annual reports to the partners and support in the negotiation of renewal focusing on the best results for UNICEF;
- Support the planning and implementation processes of the corporate alliances campaigns by following up the milestones and results of it in collaboration with Market Services team;
- Approach partners during emergency campaigns to explore additional fundraising opportunities;
- Continuously research and test new and innovative ways of work to improve quality in results and to simplify procedures of processing the donations;
- Monthly searching about competitors’ corporate alliances mechanisms and good practices, evaluating replicability;
- Fortnightly, support plan and project pitches and campaigns with Marketing Services support and other related areas, including outsourced agencies.
2) Suppliers relationship:
- Assist and support in developing, drafting and maintaining contract information, monitoring reports and relationships with current and new providers involved in the corporate alliances through UNICEF;
- Assist the development of new providers and follow up biding processes with Operations Sector / RM&P Associate as required;
Ensure that the providers’ payments are due and delivered on time.
3) Monitoring and Evaluation:
- Monitor and support the implementation of the corporate alliances campaigns to target audiences and participate in the evaluation of their impact. Monitor and evaluate the use and effectiveness of each campaign materials/channels;
- Support and monitor the level of fulfilment and success in donations processing, by analyzing and studying the best way to improve it;
- Conduct the target and results analysis and control. Continuously monitoring campaign goals and marketing metrics related to customer engagement;
Compile lessons learned and support the review of successful and unsuccessful campaigns.
4) Assignments of additional administrative duties and responsibilities:
- Map potential companies from different segments and support on organizing the list of priority companies to be reached and prospected on a monthly basis;
- Research about the prospected companies and support the evaluation of fundraising opportunities;
- Assist the preparation of periodical corporate alliances fundraising reports, monitor and maintain control of records and results;
Develop, organize and maintain up-to-date data, information, record documents and control plans for the monitoring of project implementation; maintains library of corporate alliances reference materials.
To qualify as an advocate for every child you will have…
- Completion of secondary education preferably supplemented by technical or university courses related to the work of the organization. A University degree is desirable (Business Administration, International Relations, Economics or Marketing);
- At least six years of professional experience related to corporate fundraising, clients’ engagement, partnership development, or marketing;
- Experience in retail sales is an asset
- Fluency in Portuguese and English. Knowledge of Spanish will be considered as an asset
For every Child, you demonstrate
UNICEF’s core values of Commitment, Diversity and Integrity and core competencies in Communication, Working with People and Drive for Results.
The technical competencies required for this post are Relating and networking (I), Persuading and influencing (II), Planning and organizing (I) and Following Instructions and Procedures (II)
View our competency framework at
http://www.unicef.org/about/employ/files/UNICEF_Competencies.pdf
UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization.
UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF also adheres to strict child safeguarding principles. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles.
Remarks:
Only shortlisted candidates will be contacted and advance to the next stage of the selection process.
Candidates must be Brazilian citizens or have a valid work permit.
All candidates who wish to apply to this Vacancy Announcement are requested to prepare and submit their application in English.
How to apply:
UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization. To apply, click on the following link http://www.unicef.org/about/employ/?job=520028
