Education Spec.

World Bank

N'DJAMENA, Chad

External recruitment. Vacancy announced in World Bank careers website, reference number 170834.

Gross annual salary: Not specified

Deadline: 8-May-2017



 
 
THE WORLD BANK GROUP - Established in 1944, the WBG is one of the world’s largest sources of funding and knowledge for development solutions. In fiscal year 2014, the WBG committed $65.6 billion in loans, grants, equity investments and guarantees to its members and private businesses, of which $22.2 billion was concessional finance to its poorest members. It is governed by 188 member countries and delivers services out of 120 offices with nearly 15,000 staff located globally. The WBG consists of five specialized institutions: the International Bank for Reconstruction and Development (IBRD), the International Development Association (IDA), the International Finance Corporation (IFC), the Multilateral Investment Guarantee Agency (MIGA), and the International Centre for the Settlement of Investment Disputes (ICSID). IBRD and IDA are commonly known as the World Bank, which is organized into six client-facing Regional Vice-Presidencies, several corporate functions, and – as of July 1, 2014 – has introduced fourteen Global Practices (GPs) as well as five Cross-Cutting Solution Areas (CCSAs) to bring best-in-class knowledge and solutions to regional and country clients. THE EDUCATION GLOBAL PRACTICE - Education is central to achieving the World Bank Group’s twin goals: it is a reliable route out of poverty because it has large and consistent returns to income for individuals and because it can drive economic growth. It is also a prime vehicle for promoting shared prosperity. The main challenge in the education sector is to achieve “learning for all, learning for life”—that is, to ensure that all children and young people acquire the knowledge and skills they need for their lives and livelihoods. The developing world has achieved great advances in education in the past two decades, most notably in enrolling and keeping children in school and in approaching gender equality. Yet these successes in expanding access to education have highlighted the major remaining challenges: how to remove the educational barriers faced by the poorest people and those living in fragile states, and how to improve the quality of education so that schooling leads to real learning. The WBG and the broader education development community are increasingly shifting focus to learning outcomes. Because traditional input-driven programs often fail to promote learning, the WBG’s education strategy highlights the need for a more comprehensive systems approach to education reform, investments, and service delivery. This approach is about increasing accountability and targeting results, as a complement to providing inputs. And it also requires strengthening the knowledge base on education, to highlight where systems are achieving results, where they are falling short, and what the most effective solutions are. These efforts are increasingly guided by the need to invest early; invest smartly; and invest for all. Through high-quality analytical work, collection and curation of evidence, and practical know-how in these three areas, the WBG is helping its partner countries accelerate their educational progress. REGIONAL/ GLOBAL UNIT CONTEXT - The World Bank Group serves 48 client countries in the Africa Region (AFR). Clients range from low-income countries among them many fragile and conflict states to a small but growing number of middle-income countries (MICs) but with weak human development indicators. Average annual per capita income varies widely and inequalities persist in most AFR countries, with most of the Region's people living in poverty. The Bank's strategy in AFR is focused on two pillars - competitiveness and employment, and vulnerability and resilience - and a foundation - governance and public sector capacity. The Education Sector Unit for West & Central Africa (GED07) is responsible for policy, analytical and operational work in the education sector in the sub-region. The unit currently has a portfolio of IDA projects, Trust Funds and major studies and technical assistance products in IDA. Particularly, the Early Learning Partnership (ELP) who is a multi-donor trust fund managed by the education sector unit in West & Central Africa. The ELP works with countries to build programs, policies and research that deliver an impact on a global scale to improve early learning opportunities and outcomes for young children. The portfolio spans the full spectrum of the education sector from early childhood education to higher education and research. The unit is committed to delivering high quality technical products to support education development in the Bank’s client countries, and to do so in a manner that builds capacity through collaborative interactions with country counterparts. Republic of Chad - Country Context Chad is a large (1.3 million km2) landlocked country in central Africa with a population of 13 million, facing enormous development challenges. Chad has suffered from decades of instability and conflict between various religious and ethnic factions. The country’s GDP rose steadily from around US$220 in 2001-2002 to approximately US$1,024 in 2014. The collapse in oil prices, rainfall deficits, and the deterioration of the security situation have however severely affected the country’s economy. Despite an exceptional growth rate of 33.8 percent in the oil sector, Chad’s GDP growth rate has slowed down from 6.9% in 2014 to 2.6 percent in 2015, and the non-oil sector has contracted by 2.2 percent. In 2015, Chad ranked 185 out of 188 countries on the Human Development Index and it is unlikely to meet any of the SDGs without significant efforts. In the education sector, access to education has recently improved. However, many challenges remain with half of the primary-school age children not attending school according to the 2014-15 DHS survey. Even the lucky ones attending a formal primary school barely learn anything there. In the recent 2014 PASEC assessment, out of 10 Francophone countries, Chadian second and sixth-graders were among those with the lowest scores in reading and mathematics. A significant majority of Chadian pupils did not reach a “sufficient” level of competency, with 52 percent and 82 percent in mathematics and reading, respectively, considered not competent in second grade. This does not get better over time as 81 percent and 84 percent of sixth-graders failed to reach the sufficient level of competency in mathematics and reading respectively. Even with these low levels of competency, there were large disparities across wealth groups and between boys and girls. For instance, boys in the richest quintile were roughly 2 times more likely to reach competency in mathematics than girls in the same wealth group (25 percent vs. 14 percent) but more than 8 times more likely to reach those levels when compared to girls in the bottom 40 percent of the wealth distribution (25 percent vs. 3 percent). The World Bank’s lending portfolio in education consists of the Education Sector Reform Project Phase II (PARSET 2), a $15 million project that aims to improve Chad’s primary schools learning and teaching environment. An additional financing to PARSET 2 is under preparation to support community teachers in primary schools. Chad’s education portfolio is expected to significantly grow under IDA18 to cover the period 2017-2020. The candidate will be the World Bank education focal point in-country, working closely with a team led by the Task Team Leader(s) based in Washington. D.C. He or she will also work with colleagues in other sectors on the ground to ensure a multi-sectoral collaborative approach to the World Bank’s development work.
Note: If the selected candidate is a current Bank Group staff member with a Regular or Open-Ended appointment, s/he will retain his/her Regular or Open-Ended appointment. All others will be offered a 3 year term appointment.

 
 
The Education Specialist will work under the supervision of the Education Practice Manager for West & Central Africa Region. S/he will support the daily management of education portfolios and is expected to be responsible for the following tasks and duties: • Contribute to implementation and completion of projects, and support the education portfolios; • Advise client and colleagues on technical matters, supervise the work of consultants and technical specialists to ensure consistency and conformity to Bank standards; evaluates studies and sector-related project documentation; • Provide support to respective governments and implementing agencies to help identify and resolve implementation problems and bottlenecks, advance progress of various activities and components, based on a thorough understanding of the development objectives and design of projects; • Contribute to the formulation and facilitate the implementation of Annual Work Plans and procurement plans and assist as needed with the review of requests for IDA’s 'no objection' on key planning documents, reports and others as needed; • Contribute to the supervision of the education sector projects by undertaking field missions and ensuring project compliance with Bank procurement and financial management procedures; • Contribute to and provide on-the-ground support for the design and execution of analytical work and technical assistance in the area of education in general; • Support implementation and supervision of the Education Portfolio; • Provide inputs to diverse operational products/outputs (e.g., projects briefs, portfolio performance reviews, Trust Fund (TF) Grant Fund Request (GFR), Grant Report Monitoring (GRM) and closing reports, Implementation Summary Reports (ISRs), activity completion reports, etc.); • Represent the Bank in meetings with government, development partners, and other organizations involved in the sector; • Work independently under the general direction of Task Team Leader, offering guidance on contextual matters, as needed; • Perform other duties and tasks, as specified by the Practice Manager.

 
 
• Master’s Degree in Education or in another related human development area; • Minimum of 5 years of operational experience demonstrating knowledge of operational, technical and project issues and ability to address issues across the Education sector and at the country level; • Familiarity with World Bank operations, including preparation and implementation support for projects, is highly desirable. • Knowledge of Bank operational policies and systems; • Strong client orientation and proven ability to work with government agencies, ability to identify problems, provide technical support, build consensus and arrive at solutions, as well as the ability to coordinate and work across different government departments; • Excellent technical skills as well as demonstrated ability to produce high-quality reports under pressure; • Creativity, resourcefulness, strong interpersonal skills; • Ability to take the initiative and work with limited supervision, and consistently meet deadlines; • Full professional proficiency in French (reading, speaking and writing); • Strong commitment and passion to work in development; • Ability to take direction, active listening skills, project management and tactfulness; Key Competencies: Client Orientation: Takes personal responsibility and accountability for timely response to client queries, requests or needs, working to remove obstacles that may impede execution or overall success; Drive for Results: Takes personal ownership and accountability to meet deadlines and achieve agreed-upon results, and has the personal organization skills to do so; Teamwork: Collaborates with other team members and contributes productively to the team’s work and output, demonstrating respect for different points of view; Knowledge, learning and communication: Actively seeks knowledge needed to complete assignments and shares knowledge with others, communicating and presenting information in a clear and organized manner; Business judgment and analytical decision making: Analyzes facts and data to support sound, logical decision regarding own and other’s work; Education and skills development knowledge and experience: Possesses strong analytical and technical skills, including an understanding of the core education data sets, indicators, tools for analysis of this data, and the use of evidence for education policy. Integrative skills: Working to develop an integrated view across all facets of education sector, and works across different sectors to help build a strong HD portfolio and take advantage of opportunities to work with colleagues and stakeholders in other sectors; Knowledge and Experience in the development arena: Understands policy making processes; distills operationally relevant recommendations/lessons for clients; Policy Dialogue Skills: Identifies and assesses education policy issues and plays an active role in the dialogue with the government and/or other stakeholders The World Bank Group is committed to achieving diversity in terms of gender, nationality, culture and educational background. Individuals with disabilities are equally encouraged to apply.



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