How can you make a difference?
The UNICEF Global Education Practice Data, Economics and Assessment for Learning and Skills Team is committed to supporting governments and partners to ensure that all children acquire foundational learning skills, including foundational literacy, numeracy, socio-emotional competencies, and other transferable skills needed to thrive in a rapidly changing world. Achieving this goal requires not only the collection of high-quality learning assessment data but also the effective use of that data to inform policies, programmes, professional development, and teaching and learning practices.
Across many contexts, learning assessments generate valuable information on children's learning outcomes; however, challenges remain in translating assessment results into actionable insights that can guide decision-making at national, sub-national, school, and classroom levels. Strengthening the quality, interpretation, and use of learning assessment data is therefore a key priority for improving education system performance and learning outcomes.
UNICEF supports countries in the design, implementation, analysis, and utilization of learning assessments to better understand learning levels, identify inequities, monitor progress, and inform targeted interventions. This work includes foundational literacy and numeracy, socio-emotional learning, transferable skills, and emerging areas such as green skills including environmental knowledge and climate resilience competencies. Increasingly, UNICEF is also supporting the integration of learning assessment within digital learning environments, including the use of digital assessment tools, learning analytics, and responsible applications of artificial intelligence (AI) to strengthen assessment design, data analysis, and the use of evidence for decision-making.
Minimum requirements
- At least six years of professional experience in learning assessment and skills measurement, including assessment design and implementation, framework development, data analysis and interpretation, evidence synthesis, best-practice mapping, and reporting and use of learning outcomes to inform policy and practice.
- Demonstrated experience in the assessment and measurement of socio-emotional learning (SEL), transferable skills, digital skills, green skills, and/or other emerging competency domains, including familiarity with relevant conceptual frameworks, taxonomies, and measurement approaches.
- Proven experience conducting research, landscape reviews, global mappings, technical studies, and the development of guidance, tools, frameworks, or knowledge products related to learning assessment and skills measurement.
- Demonstrated knowledge of innovative approaches to learning measurement, including digital assessment tools, learning analytics, adaptive assessment, and the responsible application of artificial intelligence (AI) in assessment design, implementation, data analysis, and evidence use.
- Experience providing technical assistance to governments, education stakeholders, and development partners on learning assessment systems, capacity strengthening, and the use of assessment evidence to improve education policies, programmes, and learning outcomes.
- Proven track record of collaboration with Ministries of Education, national assessment units, regional assessment bodies, and development partners, particularly in low- and middle-income countries.
- Strong understanding of learning assessments and assessment systems, including the measurement of foundational learning, transferable skills, and emerging competency areas.
- Demonstrated experience in strengthening institutional capacity and supporting the institutionalization and sustainable use of learning assessment systems and expertise.
- Strong analytical, technical writing, facilitation, and training skills, with the ability to communicate complex technical concepts effectively to policymakers, practitioners, and non-specialist audiences.
- Excellent stakeholder engagement and coordination skills, with demonstrated ability to work across multidisciplinary teams and multiple country contexts.
- Experience supporting learning assessment initiatives in both development and humanitarian settings, including fragile and crisis-affected contexts.
- Familiarity with regional and international learning assessment programmes and frameworks, including transferable skills and socio-emotional learning assessment initiatives.
- Experience linking large-scale assessments with classroom-based, formative, and digital assessment approaches.
- Familiarity with the assessment of non-academic domains, including socio-emotional learning (SEL), mental health and psychosocial support (MHPSS), climate and environmental competencies, and digital and AI-related skills.
- Experience working with international organizations, research institutions, or regional assessment programmes.
For every Child, you demonstrate...
UNICEF does not hire candidates who are married to children (persons under 18). 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 based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.
- An up-to-date TMS profile and curriculum vitae (CV)
- Cover letter
UNICEF does not charge a processing fee at any stage of its recruitment, selection, and hiring processes (i.e., application stage, interview stage, validation stage, or appointment and training). UNICEF will not ask for applicants’ bank account information.
All UNICEF positions are advertised, and only shortlisted candidates will be contacted and advance to the next stage of the selection process.