Education Cluster Coordinator

Based in Bangui, Central African Republic for Cluster activities at the national level


Contract:    Temporary Assignment (TA)

Post Level:    P - 3

Duration:    Six months

Start Date:    As soon as possible

Reports to:    UNICEF Representative, Central African Republic

Supervises:    Information Management Specialist


The Cluster approach ensures clear leadership, predictability and accountability in international responses to humanitarian emergencies by clarifying the division of labour among organizations and better defining their roles and responsibilities within the different sectors of the response. It aims to make the international humanitarian community better organised and more accountable and professional, so that it can be a better partner for the affected people, host governments, local authorities, local civil society and resourcing partners.

The Central African Republic (CAR) is slowly recovering from two years of insecurity and political instability. The crisis has undergone several phases since its beginning in the end of 2012 with a coup d’état by the Séléka and a subsequent shift in power. A loose militia called anti-balaka, composed of self-defense militias and remnants of the former armed forces, emerged to oppose Séléka. Under international pressure and facing internal turmoil, the rebel coalition Séléka relinquished power to a transitional government in January 2014. The shift of power from Séléka to the transitional government led to a period of high instability and outbreak of violence perpetuated by the anti-balaka and Séléka groups. The situation has somewhat improved from the height of the crisis, but remains volatile in several areas of the country which are still suffering from in-fighting between various armed groups, and where internal displacement remains high (ca. 369,000 IDPs in CAR in July 2015).

According to the Education Cluster, in the end of the 2012-2013 school year a total of 49 per cent of schools had ceased functioning. The figure was at 65 per cent in February 2014. The situation has improved since (the percentage of open schools at national level was 83% according to the April 2015 Education Cluster assessment) but security issues are still a major obstacle to the return to normal: in some prefectures the percentage of schools functioning is below 50% and the percentage of schools attacked is 38%. The Ministry of Education participates actively in Cluster meetings and activities, however there is need to continue building capacity of its staff and support the development of national systems to plan for, coordinate and support the delivery of Education in Emergency (EiE) activities.


On behalf of UNICEF, the Country Lead Agency for the humanitarian partners in the Education Cluster (together with the Norwegian Refugee Council), and in support of the Government, the purpose of this post is to provide coordination support, assess the possibility to transition to national education authorities, and facilitate this transition.


The post holder has joint responsibility with the Cluster Lead Agency, resourcing partners and all Cluster participants at the national and sub-national level for the efficient management and functioning of the Education Cluster encompassing the following:

  • Establish and maintain an appropriate humanitarian coordination mechanism and adapt it to the level of needs, response and government capacity;

  • With the support of the Information Management Specialist, build complementarity of partner actions: avoiding duplication and gaps;

  • With the support of the Information Management Specialist, effectively use and transfer information to, from and between Cluster members and other stakeholders;

  • Ensure adequate resources are mobilized and are equitably allocated for the effective functioning of the Cluster and its response (CHF, CERF, other sources of funding);

  • Effective and comprehensive integration of relevant cross-cutting issues, especially gender and age;

  • Interact with other Clusters (including through inter-cluster coordination fora), humanitarian actors, government counterparts, and relevant authorities for operational planning and delivery of activities;

  • Ensure effective communication, support, reporting, engagement and coordination between the national and sub-national Cluster levels;

  • As part of an inclusive process with key humanitarian stakeholders in country, assess the capacity of the Ministry of Education to plan for and coordinate the delivery of EiE activities;

  • Taking into account sector-wide programme progress reporting and MoE capacities, adapt/develop the transition plan and support the delivery of activities to ensure transition between Cluster and nationally owned, managed and resourced EiE response systems;

  • Monitor performance of the core Cluster functions.

Core Cluster functions:

1.   Supporting service delivery

  1.1.   Provide a platform to ensure that service delivery is driven by the agreed strategic priorities

 1.2.   Develop mechanisms to eliminate duplication of service delivery

2.   Informing strategic decision-making of the HC/HCT for the humanitarian response

  2.1.   Needs assessment and gap analysis (across other sectors and within the sector)

  2.2.   Analysis to identify and address (emerging) gaps, obstacles, duplication, and cross-cutting issues.

  2.3.   Prioritization, grounded in response analysis

3.   Planning and strategy development

  3.1.   Develop sectoral plans, objectives and indicators directly support realization of the HC/HCT strategic priorities

  3.2.   Application and adherence to existing standards and guidelines

  3.3.   Clarify funding requirements, prioritization, and Cluster contributions to HC’s overall humanitarian funding considerations (HRP, CHF, CERF)

4.   Advocacy

  4.1.   Identify advocacy concerns to contribute to HC and HCT messaging and action

  4.2.   Undertaking advocacy activities on behalf of Cluster participants and the affected population

5.   Monitoring and reporting the implementation of the Cluster strategy and results; recommending corrective action where necessary

6.   Contingency planning/preparedness for recurrent disasters whenever feasible and relevant.

7.   Accountability to affected populations


The post holder is accountable to:

  • UNICEF representative, who will in turn ensure that the post holder is provided with all necessary support and guidance, and that any issues that arise relating to “double-hatting” are addressed;

  • Education Cluster participants, who will in turn ensure that they deliver on their agreed minimum commitments (see IASC Reference Module for Cluster Coordination at the Country Level, July 2015);

  • Inter-cluster coordination bodies established by the HCT/UNOCHA.

Accountability to the country representative/Cluster coordinator, Cluster participants, coordination team members and inter-cluster coordination bodies will be expressed in regular review meetings.


Core competencies:

  • Understands the rationale behind Humanitarian Reform, its main components and recent developments including the Transformative Agenda;

  • Understands, uses and adapts the tools, mechanisms and processes developed as part of Humanitarian Reform;

  • Demonstrates commitment to Humanitarian Principles - https://docs.unocha.org/sites/dms/Documents/OOM-humanitarianprinciples_eng_June12.pdf

  • Demonstrates commitment to Principles of Partnership - http://www.globalhumanitarianplatform.org/doc00003804.doc

  • Communicates, works and networks effectively with a wide range of people to reach broad consensus on a well-coordinated response, and demonstrates leadership where required;

  • Thinks and acts strategically and ensures that Cluster activities are prioritised and aligned within an agreed strategy;

  • Demonstrates commitment to the Cluster and independence from employing organisation;

  • Builds, motivates and leads the Cluster coordination team.

Technical competences

Understands key technical issues for the Cluster sufficiently well enough to be able to: engage with Cluster participants; make full use of their experience and knowledge; guide strategy and plans; communicate and advocate on important issues.


The post holder will have at least CEFR level B1 in the following languages:

  • French



University degree, preferably at an advanced level, in a subject area relevant to the Cluster work: Education, social sciences, development, psychology, political science, international relations;

Extensive work experience relevant to this post may be considered as a replacement for formal qualifications;

Formal training in Cluster coordination an advantage.


At least 8 years progressively responsible humanitarian work experience with UN and/or NGO, including programme management and/or coordination in the first phase of a major emergency response relevant to the Cluster.

Extensive work experience outside the humanitarian sector which is relevant to this post may be considered as a replacement for humanitarian experience.


  1. IASC Guidance Note On Using The Cluster Approach To Strengthen Humanitarian Response 24 November 2006   http://clusters.humanitarianresponse.info/system/files/documents/files/IASC%20Guidance%20Note%20on%20using%20the%20Cluster%20Approach%20to%20Strengthen%20Humanitarian%20Response%20(November%202006).pdf

  2. Handbook for RCs and HCs on emergency preparedness and response   http://www.humanitarianinfo.org/iasc/downloaddoc.aspx?docID=5568&type=any

  3. Cluster Performance Monitoring: Preliminary Coordination Performance Report    http://clusters.humanitarianresponse.info/system/files/documents/files/template-preliminary_report-coordination_performance_monitoring_0.pdf

  4. IASC “Women, girls, boys and men, different needs, equal opportunities" 2006   http://www.humanitarianinfo.org/iasc/downloaddoc.aspx?docID=4988&type=pdf

  5. Different Needs - Equal Opportunities: Increasing Effectiveness of Humanitarian Action for Women, Girls, Boys and Men, e-learning course   http://www.iasc-elearning.org/

  6. Education Cluster Coordination Handbook   http://education.humanitarianresponse.info/system/files/documents/files/EC%20Coordinators%20Handbook_low.pdf

  7. INEE Minimum Standards for Education: Preparedness, Response, Recovery, especially Coordination Standard 1   http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1012/INEE_GuideBook_EN_2012%20LoRes.pdf

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