Coordonnateur(trice) Technique de Projet Education (Yaoundé, Cameroon)

UNESCO seeks an Education Project Technical Coordinator in Yaounde to advance PAPMEC teacher professionalization in Cameroon. The coordinator will manage and monitor project activities, update workplans and progress reports, support teacher-training and ICT education programmes, mobilize partners and resources, strengthen knowledge management, and promote equitable, quality learning under SDG 4.

• Coordinate, manage, implement and monitor PAPMEC activities
• Organize technical support activities for MINEDUB
• Update project workplans and prepare activity and progress reports
• Mobilize partners and develop financial partnerships
• Support education programmes on teacher training and ICT integration
• Contribute to project monitoring, evaluation and field missions
• Maintain accessible education-project knowledge-management systems
• Develop concept notes and technical and financial proposals for resource mobilization

• Master’s degree or equivalent in education, social sciences or a related field
• Four to seven years of education and training project or programme design, implementation or monitoring and evaluation experience
• Experience in teacher training, ICT in education, primary-subject didactics and lifelong learning
• Knowledge of African education contexts and Cameroon’s education system
• Proficiency in French or English

• Experience in human-resources management for teacher recruitment, allocation or redeployment
• Experience with UN agencies, education ministries or international organizations on education projects
• Adaptability, initiative, discretion and sound judgment
• Ability to present effectively to varied audiences

• Education programme management
• Project monitoring
• Teacher training
• Knowledge management
• Resource mobilization
• Partnership development

• Microsoft Word
• Microsoft Excel
• Microsoft Outlook
• PowerPoint
• Core Manager

• Service contract; regular missions may be required in diverse and difficult contexts