Bhutan United Nations Children’s Fund Vacancy and Career opportunities 2025 (www.unicef.org/bhutan Vacancy 2025). Recently the United Nations Children’s Fund (UNICEF) Bhutan has published vacancy announcement of the immediate requirement for the Education Specialist (Digitalization and Adolescent Development) position.
www.unicef.org/bhutan Vacancy 2025
For over 70 years, the United Nations Children’s Fund (UNICEF) has been the world’s leading child-rights organization and a respected partner-of-choice for saving and improving children’s lives in 190 countries and territories. UNICEF’s work in Bhutan started in 1974 with support to the Rural Water Supply and Sanitation programmed. Over time, our work has expanded to improve the lives of children, youth and women in other key programmatic areas. Together with all our partners, we work to ensure that all children have access to education, health care, sanitation, clean water, protection and other services necessary for their survival, growth and development. We support service delivery and have a strong field presence. We also engage in policy work.
1. Vacancy and Career opportunities in September 2025
The United Nations Children’s Fund (UNICEF) Bhutan is pleased to announce the following vacancies in
- Organization: UNICEF
- Position Title: Education Specialist (Digitalization and Adolescent Development)
- Vacancy Publish date: October 11, 2025
- Last date to apply: October 28, 2025
- Total Number of vacant post: 01
- Place of Posting: Kathmandu(ROSA), Bhutan.
- Eligibility: An advanced university degree in one of the following fields is required: education, economics, digital technologies, psychology, sociology, or another relevant technical field.
- Experience: A minimum of five years of professional experience in programme planning, management, and/or research in education with focus on digitalization and adolescents’ development is required.
- Language: Fluency in English is required. Knowledge of another official UN language (Arabic, Chinese, French, Russian or Spanish) or a local language is an asset.
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Technical competencies must be demonstrated in the following areas:
- Some understanding of the overall global development context, including issues such as poverty, conflict and the impact of these factors on education and vice-versa; and inter-sectoral approaches to address such issues in collaboration with other sectors (including Social Policy, Child Protection, Nutrition, WASH, Health, and Communications within UNICEF).
- Some knowledge of global developments in education, digitalization and adolescents’ development and international engagement strategies, including the application of the equity lens and human rights perspectives to programming.
- Some ability to support policy dialogue: translation of analytical findings and evidence into development programme and policy discussions around equity and learning with partners, including government, development partners, CSOs and academia in relevant areas.
- Education sector planning knowledge/ability, including the range of modalities for delivering education, linkages between different sub-sectors (e.g. ECD, Primary, Secondary, Tertiary, Inclusive Education), linkage with the latest digitalization developments, use of technology and AI in education, linkage with cost-effectiveness and efficiency issues, key institutional structures, components and processes, as well as governance issues.
- Understanding of UPSHIFT and entrepreneurship and employability skills development programmes.
- Some education and policy sector analysis capacity, including understanding of the core education data sets and indicators; tools for analysis of equity; determinants of student access and learning; budget, costing, and financial management in education systems; political economy; and education policy and strategic planning.
- Some programme management in education, including programme design, costing, monitoring and evaluation and reporting.
- Some ability to support engagement with partners e.g. Sector Wide Approaches, Global Partnership for Education, Education in Emergency Clusters, Education Provider Forums, Delivering as One, Inter-sectoral partnerships such as in ECD, as well as networking with other key partners.
- Some understanding of gender and inequity issues in relation to education and development and the application of gender / equity analysis to policy and planning in education.
- For CO and RO based posts and where relevant, some understanding of policies and strategies to address issues related to resilience: risk analysis and risk management, education in conflict situations, natural disasters, and recovery.
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