STAND-BY PARTNERSHIPSUSER’S GUIDE

2010-2011

United NationsEducational, Scientific and

Cultural Organization

UNESCO7, Place de Fontenoy75352 Paris 07 SP, Francewww.unesco.org

1

STAND-BY PARTNERSHIPS

USER’S GUIDE

Division for Cooperation with Funding Sources UNESCO HQs

2

Table of Contents

1. Foreword 2. Criteria for use of Stand-by experts

3. Stand-by Partner Organisations

3.1 Background information on the Norwegian Refugee Council (NRC) Roster 3.2 Background information on the CANADEM Roster

4. Profiles of experts 5. The process of requesting, deploying and extending an expert

6. General Terms and Conditions

6.1 Employment 6.2 Payment 6.3 Security Relocation/Evacuation 6.4 Status of the Stand-by personnel 6.5 UN Certificate 6.6 Working hours 6.7 Leave Entitlement and Rest and Recuperation (R&R) 6.8 Housing 6.9 UNESCO Vehicle 6.10 Performance Evaluation Report

7. Roles and Responsibilities of the Requesting Office 8. Striving for Successful Deployments

Annexes Annex 1: Recommendations for Writing Terms of Reference (ToRs) Annex 2: ToRs Annex 3: Example of a secondee request letter Annex 4: Example of an extension request letter Annex 5: Example of a request for visa letter Annex 6: Overview of Briefing Plan for Stand-by personnel Annex 7: Template for Performance Evaluation Report Annex 8: Stand-by Arrangement between UNESCO and NRC Annex 9: Stand-by Arrangement between UNESCO and CANADEM

3

1. Foreword The Stand-by Partners are organizations which maintain a roster of rapidly deployable staff. They are a key element of UNESCO’s sustained efforts to strengthen its response capacity in Post-Conflict and Post-Disaster (PCPD) situations, in a climate of increasing demands on limited funds.

UNESCO's operational assistance in PCPD situations involves five major programme sectors (Education, Communication, Culture, Natural Sciences and Social Sciences). Education has, until now, been the main entry point for UNESCO in the early phases of humanitarian response.

UNESCO's priority in PCPD situations is to meet needs related to disrupted educational, cultural and media services; to address conflict and disaster-related trauma and to address threats to cultural and biological diversity resulting from conflicts or natural disasters and thereby laying the foundations for longer-term recovery, reconstruction and development1.

UNESCO’s first major Stand-by Partner was the non-governmental organization, Norwegian Refugee Council (NRC), which signed a Stand-by Agreement with UNESCO in October 2007. The purpose of deploying experts on the rooster is to strengthen UN organizations’ personnel capacity in humanitarian operations. NRC also provides personnel to international observation and monitoring missions. In 2008, NRC signed close to 400 secondment contracts with UN organizations, making NRC the principle provider of stand-by personnel to the United Nations.

In June 2010 UNESCO signed a Stand-by Agreement with the non-profit agency, CANADEM (Canada’s Civil Reserve), which made CANADEM the second significant Stand-by Partner to UNESCO. CANADEM’s operations range from individual recruitments and deployments, to complex program-management and mission-management including election observation, humanitarian assistance, and governance capacity-building.

The Stand-by agreements with NRC and CANADEM enable UNESCO to benefit from two large rosters of pre-screened, qualified, experienced experts with various competencies in UNESCO’s programme areas. At UNESCO’s request, and after approval by the Stand-by Partner, professionals on the roster of NRC or CANADEM can be deployed to UNESCO Field Offices (FO) to support PCPD response. The Stand-by Partner covers the salaries, benefits and allowances of their experts. The details of UNESCO’s responsibilities are outlined in Chapter 7. To give a more concrete idea about UNESCO's work and needs required, see the two samples of Terms of Reference in Annex 2.

This Users’ Guide aims at providing UNESCO staff members in the field and at headquarters with practical advice on how to make optimal use of this valuable source of experienced and personnel which are made available to UNESCO as an in-kind contribution. Explained herein are the criteria for engagement and procedures indicated at every stage of the deployment cycle, from the initial request to completion of the assignment. The listed documents in Annex 1-9 serve as guidelines for how the Standard-by Partnerships work in practice.

UNESCO is one of several UN agencies for which the NRC and CANADEM are Stand-by Partners. Agencies benefit from highly skilled specialists and a wide range of professions, available at short notice and at almost no cost to the Organisations.

I therefore encourage you to take advantage of this valuable mechanism as a means of strengthening delivery capacity and as a vehicle for the mutual exchange of know-how. ADG/BSP, Hans d’Orville

1 (http://www.unesco.org/new/en/unesco/themes/pcpd/mission/)

4

2. Criteria for use of Stand-by experts Secondments from Stand-by Partners are intended to provide reinforcement to UNESCO’s Field Offices’ existing capacities and in some cases to UNESCO Headquarter to prepare for, or respond to unforeseen conflicts and disasters, in close coordination with the other UN organizations. By way of example, below are some common justifications for requesting a deployment:

i) A Field Office is confronted with a sudden and unforeseen need for additional resource capacity in the case of an emergency situation;

ii) The office faces the departure of key staff on a temporary basis prior to, or during a crisis, leaving the Field Office unable to meet demands of an emergency response;

iii) The Field Office is waiting for a regular function to be put in place, and needs the Stand-by Partner to provide interim assistance in the immediate aftermath of a new or escalating crisis;

iv) The Field Office needs support with very specialized expertise not currently existing in the organization, and/or which UNESCO is unable to mobilize resources for at short notice.

3. Stand-by Partner Organizations The Division for Cooperation with Extrabudgetary Funding Sources (BSP/CFS) maintains Standby Agreements with two partners, NRC and CANADEM, and is currently in discussions with other potential Stand-by Partners. 3.1. Background information on the NRC Emergency Roster (NORCAP)

NORCAP is established by the Norwegian Ministry of Foreign Affairs and is contractually administered by NRC to support the United Nations and other International operations.

NORCAP is the largest provider of seconded personnel to the UN and has partnerships with 14 UN Organizations.

NRC manages several rosters of Norwegian and international personnel for rapid deployment to emergency and recovery situations2.

UNESCO draws from NRC’s NORCAP Roster (i.e. Emergency Roster) which consists of 850 women and men who are ready to be deployed to international operations within 72 hours. At any given time, 120 NORCAP roster members are on assignment.

NORCAP personnel increasingly contribute to capacity building within the UN. They provide field experience and act as independent dialogue partners in strategic processes – such as the ongoing reform process within the UN. Their work contributes to UN efficiency.

NRC manages other rosters such as the NOROBS roster, (Norwegian Standby Roster for Civilian Observers), as well as thematic rosters such as GENCAP (Gender experts) and PROCAP (Protection experts).

Secondments from the NORCAP roster are usually recruited for a minimum of six months, and can be extended up to a year, possibly a few months longer in exceptional cases.

2 http://www.nrc.no/?aid=9167121

5

Roster staff members are in theory available for deployment at 72 hours notice. In practice however, deployment usually takes longer due to visa processes and other logistical issues.

Notable language skills of experts on the NORCAP rooster are English, Arabic, French, Spanish and Portuguese.

In the long run, NRC and the Government of Norway are particularly interested in the “catalytic” effects of their secondments. If UNESCO can demonstrate that secondments have helped secure funds for further programme work and/or staff, this will help to promote UNESCO’s PCPD work, and the Organisation’s credibility as a useful field partner.

Once a year, an Annual consultation is held between UNESCO and NRC to review the current deployments and discuss future cooperation.

3.2. Background information on the CANADEM Roster

CANADEM, with funding from the Canadian Department of Foreign Affairs and

International Trade (DFAIT), aims at supporting the UN and is working to strengthen and advance the universal principles of the UN Charter, international peace & security, human rights, and the responsibility to protect.

UNESCO can draw on CANADEM’s Roster which holds over 10,000 experienced Canadians and almost 3,000 internationals personnel who are ready to be rapidly deployed to international emergency and recovery operations within 48-72 hours.

The experts from CANADEM’s Roster have expertise in a variety of areas, including: - Conflict analysis - Rule of law - Human rights/peace building - Refugee/ gender policy - Democratization - Elections - Governance - Security and policing - Counter-trafficking - Admin-logistics - Child protection - Engineering - Humanitarian aid - Water and sanitation

CANADEM’s experts provide field experience and act as independent dialogue

partners in strategic processes – i.e. the ongoing reform process within the UN. CANADEM’s operational scope also extends to complex program-management and mission-management.

Many recruited experts can be deployed within 3-7 days taking into account visa processes and other logistical issues3. Experts from the CANADEM Roster are usually recruited for a minimum of six months or longer.

Dominating language skills among the CANADEM roster members are French and English.

In contrast to NRC, CANADEM tends to deploy experts mainly during the relief phase for a period usually not exceeding 3 months.

3 http://www.canadem.ca/home/en/roster/about-roster.html

6

More information on above mentioned Stand-by Partners is available on their respective websites: NRC: http://www.nrc.no/ CANADEM: http://www.canadem.ca/home/ 4. Profiles of Experts The profile of Stand-by Partner experts is aligned with UNESCO’s requests for personnel. Experts often perform Programme Specialist functions, Programme Manager function and fill other necessary human resource gaps. The expert can be requested to perform programmatic and technical tasks. They should not be placed in a position to manage UNESCO staff members. Experts are often requested to assist with the coordination of UNESCO’s PCPD response and liaise with other UN partners and government. As such, required qualities and skills often include: Negotiation skills, flexibility and adaptability, management skills, relevant technical competencies and a post-graduate qualification in a relevant field. Experts are normally recruited at a P3 or P4 level but this can vary, according to the needs of the Field Office.

7

5. The process of requesting, deploying and extending an expert Overview of steps on how to request a Stand-by Partner deployment:

1. Informing the focal point in the relevant Programme Sector about identified needs 2. Drafting the ToR and Request letter 3. Submission of request 4. Short-listing Candidates 5. Confirming a candidate 6. Visa request letter 7. Pre-deployment briefing 8. Security clearance 9. Email address 10. UN Certificates 11. Accommodation 12. Extension requests 13. Extension approval 14. Performance Evaluation Report (PER) 15. Debriefing at UNESCO Headquarter

8

Each step is described in more details below:

Step

BSP/CFS /HQ Receiving Office / Field Office (FO) NRC/CANADEM

1. Informing the focal point in the relevant Programme Sector about identified needs

When a short-term need for increased human resource capacity arises in a UNESCO FO, the Director/Head of Office should inform the sector’s Executive Office or Stand-by Partners focal point (if applicable) for advice and feed back on the area and scope of the envisaged secondment. Please contact: - EDUCATION, Sector Planning and Emergency Responses: Hannah Snowden (h.snowden@unesco.org); Eli Rognerud (e.rognerud@unesco.org) - CULTURE: Lynne Patchett, Chief, Executive Office - Communications and Information: Tarja Turtia,Programme Specialist - Science Sector

2. Drafting the ToR and Request letter

Once a positive response from the Programme Sector focal points has been given, the FO should prepare two things: 1) Terms of Reference (Recommendations and ToR examples can be found in Annex 1 & 2); 2) A draft request letter, containing the FO’s contact details, addressed to the Stand-by Partner outlining the justification for the position (example letter in Annex 3). These should be sent to BSP/CFS focal point for Stand-by partnerships (Patricia Safi: P.Safi@unesco.org) with cc to relevant programme sectors colleagues. In the exceptional event that there are essential items of equipment linked to the post that cannot be provided by the receiving office, they should also be specified in the ToR.

9

3. Submission of request

CFS, together with sector colleagues will provide feedback to FO on ToRs, taking into account the Stand-by Partners’ strategic interests in deploying roster staff. Once the final versions are formalized, CFS submits the request letter to: Emergency Department at NRC: Head of Emergency Department: Benedicte Giæver (Benedicte.Giaever@nrc.no) With cc to: - Secondment Section Chief: Nina.Hjellegjerde (Nina.Hjellegjerde@nrc.no); Or: CANADEM: Director of Roster Division: Kevin P. McMahon (kevin.mcmahon@canadem.ca). With cc to UNESCO FOs and relevant Sectors

4. Short-listing candidates

Secondly, BSP/CFS shares these CVs with the concerned FOs

Thirdly, FO approves the preferred candidate and communicates choice to BSP/CFS.

Firstly, Stand-by Partner identifies a short list of qualified candidates and submits their CVs to BSP/CFS.

5. Confirming a candidate 4

Firstly, BSP/CFS communicates UNESCO’s preference to the Stand-by Partner

Secondly, the Stand-by Partner confirms the secondment with preferred candidate and responds to CFS. In the case of a negative response, the FO identifies another suitable candidate from the shortlist provided

4 By its mutual agreement with the Stand-by Partner, provision maybe made for a probationary period.

10

6. Visa request letter

FO issues an invitation letter for the candidate, addressed to the concerned Embassy and requesting their facilitation of a visa for the Stand-by personnel. A draft letter is attached (example in Annex 5). FO liaises with CFS to ensure the candidate is aware of this.

7. Pre-deployment briefing

BSP/CFS liaises with the Stand-by Partner to:

Organise the candidate’s pre-deployment briefing to UNESCO HQs to meet with all concerned units and staff working and facilitating the secondment. A template of the pre-deployment briefing itinerary is attached in Annex 6. The Stand-by Partner covers the cost of the pre-deployment briefing.

Make sure to receive all information/documents needed: copy of passport, signed “Undertaking”, UN security training and travel itinerary.

8. Security clearance

BFC requests security clearance or travel notification for the Expert from UNDSS.

9. Email address

The receiving office requests DIT for the creation of an email address for the expert.

10. UN Certificate

Sector focal point liaises with Protocol to process a UN Certificate. During the pre-deployment briefing, the sector focal point as described in point 1 request protocol request. Once processed the sector focal point sends this to Stand-by personnel in the field. When the assignment is terminated, the receiving office makes sure that the Stand-by personnel return the UN Certificate to UNESCO.

11

11. Accommodation

When the expert is ready to travel, the FO is requested to meet the Stand-by personnel at the airport and to reserve accommodation for her/him for an initial period. See additional roles and responsibilities of FOs in section 8.

12. Extension requests

In case of a request for extension of the current deployment, FO writes a justification extension request letter (example in Annex 4) and submits this to CFS’ focal point at least one month prior to the expiration of the deployment. Within the request letter, the FO should cover the following:

- How the qualities of the Stand-by personnel match the job of that remains to be done?

- Why this position still needs to be covered by Stand-by personnel?

- Measures to sustain the value of the work undertaken by the Stand-by personnel after their departure?

13. Extension approval

BSP/CFS forward extension letter to the Stand-by Partner for approval. CFS communicates the Stand-by Partner decision to FO.

14. Performance Evaluation Report (PER)

FO writes and submits a Performance Evaluation Report (template in Annex 7) to CFS for onward submission to the Stand-by Partner. This report should be completed by the Supervisor and signed by the Head of the Office and discussed with the Stand-by personnel prior to departure.

15. Debriefing at UNESCO Headquarter

In certain circumstances, de-briefing might be useful to take place at UNESCO Headquarter. Request for de-briefing should be treated on a case by case basis.

12

6. General terms and conditions 6.1 Employment The Stand-by Partner is formally the employer of the expert, and hence is responsible for recruitment, salaries and benefits. The expert should nonetheless benefit from the same security and practical arrangements as a UNESCO staff member as can be seen in some of the paragraphs hereinafter. Stand-by experts should not be entrusted with a UNESCO financial authority. 6.2 Cost implications There are a number of cost implications for which UNESCO has to prepare and budget. The cost-share is as follows: 6.2.1The Standby Partner pays for the following: Remuneration, insurance, visas, travel, pre-deployment briefing expenses, per diem/DSA which covers accommodation, travel costs for medical evacuation, illness, disability or death which may result in the course of assignment with UNESCO. 6.2.2 UNESCO HQ pays for the following: Travel to Rest & Recuperation (R&R) stations: Stand-by personnel are entitled to the same R&R as UNESCO staff. For Stand-by personnel: UNESCO pays for travel to and from the R&R destination; the Stand-by Partner pays for other R&R related costs such as accommodation. In 2009, the Director-General decided that related costs will be charged from the Staff costs. The costs of R&R for the Stand-by Partner experts should be charged to the staff cost budget of the receiving office. The Administrative Office (AO) of the FO concerned will contact the Bureau of Financial Management (BFM) when needed for the appropriate budget code. On the matter of cost to R&R concerning CANADEM’s Stand-by personnel: All R&R costs, including travel to and from the R&R destination are covered by CANADEM. 6.2.3 UNESCO Receiving Offices pay for the following: Work-related mission travel costs: The receiving office is responsible for all travel arrangements related to official missions of Stand-by personnel. The Stand-by Partner only provides subsistence allowances/DSA whilst at duty station or for specific travel already outlined in the ToR. This is covered by the Stand-by Partner through a direct pre-payment arrangement with the expert. If the FO wants the expert to travel on official mission away from the duty station and beyond what has been specified in the ToR, the cost of that travel, including DSA, must be covered by the receiving office and the travel must be managed according to UNESCO provisions on travel on mission. Note to Receiving Offices: The ToR should include a statement to the effect that “the receiving office (name of Field Office) takes due note of the fact that the expert’s salaries, allowances and benefits at duty station will be covered by the Stand-by Partner, in line with the Agreement on provision of Stand-by personnel. UNESCO (name of Field Office) will bear any additional costs if and when the expert is requested to travel on official mission away from the duty station, in line with standard UN rules and regulations”.

13

Office space and necessary equipment: The FO should provide the expert with office space, a computer and an office telephone or mobile telephone. Experts are also entitled to the same materials as other staff, such as business cards. It is the Field Offices’ responsibility to provide these on, or soon after the expert’s arrival. Visa: The UNESCO receiving office should apply for the visa for the expert. See Annex 5 for an example of a visa request letter. Security support: the Stand-by personnel enjoy the same protection and security as the UNESCO staff and should be included in all UNESCO/UNDSS security arrangements. By the same token the Stand-by personnel is bound to comply with the prevailing security procedures, instructions and standards as determined by UNDSS and implemented by UNESCO. It is the receiving UNESCO Field offices responsibility to inform Stand-by personnel of the UNDSS contact and arrange for the briefing session with UNDSS as soon as possible after arrival. The receiving office should also ensure that the Stand-by personnel are reflected in the staffing list. When security costs are needed for the Stand-by personnel, the procedure to be followed will be the same as for all other staff in a given field office i.e. the AO of the field office will send a request for funds for the equipment (mainly communication equipment) to BFC under field security budget by providing the usual justifications (pro forma invoices, bills, technical specifications from UNDSS if required). Experts may undertake a pre-deployment briefing at UNESCO Headquarters where they will be briefed on the local security situation in the field (Cf. attached Annex 6 on Briefing plan/schedule). All experts are also required to undertake three mandatory security training courses: UNESCO’s On-line Field Security Awareness Training; Basic Security in the Field and Advanced Security in the Field 6.3 Security Relocation/Evacuation As with UNESCO staff, the Stand-by personnel are relocated or evacuated as per authorization from UNESCO and UNDSS. UNESCO shall facilitate the security evacuation of the Stand-by personnel, as required, in consultation with the Stand-by Partner Organizations. Stand-by Partners reserve the right, in consultation with UNESCO, to withdraw the Stand-by personnel if the risk to the Stand-by personnel is deemed unacceptable by the Stand-by Partner Organizations. In case the Stand-by Partner needs to contact UNESCO when an emergency or security situation occurs, the following contacts should be made in priority:

- Ms. Magdalena Landry, UNESCO Field Security Coordinator (m.landry@unesco.org, tel. +33145681272, security emergency line: +33 6 22 67 30 16) and the Director/Head of Field Office, with cc to BSP/CFS focal point.

14

6.4 Status of the Stand-by personnel The Stand-by personnel is granted the status of “Expert on mission for the United Nations” according to Article VI, sections 22 and 23, of the Convention on the Privileges and Immunities of the United Nations of 13 February 1946. Though the Stand-by personnel is not considered a staff member or an official of the United Nations, she/he is to be fully integrated in the UNESCO team in the receiving office. The Director / Head of Office should emphasise the importance of this integration with other office staff as soon as the deployment is effective. 6.5 UN Certificate Stand-by personnel are entitled to carry a UN Certificate. It should be issued by UNOG in Geneva through a request from CFS (to ERC/PRO) and made available to the Stand-by personnel once fielded (See process step 9). The UN Certificate is to be returned to CFS (to be given to ERC/PRO), for return to UNOG, upon completion of the assignment. 6.6 Working hours Stand-by personnel have the same working hours as UNESCO staff. 6.7 Leave Entitlement and Rest and Recuperation (R&R) Stand-by personnel are entitled to leave and Rest and Recuperation (R&R) according to UNESCO’s policy at the place of service. Please see Section 6.2 regarding the related costs. 6.8 Housing Receiving offices should assist and advise the Stand-by personnel on how to find local housing where possible. In situations where local housing is not an option, the Stand-by personnel should be provided with similar housing arrangements to those of UNESCO staff. Costs associated with accommodation are born by the Stand-by Partners. 6.9 UNESCO Vehicle The Stand-by personnel are permitted to drive a UNESCO-owned motor vehicle upon approval from their supervisor / Representative or Head of Office, and upon completion of the form set out in Annex 8 of the Stand-by Arrangement between UNESCO and NRC and in Annex 9 between UNESCO and CANADEM. 6.10 Performance Evaluation Report At the end of an assignment of an expert a Performance Evaluation Report must be done by the supervisor of the expert, for onward submission to the Stand-by Partner by BSP/CFS.

15

7. Roles and Responsibilities of the Requesting Office As mentioned above, while experts are not technically considered officials of UNESCO, they are nonetheless to be fully integrated in the UNESCO field team in the country/region of deployment. While most of their administrative arrangements are handled by their own Stand-by Partner Organisation, they will obviously have to depend on the UNESCO office and/or the Resident Coordinator/Humanitarian Coordinator’s Office for certain practicalities. They are to be afforded the same support and consideration as any other team member. On arrival of experts: Briefing: The first hours and days in the field requires cooperation with the relevant UNESCO Field Office. The requesting office should take the time to thoroughly brief Stand-by personnel and discuss their ToRs. Changes in ToRs: Any changes to the ToRs should be done in consultation with the Stand-by personnel and shared with HQ/CFS and the Stand-by Partner. FO’s should adhere to the ToR agreed with the Stand-by Partner. If the circumstances change requiring a change in ToR, the revised ToR should be agreed with Stand-by Partner. Performance Evaluation: At the end of the Stand-by personnel’s assignment, a Short Performance Evaluation should be completed by the supervisor of the Stand-by personnel and signed by the Field Office Director / Head of Office. The Short Performance Evaluation Report template can be found in Annex 7. Once completed the Short Performance Evaluation will be shared with the Stand-by Partner Organisation. Security: please see paragraph 6.2.3 8- Striving for successful deployment

Pre-deployment briefings at HQs: Upon UNESCO’s request the Stand-by Partner Organisations can agree that their experts should be deployed to FO and undertake a pre-deployment briefing at UNESCO Headquarters. The purpose of the pre-deployment briefing is to familiarize the expert with UNESCO’s functioning and the role of different UNESCO services. The costs of the pre-deployment briefings are covered by the Stand-by Partner Organisations. During pre-deployment briefings at HQs the experts will also be briefed in the field on the local security situation (Cf. attached Annex 6 on Briefing plan/schedule). Two to three days are usually required for such pre-deployment briefing at HQs.

Training To obtain some of the core competencies for UNESCO deployments (as for other UN organizations) experts have the following training possibilities:

The above mentioned Pre-deployment briefing at HQs UNESCO security training Online resources Good ToR’s A thoughtful completion of the Terms of Reference by the requesting Country Office is necessary to assure an effective match between a candidate from a roster and specific needs. A good ToR also contributes to a smooth deployment and results based performance management. Please refer to Annex 1 on specific recommendations for drafting ToRs

16

Early Communication To avoid that a substantive or practical concern in relation to a Stand-by Partnership deployment becomes unmanageable (e.g. dispute on tasks, performance, team dynamics, early termination of assignment) early communication among all concerned (i.e. UNESCO Office, expert, BSP/CFS and Stand-by Partner Organisation) is very important. Effective line management All involved benefit from experts being properly integrated into the existing UNESCO field team and that lines of reporting are made clear and functional from the beginning of the assignment.

17

ANNEX 1 Recommendations for writing the ToR:

The ToRs should be clear, concrete and specific about the duties of the Stand-by personnel. Describe technical tasks as specifically as possible. E.g. “Support the MOE Curriculum Division to draft additional modules for the primary and secondary Science syllabi on disaster risk reduction”, not just “Curriculum revision”.

Include background on the emergency situation, the particularities of the country’s

response (coordination/cluster workings, relations with Government etc), and on UNESCO’s role in the response. Details would be conveyed in a briefing with the potential expert, but the ToR is the reference for both the Stand-by Partner in the recruitment process, and for the roster member who might be asked to consider a secondment. Most experts will have experience from much larger operations/teams than what will be the case at UNESCO, and in agencies that are considerably experienced with the system of secondments.

Emergency Stand-by rosters are there to strengthen UN organizations personnel

capacity in humanitarian operations including emergency aid, chronic crisis and early transition”, yet priority is given to requests in that order. In other words: the more “humanitarian” and action oriented the ToR, the more likely is it to get priority.

Include information about the role the expert will have in linking with existing

coordination mechanisms in the region, such as the humanitarian clusters, the UN Country Team etc.

Specify the level for the post and think carefully about the title of the function. This

can be important among partners and government representatives with which experts might work.

Include a section listing the essential qualifications and experience of the expert you

are seeking.

Refer to personal qualities and inter-personal skills that may be required (e.g. patience diplomacy, political sensitivity, intercultural communication etc).

Be clear about accountability lines. To whom will the expert report directly? Is there

an indirect line of accountability? If so, spell it out clearly.

For example, please see Annex 2.

18

ANNEX 2: Samples of ToRs The following examples of ToR serves as inspiration or guideline when writing a ToR

TERMS OF REFERENCE  

Education Specialist Secondee of the Norwegian Refugee Council  

UNESCO Ramallah Office, Gaza emergency response  (UNESCO Ramallah office  takes note of  the  fact  that Secondee’s salary, allowance, benefits at duty station  and  costs  of  mission  as  indicated  in  Task  10.6  will  be  covered  by  NRC  in  line  with  the Agreement on Provision of Stand‐by Personnel.   UNESCO Ramallah will bear any additional costs  if and  when  the  Secondee  is  requested  to  travel  on  official mission  for  other  Office  purposes  not identified by the Tasks in this TOR).     1. Duty station:     Gaza, as soon as circumstances permit; alternatively          West Bank (Ramallah/Jerusalem) 2. Country to assist:     Occupied Palestinian Territories (oPt), specifically         Gaza Strip 3. Title:       Education Specialist: (P‐3) 4. Period:   3–6 months with option for extension, starting immediately 5. Supervisors   Ms Louise Haxthausen, Head: UNESCO Office ‐ Ramallah  

The  Secondee will also  receive  close backup and  support  from  the Post‐conflict  and  Post‐disaster  Unit  in  the  Education  Sector  at UNESCO  Headquarters  (ED/ESB/PCPD)  and  liaise  with  the  Beirut office as relevant  

6. Rationale:       Agreement between UNESCO and the Norwegian Refugee Council for the provision of Stand‐by Personnel  

7. Current situation in Gaza     The  violence  in Gaza  is  having  a  serious  impact  on  the  entire  education  system.  The  delivery  of educational  services  is  temporarily  disrupted  (both  in UNRWA  and  government  schools).  Schools, technical  institutes and universities,  including  the  Islamic University, with which UNESCO has been cooperating  closely  in  the past, have been  severely damaged as a  result of bombing and  shelling. School children, students and teachers are being killed, injured or are suffering from trauma.  There  is currently no nationally‐ or  internationally‐coordinated monitoring system  in place  to keep track of the impact of the Gaza crisis on the overall education sector. UNRWA has data concerning its schools, which account  for 60% of  schools  in Gaza. As  for  the overall education  system,  including government  schools,  the Ministry of Education and Higher Education  is  reluctant  to  communicate official  data  given  the  risk  of  inaccuracy. On  9  January  2009,  the  INEE  network  reported  that  15 schools  in  total had suffered damage. On 14  January,  the Palestinian Bureau of Statistics  indicated that  18  schools  and  one  university  (the  Islamic  University)  were  severely  damaged.  There  are currently no official  figures on  the number of  causalities  and  injured  among  teachers/educational personnel.   

19

 8.  The UN response and UNESCO’s participation   In the field of education, there  is no operational response by the UN at this stage, as humanitarian assistance is focusing on the delivery of immediately life‐saving items under very difficult conditions.   Planning for early recovery is just starting.  Per the decision of the UN Country Team (UNCT), an Early Recovery  Cluster was  activated. UNESCO  is  a member  of  this  cluster, which  is  expected  to  start meeting in the week beginning 19 January.  Within the UN humanitarian structure for the oPt, there is no Education Cluster yet, but a Working Group does exist, which has met sporadically over the past weeks. In this situation UNESCO is recommending that an Education Cluster be activated as soon as possible. OCHA Jerusalem has asked UNESCO to facilitate this in close consultation with UNICEF and Save the Children (co‐leads of the global Education Cluster). UN joint planning and subsequent funds mobilization for early recovery in the education sector will be done through both the Education and Early Recovery clusters through a modality that still needs to be defined.        9. UNESCO Ramallah  The UNESCO Office in Ramallah serves the Occupied Palestinian Territory (West Bank and Gaza) and is  in  charge  of  planning, managing,  overseeing  and monitoring  all  educational  programmes  and activities  taking  place  in  the  oPt,  in  the Organization’s  fields  of  competence.    The Office  extends assistance and  support  through  the  following activities:  technical assistance  for policy  reform and development,  institutional and human  capacity‐building, as well as direct assistance  to  vulnerable and/or disenfranchised communities.  The  role  of UNESCO  as  applied  to  emergency  and  chronic  crisis  settings  is  to  provide  support  to education  response as part of  the humanitarian assistance,  to provide policy advice, and  technical assistance  to  affected  governments  and  other  agencies.  It  also  serves  a  catalytic  role,  including advocacy, networking and participation  in  inter‐agency activities,  to ensure  that educational needs are met  in  emergency  situations. UNESCO works with  other UN  agencies  and  non  governmental organizations, rapidly assessing educational needs, resources and capacities. UNESCO assists during emergencies  and  chronic  crisis  in  education  programming,  education  planning  processes, coordinating with  local education authorities and ministries with an eventual  longer  term vision of helping them to reestablish education systems and decentralized decision‐making. 

As  Technical Advisor  to  the  Education  Sector Working Group  (ESWG)  ‐  the  local  Palestinian  aid coordination forum for education ‐ the UNESCO Ramallah Office plays a central role in advising the Ministry of Education and Higher Education (MoEHE), as well as the donor and NGO community on educational priorities and  reform  in  the oPt.  It  is particularly engaged  in supporting  the MoEHE’s focus  on  reform  towards  enhanced  quality  education.  In  the  area  of  emergency  education,  the Office  has  so  far  limited  capacity  and  activity. However,  its  involvement  in  the  recovery  of  the education  sector  in  Gaza,  following  the  present  crisis,  will  be  critical  to:  (i)  ensure  a  holistic approach to reconstruction, which takes into account all levels of education; (ii) avoid a further gap between  the delivery of educational services  in Gaza and  in  the West Bank. Therefore  the Office has decided to take an active role in the early recovery coordination that is currently being planned for the education sector in Gaza.  In collaboration with the other partners in the education sector, UNESCO  is  seeking  to develop  a  targeted  education programme  in  areas of UNESCO’s  strength, including  secondary  and higher  education  and  education planning  and management  for officials tasked with the recovery and reconstruction. UNESCO is also investigating the notion of schools as safe havens or zones of peace, which has been promoted by a number of donors and agencies  in response to the crisis.  

20

10. Tasks   

The Secondee is to assist the UNESCO Ramallah office in defining and initiating the implementation of  its operational education  response  to  the Gaza crisis. Under  the supervision of  the Director of the Ramallah office and  in close collaboration with  the Education Sector Programme Specialist  in the Ramallah Office the Secondee shall perform the following tasks: 

10.1. Assist the Head of Office in ensuring UNESCO’s full participation in the oPt Humanitarian Cluster system,  ensuring  linkages  between  the  Education  Cluster  or  other  education  coordination mechanism in place, and the Early Recovery Cluster;  10.2. Refine  the  identification of  gap  areas within  the  sub‐sectors  that  could be neglected  in  the phase of early recovery, and develop responsive programming accordingly.  Gap areas could include: secondary and higher education, capacity development for crisis management of education, as well as areas of quality education;  10.3.  In  consultation with  national  authorities, UNRWA  and  the  Education  Cluster  lead  agencies, further develop identified initiatives for promoting ‘safety zones’ within schools in Gaza;  10.4. Cooperate with the Education Desk at the Ramallah Office to contribute to a UNESCO education early  recovery  programme  by  further  developing  and  beginning  implementation  of  projects previously proposed;  10.5. Provide technical expertise and capacity building assistance to relevant  local and  international partners as requested   10.6.   Conduct other relevant work or responsibilities as needed by the Office Director.  11. Profile required    11.1.  High  level  of  interpersonal  and  diplomatic  skills.  Previous  experience  with  international negotiation desired.  11.2. Strong familiarity with the humanitarian system and the workings of the UN.   11.3. Excellent communication  skills,  in both written and  spoken English, with  some knowledge of Arabic desirable.  11.4. Several years of previous work experience  in post‐conflict or post‐disaster settings, preferably in an inter‐governmental organisation or international NGO and preferably in the field of education. Ability to work independently and take initiative, within established procedures.   11.5. Post‐graduate background in education or relevant fields of study such as management, human rights, humanitarian or development studies.   11.6. Ability  to manage high  levels of physical  and mental  stress, heavy work  loads  and  a  rapidly changing environment. Good sense of humour and grace under pressure.    

21

TERMS OF REFERENCE  

Education Specialist Secondee of the Norwegian Refugee Council (NRC)  

UNESCO Office in Kathmandu  Project for Disaster Risk Reduction and Prevention, and Disaster Risk Management in the 

Education System  (UNESCO takes note of  the  fact  that the Secondee’s salary, allowances and benefits at duty station will be covered by NRC  in  line with the Agreement on Provision of Stand‐by Personnel.   UNESCO will bear any additional costs when the Secondee is requested to travel on official mission away from the duty station.)     1. Duty station    Kathmandu, Nepal  2. Scope of assistance  Nepal  3. Title      Education Programme Specialist: (P‐2)  4. Period  1 April 2010‐31 September 2010  5. Supervisor   Overall  supervision:    Mr.  Axel  Plathe,  Head  of  UNESCO  Office 

Kathmandu  Direct supervision:  Mr. Tap Raj Pant, National Programme Officer  

6. Rationale       Agreement between UNESCO and the Norwegian Refugee Council for the provision of Stand‐by Personnel 

 7. Background  A  number  of  international  studies  have  identified  Nepal  as  one  of  the  world’s most  vulnerable nations  to  the  risks  of  natural  hazards.    The  greatest  risks  to  Nepal  are  disasters  resulting  from geophysical  and  hydrological  hazards  causing  mortality,  and  hydrological  and  drought  disasters causing economic  loss.   The capital city, Kathmandu, together with several other densely populated regions  and  urban  centres  in  the  country  are  deemed  to  be most  at  risk  and  prone  to  disasters, including devastating earthquakes. According to the Center for Hazards & Risk Research at Columbia University, Nepal is one of the 20 most at‐risk, disaster‐prone countries in the world, with 60 percent of its total area and 52 percent of its population exposed to as many as three types of hazards.5  While the threat of catastrophic disaster is real in Nepal, it is the chronic smaller‐scale disasters such as  flooding that are wreaking havoc on social, economic and political development throughout the country.    In August 2008, monsoon floods  in Nepal’s Terai plains affected over 200,000 people and displaced 70,000 on the country’s eastern side, causing distress to an already vulnerable population.  In October 2009, monsoon flooding  in the mid‐ and far‐western regions affected a further 200,000 people and fully displaced 15,000.  These floods damaged and destroyed numerous schools and early 

5 The Center for Hazards & Risk Research at Columbia University: http://www.ldeo.columbia.edu/chrr/ http://www.ldeo.columbia.edu/chrr/pdf/hotspots/maps/mortality.pdf http://www.ldeo.columbia.edu/chrr/pdf/hotspots/maps/economic_loss.pdf (accessed 8/3/2010)

22

childhood  development  centres,  and  caused  high  loss  of  educational  materials,  stationary  and uniforms.    As  a  result of  the occurrence of numerous disasters  in Nepal’s history,  the Ministry of  Education (MOE) Nepal and its related institutes plan to implement projects for disaster risk preparedness and disaster management, and establish Standard Operating Procedures for preparedness and response to  disasters  and  emergencies.  The  Department  Of  Education  (DOE)  has  recently  established  a national Education Cluster and  intends  to establish Focal Points  in each district education office  to work for disaster preparedness and for the provision of education  in emergencies.   This support  in emergencies is coordinated by DOE with the help of UN agencies, I/NGOs, teacher unions, and other relevant education bodies.    8. The UN Response  The national  initiative to  integrate disaster risk preparedness and management planning within the education sector builds on recent disaster risk reduction initiatives in the country.  In October 2009, the  UN  International  Strategy  for  Disaster  Reduction,  other  United  Nations  organisations  and agencies, the World Bank, Asian Development Bank, and the International Federation of Red Cross & Red  Crescent  Societies  launched  an  initiative  to  reduce  the  people  of Nepal’s  exposure  to  future natural disasters.   This engages stakeholders  in concrete actions  to make schools safer  in order  to reduce the losses that result from disasters and also seeks to increase emergency preparedness and the  response  capacity  of  the  Government  of  Nepal  and  other  responsible  organisations  through better  information, planning and management. The  initiative also proposes to scale up disaster risk management  to  enhance  local  level  risk  assessment  methodologies;  increase  preparedness  and mitigation actions; develop community capacity  in  local  level risk reduction actions; and undertake vulnerability  reduction  measures.  Another  component  of  the  initiative  focuses  on  building institutional capacity; setting up financial mechanisms towards risk reduction and risk management; and mainstreaming disaster risk reduction into development planning.6  9. UNESCO Kathmandu  The UNESCO Office  in Kathmandu is planning to support the MOE and its specialised institutes with the development and implementation of disaster risk preparedness and management strategies and practices at national, district, community and classroom levels.  UNESCO Kathmandu Office and the education authorities in Nepal have a history of cooperation and coordination.  Education has long been one of UNESCO’s priority areas in Nepal. This, together with UNESCO’s mandated  and  technical expertise  in  supporting educational  authorities  in  the planning and management of education prior, during and after emergencies, mean that UNESCO is well‐placed to  support  relevant  initiatives  in Nepal. The presence of an education  in emergencies  specialist  is essential  for  UNESCO’s  further  interventions.  In  particular,  it  is  foreseen  that  the  Secondee  will provide technical guidance to the Kathmandu Office and oversee the implementation of a project on disaster risk prevention and management for primary‐level schooling.  In addition, the secondee will play an essential role  in establishing UNESCO as a key actor for education  in post‐conflict and post‐disaster situations in Nepal.  10. Duties and Responsibilities:  Under  the  overall  authority  of  the  Head  of  the  UNESCO  Office  in  Kathmandu;  under  the  direct supervision of  the National Programme Officer  (Education);  in  line with  the  regular programme on 

6 http://www.preventionweb.net/english/professional/news/v.php?id=11388 (accessed 8/3/2010)

23

"Supporting National Efforts for Integrating Education for Sustainable Development in a Sector Wide Framework";  and  in  coordination  with  the  education  sector  response  to  the  disaster  risk preparedness initiative being undertaken by the MOE, the specific duties will include:  10.1. In close cooperation with the Ministry of Education and the Department of Education, prepare a  comprehensive  strategic  plan  –  a  National  Framework  on  Disaster  Risk  Preparedness  and Management,  including District Emergency Plans and Standard Operating Procedures  for a number of priority districts.  10.2. Assist with the design or adaptation of appropriate tools/guidelines for exercises before, during and after disasters to be included in curricular and extra‐curricular activities at school, and pilot test these in some schools and at a community learning centre (CLC).  10.3. Assist  the National Centre  for Educational Development  (NCED)  in designing  teacher  training materials  for  providing  training  to  teachers  on  awareness‐raising  with  respect  to  disaster  risk preparedness  and  disaster management  for  preventing  future  tragedies,  and  the  promotion  of  a culture of safety through education.   10.4. Analyse teacher and student learning needs specifically in terms of EFA Goal 3 on Life Skills, and develop a project proposal for supporting the education sector strategy and planning for disaster risk preparedness and management.  10.5. Participate  in  the  Education Cluster meetings  and  contribute  in  its  activities on disaster  risk preparedness  (DRP),  including  the development of new and appropriate materials  for primary and secondary‐level schooling.   11.  Qualifications / Requirements:  11.1 Education:  An advanced university degree (Master’s or higher) in a relevant field: 

education, political science, international affairs, or natural sciences; 11.2. Language:  Excellent command of written and spoken English; knowledge of Nepali 

would be an advantage;  11.3. Experience:  Several years experience in post‐conflict and/or post‐disaster recovery of 

educational systems or similar function in a UN, international organization or INGO an advantage;  

 11.4. Excellent inter‐personal, organizational and communication skills and proven facilitation skills 

working with multiple stakeholders, including UN agencies, donors, local communities, NGOs and governments; 

 11.6. Knowledge of the development and humanitarian communities, including donors, 

governments, the UN system and relevant international and regional organizations;  11.7. Experience in budgeting, financial reporting and fundraising;  11.8. Ability to manage heavy work loads and a rapidly changing environment. Good sense of 

humour and grace under pressure.  

24

TERMS OF REFERENCE FOR COMMUNICATIONS OFFICER SECONDED FROM NORWEGEAN REFUGEE COUNCIL FOR HAITI EARTHQUAKE RESPONSE 

  

Level of the Post;    P3 or equivalent  Duration of Appointment:  3 to 6 months (February‐July 2010), with possible extension  Duty Station:  Port‐au‐Prince, Haiti, with  pre‐deployment  briefing  at UNESCO HQ 

Paris   Reporting:  The secondee will report to the Head of Office, UNESCO Office Port‐

au‐Prince  Background  On  12  January  2010,  a  7.0‐magnitude  earthquake  struck  Port‐au‐Prince.  Because  of  a  lack  of information  flowing out of Haiti,  it  is  impossible  to know  the death  toll, but some estimates  reach 200,000 dead, with 250,000 injured. Some 1.5 million people have been rendered homeless.  The  infrastructure of Port‐au‐Prince  is badly damaged. Hundreds of buildings have been destroyed. International  NGOs  and  humanitarian  organizations  are  attending  to  immediate  needs,  including food, shelter, medical care, and getting the telecommunications infrastructure back up and running. Inflow  of  aid,  which  stalled  at  first,  has  begun  to  smooth  out.  Haiti  now  faces  a  long  road  of rebuilding and recovery.  UNESCO’s  ability  to  respond  effectively  in  the  short‐, medium‐  and  long‐term  phases  of  recovery depends  upon  communication  and  information  sharing  with  Cluster  partners  and  HQ.  More importantly, the Haitian people require reliable, up‐to‐date information in order to prevent disease, access  their  basic  needs,  learn  the  locations  of  temporary  schools,  etc.  We  are  requesting  a Communications  Secondee who  can  coordinate  delivery  of  information  through  local media  and relay  updates  to  colleagues  engaged  in  the  response.  Ideally,  this  person would  also  be  able  to support  project  development  and  implementation  aimed  at  strengthening  the  capacity  of  local media in the recovery effort, with the necessary back‐up from UNESCO HQ.  Expected Functions  1. Act  as  Focal  Point  for  public  information  within  UNESCO  Port‐au‐Prince;  communicate  and 

maintain  liaison with UNDP,  the UNCT,  local  and  international media,  government  and other relevant partners. 

 2. Facilitate  press  briefings  or  other  activities  pertaining  to  external  relations  and  public 

information on behalf of UNESCO Port‐au‐Prince;  3. Develop press releases, talking points and website news items on activities of the UNESCO Port‐

au‐Prince  Office  and  other  partners  related  to  the  recovery  effort  and  communicating  the situation on the ground and stay in close contact with BPI at HQ;  

 4. As  conditions  allow,  provide  technical  and  administrative  support  for  effective  development, 

implementation and monitoring of Communication and  Information Sector projects to support the recovery and capacity of Haitian media. Specific tasks may include:  

Developing project proposals for submission to interagency appeals and/or targeted donors 

25

and elaborating project outlines; 

Identifying,  inviting  and  coordinating  international  and  national  experts  to  be  involved  in project activities to ensure maximum efficiency and effectiveness; 

Following  up  with  and  reviewing  project  activities  and  financial  reports  submitted  by national counterparts and experts; 

Undertaking missions to oversee onsite implementation of activities and report on progress as well as challenges and needs going forward; 

Attending programme‐related meetings and activities arranged both by UN agencies, NGOs and Government counterparts, as required and assigned by the Director of the Office.    

5. Assist  with  other  tasks  and  priorities,  both  related  to  public  information  and  to  CI  Sector programming, as assigned by the Head of Office. 

 Desirable Qualifications  Education  Advanced University  degree  in  journalism,  communications  or  related 

field (Master’s degree or above)  Experience  At least five or more years of experience in communications, preferably 

with international experience in emergency and recovery settings   

Language Requirements  Fluency in both English and French  

 Desirable Competencies    Sound  understanding  of  the  key  issues  and  challenges  facing  the media  sector  in  PCPD 

situations  Experience in programme management, budget control and evaluation  Good organizational skills and excellent time management  Ability to meet deadlines and willingness to take additional responsibilities  Good computer and IT skills and experience in the usage of office software packages   Strong communication skills  Ability to prepare reports in English and French  Flexibility,  team  spirit and ability  to work  in a multi‐cultural  team environment and be an 

effective team player  Sound judgment and excellent analytical skills  Strong  interpersonal  skills,  including  tact,  diplomacy  and  political  sensitivity,  to  handle 

delicate interactions with a wide range of partners  Willingness and ability to undertake missions to the field away from duty station 

 6. Additional information  The UNESCO Port‐au‐Prince office  takes note of  the  fact  that  Secondee’s  travel  to  and  from duty station, as well as salary, allowance and benefits at duty station will be covered by NRC  in  line with the Agreement on Provision of Stand‐by personnel.   UNESCO will bear any additional  costs  if and when the Secondee is requested to travel on official mission away from duty station.  

26

ANNEX 3 Example of Secondee Request Letter

27

ANNEX 4 Example of Extension Request Letter UNESCO Office in Iraq (Amman)                      22 April 2010                    Ref: IRQ/DIR/10/239  To:    Ms. Benedicte Giaever                     Head of Emergency Department           Norwegian Refugee Council   Via:     Director BSP/CFS   From:   Director UNESCO Iraq   

Subject: Request for Extension of the Secondment of Jessica Hjarrand 

  By way of this correspondence, I would like to request the extension of the current secondment of Ms J Hjarrand to the UNESCO Iraq Office until by a further six months.     Since joining UNESCO Iraq in early January 2010, Ms Hjarrand (Jessica) has been contributing significantly  to UNESCO’s  support  to  the Government of  Iraq  in  rehabilitating  its Education Sector, most specifically as per her terms of reference to assist the office  in the promotion of  literacy and non‐formal education in Iraq.  As we have communicated in our initial application, UNESCO Iraq has recently  launched  a  four‐year  literacy  project  that will  assist  the Government of  Iraq  to  launch  a comprehensive, nation‐wide literacy and non‐formal education campaign, including the development of a clear, strategic vision for  literacy and non‐formal education within the country, the creation of strong  partnerships  amongst  stakeholders  from  all  levels  and  the  development  of  innovative programme models of literacy and non‐formal education.     Jessica’s  technical  expertise  in  education  and her previous  experience working on  literacy projects with UNESCO has  strengthened  the quality of  the planning and preparation  stage  for  the implementation of the project activities.  She has provided fresh ideas and needed assistance to the project  team,  and  her  presence  on  the  team  has  helped  to  better  distribute  available  human resource time, thereby ensuring that components of the project which had fallen aside continue to progress, such as the preparation of TORs, concept notes and analytical frameworks.   Her ability to think innovatively has been an asset as well as her broad educational background; she has been able to make  suggestions  that others on  the  team  did  not previously  consider,  thereby  increasing  the quality of the project’s activities.    In addition to her work on  literacy, her strong commitment and engagement around  issues such as gender and the quality of education  in early recovery contexts has been positively affecting UNESCO’s  coordination with  other  partners, most  particularly with  UNICEF  and  the  Gender  Task Force of the UN Country Team as well as amongst staff  in the  Iraq Office.   She has also offered to plan and deliver a training for the Education Sector on the INEE Minimum Standards. 

28

   Jessica’s primary role is as a Literacy Project Officer, and the Project which she is supporting is at its initial stage will be moving into a critical implementation stage in the coming months which is expected to accelerate as the new Government is formed and Literacy Day (Sept.8) draws closer. Her knowledge  of  the  project’s  activities,  its  implementation  strategy  and  her  involvement  with  the development of materials critical for the project’s success are all important for the team to continue making  progress  in  the  coming months.    She has only been here  a  short  time, but  the  skills  and knowledge  that  she  offers,  as well  as  her  understanding  of  the  project  itself, will  continue  to  be valuable  through  the end of  this  first year of  implementation, as we continue  to  resolve problems and adjust activities due to challenges that arise.      I would like to thank you for your consideration of this request, and take the opportunity to express my thanks and the thanks of the Organization to the NRC and the Government of Norway for their valued support to combating illiteracy in Iraq.                 Yours sincerely,                 Mohamed Djelid               Director and Representative of                UNESCO to Iraq 

 

29

ANNEX 5 Example request for visa letter

30

ANNEX 6 Overview of Briefing Plan for Stand-by personnel “Experts on mission” for UNESCO

Hours Unit Topics covered Day One 1 hour CFS Meet & Greet

Complete forms for UN Certificates 2 hours HRM and Ethic Advisor Verification of completion of

mandatory security trainings Verification of signature of

“Undertaking” Ethics briefing/awareness-raising

1 hour Permanent delegation of Norway to UNESCO (for NRC Stand-by personnel) and permanent delegation of Canada to UNESCO (for CANADEM Stand-by personnel)

Courtesy visit

1 hour BSP UN country programming Total hours: 5 Day Two 5 hours Programme Sector General programme Sector Briefing

Detailed Discussion on roles and responsibilities of the Experts on mission, and programme specific-issues

1 hour CFS Cooperation with donors Who does what/Stand-by user guide

1 hour Chair of Intersectoral Task Force on PCPD

UNESCO’s work in PCPD

Total hours: 7 Day Three 2 hours BFC UNESCO structure, functions &

decentralization Country/cluster/regional briefing Security Briefing Role & responsibilities within Field

Offices 1 hour Programme Sector Final Briefing/questions/issues Other meetings if required 1 hour CFS Wrap-up Total hours: 4

31

Acronyms BFC Bureau for Field Coordination BSP Bureau for Strategic Planning CFS Division for Cooperation with Extrabudgetary Funding Sources - Focal

Point Division for NRC, CANADEM and Stand-By Partnerships HRM Human Resource Management

32

ANNEX 7 Template for Performance Evaluation Report

SHORT PERFORMANCE EVALUATION REPORT

Probation

Other

Period

Name Title Grade

ID number

Duty station

Sector/Bureau Division/Section

Supervisor Title Grade 1. KEY EXPECTED RESULTS / WORK ASSIGNMENTS Key expected results / work assignments To be completed at the beginning of the review period. Describe key expected results and/or work assignments (which correspond to tasks of continuous nature) to be achieved and/or accomplished during the biennium, and for which the staff member is responsible. They must be specific, realistic, measurable, and consistent with the staff member’s job description. Expected results should also be time-bound.

Results achieved /Accomplishments Assessment by Supervisor

To be completed at the end of the review period. If there have been specific, unexpected constraints affecting the results / accomplishments, please explain.

Result 1 / Work assignment 1

Due date (if applicable):

Result 2/ Work assignment 2

Due date (if applicable):

Result 3/ Work assignment 3

Due date (if applicable):

Expected Results/Work assignments discussed (date):

Staff member’s comments (Optional):

33

2. OVERALL COMMENTS ON STAFF PERFORMANCE To be completed by the supervisor at the end of the review period. 2 a. OVERALL ASSESSMENT (including strengths and development areas)

2 b. OVERALL PERFORMANCE RATING

Fully meets expectations Partially meets expectations Does not meet expectations

Any additional comment(s) in the case of an outstanding contribution by the staff member.

Date:

Supervisor’s signature:

3. STAFF MEMBER’S COMMENTS

I have no comments to add I have the following comment(s) to add:

I had the opportunity to discuss the above appraisal with my supervisor I have a serious disagreement with my supervisor on the above appraisal

Date:

Staff member’s signature:

34

ANNEX 8 Stand-By Arrangement between UNESCO and NRC

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

ANNEX 9 Stand-By Arrangement between UNESCO and CANADEM

50

51

52

53

54

55

56

57

58

59

60

61

62

United NationsEducational, Scientific and

Cultural Organization

UNESCO7, Place de Fontenoy75352 Paris 07 SP, Francewww.unesco.org