EDU Batch Rotation - GG-GF Staff

EDU Batch Rotation - GG-GF Staff

Job #:

req20439

Organization:

World Bank

Sector:

Education

Grade:

Term Duration:

4 years 0 months

Recruitment Type:

International Recruitment

Location:

Washington, DC,United States

Required Language(s):

English

Preferred Language(s):

Closing Date:

1/11/2023 (MM/DD/YYYY) at 11:59pm UTC

Description

Objectives of the Batch Rotation and Staff Eligibility

Following the spirit of batch rotations, the process is simplified. Please review the list of positions in the table below and note the following:

• You will be asked to select top three positions as Choice 1, Choice 2, and Choice 3 out of the list of positions below.

• Your Bank CV is already in the system. A personal CV is not mandatory, but you have the option to upload one if you like. If you have never applied in COMPASS and your Bank CV is not showing automatically in your COMPASS application, please upload from myHR Self-Service.

• A Cover Letter is not required. You can type N/A in the "type your cover letter" section and move to the next step.

• Please contact Dhanalakshmi Vijayarajan ([email protected]), (copy HR Recruitment Services) if you have any questions to complete your application in Compass.

• Please reach out to your respective Manager or our HR Business Partner, Karen Bajda (copy Barbara Kalisz and Jan Carlo Pascual) for any questions regarding the batch rotation process.

GF-GG TORs for FY23 EDU Batch Rotation

No.

Grade

Title

Report to Manager

Unit

Location

ToR Description

Language

(Besides English)

1

GG

Senior Education Economist/Specialist

Aedo, Cristian

HEAED

Wash, DC

S/he will have a strong understanding of the challenges of financing education projects in middle-income countries and of economics of education. Hands on experience with operations in education reform projects, including P4Rs. S/he will work with education team members, education policymakers and practitioners, and lead complex operations and build the pipeline in education. S/he will also work with others to build the analytical edge of the team.

2

GG

Senior Education Economist/Specialist

Aedo, Cristian

HEAED

Phnom Penh, Cambodia

S/he will focus on working in Cambodia and Myanmar while based in Cambodia. Demonstrated ability to think and work across WBG, practices and sectors; the capacity to integrate divergent viewpoints of multiple external and internal stakeholders into a coherent project/program/ strategy; the ability to consider corporate commitments (e.g., MFD, climate, gender) in project approach; political judgment, diplomatic acumen, and negotiating skills; capacity to build and sustain key stakeholder relationships with government and other key stakeholders; the ability to guide clients and/or development partners in identifying key operational issues and optional solutions with a demonstrated ability to bring together different perspectives; the capacity to lead task teams, participate in formal negotiations, and assist government in establishing priorities; demonstrated sound knowledge of WBG's Twin Goals and the complementarities among different WBG member institutions; demonstrated deep understanding of policy making process and the role of own sector of expertise in that process; a full understanding of WBG's development initiatives and policies and practices related to ending and non-lending operations; the capacity to guide research efforts and translates technical and cross-country knowledge into practical applications and contributions to country and sector strategies and for discussions with clients and development partners; and the capacity to mentor junior and support staff in the team as well as the country office. The candidate needs to have experience in working in FCV context.

3

GG

Senior Education Economist/Specialist

Aedo, Cristian

HEAED

Manila, Philippines

S/he is expected to (i) contribute to the development and implementation of the education GP's work program in the Philippines, (ii) lead the preparations of an expected new operation within education to build a better performing education system; (iii) support the on-going ASA and pilots to support ECD and higher education in the Philippines; (iv) build upon and disseminate existing analytical reports that promote education reform and undertake new targeted analytical tasks. S/he is also expected to have (i) TTL capabilities: timeliness of deliverables, client skills, team management and budget management; (ii) Experience in supporting education systems, with a preference for experience in FCV contexts; (iii) Experience working with clients to build capacity and engage in policy dialogue on education and on innovative higher education or skills projects; (iv) ability to quickly and appropriately respond to governmental requests for support in a rapidly changing environment; (v) Capacity for organization and coordination, as well as ability to work with high degree of independence, in a team environment and in consultation with senior staff and the CMU.

4

GG

Senior Education Economist/Specialist

Aedo, Cristian

HEAED

Wash, DC

S/he is expected to carry out analytical work and translate analytical/technical skills into policy dialogue and operational innovations and results; a sustained record of achieving high-quality substantive results over an extended period (typically at least eight years) in the education with experience in addressing complex issues in a holistic manner, and in designing, organizing and helping implement programs. Experience in tertiary education and innovation is required. In addition, experience in working multisectoral, particularly with respect to (but not limited to), innovation, governance and accountability, skills development and job creation and poverty reduction; demonstrated skills in analytical tools required for impact evaluation, economic, social and institutional research; proven ability to interact effectively with clients, including ability to assist clients at all levels in their analysis, policy formulation, and education planning with a focus on results; excellent interpersonal and communication skills, demonstrated ability to work cooperatively with both Bank staff and client country counterparts, and ability to liaise tactfully as a member of a multicultural team; and demonstrated ability to lead multidisciplinary teams and competence to coach and mentor junior staff.

5

GG

Senior Education Economist/Specialist

Almeida, Rita

HECED

Vienna, Austria

S/he will lead the education engagement in selected ECA countries with a strong focus on secondary, skills and higher education. Demonstrated ability to link the macro, institutional and governance issues with the education sector. The position will require strong technical skills with the capacity to lead analytics and lending, sometimes in collaboration with other Units. Proven ability to conceptualize, design and implement major tasks, and to formulate complex sector problems. Use of credible analysis, data and tools to support policy recommendations. Need for strong integrative skills/ policy dialog skills ana a sound knowledge of M&E methodologies including of impact evaluations. Experience with PforRs, DPOs and RAS / IEs are important.

6

GG

Senior Education Economist/Specialist

Almeida, Rita

HECED

Wash, DC

S/he will lead the education engagement in selected European countries where the engagement ranges a wide set of topics including ECE, basic education quality and higher education. The position will require strong technical skills with the capacity to lead analytics and lending, sometimes in collaboration with other Units. Ability to conceptualize, design and implement major tasks and to formulate complex sector problems. Need for strong integrative skills/ policy dialog skills ana a sound knowledge of M&E methodologies including of impact evaluations. Experience with PforRs, DPOs and RAS / IEs are important.

7

GG

Senior Education Specialist

Almeida, Rita

HECED

Wash, DC

S/he will lead the education engagement in selected European countries where the engagement ranges a wide set of topics including ECE, basic education quality and higher education. The position will require strong technical skills with the capacity to lead analytics and lending, sometimes in collaboration with other Units. Ability to conceptualize, design and implement major tasks and to formulate complex sector problems. Need for strong integrative skills/ policy dialog skills ana a sound knowledge of M&E methodologies including of impact evaluations. Experience with PforRs, DPOs and RAS / IEs are important.

8

GG

Senior Education Specialist/Economist

Blom, Andreas

HMNED

Wash, DC

Develop and support implementation of the GP's work program in FCV countries in the MENA region. The MENA education unit have operations, policy dialogue and analysis to the governments of Djibouti, Iraq, Lebanon, and Yemen that are in various aspects of FCV with dire needs for improving education outcomes. The position involves substantial operational work including coordination with a larger education team, partners, and cross HD-inputs, but also analysis to design policies to regularize and improve all aspects of education delivery (teachers, schools, learning material, curriculum etc.). The position requires: TTL operational experience in FCV context, ability to find workable solutions with counterparts, donor-coordination, persistence, and timely project management and oversight.

Arabic and French desirable, but not required

9

GG

Senior Education Economist/Specialist

Blom, Andreas

HMNED

Morocco, Rabat

S/he will (i) Lead the coordination and implementation support of the education GP's work program in Morocco (US$1,200 million portfolio) in collaboration with the rest of the Morocco education, HD and country team. This includes high-level policy dialogue, attention to detail in implementation, hands-on support for quality implementation, and multitasking. Our engagement spans ECD, basic education, skills and higher education. (ii) Develop, delegate and/or lead technical assistance and analytical support including core educational TA to a sophisticated and demanding client on learning, teachers, and other aspects of education service delivery; country core diagnostics including PERs, CCDRs, SCDs etc. Identify and attract global technical and hands-on expertise tailored to Morocco's specific needs. (iii) Contribute to the Bank's wider HD and country program. The position requires substantial TTL operational experience with demanding governments, PforR experience, ability to coordinate across project teams, successful cross-sectoral track-record.

Advanced French and Arabic desirable

10

GG

Senior Education Economist/Specialist

Di Gropello, Emanuela

HLCED

Wash, DC

S/he will have outstanding technical skills and knowledge in at least a few key education sector areas, with a track record of leading and delivering high-quality analytical and advisory work and operations, and an ability to translate analytical/technical skills and products into new programs, policies, and operational innovations and results; as well as excellent client skills and sustained track record of leading policy dialogue in middle and lower-income countries. S/he will lead and/or co-lead country programs (selected depending on immediate and longer-term demand and interest), which involves leading complex operational and analytical engagements; play a focal point role at the unit's level in his/her area(s) of expertise; and mentor junior staff.

Spanish required

11

GG

Senior Education Economist/Specialist

Di Gropello, Emanuela

HLCED

Lima, Peru

S/he will have outstanding technical skills and knowledge in at least a few key education sector areas, with a track record of leading and delivering high-quality analytical and advisory work and operations, and an ability to translate analytical/technical skills and products into new programs, policies, and operational innovations and results; as well as excellent client skills and sustained track record of leading policy dialogue in middle and lower-income countries. S/he will lead and/or co-lead and/or contribute to the education sector programs of Peru, Ecuador, Chile and Bolivia (the four countrie of the CMU), which may involve strategic policy advisory and analytical engagements, complex operational engagements and multi-sector tasks. Currently the work program across these four countries includes two operations in Ecuador (one at ICR stage) with a third one under preparation; a tertiary education operation in Chile; and operations under preparation in Bolivia and Peru. All countries also count with strategic advisory and analytical engagements with a strong focus on learning recovery and acceleration and/or skills and tertiary education.

Spanish required

12

GG

Senior Education Specialist/Economist

Dundar, Halil

HEDGE

Wash, DC

S/he will have an advanced degree in education, technology related or other relevant fields, with a specific focus on the use of and deployment of information technologies in education, and a min. of 8 years of relevant and substantive research, education policy and operational experience, with a broad knowledge of the role of education in economic development and the WB's strategic directions. S/he should also have (a) strong, demonstrable operational experience (at least 5 years) in the planning, management, evaluation and/or implementation of large-scale educational technology projects. Experience working in educational settings in LIC and MIC would be ideal, especially across multiple regions; (b) recognized deep technical knowledge and experience in the application of digital technologies in at least one to two of the following core areas: EdTech Policy and Strategy, curriculum development and implementation, instruction support and innovative pedagogical approaches, assessments of learning with regards to foundational cognitive and socio-emotional skills, teacher training, improving access for disadvantaged groups including remote learning, digital skills development, and monitoring and evaluation; (c) demonstrated ability to work in the implementation of EdTech projects in the public education sector, and capacity to apply this to Bank's operational, policy and advisory work in education; (d) strong operational skills and experience in the design and implementation of World Bank-financed programs and projects; (e) relevant strong analytical and quantitative skills, familiarity and experience with rigorous analysis and impact evaluation of educational interventions; (f) excellent communication (oral and written) skills to convey complex technical ideas to a non-specialist audience, and (g) excellent client skills and proven ability to conduct high-level policy dialogue in a range of country contexts. S/he is expected to (a) lead and/or support knowledge generation, sharing, and learning, the development of innovative knowledge tools, products and operational solutions, and work with regional teams of the GP to support the effective adoption (from procurement to deployment) of EdTech solutions through country programs and projects in education, informed by good practices and experiences globally; (b) lead and provide technical support on EdTech deployment in designated areas of the GEAK work program, particularly in the procurement of EdTech components, large scale deployments of digital infrastructure, design and implementation of curricula, student assessments, teacher training and evaluation, and related data analysis, report writing, presentations, pipeline development, and policy dialogue and quality enhancement; (c) lead and/or support the creation and deployment of knowledge for incubation of innovative operational solutions in EdTech, with hands on technical support to regional unit teams in the preparation, approval, implementation, and evaluation of relevant WB projects and policy advisory in EdTech; (d) lead and/or provide significant contributions to global or regional flagship EdTech initiatives, forge strategic partnerships and alliances to contribute to the WBG corporate knowledge agenda in the GP across regional departments and in collaboration with relevant GPs and other units as appropriate; (e) perform as appropriate core business functions of GEAK, including management of team members/consultants, budgets and fiduciary oversight of relevant trust funds supporting the work on EdTech; and (f) oversee and contribute to the development of policy briefs, the design and delivery of learning events, workshops and other forms of knowledge exchange in his/her area of expertise within the WBG and among member countries and other partners.

French, Spanish

13

GG

Senior Economist

Dundar, Halil

HEDGE

Wash, DC

S/he will have an advanced degree (PhD preferred) in economics or public policy or a related field with a special focus on the economics of education, and a min. of 8 years of relevant and substantive research, education policy and operational experience, with a broad knowledge of the role of education in economic development and the WB's strategic directions. Experience or understanding on the global monitoring of education and corporate indicators, including the SDGs is a plus. Expected to have (a) strong track record of publication related to the economics of education, with deep technical knowledge and experience in the analysis, design, development, and evaluation of education policies and programs, including impact evaluations, poverty assessments, public expenditure reviews; (b) strong data management skills, production of global indicators and creation of data workflows; (c) experience or familiarity with principles of reproducible and scalable analytics, and the creation of global public goods; (d) strong econometric skills; and proven skills in exploiting large datasets, (e) demonstrated combination of analytical rigor and practical and solution-oriented approaches; understanding of the political economy of education reforms; (f) strong operational skills and experience in the design and implementation of WB-financed education programs and projects; (g) excellent communication (oral and written) skills to convey complex technical ideas to a non-specialist audience, and (h) excellent client skills and proven ability to conduct high-level policy dialogue in a range of country contexts. Expected to (a) lead, guide, or contribute to specific global knowledge activities related to the economics of education, including education finance, linking to other areas of the global education work program, in collaboration with regional teams, relevant GPs, and other units as appropriate; (b) lead and/or contribute to cutting-edge global, regional, and country-specific analytical work (e.g., flagship studies, policy briefs, design and delivery of learning events, workshops, and other forms of knowledge exchange) in the areas of the economics of education, including education finance; (d) provide advisory country support engagements, leveraging synergies to global knowledge agenda, in project pipeline development, policy dialogue, design and quality enhancement of the Bank-financed projects to ensure they are informed by good practices and experiences globally, as well as the latest science and research; (e) contribute to GEAK's work program on data analytics, including the Global Learning Poverty monitoring; and (g) liaise as needed with international partners, including UNESCO, bilateral agencies and foundations, represent the GEAK unit in various fora, internally and externally, and support resource mobilization.

French, Spanish

14

GG

Senior Economist

El-Kogali, Safaa

HAEE1

Wash, DC

S/he is expected to have an advanced degree in Economics and extended experience working on education policies and programs in developing countries. S/he should have demonstrated ability to carry out analytical work and translate analytical/technical skills into policy dialogue and operational innovations and results; a sustained record of achieving high-quality substantive results in the education sector with experience in addressing complex issues in a holistic manner, and in designing, organizing and helping implement programs; experience in secondary education, skills development and/or tertiary education and innovation; experience in working multisectoral, particularly (but not limited to) technology and innovation for education, governance and accountability, job creation and poverty reduction. The selected candidate will be a focal point for the unit on climate or technology related issues. S/he will have proven ability to interact effectively with clients, including ability to assist clients at all levels in their analysis, policy formulation, and education planning with a focus on results; excellent interpersonal and communication skills, demonstrated ability to work cooperatively with both Bank staff and client country counterparts, and ability to liaise tactfully as a member of a multicultural team; and demonstrated ability to lead multidisciplinary teams and competence to coach and mentor junior staff. Experience leading multi-sectoral teams in designing operations and providing implementation support. Experience in FCV setting is desirable.

15

GG

Senior Economist

El-Kogali, Safaa

HAEE1

Wash, DC

S/he is expected to have an advanced degree in Economics and extended experience working on education policies and programs in developing countries. S/he should have a strong understand of the economics of education and ability to work with complex datasets and lead teams to analyze data; should be up-to-date with the literature on economics of education S/he is expected to have demonstrated ability to think and work across WBG, practices and sectors; the capacity to integrate divergent viewpoints of multiple external and internal stakeholders into a coherent project/program/ strategy; the ability to consider corporate commitments (e.g., MFD, climate, gender) in project approach. The selected candidate will be a focal point for the unit on climate or technology and innovation related issues. S/he will have political judgment, diplomatic acumen, and negotiating skills; capacity to build and sustain key stakeholder relationships with government and other key stakeholders; the ability to guide clients and/or development partners in identifying key operational issues and optional solutions with a demonstrated ability to bring together different perspectives; the capacity to lead task teams, participate in formal negotiations, and assist government in establishing priorities. demonstrated sound knowledge of WBG's Twin Goals and the complementarities among different WBG member institutions; demonstrated deep understanding of policy making process and the role of own sector of expertise in that process; a full understanding of the WB's development initiatives and policies and practices related to ending and non-lending operations; the capacity to guide research efforts and translates technical and cross-country knowledge into practical applications and contributions to country and sector strategies and for discussions with clients and development partners; and the capacity to mentor junior and support staff in the team. Experience working with the Global Partnership for Education. Experience working in FCV settings.

French is essential

16

GG

Senior Education Economist

El-Kogali, Safaa

HAEE1

Addis Ababa, Ethiopia

S/he is expected to have an advanced degree in Economics and extended experience working on education policies and programs in developing countries. S/he should have demonstrated ability to carry out analytical work and translate analytical/technical skills into policy dialogue and operational innovations and results; a sustained record of achieving high-quality substantive results in the education sector with experience in addressing complex issues in a holistic manner, and in designing, organizing and helping implement programs; experience in secondary education, skills development and/or tertiary education and innovation; experience in working multisectoral, particularly (but not limited to) technology and innovation for education, governance and accountability, job creation and poverty reduction. S/he will have proven ability to interact effectively with clients, understand political economy issues and assisting clients at all levels in their analysis, policy formulation, and education planning with a focus on results; excellent interpersonal and communication skills, demonstrated ability to work cooperatively with development partners in an effective manner. Ability to work with the CMU and other GPs and liaise tactfully as a member of a multicultural team; demonstrated ability to lead multidisciplinary teams and competence to coach and mentor junior staff. Experience leading multi-sectoral teams in designing operations and providing implementation support. Experience in FCV setting and working with the Global Partnership for Education (GPE) is important.

17

GG

Senior Education Specialist

Inoue, Keiko

HSAED

Wash, DC

S/he is expected to have the ability to pay attention to political economy aspects and design programs for comprehensive education reforms; experience with Global Partnership for Education programs strongly preferred; excellent operational skills and understanding of WB processes to be able to effectively support teams through all the stages of project preparation (including business development) and supervision; consider corporate commitments, especially climate co-benefits and gender, in project approach; possess political judgement, diplomatic skills, and negotiating skills; build and sustain key stakeholder relationships with government and partners; excellent communication and writing skills; demonstrated ability to work in teams and also simultaneously and effectively on different tasks; high level of energy, initiative, and flexibility; mentor junior and new staff in the unit.

18

GG

Senior Education Specialist/Economist

Inoue, Keiko

HSAED

Bangkok, Thailand

Experience working in FCV countries strongly preferred; experience with Global Partnership for Education programs strongly preferred; ability to pay attention to political economy aspects and design programs for comprehensive education reforms; excellent operational skills and understanding of WB processes to be able to effectively support teams through all the stages of project preparation (including business development) and supervision; (for economist) strong understanding of economics of education and ability to work with complex datasets and lead teams to analyze data; consider corporate commitments, especially climate co-benefits and gender, in project approach; possess political judgement, diplomatic skills, and negotiating skills; build and sustain key stakeholder relationships with government and partners; excellent communication and writing skills; demonstrated ability to work in teams and also simultaneously and effectively on different tsks; high level of energy, initiative, and flexibility; mentor junior and new staff in the unit.

19

GG

Senior Economist

Inoue, Keiko

HSAED

Wash, DC

S/he is expected to have a strong understanding of economics of education and ability to work with complex datasets and lead teams to analyze data; should be up-to-date with the literature on economics of education, globally and on South Asia; ability to pay attention to political economy aspects and design programs for comprehensive education reforms; strong operational skills and understanding of WB processes to be able to effectively support teams through all the stages of project preparation (including business development) and supervision; consider corporate commitments, especially climate co-benefits and gender, in project approach; possess political judgement, diplomatic skills, and negotiating skills; build and sustain key stakeholder relationships with government and partners; excellent communication and writing skills; demonstrated ability to work in teams and also simultaneously and effectively on different tasks; high level of energy, initiative, and flexibility; mentor junior and new staff in the unit.

20

GG

Senior Education Specialist/Economist

Latif, Scherezad

HAWE3

Wash, DC

S/he will have (a) strong technical skills (e.g., education policy, economics of education); (b) strong operational skills and experience in the design and implementation of WB-financed programs and projects (using the Bank's full range of lending instruments, including PfoRs and/or IPFs-PCBs); (c) demonstrated experience of leading teams to deliver both analytical and operational tasks; (d) strong client orientation and proven ability to conduct high-level policy dialogue with government agencies, including the Ministry of Finance and Ministry of Education; and (e) significant or relevant experience of working in FCV settings. S/he will (a) lead (and support) policy dialogue with the client on key issues in education; (b) provide timely and quality implementation support to the government for ongoing projects; (c) lead and contribute to the development of new lending operations, both in education and multi-sectoral; and (d) lead and contribute to the design, preparation and dissemination of analytical products.

French language a plus but not a requirement

21

GG

Senior Education Specialist/Economist

Latif, Scherezad

HAWE3

Wash, DC

S/he will have (a) strong technical skills (e.g., education policy, economics of education); (b) strong operational skills and experience in the design and implementation of World Bank-financed programs and projects (using the Bank's full range of lending instruments, including PfoRs and/or IPFs-PCBs); (c) demonstrated experience of leading teams to deliver both analytical and operational tasks; (d) strong client orientation and proven ability to conduct high-level policy dialogue with government agencies, including the Ministry of Finance and Ministry of Education; and (e) significant or relevant experience of working in FCV settings. S/he will (a) lead (and support) policy dialogue with the client on key issues in education; (b) provide timely and quality implementation support to the government for ongoing projects; (c) lead and contribute to the development of new lending operations, both in education and multi-sectoral; and (d) lead and contribute to the design, preparation and dissemination of analytical products.

French language a plus but not a requirement

22

GG

Senior Education Specialist/Economist

Latif, Scherezad

HAWE3

Sierra Leone

S/he will have (a) strong technical skills (e.g., education policy, economics of education); (b) strong operational skills and experience in the design and implementation of WB-financed programs and projects (using the Bank's full range of lending instruments, including PfoRs and/or IPFs-PCBs); (c) demonstrated experience of leading teams to deliver both analytical and operational tasks; (d) strong client orientation and proven ability to conduct high-level policy dialogue with government agencies, including the Ministry of Finance and Ministry of Education; and (e) significant or relevant experience of working in FCV settings. S/he will (a) lead (and support) policy dialogue with the client on key issues in education; (b) provide timely and quality implementation support to the government for ongoing projects; (c) lead and contribute to the development of new lending operations, both in education and multi-sectoral; and (d) lead and contribute to the design, preparation, and dissemination of analytical products.

French language a plus but not a requirement

23

GG

Senior Education Specialist/Economist

Meky, Muna

HAEE2

Eswatini

S/he will have (a) strong operational skills and experience in the design and implementation of World Bank-financed programs and projects (using the Bank's full range of lending instruments, including PfoRs and/or IPFs-PCBs); (b) strong client orientation and proven ability to conduct high-level policy dialogue with government agencies, including the Ministry of Finance and Ministry of Education.

24

GG

Senior Operations Officer

Saavedra, Jaime

HEDDR

Wash, DC

S/he should have (a) demonstrated knowledge of the key issues in Education or HD; (b) deep knowledge in operations, including Bank Lending instruments, Policies, Procedures, and Systems; (c) knowledge of GPE processes and procedures; (d) strong knowledge in Trust Fund management; (d) demonstrated experience working with WB systems, including portfolio monitoring tools such as Business Intelligence/Analysis for Office/SAP, WB Operations Portal, Standard reports and ability to translate theoretical concepts into practical approaches for Bank operational work; (f) demonstrated ability to synthesize complex data into easily understood and actionable; information, including charts/graphs; (g) strong ability to work with and coordinate diverse teams; (h) excellent written and verbal communication in English; and (i) strong problem solving skills and proactivity to provide appropriate recommendations to address identified challenges. Provide operational support to staff in connection with the preparation, approval, implementation, and evaluation of GPE country grants, including country grants where the Bank operates as a grant agent. Specific tasks include, working closely with the Program Manager, the following: (a) advise country teams on GPE grant packages at various stages of project preparation to ensure quality at entry and compliance with GPE policies and procedures; facilitating teams' understanding and application of GPE guidance in relation to various aspects of project preparation and implementation; (b) monitor the GPE country grants program, where the Bank operates as grant agent, liaising with the GPE secretariat and other corporate players on quality, portfolio, and operational issues, as needed; (c) contribute to the Bank's GPE portfolio monitoring efforts; (d) prepare of the Grant Agent report and other reporting requirements relating to the World Bank GPE portfolio; (e) support GPE TF window allocations and ensure fiscal sustainability and compliance with WB procedures and processes.

French

25

GG

Senior Economist/Education Specialist

Wane, Waly

HAWE2

Wash, DC

S/he will have (a) strong technical skills (e.g., education policy, economics of education); (b) strong operational skills and experience in the design and implementation of World Bank-financed programs and projects (using the Bank's full range of lending instruments, including PfoRs and IPFs-PBCs as well as HD pillars in DPOs); (c) demonstrated experience of leading teams to deliver both analytical and operational tasks; (d) strong client orientation and proven ability to conduct high-level policy dialogue with sophisticated clients, including the Ministry of Finance and Ministry of Education; and (e) significant or relevant experience of working in FCV settings. S/he will (a) lead policy dialogue with the client on key issues in education and skills development; (b) provide timely and quality implementation support for ongoing Bank-financed projects; (c) lead and contribute to the development of new lending operations; and (d) lead and contribute to the design, preparation, and dissemination of analytical products.

French required

26

GG

Senior Economist/Education Specialist

Wane, Waly

HAWE2

Wash, DC

S/he will have (a) strong technical skills (e.g., education policy, economics of education); (b) strong operational skills and experience in the design and implementation of World Bank-financed programs and projects (using the Bank's full range of lending instruments, including PfoRs and IPFs-PBCs as well as HD pillars in DPOs); (c) demonstrated experience of leading teams to deliver both analytical and operational tasks; (d) strong client orientation and proven ability to conduct high-level policy dialogue with sophisticated clients, including the Ministry of Finance and Ministry of Education; and (e) significant or relevant experience of working in FCV settings. S/he will (a) lead policy dialogue with the client on key issues in education and skills development; (b) provide timely and quality implementation support for ongoing Bank-financed projects; (c) lead and contribute to the development of new lending operations; and (d) lead and contribute to the design, preparation, and dissemination of analytical products.

French required

27

GG/

(Senior) Education Specialist/Economist

Inoue, Keiko

HSAED

New Delhi, India

S/he is expected to contribute to the India country program; (for economist) strong understanding of economics of education and ability to work with complex datasets and lead teams to analyze data; (for economist) should be up-to-date with the literature on economics of education, globally and on South Asia; ability to pay attention to political economy aspects and design programs for comprehensive education reforms; strong operational skills and understanding of World Bank processes to be able to effectively support teams through all the stages of project preparation (including business development) and supervision; consider corporate commitments, especially climate co-benefits and gender, in project approach; possess political judgement, diplomatic skills, and negotiating skills; build and sustain key stakeholder relationships with government and partners; excellent communication and writing skills; demonstrated ability to work in teams and also simultaneously and effectively on different tasks; high level of energy, initiative, and flexibility; mentor junior and new staff in the unit.

GF

28

GG/

(Senior) Education Specialist/Economist

Inoue, Keiko

HSAED

Kathmandu, Nepal

S/he is expected to contribute to the Nepal country program; (for economist) strong understanding of economics of education and ability to work with complex datasets and lead teams to analyze data; (for economist) should be up-to-date with the literature on economics of education, globally and on South Asia; ability to pay attention to political economy aspects and design programs for comprehensive education reforms; experience with Global Partnership for Education programs strongly preferred; excellent operational skills and understanding of WB processes to be able to effectively support teams through all the stages of project preparation (including business development) and supervision; consider corporate commitments, especially climate co-benefits and gender, in project approach; possess political judgement, diplomatic skills, and negotiating skills; build and sustain key stakeholder relationships with government and partners; excellent communication and writing skills; demonstrated ability to work in teams and also simultaneously and effectively on different tsks; high level of energy, initiative, and flexibility; mentor junior and new staff in the unit.

GF

29

GF

Economist

Blom, Andreas

HMNED

Wash, DC

Contribute as core team member to the preparation and implementation of operations in education. This includes supporting the drafting of PADs, restructuring papers, Aide Memoires, and select analytical background notes including economic analysis and targeting of beneficiaries. Contribute and lead selected parts of education ASAs, including public expenditure reviews, Human Capital Reviews, analyze data, produce reports, and presentations as needed. Engage and contribute to the policy dialogue with government officials, liaise with donor partners in all activities related to education and work closely with other GPs to ensure synergies. The position requires solid engagement and policy dialogue skills, strong analytical skills, ability to influence and to provide evidence-based advice and practical solutions based on sound diagnosis and judgement, and mindful of political considerations and capacity limitations. Prior operational experience highly desirable, including with DPL and/or PforR instruments.

Advanced French and Arabic desirable, but not required

30

GF

Education Specialist/Economist

Di Gropello, Emanuela

HLCED

Wash, DC

S/he will have strong technical skills and knowledge in at least a few key education sector areas, with a track record of delivering and/or contributing to high-quality analytical and advisory work and operations, and an ability to translate analytical/technical skills and products into new programs; as well as strong client skills and a track record in policy dialogue in middle and lower-income countries. S/he will lead and/or co-lead and/or contribute to country programs (selected depending on immediate and longer-term demand and interest), which involve operational and analytical engagements; and play a focal point role at the unit's level in his/her area(s) of expertise.

Spanish required

31

GF

Education Specialist

Inoue, Keiko

HSAED

Wash, DC

S/he is expected to have the ability to pay attention to political economy aspects and design programs for comprehensive education reforms; operational skills and understanding of World Bank processes to be able to effectively support teams through all the stages of project preparation and supervision; consider corporate commitments, especially climate co-benefits and gender, in project approach; possess political judgement, diplomatic skills, and negotiating skills; build and sustain key stakeholder relationships with government and partners; excellent communication and writing skills; demonstrated ability to work in teams and also simultaneously and effectively on different tsks; high level of energy, initiative, and flexibility.

32

GF

Operations Officer or Education Specialist

Latif, Scherezad

HAWE3

Wash, DC

S/he provides strategic operational support and policy guidance to the PM and GP staff in connection with the preparation, approval, implementation, and evaluation of all operational products. S/he will have at least five years of relevant operational experience, including Bank lending instruments, policies and procedures, and systems. Duties includes: (a) supporting the PM and teams on portfolio management and liaising with the AFW quality assurance staff; (b) providing quality assurance support for the unit (e.g., reviewing lending packages at various stages of preparation to ensure quality at entry and compliance with policies and procedures); (c) Directly supporting operational teams delivering operations and providing implementation support (e.g., the preparation and review of CNs, PADs, ISRs, Restructuring Papers, ICRs); and (d) Facilitating teams' understanding and application of new guidance in relation to various aspects of project preparation and implementation.

French language a plus but not a requirement

33

GF

Education Specialist/ Economist

Wane, Waly

HAWE2

Wash, DC

S/he will have (a) strong technical skills (e.g., education policy, economics of education); (b) strong operational skills and experience in the design and implementation of World Bank-financed programs and projects; (c) demonstrated experience of working with teams to deliver both analytical and operational tasks. S/he will (a) support policy dialogue with the client on key issues in education and skills development; (b) provide timely and quality implementation support for ongoing Bank-financed projects; (c) contribute to the development of new lending operations; and (d) contribute to the design, preparation, and dissemination of analytical products.

Selection Criteria

World Bank Group Core Competencies

The World Bank Group offers comprehensive benefits, including a retirement plan; medical, life and disability insurance; and paid leave, including parental leave, as well as reasonable accommodations for individuals with disabilities.

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