Educational, Scientiﬁc and
Division for Cooperation with Funding Sources
Table of Contents
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
6.3 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)
6.9 UNESCO Vehicle
6.10 Performance Evaluation Report
7. Roles and Responsibilities of the Requesting Office
8. Striving for Successful Deployments
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
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
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
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
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
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
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
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
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
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
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
- Security and policing
- Child protection
- 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
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
In contrast to NRC, CANADEM tends to deploy experts mainly during the relief phase
for a period usually not exceeding 3 months.
More information on above mentioned Stand-by Partners is available on their respective
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.
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
12. Extension requests
13. Extension approval
14. Performance Evaluation Report (PER)
15. Debriefing at UNESCO Headquarter
Each step is described in more details below:
BSP/CFS /HQ Receiving Office / Field Office (FO) NRC/CANADEM
1. When a short-term need for increased human resource capacity
Informing the focal arises in a UNESCO FO, the Director/Head of Office should inform
point in the relevant the sector’s Executive Office or Stand-by Partners focal point (if
Programme Sector applicable) for advice and feed back on the area and scope of the
about identified needs envisaged secondment.
- EDUCATION, Sector Planning and Emergency Responses:
Hannah Snowden (email@example.com);
Eli Rognerud (firstname.lastname@example.org)
- CULTURE: Lynne Patchett, Chief, Executive Office
- Communications and Information: Tarja Turtia,Programme
- Science Sector
2. Once a positive response from the Programme Sector focal points
Drafting the ToR and has been given, the FO should prepare two things: 1) Terms of
Request letter 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.
3. CFS, together with sector colleagues will
Submission of provide feedback to FO on ToRs, taking
request 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:
With cc to:
- Secondment Section Chief:
CANADEM: Director of Roster Division:
Kevin P. McMahon
(email@example.com). With cc
to UNESCO FOs and relevant Sectors
4. Secondly, BSP/CFS shares these CVs Thirdly, FO approves the preferred candidate and Firstly, Stand-by Partner
Short-listing with the concerned FOs communicates choice to BSP/CFS. identifies a short list of
candidates qualified candidates and
submits their CVs to
5. Firstly, BSP/CFS communicates Secondly, the Stand-by
Confirming a UNESCO’s preference to the Stand-by Partner confirms the
candidate 4 Partner secondment with
preferred candidate and
responds to CFS. In the
case of a negative
response, the FO
identifies another suitable
candidate from the
By its mutual agreement with the Stand-by Partner, provision maybe made for a probationary period.
6. FO issues an invitation letter for the candidate, addressed to
Visa request letter 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. BSP/CFS liaises with the Stand-by
Pre-deployment Partner to:
briefing 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-
Make sure to receive all
copy of passport, signed
“Undertaking”, UN security
training and travel itinerary.
8. BFC requests security clearance or travel
Security clearance notification for the Expert from UNDSS.
9. The receiving office requests DIT for the
Email address creation of an email address for the
10. Sector focal point liaises with Protocol to
UN Certificate 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. When the expert is ready to travel, the FO is requested to
Accommodation 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. In case of a request for extension of the current deployment,
Extension requests 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-
- Measures to sustain the value of the work undertaken
by the Stand-by personnel after their departure?
13. BSP/CFS forward extension letter to the
Extension approval Stand-by Partner for approval. CFS
communicates the Stand-by Partner
decision to FO.
14. FO writes and submits a Performance Evaluation Report
Performance (template in Annex 7) to CFS for onward submission to the
Evaluation Report Stand-by Partner. This report should be completed by the
(PER) Supervisor and signed by the Head of the Office and
discussed with the Stand-by personnel prior to departure.
15. In certain circumstances, de-briefing
Debriefing at might be useful to take place at UNESCO
UNESCO Headquarter Headquarter. Request for de-briefing
should be treated on a case by case
6. General terms and conditions
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
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
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”.
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
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
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
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 (firstname.lastname@example.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.
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
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.
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.
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.
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
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
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
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
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
Include a section listing the essential qualifications and experience of the expert you
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.
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
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
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.
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
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
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
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.
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
(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
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
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
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
The Center for Hazards & Risk Research at Columbia University:
childhood development centres, and caused high loss of educational materials, stationary and
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
http://www.preventionweb.net/english/professional/news/v.php?id=11388 (accessed 8/3/2010)
"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
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
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.
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
Reporting: The secondee will report to the Head of Office, UNESCO Office Port‐
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.
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
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
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.
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
Sound understanding of the key issues and challenges facing the media sector in PCPD
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.
Example of Secondee Request Letter
Example of Extension Request Letter
UNESCO Office in Iraq (Amman)
22 April 2010
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.
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.
Director and Representative of
UNESCO to Iraq
Example request for visa letter
Overview of Briefing Plan for Stand-by personnel “Experts on mission” for UNESCO
Hours Unit Topics covered
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
1 hour Permanent delegation of Courtesy visit
Norway to UNESCO (for
permanent delegation of
Canada to UNESCO (for
1 hour BSP UN country programming
Total hours: 5
5 hours Programme Sector General programme Sector Briefing
Detailed Discussion on roles and
responsibilities of the Experts on
mission, and programme specific-
1 hour CFS Cooperation with donors
Who does what/Stand-by user guide
1 hour Chair of Intersectoral UNESCO’s work in PCPD
Task Force on PCPD
Total hours: 7
2 hours BFC UNESCO structure, functions &
Role & responsibilities within Field
1 hour Programme Sector Final Briefing/questions/issues
Other meetings if required
1 hour CFS Wrap-up
Total hours: 4
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
Template for Performance Evaluation Report
SHORT PERFORMANCE EVALUATION REPORT
Name Title Grade
Supervisor Title Grade
1. KEY EXPECTED RESULTS / WORK ASSIGNMENTS
Key expected results / work assignments Results achieved /Accomplishments
Assessment by Supervisor
To be completed at the beginning of the review To be completed at the end of the review period.
period. If there have been specific, unexpected constraints
Describe key expected results and/or work assignments affecting the results / accomplishments, please
(which correspond to tasks of continuous nature) to be explain.
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.
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):
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.
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
Staff member’s signature:
Stand-By Arrangement between UNESCO and NRC
Stand-By Arrangement between UNESCO and CANADEM
United Nations UNESCO
Educational, Scientiﬁc and
Cultural Organization 7, Place de Fontenoy
75352 Paris 07 SP, France