Learning Measurement Officer

December 25, 2025

Hardship Level (not applicable for home-based)

H (no hardship)

FamilyUNOPS IICA2

2026-01-01Title: Learning Measurement Officer
Duty station: Home-based
Section/Unit: SRS Education Unit
ICA Level: IICA-2
Corresponding level: P3
Duration: from 01/01/2026 to 31/12/2026

1. General Background
Learning measurement in refugee settings is essential to understanding and improving the quality and equity of education provided to displaced learners. While access to education has expanded significantly through global initiatives such as the Educate A Child (EAC) Programme and Primary Impact Initiatives, measuring what learners know and can do remains a challenge. Refugee learners often face interrupted schooling, language barriers, trauma, and limited resources, which set stumbling block to the implementation of standardized assessments.

Despite these challenges, UNHCR and partners have piloted various learning assessments, including EGRA/EGMA, national exams, and formative tools adapted to refugee contexts. These efforts have generated valuable insights but also revealed gaps in coordination, comparability, and ethical safeguards. As UNHCR shifts toward a stronger focus on learning outcomes, the Learning Measurement Officer will play a key role in supporting the design, implementation, and use of learning assessments to inform programming, policy, and advocacy.

UNHCR’s assessments through the initiative Measuring Holistic Learning Outcomes for the Forcibly Displaced in Mauritania and Mexico in 2024 reveals that large proportions of forcibly displaced children lacked basic proficiency in literacy and numeracy. Equally, in the areas of social emotional learning (SEL) and executive functioning (EXF), while students could complete simple tasks, their ability to engage with more complex challenges dropped significantly. These findings have helped advocate for and inform the design and implementation of targeted program support for forcibly displaced children in both countries. Building on these experiences, the new phase of the Measuring Holistic Learning Outcomes for the Forcibly Displaced Project in Kenya aims to continue building knowledge and evidence on refugee learning outcomes, supporting more inclusive and evidence-based education policy and programming. The project will support learning assessment of refugee children in Kakuma and Dadaab with a focus on foundational skills such as functional literacy and numeracy, as well as social emotional learning. This initiative is closely aligned with MEL activities under Educate A Child (EAC) programme (2026-2029) in Kenya where the findings from learning measurement in Kenya will also serve as baseline for the EAC Programme MEL reporting.     

2. Purpose and Scope of Assignment
The Learning Measurement Officer will coordinate and support learning assessment activities across refugee education programmes. This includes technical guidance, capacity-building, data quality assurance, and promoting the use of assessment results for continuous improvement. The role will work closely with country operations, Regional Bureaus, and global education and MEAL teams.

Under the overall supervision of the HQ-based Education Officer (Basic Education) and in collaboration with the Country Office Senior Education Officer and the HQs Head of the Education Unit, working in close cooperation with Data/Information Management, Data Protection and M&E colleagues in country operations and their respective Regional Bureaus, the Learning Measurement Officer will have the following duties and responsibilities:

Coordination of Baseline Assessment
• Support country teams in designing and implementing learning assessments.
• Provide technical input on assessment tools and contextual adaptation.
• Ensure alignment with national systems and global standards.

Capacity Building and Technical Support
• Develop guidance materials and training modules.
• Facilitate workshops and webinars.
• Provide ongoing technical support.

Data Quality and Ethical Compliance
• Ensure ethical standards in assessment design and data use.
• Monitor data quality and support validation.
• Promote inclusive and culturally sensitive practices.

Analysis and Reporting
• Ensure the quality of learning data analysis to identify trends and gaps.
• Contribute to reports and strategic communications.
• Support development of dashboards and visualizations.

Knowledge sharing and learning
• Document and disseminate lessons learned.
• Facilitate cross-country learning and peer exchange.
• Contribute to global initiatives and partnerships.

3. Monitoring and Progress Controls
• Delivery of Key Outputs: Number and quality of assessments supported; guidance materials developed.
• Workplan Alignment and Reporting: Timely reporting; alignment with education strategy.
• Stakeholder Engagement: Engagement with country teams, ministries, and partners.
• Data Quality and Ethics: Compliance with ethical standards; validated data sets.
• Adaptation and Learning: Lessons learned documented; learning events facilitated.
     
4. Qualifications and Experience
a. Education (Level and area of required and/or preferred education)
• Degree (preferably Master’s or equivalent) in Education, Social Sciences, International Development, or related field.

b. Work Experience
• A minimum of six (6) years of professional experience at the national and international levels in quality education programme development, management, coordination, M&E and advocacy. Candidates must have at least six years of relevant experience with a Bachelor’s degree; five years with a Master’s degree; or four years with a Doctorate.
• Experience in learning assessment, education research, or monitoring and evaluation.
• Experience in developing social and emotional skills and competencies and understanding of how social-emotional learning (SEL) contributes to education.
• Demonstrated experience working on national and international learning assessments through authored reports or publications.
• Experience with data analysis in developmental or humanitarian contexts and understanding of different data collection methodologies.
• Experience working with or on forced displacement, in particular refugee children and youth.
• Demonstrated ability in communicating, leading and coordinating activities with multiple stakeholders.
• Demonstrated organizational skills: the ability to work independently with minimum supervision and productively, in multiple countries, in a fast-paced environment.   
• Database management skills including experience with the development of, and support to, Education Management Information Systems (EMIS) desirable.

c. Key Competencies
• Strong analytical and research skills.
• Knowledge of learning assessment methodologies and tools.
• Excellent communication and facilitation skills.
• Proficiency in data analysis and visualization software.
• Ability to work collaboratively across diverse teams and geographies.
• Fluency in English; knowledge of French or other UN languages is an asset.

Note: During this home-based assignment, the selected candidate will be expected to follow the duty station’s working hours and time zone (Copenhagen, Central European Time) to ensure full participation in team meetings, consultations, and collaborative work.

 

Standard Job Description

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Desired Languages

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Additional Qualifications

Skills

Education

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Other information

The written test might be included in selection process.This position doesn't require a functional clearance

Remote

Yes