what is life skill education in nepali

“पैदल अनुसन्धान क्रियाकलाप” मा सहभागिताका लागि आवेदन आह्वान

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Implementing Life Skills Education Curriculum

The Government of Nepal introduced Social Studies and Life Skills Education Curriculum in 2020 for grade 11 and 12 as a compulsory subject at first, but it turned out to be an optional one later on following intense debates and discussions. This was the first time that ‘Life Skills Education Curriculum’ was implemented in the history of Nepal’s formal education in line with National Curriculum Framework for School Education, 2019 with its third amendments in the context of federalism. Based on this experience, this article derives key lessons learned in the process of preparing, finalising and implementing a new curriculum in schools. Debates In preparing the Life Skills Education Curriculum, the Curriculum Development Centre under the Ministry of Education, Science and Technology, assigned the task of developing the curriculum to subject specialists. A group of five people prepared the curriculum through rigorous research and consultations. The people involved in the process were subject experts, development professionals, teachers and students. As shared by one of members of the group, after submitting the draft curriculum, they were no longer consulted in making changes and finalising the curriculum subsequently, indicating gaps in the curriculum making process at the center.

As soon as the curriculum was introduced for grade 11 and 12, debates, discussions and confusions began to surface around whether to implement it or not. Meanwhile, interest groups had their own roles in this regard, especially, Mathematical Society of Nepal, a professional group of mathematics teachers, had strong reservations – they voiced that instead of Social Studies and Life Skills Education, Mathematics should be taught for students as a compulsory subject as it is more important for students’ better career prospects. Therefore, they filed a petition at the Supreme Court that further delayed the implementation process.

As a result of the ongoing debates at the national level, this had implications at the frontline – that is, at the school level – regarding which subject to implement. In this context, some schools began implementing Mathematics while some others taught Social Studies and Life Skills Education at their own discretion. However, the Supreme Court gave a verdict in favour of implementing Social Studies and Life Skills Education Curriculum on 12 January 2021, clearing ongoing debate in this regard after a long time. And later, Curriculum Development Centre again amended its provision that schools or students could choose either Mathematics or Social Studies and Life Skills Education as an optional subject in grade 11 and 12.

Although local and provincial governments are supposed to write curriculum and textbooks as per the National Curriculum Framework for School Education 2019 with required adaptations in their contexts, it has not yet been translated into practice. Further, local governments are supposed to measure learning outcomes after implementing the new curriculum. In this context, to what extent local and provincial governments are empowered to undertake due roles and responsibilities is crucial? In fact, it points towards a key issue - devolving power alone can little solve the problem, but the system needs to be strengthened as necessary to carry out such roles and responsibilities.

In addition, local and provincial governments and Education Training Centres had little cooperation in implementing Social Studies and Life Skills Education Curriculum. While introducing a new curriculum, the Education Training Centre and District Education Office used to conduct orientations for teachers, including doing piloting before its roll out. But these activities did not take place this year as shared by a head teacher of a community school in Kailali district. This may be partly due to COVID-19 contexts as well as Nepal’s transition into the federal system for the first time in the history.

As Social Studies and Life Skills Education could be implemented as an optional subject for grade 11 and 12, schools need a teacher's quota for facilitating the course in the school on a regular basis. Since there were no such arrangements, schools were in confusion about how to manage teachers and their salary while local governments often had other priorities rather than focusing on academic aspects. Thus, managing teachers for the new curriculum resulted in extra burden for many schools. In addition, what should be academic qualification for teaching this new curriculum is not being clarified yet in the policy. As a result, school stakeholders had to struggle dealing with such practical issues at the frontline. Way forward Although the curriculum reform process is a regular activity, it has often been an issue of intense debates, discussions and contestations. In fact, stakeholders as well as interest groups influence the curriculum making and implementation process as is mostly observed in many other cases over the years. Given the context, why do we repeat the same fate every time instead of exploring ways to avoid them by some means? Why don’t we learn from the past and remedy the ritual that takes place regularly? All this indicates a need for reforming the reform process itself especially by the concerned authorities, who assume such responsibilities in the government system in the short and long run. (Budhathoki is a member of Lifelong Learning Mandala 2020, a loose forum of professionals working in the education sector.  [email protected] )

Published date: 8 Sep, 2021 Source:  https://risingnepaldaily.com/opinion/implementing-life-skills-education-curriculum

About the Author

Shak bahadur budhathoki, introduction of john whelpton.

कृष्णप्रसाद कोइराला : एक प्रगतिशील शैक्षिक अभियन्ता

Governance gaps in health and agriculture

डिजिटल स्पेस, प्रभाव र नियमन

सहकार्य खोजिरहेको आदिवासी आन्दोलन

Chautari Quarterly Newsletter. No. 5. April-June 2024

Does everything need a business plan?

बधाई सुमना! शुभकामना विद्या!

कमरेड केपीलाई पानवीरको सम्झनापत्र 

विकास र संस्कृतिको टकराव !

Revisiting the ‘Rashtrabhasha Shiksha Pranali’

Implementing Life Skills Education Curriculum

• 18 Sep, 2021

Shak Bahadur Budhathoki

The Government of Nepal introduced Social Studies and Life Skills Education Curriculum in 2020 for grade 11 and 12 as a compulsory subject at first, but it turned out to be an optional one later on following intense debates and discussions. This was the first time that ‘Life Skills Education Curriculum’ was implemented in the history of Nepal’s formal education in line with National Curriculum Framework for School Education, 2019 with its third amendments in the context of federalism. Based on this experience, this article derives key lessons learned in the process of preparing, finalising and implementing a new curriculum in schools.   Debates In preparing the Life Skills Education Curriculum, the Curriculum Development Centre under the Ministry of Education, Science and Technology, assigned the task of developing the curriculum to subject specialists. A group of five people prepared the curriculum through rigorous research and consultations. The people involved in the process were subject experts, development professionals, teachers and students. As shared by one of members of the group, after submitting the draft curriculum, they were no longer consulted in making changes and finalising the curriculum subsequently, indicating gaps in the curriculum making process at the center.  As soon as the curriculum was introduced for grade 11 and 12, debates, discussions and confusions began to surface around whether to implement it or not. Meanwhile, interest groups had their own roles in this regard, especially, Mathematical Society of Nepal, a professional group of mathematics teachers, had strong reservations – they voiced that instead of Social Studies and Life Skills Education, Mathematics should be taught for students as a compulsory subject as it is more important for students’ better career prospects. Therefore, they filed a petition at the Supreme Court that further delayed the implementation process.  As a result of the ongoing debates at the national level, this had implications at the frontline – that is, at the school level – regarding which subject to implement. In this context, some schools began implementing Mathematics while some others taught Social Studies and Life Skills Education at their own discretion. However, the Supreme Court gave a verdict in favour of implementing Social Studies and Life Skills Education Curriculum on 12 January 2021, clearing ongoing debate in this regard after a long time. And later, Curriculum Development Centre again amended its provision that schools or students could choose either Mathematics or Social Studies and Life Skills Education as an optional subject in grade 11 and 12.  Although local and provincial governments are supposed to write curriculum and textbooks as per the National Curriculum Framework for School Education 2019 with required adaptations in their contexts, it has not yet been translated into practice. Further, local governments are supposed to measure learning outcomes after implementing the new curriculum. In this context, to what extent local and provincial governments are empowered to undertake due roles and responsibilities is crucial? In fact, it points towards a key issue - devolving power alone can little solve the problem, but the system needs to be strengthened as necessary to carry out such roles and responsibilities.     In addition, local and provincial governments and Education Training Centres had little cooperation in implementing Social Studies and Life Skills Education Curriculum. While introducing a new curriculum, the Education Training Centre and District Education Office used to conduct orientations for teachers, including doing piloting before its roll out. But these activities did not take place this year as shared by a head teacher of a community school in Kailali district. This may be partly due to COVID-19 contexts as well as Nepal’s transition into the federal system for the first time in the history.  As Social Studies and Life Skills Education could be implemented as an optional subject for grade 11 and 12, schools need a teacher's quota for facilitating the course in the school on a regular basis. Since there were no such arrangements, schools were in confusion about how to manage teachers and their salary while local governments often had other priorities rather than focusing on academic aspects. Thus, managing teachers for the new curriculum resulted in extra burden for many schools. In addition, what should be academic qualification for teaching this new curriculum is not being clarified yet in the policy. As a result, school stakeholders had to struggle dealing with such practical issues at the frontline.      Way forward Although the curriculum reform process is a regular activity, it has often been an issue of intense debates, discussions and contestations. In fact, stakeholders as well as interest groups influence the curriculum making and implementation process as is mostly observed in many other cases over the years. Given the context, why do we repeat the same fate every time instead of exploring ways to avoid them by some means? Why don’t we learn from the past and remedy the ritual that takes place regularly? All this indicates a need for reforming the reform process itself especially by the concerned authorities, who assume such responsibilities in the government system in the short and long run.       (Budhathoki is a member of Lifelong Learning Mandala 2020, a loose forum of professionals working in the education sector. [email protected])  

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Life Skill Education

• Self - Awareness
• Effective Communication
• Interpersonal Relationship
• Creative Thinking
• Critical Thinking
• Problem Solving
• Decision Making
• Dealing with Emotions
• Dealing with Stress
• Self-management skills (dressing, grooming, personal hygiene, etc.)
• Safety and first aid
• Clothing and laundry
• Cooking and kitchen skills
• Courtesy and hospitality
• Time table and routines
• Handling personal belongings
• Good food habits
• Buying and shopping
• Caring pets and plants
• Finding the difference between wants and needs
• Proper use of change
• Festivals and celebrations
• Pray and pooja
• Religious rituals
• Coworker relations
• Workplace safety
• Office skills
• Group Discussion
• Group Work & Pair Work
• Games & Simulation
• Behaviour Modeling/Re-Modeling
• Practical Work
• Well-experienced and highly qualified
• Well-trained to build bridge from knowledge to behaviour
• Focus activity based practical lessons
• Resourceful and committed
• Intergrate learning with real life
• Updated with the latest teaching techniques

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Nepal Government to Launch Life-Skills Education Program for Class 10 Students

News 02 Jun 2024 532 0

The Nepal government has announced a new life-skills education program aimed at students who have completed their Secondary Education Examination (SEE). This initiative is part of the 16th plan to enhance the quality and relevance of education in Nepal by making it more skill-oriented.

Program Details

• Duration: Two months (eight weeks)
• Target Group: Students who have passed class 10
• Objective: To equip students with practical skills that are useful in daily life and future employment

Skill Development Areas

The program includes training in the following practical subjects:

• Preventive Health: Understanding basic health practices to prevent illness.
• Balanced Diet and Cooking: Learning about nutrition and how to prepare healthy meals.
• First Aid: Basic first aid techniques to handle emergencies.
• Driving and Road Safety: Rules for obtaining a driving permit and safe driving practices.
• Self-Protection and Discipline: Techniques for personal safety and maintaining discipline.
• Workplace Safety: Understanding safety protocols in various work environments.
• Sexual Harassment Awareness: Education on recognizing and preventing sexual harassment.
• Patriotism and Volunteering: Fostering a sense of national pride and the importance of community service.
• Yoga, Meditation, and Art: Activities to promote mental well-being and creativity.

Implementation

The Ministry of Education, Science, and Technology will coordinate with relevant agencies to implement this program. The aim is to bridge the gap between education and employment, addressing the issue of educational unemployment that has led to increased youth migration abroad.

Educational Goals and Investments

• Literacy Rate Target: The government aims to raise the literacy rate for individuals above five years old to 85% within the next five years. The current literacy rate is 76.3%, and for the 15-24 age group, it is 92%.
• By the end of the 16th plan, the total domestic product for education is expected to reach NPR 5.61 trillion.
• The current estimate stands at NPR 4.29 trillion, with projected investments reaching NPR 5.12 trillion by the plan’s conclusion.

Private Sector Involvement

According to the Ministry of Education, Science, and Technology, the private sector will make the largest investment in education during the final year of the 16th plan. This involvement is crucial for achieving the set educational targets and enhancing the overall quality of education in Nepal.

The Nepal government's life-skills education program is a significant step towards making education more practical and employment-oriented. By focusing on essential life skills and practical knowledge, this initiative aims to better prepare students for the challenges of the future and reduce the trend of youth migration due to educational unemployment.

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Life Skill Training Manual

• Reg. No.: 738 / 073 / 74 | SWC Affiliation No.: 45473

Life Skill Program

What is Life Skills Programs for Young people? Life Skills are a comprehensive set of universal cognitive and non-cognitive skills and abilities, connecting behavior, attitudes and knowledge that young people can develop and retain throughout their lives. Life Skills increases young people's well-being and help them to develop into active and productive members of the community.

There is evidence that both cognitive and non-cognitive abilities determine social and economic success for young people and adults. LSP is an informed and focused program targeted at young people with the view of reinforcing the importance of obtaining life skills in the formative years.  

Prepares the Ishara Nepal students for life on their own after they leave school. The program teaches basic budgeting, cooking and house cleaning, purchasing, job interview techniques, computer and internet proficiency, advanced English classes, and other skills important to live on their own, youth mobilization, social awareness, rural community development, safe shelter,,love

Coffee making Training

Cook training

Life skill Program

Painting Training

Computer and internet proficiency, advanced english classes.

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Ishara Nepal

Grade 11 and 12 New Curriculum

Government of Nepal, Ministry of Education, Science, and Technology, Curriculum Development Center has recently unveiled the new curriculum for class 11 and 12 as a new turn in the policy and structure of school level education in Nepal. 

The new curriculum has eliminated the system of particular stream-based education like Ten Plus Two Science , Management , Humanites , Law ,  and Education and made English, Nepali, and Social Studies compulsory in the 11th grade and Life Skill in the 12th grade along with English and Nepali. This new curriculum will enable the students to choose subjects from different categories of elective subjects. 

The curriculum of Grade 11 and 12 can be downloaded from the corresponding links.

• Class 11 and 12 Curriculum (Compulsory Subjects).pdf
• Part- I: Class 11 and 12 Curriculum (Optional Subjects).pdf
• Part- II: Class 11 and 12 Curriculum (Optional Subjects).pdf
• Part- III: Class 11 and 12 Curriculum (Optional Subjects).pdf
• Part- IV: Class 11 and 12 Curriculum (Optional Subjects).pdf
• Part- V: Class 11 and 12 Curriculum (Optional Subjects).pdf

A) General Section

Secondary Education (Class 11-12)

Click here to view the full course details.

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The government of Nepal National Examination Board Examination Control Office (Class 11 and 12), Sanothimi, Bhaktapur published a notice for the information …

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Nepal Orphans Home

Chelsea education and community center (cecc), life skills training curriculum.

Life Skills Training (LST) is an important part of our overall effort to effectively prepare students for life after NOH.  Whatever vocational direction children may choose, there are a number of personal and interpersonal skills that will be essential for leading a successful life.  LST attempts to present topics that promote self-confidence, self-esteem and self-awareness while at the same time helping our children develop the ability to effectively present themselves and their ideas.  As the Life Skills Training Curriculum has grown, we have expanded some of these workshops to the local women who attend the Center’s adult education classes.

Prominent Life Skills Training workshops have included:

• Workshops about first aid and caring for sick children led by a volunteer and attended by NOH’s young adults and some local women in the adult education classes;
• A presentation on burn prevention and treatment by Dr. Shankar Rai and his team from the Nepal Cleft and Burn Center delivered to NOH’s young adults;
• A series of Professional Career Seminars for our older girls through the program Girl Talk , a group dedicated to empowering girls through online learning opportunities. Several impressive women leaders in the fields of business, social work, and nursing spoke with our class ten girls via video conferencing about their careers and how these young women can achieve success in fields of their choosing.
• A songwriting workshop led by Betsy Rose from the Mindful Songs project.  Rose taught the students original songs of empowerment, and then she helped them write and develop their own lyrics.
• A series of workshops on self-awareness, making oral presentations and writing news articles led by Carola Drosdeck, vice president of the NOH Board of Directors, for our Class Ten students.
• A two-hour business workshop led by NOH volunteer Yvonne Elliot who used the example of Procter and Gamble to illustrate key factors in running a successful business.
• A workshop on banking offered by one of our former Chelsea Center teachers who now works as a banker. He explained the various services banks offer and how to open a bank account. 

A more complete listing of special events and workshops at the Chelsea Center can be found here .

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Life Skills Classes Build Better Futures For Girls In Nepal

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Girls in Nepal like 16-year-old Antima are learning how to chart their own course with help from the Rupantaran life skills program created by UNICEF and UNFPA.

The UNICEF-supported Rupantaran program helped 16-year-old Antima learn the skills and get the financial support she needed to open a small snack shop in Rautahat, Nepal.

A life-changing program that builds confidence and gives young entrepreneurs seed money to start their own small businesses

Rautahat, Nepal: It's close to noon when the air along this scenic stretch of road in Rajdevi Municipality, Rautahat District, fills with the sound of sizzling oil. The source? A small snack shop run by 16-year-old Antima.

Antima runs her business out of a modest roadside hut, selling samosas and other varieties of fried, savory items. Her hands move deftly as she prepares the dough and fillings, her face a mask of concentration.

Antima, 16, started her own small food business in Rautahat, Nepal, after taking part in the Rupantaran life skills program.

The program offers a mix of social and financial skills training including communication, negotiation, self-assessment and resource identification

Antima first had the idea for the business last year when she took part in the Rupantaran life skills program. Developed by UNICEF and the United Nations Population Fund (UNFPA) in collaboration with the Government of Nepal, and implemented with support from partners including Zonta International and David Beckham's 7 Fund for UNICEF, the Rupantaran package is aimed at providing adolescents between 10 to 19 years of age with the information and skills they need to navigate society and plan for their futures.

The package includes a mix of social and financial skills training and covers a wide range of topics such as communication, negotiation, self-assessment and resource identification for goal attainment and physical and mental well-being, all taught by locally based facilitators or peer educators over the course of 21 weeks.

Making and selling samosas and other foods at her snack shop has given Antima a sense of purpose.

Antima, one of seven siblings, had dropped out after fifth grade because her family’s financial situation was so dire. She had been staying home, helping her parents take care of her younger siblings when she was approached by a Rupantaran facilitator with an invitation to join the sessions. Having long felt aimless, she says she was curious about what the opportunity entailed and decided to give it a shot.

That decision turned things around for her.

A dream come true

As she attended the Rupantaran sessions, Antima started to get excited about what she was learning, particularly the module on economic empowerment and entrepreneurship.

"My parents used to own a small eatery, and I had grown up watching my father make these dishes, even helped him," she says. "I felt that this was something I could do too."

And so, after completing the Rupantaran course, Antima applied for seed funding to start her business and, following an interview, was among those selected to receive a sum of NPR 10,000 (approx. USD $75). With the money in hand and the financial skills she picked up in the Rupantaran program, the snack shop was soon up and running.

Antima, right, uses her earnings to help pay for her younger sister's education.

Today, Antima says she earns around NPR 700 (approx. USD $5.25) a day. While she is glad that this allows her to contribute to the family’s income, it is being able to pay for her younger siblings’ education, especially that of her little sister, that brings her the most joy.

"My parents couldn't afford to send us to school" she says. "My older sisters were already married, but my younger siblings still have a chance."

“My parents couldn't afford to send us to school. My older sisters were already married, but my younger siblings still have a chance.” Antima, 16

A different future

While the Rupantaran program places a strong emphasis on education, and as a first priority, encourages participating adolescents to continue or resume formal schooling after graduating, it also recognizes that this option might not be viable for all — especially older adolescents who might struggle to transition to classrooms with much younger counterparts.

In these cases, especially when they demonstrate an interest and aptitude for entrepreneurship, the young people are guided accordingly, and provided the skills-building and mentoring support they need to establish and sustain micro-enterprises of their choice.

The Rupantaran program gives girls the opportunity to choose a different future for themselves. ©

A chance to make their own choices in life

Over the past four years, more than 93,000 adolescents have been reached through the radio version of the Rupantaran program, and 8,473 adolescents have participated through school and community-based sessions.

Ruby Kumari Ram, one of the Rupantaran facilitators, says that for many of these girls who come from marginalized communities, the Rupantaran class represents the only opportunity they might have to choose a different future for themselves than the one their families or society has chosen for them. That gradual broadening of their horizons — beyond the narrow, limited prospects that they are otherwise forced to live with — that is the beauty of Rupantaran, in Ruby's opinion.

"It makes me very happy to play a part in helping them understand themselves better, set their goals and make their own choices in life," Ruby says.

Learn more about UNICEF’s work to improve the lives of girls worldwide.

Your support for UNICEF can transform a child's future. Please donate today.

This story was originally published on unicef.org.

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NPO (Administrative Services) - (2406844)

Objectives of the programme.

Underlying Values and Core Functions of WHOWHO's mandate revolves around six (6) leadership priorities specifying (i) advancing universal health coverage (ii) health related sustainable development goals (iii) addressing the challenge of non-communicable diseases and mental health, violence and injuries and disabilities (iv) implementing the provisions of the International Health Regulations (2005) (v) increasing access to quality, safe, efficacious and affordable medical products (vi) addressing the social, economic and environmental determinants of health. The South - East Asia Region (SEAR) of WHO is made up of 11 countries, with over 1.8 billion people, with India's population of 1.4 billion. All the Member States of WHO/SEAR (Bangladesh, India, Bhutan, Myanmar, Sri Lanka, Nepal, Indonesia, Maldives, Timor Leste, Democratic People's Republic of Korea, Thailand), share the common value of the highest attainable standard of health as a fundamental human right. All of WHO actions are based on this and rooted in the underlying values of equity, solidarity and participation.

DESCRIPTION OF DUTIES

Under the overall guidance of the WHO Representative to India (WR) and the direct supervision of Administrative Officer(AO), the incumbent will provide strategic and operational support in overall management and administration of WCO-India, including support to 280 field offices located throughout India. as detailed below:

• Developing, and implementing strategies policies and procedures to guide operational plans.
• Directing and overseeing all operational aspects including, procurement, travel, visa management, and hotel/event management, security, inventory and distribution, ICT, building and facilities management, fleet management, and contracts and negotiations, in accordance with approved workplans, WHO standards, rules, regulatory compliance.
• Plan in consultation with all key stakeholders, budget and financial requirements concerning WCO operations/administration, and provide timely submissions and reports as requested.
• Providing timely and accurate reporting to AO and the WR on administrative, managerial supervision and legal matters of WCO India including its Project / Sub Offices. Advice to Regional Team Leaders (RTLs) and Regional Administrative and Finance Officer RAFOs. Ensuring key issues, outcomes, processes, impacts and implementation are monitored, with regular reporting as scheduled and or requested.
•  Maintaining effective engagement with counterparts in the South East Asia Regional Office, Headquarters, Government of India, and UN agencies towards efficient coordination, transparency and accountability, in delivery of advisory and operational services. i.e UN MOSS Compliance.
• Planning and providing strategic and operational guidance to all staff, and customised training in administration, communication, problem solving, capacity building, and teamwork.
• Planning, and managing, quality assurance reviews of field units, implementation of recommendations, and monitoring and follow-up to ensure results are achieved.
• Ensuring legal notices received by WCO India and field offices are effectively and efficiently addressed.
• Contributing effort towards a workplace free of discrimination, harassment, and bullying by handling all reports of bullying, harassment and related issues and present to HR committee for decisions.
• Perform any other duties as assigned by the supervisor(s)

REQUIRED QUALIFICATIONS

Essential : University degree or equivalent from a recognized university Desirable : Postgraduate degree/ diploma in business or public administration, management or related field

Essential : Do you have at least two years’ experience in the area of operations, logistics, procurement, asset management and security for a wide network of field establishments Desirable : Experience of work in UN and/or other international organizations.

• The incumbent should identify with the core values of the World Health Organization.
• Thorough knowledge and understanding of WHO's administrative rules and procedures; good administrative knowledge of the functioning of government departments/ministries.
• Demonstrated ability to work harmoniously in a team atmosphere and liaise with the WHO team and national program managers, as necessary.
• Leadership skills with demonstrated ability to work effectively with in a team setting at national and international levels, to share information and data and make oral and written presentations on related matters.
• Understanding of the potential motivating factors within national context and ability to adjust to new approaches in an increasingly complex environment.
• Modern management skills (planning and evaluation, etc.).
• Capacity to prepare terms of reference and to prepare and monitor and manage the implementation of contractual agreements.
• Capacity to convey information and options in a structured and credible way; ability to speak and write clearly.
• Proficiency in computer applications and ability to draft reports. Knowledge of WHO/UN agencies policies, procedures and practices will be an advantage.

WHO Competencies

• Respecting and promoting individual and cultural differences
• Communication
• Producing results
• Creating an empowering and motivating environment

Use of Language Skills

Essential : Expert knowledge of English. Intermediate knowledge of Hindi. Desirable :

REMUNERATION

Remuneration comprises an annual base salary starting at INR 3,008,136 (subject to mandatory deductions for pension contributions and health insurance, as applicable) and 30 days of annual leave.

ADDITIONAL INFORMATION

• This vacancy notice may be used to fill other similar positions at the same grade level
• Only candidates under serious consideration will be contacted.
• A written test and/or an asynchronous video assessment may be used as a form of screening.
• In the event that your candidature is retained for an interview, you will be required to provide, in advance, a scanned copy of the degree(s)/diploma(s)/certificate(s) required for this position. WHO only considers higher educational qualifications obtained from an institution accredited/recognized in the World Higher Education Database (WHED), a list updated by the International Association of Universities (IAU)/United Nations Educational, Scientific and Cultural Organization (UNESCO). The list can be accessed through the link:  http://www.whed.net/ . Some professional certificates may not appear in the WHED and will require individual review.
• According to article 101, paragraph 3, of the Charter of the United Nations, the paramount consideration in the employment of the staff is the necessity of securing the highest standards of efficiency, competence, and integrity. Due regard will be paid to the importance of recruiting the staff on as wide a geographical basis as possible.
• Any appointment/extension of appointment is subject to WHO Staff Regulations, Staff Rules and Manual.
• The WHO is committed to creating a diverse and inclusive environment of mutual respect. The WHO recruits and employs staff regardless of disability status, sex, gender identity, sexual orientation, language, race, marital status, religious, cultural, ethnic and socio-economic backgrounds, or any other personal characteristics.
• The WHO is committed to achieving gender parity and geographical diversity in its staff. Women, persons with disabilities, and nationals of unrepresented and underrepresented Member States ( https://www.who.int/careers/diversity-equity-and-inclusion ) are strongly encouraged to apply.
• Persons with disabilities can request reasonable accommodations to enable participation in the recruitment process. Requests for reasonable accommodation should be sent through an email to  [email protected]
• An impeccable record for integrity and professional ethical standards is essential. WHO prides itself on a workforce that adheres to the highest ethical and professional standards and that is committed to put the  WHO Values Charter  into practice.
• WHO has zero tolerance towards sexual exploitation and abuse (SEA), sexual harassment and other types of abusive conduct (i.e., discrimination, abuse of authority and harassment). All members of the WHO workforce have a role to play in promoting a safe and respectful workplace and should report to WHO any actual or suspected cases of SEA, sexual harassment and other types of abusive conduct. To ensure that individuals with a substantiated history of SEA, sexual harassment or other types of abusive conduct are not hired by the Organization, WHO will conduct a background verification of final candidates.
• WHO has a smoke-free environment and does not recruit smokers or users of any form of tobacco.
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• WHO also offers wide range of benefits to staff, including parental leave and attractive flexible work arrangements to help promote a healthy work-life balance and to allow all staff members to express and develop their talents fully.
• The statutory retirement age for staff appointments is 65 years. For external applicants, only those who are expected to complete the term of appointment will normally be considered.
• Please note that WHO's contracts are conditional on members of the workforce confirming that they are vaccinated as required by WHO before undertaking a WHO assignment, except where a medical condition does not allow such vaccination, as certified by the WHO Staff Health and Wellbeing Services (SHW). The successful candidate will be asked to provide relevant evidence related to this condition. A copy of the updated vaccination card must be shared with WHO medical service in the medical clearance process. Please note that certain countries require proof of specific vaccinations for entry or exit. For example, official proof /certification of yellow fever vaccination is required to enter many countries. Country-specific vaccine recommendations can be found on the WHO international travel and Staff Health and Wellbeing website. For vaccination-related queries please directly contact SHW directly at  [email protected] .
• This is a National Professional Officer position. Therefore, only applications from nationals of the country where the duty station is located will be accepted. Applicants who are not nationals of this country will not be considered.
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Grade : NO-B

Contractual Arrangement : Fixed-term appointment

Contract Duration (Years, Months, Days) : Two years

Job Posting : Sep 26, 2024, 5:52:45 PM

Closing Date : Oct 12, 2024, 3:29:00 AM

Primary Location : India-New Delhi

Organization : SE_IND WR Office, India

Schedule : Full-time

Link to apply:

• WHO Careers Website:  Careers at WHO
• Vacancies (staff member access):  https://careers.who.int/careersection/in/jobsearch.ftl  
• Vacancies (external candidate access):  https://careers.who.int/careersection/ex/jobsearch.ftl