Position description
Responsibilities include conducting policy analysis and research; undertaking data analysis; assisting countries with the implementation of education policy; mapping what futures could look like and analysing their implications for education; developing conceptual or analytical frameworks for emerging challenges; fostering, supporting and evaluating innovation in education policies and practices; measuring and monitoring the state of education at the system level; preparing reports and publications; and effectively communicating work findings and contributing to EDU’s overall work objectives.
Main Responsibilities
Analysis, data collection and drafting
- Lead the conceptualisation and planning of policy and research analysis, including development of analytical frameworks to structure the analysis.
- Identify, assess and analyse evidence for projects, including research evidence, relevant data and policy documents; synthesise and interpret available evidence; and analyse the policy implications.
- Undertake analysis of national and international datasets (e.g. OECD datasets, labour force surveys, longitudinal surveys, administrative data) as well as other type of information (e.g. questionnaires, country policies and practices, and case studies).
- Assemble and analyse data and information (e.g. questionnaires, country policies and practices and case studies) and where relevant, develop appropriate statistical analysis to strengthen the evidence base.
- Plan and implement consultation exercises with policy makers, educators, practitioners and other stakeholders.
- Identify and apply findings from academic literature, analysis of data and relevant non-academic policy analysis, taking into account its policy relevance and the rigour of its causal inferences.
- Formulate empirically sound policy diagnoses, policy options and technical guidance to inform policy development and implementation, and taking account of country context.
- Draft reports to present evidence, analysis and policy advice. These could include synthesis reports, country reviews, implementation support reviews, highlights reports, topic briefs, case studies, toolkits and working papers.
- Contribute to or lead the organisation of policy dialogue and peer learning activities and the development of tools to assist countries with the design and implementation of their education policies.
- Contribute, as required, to horizontal and multidisciplinary projects and other outputs of the Directorate for Education and Skills and the OECD.
Coordination and project management
- Coordinate or contribute to the coordination of specific projects, including guiding and organizing the analysis conducted in the project, managing relations with national authorities, and organizing field visits.
- Under the supervision of the team leader, lead the preparation of substantive reports and/or working papers, including overseeing the work of contributing authors.
- Supervise junior analysts, temporary and support staff. Set objectives, monitor progress and provide guidance and advice where required.
- Identify and recruit experts for particular tasks to be commissioned externally and supervise their work.
- Contribute to fundraising, negotiate with potential project partners, liaise with external funders, and manage the preparation of grant agreements.
- Lead or contribute to the organisation of seminars, webinars, conferences and workshops, in collaboration with countries.
Representation, liaison and dissemination
- Represent the OECD in relevant international and national settings, delivering presentations and disseminating OECD analysis through relevant channels, including events, webinars, articles, blogs, and other media.
- Ensure effective working relationships with country representatives, agencies and stakeholder groups.
- Establish and maintain professional contacts with leading researchers, policy analysts, and relevant external organisations who can advise and support the work.
Qualifications
Academic Background
- An advanced university degree in economics, education, public policy, social sciences, or a similar discipline.
Professional Background
- Minimum of three and preferably at least five years of professional experience in applied research and/or policy analysis in education or public policy acquired in an international organisation, national administration, university or research organisation, or a consulting organisation or think tank.
- Demonstrated knowledge of education policy issues and education research; and deep expertise in one or more key areas of education policy and research in a cross-national context.
- Demonstrated ability to analyse and interpret quantitative and qualitative information; make rigorous assessments of evidence and its relevance to policy issues; lead conceptual thinking in education; and produce pertinent analysis of policies and practices.
- Experience in quantitative and qualitative techniques used in research, analysis and evaluation in the social sciences (including relevant survey and interview techniques) and in designing and carrying out analyses or evaluations that yield policy-relevant insights; drawing out evidence-based policy implications; and formulating relevant policy recommendations.
- Experience carrying out statistical analysis of data using a range of statistical methodologies would be an advantage.
- Proven ability to write well-structured, concise and clear prose for non-specialist audiences.
- Demonstrated ability to build trust and collaboration with public officials and stakeholder groups, and to organise group learning and development.
- Demonstrated capacity for project planning and leadership, ensuring that projects are relevant to governments, completed with attention to quality, and completed on schedule and budget.
- Ability to build project teams, match skills and expertise with project needs, and mentor staff in a multicultural environment.
- Tools
- Practical experience in using standard information technology applications (Microsoft Office Suite) is required. Experience with statistical tools (e.g. R, STATA) would be an asset.
Languages
- Fluency in one of the two OECD official languages (English and French) and knowledge of the other, with a commitment to reach a good working level.
- Knowledge of other languages would be an asset.
Application instructions
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