Administrative Support and Management Control Assistant Vacancy-Job Ref: BJCLUNDP/2007/2025826

Administrative Support and Management Control Assistant Vacancy-Job Ref: BJCLUNDP/2007/2025826

Santiago (Chile)

Job Description

1. Background

Diversity, Equity and Inclusion are core principles at UNDP: we value diversity as an expression of the multiplicity of nations and cultures where we operate, we foster inclusion as a way of ensuring all personnel are empowered to contribute to our mission, and we ensure equity and fairness in all our actions. Taking a ‘leave no one behind’ approach to our diversity efforts means increasing representation of underserved populations. People who identify as belonging to marginalized or excluded populations are strongly encouraged to apply. Learn more about working at UNDP including our values ​​and inspiring stories.

UNDP does not tolerate sexual exploitation and abuse, any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.

2. Office/Unit/Project Description

UNDP is the United Nations’ principal development agency, uniquely positioned to support the implementation of the 2030 Agenda and the Sustainable Development Goals (SDGs) through work in more than 170 countries and territories. The 2030 Agenda, approved by the United Nations General Assembly in September 2015, was launched in January 2016 and will guide UNDP policies and funding for the next 15 years.

Law No. 21,091 on Higher Education creates the Undersecretariat of Higher Education, which collaborates with the Ministry of Education in the development, implementation, and evaluation of higher education policies and programs, especially in areas related to development, promotion, internationalization, and continuous improvement, both in the university and technical-professional subsystems. In this regard, the aforementioned law establishes that the Undersecretariat must have a Higher Technical-Professional Education Division.

The Division of Higher Technical and Professional Education, pursuant to Decree No. 299 of 2022 of the Ministry of Education, establishes its functions: to maintain links between the Undersecretariat of Higher Education and the country’s existing Technical Training Centers and Professional Institutes; to design and support the implementation of policies, programs, and actions relevant to the Higher Technical and Professional Education System; to generate proposals for technical and professional strategies and develop public policies aimed at improving the system; and to carry out the necessary and pertinent actions that must be carried out within the framework of compliance with Law No. 20,800 and other tasks assigned by the Undersecretary of Higher Education.

In accordance with the above, the Undersecretary of Higher Education has taken on the challenge of promoting a modernization agenda for the country’s Higher Education, especially Higher Technical and Vocational Education, with strategies and policies and coordination with various stakeholders in the technical and vocational education sector. This agenda entails analyzing existing regulatory bodies that affect this subsystem and determining how they should be improved for better implementation, while also considering the possibilities of creating new governance structures. In this regard, the Higher Technical and Vocational Education Division has taken a leading role.

One of its functions is focused on implementing actions aimed at monitoring the various financing initiatives for State CFTs. These initiatives, among other things, are aimed at verifying compliance with the objectives and purposes of the various institutional funds allocated for general institutional strengthening, with a view to improving quality processes and high training standards.

It is in this context that UNDP requires hiring an Administrative Support and Management Control Assistant, in the matters required, carrying out the actions previously described and being able to support the guidelines and recommendations for the improvement of the work associated with the various monitoring and control mechanisms for financing in technical-professional higher education.

3. Scope of work

The objective of this position is to support the control, administrative management, and monitoring processes of the Undersecretariat of Higher Education’s institutional financing instruments, in order to ensure the proper execution and fulfillment of the activities, functions, and commitments established in the approved administrative acts.

Among the expected functions and results are: a) Support the administrative-financial management processes linked to the institutional financing instruments of the State CFTs, ​​ensuring greater efficiency and transparency in their execution.

b) Support the review of declared expenses and the accountability of the various projects funded by the Undersecretariat of Higher Education, in areas such as institutional strengthening, relocation, among others.

c) Provide technical and administrative assistance to the management teams of the State CFTs in the implementation and compliance with the regulations associated with the agreements with the Undersecretariat.

d) Support and contribute to the updating of internal financial manuals and procedures that facilitate administrative processes, as well as the control and accountability system of the Undersecretariat.

e) Systematize and classify, in accordance with institutional guidelines, the information associated with infrastructure projects.

f) The holder may perform other functions within his/her professional profile that are considered necessary for the proper functioning of the project.

4. Institutional Agreement

The selected candidate will work in the Undersecretariat of Higher Education, under the supervision of the Head of the Administration and Budget Division or their designee. On the UNDP side, the Project Coordinator will be responsible for administrative supervision. The candidate will be on-site full-time.

5. Competencies

Essential Competencies

Achieving Results – LEVEL 1: Plans and monitors work, paying attention to detail, produces quality work on time.

Thinking Innovatively – LEVEL 1: Open to new ideas, knows the risks, solves problems pragmatically, makes improvements.

Continuous Learning – LEVEL 1: Curious and open-minded, shares knowledge, learns from mistakes, asks for feedback.

Adapt with Agility – LEVEL 1: Adapts to changes, handles uncertainty/ambiguity constructively, is flexible.

Act with Determination LEVEL 1: Demonstrates control and motivation, able to face adversity calmly, confidently.

Participate and Associate – LEVEL 1: Demonstrates compassion/understanding toward others, forms positive relationships.

Facilitating Diversity and Inclusion – LEVEL 1: Appreciates/respects differences, is aware of biases, confronts discrimination.

Functional and Technical Competencies

Institutional Management – Customer Satisfaction/Management

Ability to respond in a timely and appropriate manner, with a sense of urgency, provide consistent solutions, and deliver quality results and solutions within a timeframe appropriate to meet and understand real customer needs. Contribute to the development of the customer service strategy. Look for ways to add additional value beyond immediate customer requests. Ability to anticipate future customer needs and concerns.
Institutional Management – Communication

Communicate clearly, concisely, and accurately, both in writing and verbally; personalize messages and select communication methods based on the audience. Ability to manage internal and external communications through media, social media, and other appropriate channels.
Institutional development – Knowledge generation

Ability to search for information and transform it into useful knowledge relevant to the context or responding to a given need. Ability to apply existing concepts to new situations and develop new ones to generate viable solutions and new approaches. Knowledge of relevant concepts, conceptual models, and theories that may be useful in addressing new situations.
Administration and Operations – Document and Records Management

General document management (whether physical or electronic); record-keeping and retention policy, including storage and archiving.
Data – Data Analysis

Ability to extract, analyze, and visualize data to obtain valuable information and contribute to effective institutional decision-making.

Agenda 2030 – Prosperity – Inclusive Growth

Capacity building (training, professional development and retraining)
6. Minimum qualifications of an NPSA

Minimum academic education required

Complete secondary education is required.
A university professional degree (Bachelor’s Degree) in Administration, Public Administration or other equivalent degree will be given due consideration, but is not a requirement.
Having a professional degree in the aforementioned areas will be considered an advantage.

Minimum years of relevant work experience

Minimum 3 years of relevant experience for complete secondary education.
Applicants with a Bachelor’s degree in a related field of study mentioned above are not required to have a minimum of relevant work experience.
Relevant experience shall be understood as the set of work experience that includes:Experience in administrative, budgetary, financial, and/or management control tasks and/or processes, such as information gathering and record and document maintenance.
Experience in analyzing and applying public sector accountability (Resolution 30 of 2015, of the Comptroller General of the Republic).
Required skills and competencies

Handling of traditional Microsoft Office tools: Word, intermediate Excel, PowerPoint.
Outlook email management and its features.
Desirable skills and competencies

For applicants with a bachelor’s degree or professional title, having at least 6 months of relevant experience will be considered an advantage.
Experience in document protection for infrastructure projects in higher technical and professional education institutions and/or the public sector.
Experience in reviewing expenditures on infrastructure projects, institutional development projects, or projects related to technical-professional higher education institutions and/or the public sector.
Experience in the development of manuals and procedures.
Required languages ​​(at work level)

Fluency in the Spanish language is required.
Professional certificates

Applicants will be required to provide certificates or other similar documents to prove their work experience in using the indicated tools.

7. Travel

No official travel is planned in advance.

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