Cécile Giraud is an international UN Volunteer from France. She serves as Gender-Sensitive Education Policy Analyst with UNESCO in Dakar. Her role is transversal, she says.

Maissa Abdellaoui is an international UN Volunteer with a French Algerian background who serves with UNICEF in Senegal. Under the Gender and Exclusion programme, Maissa provides technical support to women teacher networks, menstruation hygiene kits or best referred to as 'dignity kits' for schools and girls, and organization for support groups for girls. 

With a Bachelor of Education in Special Needs Education from Moi University in Kenya, Nahashon provides technical support to the School Transport System for Children with Disabilities (STRIDE). STRIDE is a project of the county government of Mombasa, under the Department of Education and ICT, and implemented with the technical support of UNICEF.

Uganda has one of the youngest and most rapidly growing populations in the world. At a 3.7 per cent population growth rate, 78 per cent of Uganda’s population is under the age of 30. Considering the immense potential of youth to the country's development, The United Nations Development Office in Uganda undertakes several initiatives aimed at empowering the youth of Uganda. These include skilling, innovation and entrepreneurship as catalysts to broaden UNDP’s development agenda in Uganda.

According to the UN Refugee Agency (UNHCR), one in every 78 people on earth is now displaced.

Throughout my studies, I became interested in the interplay between social policy and economic growth. Hence, I decided to focus on the provision of quality education and how education systems impact social and economic development, especially in the context of Europe and Central Asia.  Serving as a UN Volunteer with the World Bank in line with my values: it enables me to have a real impact on improving people's access to social services, infrastructure and good jobs, as well as empowering young people. 

"We have six international UN Volunteers and 16 national UN Volunteers, which represents 10 per cent of the overall personnel of UNICEF. They contribute significantly to achieving results for the children of Chad," says Mariana Stirbu, the Deputy Representative of UNICEF.

The Libya Education Response Monitoring Dashboard documents that some 326,000 people in Libya are in need of education support. UNICEF works to ensure access to safe, inclusive and quality education, particularly for children affected by the protracted crisis. In strengthening support to humanitarian coordination among education actors in the country, UNICEF has a special focus on engaging with community-based organizations and the Ministry of Education.

I started my assignment in UNICEF’s Social Policy Cluster, and as the pandemic hit, I took on an additional role supporting their Education Cluster in their COVID-19 response team. My work focused on compiling evidence on the severity of the pandemic’s impact on schools and learning in Indonesia’s rural and remote areas and providing feedback to inform the Ministry of Education’s COVID-19 response plan.

Forced to flee their homes due to persecution, conflict or violence, refugee children are five times more likely to be out of school than non-refugee children. Infrastructures set up to support refugee populations are often deemed to be temporary with the primary focus being to ensure that basic needs – such as food and shelter – are met