education consultancy job vacancy

Explore a compilation of career opportunities at GPE and in the education sector in partner organizations.

GPE is the largest global fund and partnership solely dedicated to transforming education in lower-income countries.

We continually search for qualified staff with diverse backgrounds from around the globe, including individuals from minority and indigenous groups, persons with disabilities, and nationals from under-represented regions.

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Hosted by the World Bank Group, GPE is separately governed, capitalized and branded, and boasts great teamwork, inclusiveness, a technical and professional approach to work, and a passion for achieving our goals.

Our commitment to diversity, equity and inclusion

We are an equal opportunity and inclusive employer with a dedicated and committed workforce. We continuously seek to recruit and embrace individuals who will enhance our diversity regardless of gender, gender identity, religion, creed, race, color, ethnicity, sexual orientation or disability. GPE has a zero tolerance policy against all forms of sexual exploitation, abuse and harassment .

The World Bank Group's recruitment policy is to hire staff of the highest caliber, on as wide a geographical basis as possible, with preference to nationals of member countries or countries of operation .

Our vision A quality education for every child Our mission To mobilize partnerships and investments that transform education systems in lower-income countries, leaving no one behind   Our goal To accelerate access, learning outcomes and gender equality through equitable, inclusive and resilient education systems fit for the 21st century

Learn more about our values, mission, vision and GPE 2025 strategic plan

Job benefits include medical coverage, including dental and vision, a staff retirement plan, financial assistance program, life and disability insurance, comprehensive leave policy (minimum 26 days/year) and parental leave policy (50-100 days).

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• How to deliver education reform at scale with The Brookings Institution's Brad Olsen and EDT's Elizabeth Ogott and Clare Buntic
• Exploring school improvement through external review with Noelle Buick and Valerie Dunsford
• The nuances of applying research to real world teaching with Cat Scutt, Emma Gibbs and Dr Richard Churches
• Strengthening the connection between young people and their futures with Oli de Botton, Mark De Backer & Wendy Phillips
• Harnessing the collective power of peer review with Maggie Farrar and David Godfrey
• Achieving a gender-responsive pedagogy with Nora Fyles, Ruth Naylor and Rosa Muraya
• The ‘golden thread’ helping to retain ECTs with Sam Twiselton OBE & Dr Nicky Platt
• How leaders of learning are improving education in Rwanda with Amy Bellinger and Jean-Pierre Mugiraneza

Work with us

When you join EDT, you’ll be choosing from a diverse range of career opportunities . And everything we do is underpinned by our values of excellence, integrity, accountability, collaboration and inclusion.   

We recruit expert consultants and researchers with the knowledge and experience to improve education systems around the world, in partnership with organisations like UNESCO, World Bank and the UK Foreign Commonwealth and Development Office; and English language teachers for schools in Brunei. Our careers advisers support young people and adults in the UK to choose their future pathways; and we train school inspectors to deliver sustainable school accountability systems in the Middle East.   

We deliver a range of multimedia programmes, workshops and resources for educators in the UK and internationally, to develop excellent practitioners and school leaders, from early years settings through school improvement partnerships and executive leadership. We support our specialised education programmes with core roles in areas such as finance, HR and marketing.   

We provide a stimulating and rewarding environment for everyone in our teams, helping them to reach their potential and deliver meaningful, impactful work.  

We understand and value the importance of inclusion and diversity across our organisation and all the work we do, globally.   

Our Inclusion & Diversity Task Force, is representative at all levels of the organisation and we are a member of Inclusive Employers, the leading membership organisation for employers who are committed to prioritising inclusion and creating truly inclusive workplaces.   

As a   Disability Confident Employer , we are committed to addressing barriers facing people with disabilities and who are neurodivergent, and providing reasonable adjustments to accommodate individuals’ needs.  

We are also proud to be an accredited Living Wage Employer.

If you are interested in working with us, either on short-term assignments or permanent opportunities, we would love to hear from you.  

Please register your interest for future opportunities and consultancy work here:  

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Take a look at our current vacancies here:  

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If you wish to discuss the recruitment process or any additional support due to disability, please contact the recruitment team , who will take all reasonable steps to support your application.  

Apprenticeships  

Education Development Trust recognises the potential of apprenticeships at every career stage – for people just starting out, those looking to build new skills, and for established professionals wanting a career change.  

We offer apprenticeships at all levels and in areas ranging from Project Management, Digital Marketing and Business Administration to Early Years Education, Data Analysis and Leadership Improvement.

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Compass Education Consultancy - Compass Education Consultancy

We Identify and Source Exceptional Talent for International Schools

I have worked with Compass for over 9 years and they bring a professional approach to recruitment. Their personal and professional manner ensures that there is a right match between the teachers and the school. Heather is an amazing member of the team. They offer an excellent service in a very challenging market. Having recently opened a new school and needing to build a new team, I knew I would turn to Compass  

Vanessa Whay, Founding Principal

We are very fortunate amongst British International schools in that we rarely have to use teaching agencies to fulfil our staffing requirements – however when we do, we go first to Compass! The service is always personalised with a knowledge of our school and specific needs. We do not get plagued by emails advocating all and sundry “excellent” teachers – instead, they are ready to support us when we need them. They are meticulous in supporting our Safer Recruitment policy and practices by facilitating reference checks and appropriate police checks. All in all, a first-class, non-invasive service.  

Stuart Smith, Headteacher

Compass have provided excellent support for our annual recruitment efforts for 3 years. We regard their match of ‘school and teacher’ as carefully considered, and our students have benefited from a number of excellent appointments – teachers who are highly competent in the classroom and passionate about teaching. Heather Thompson is incredibly responsive to our needs and refers high-calibre candidates for interview. I very much appreciate that Heather is as committed as I am to finding the right teachers for our school!  

Nicola Singleton, Whole School Principal

Your international education recruitment expert.

With a wealth of experience in education and recruitment, our dedicated team of consultants ensure that we meet the challenges of fast-paced teacher recruitment, navigate the intricacies of leadership appointments and provide the supportive guidance your school deserves to progress in the right direction.

As a leading education recruitment consultancy, Compass has been successfully supporting international schools since 2011. It is important to us to continue to provide an excellent service and we are always keen to hear how we can improve. Whether you are a candidate exploring a new opportunity or an international school requiring support with recruitment, we would be delighted to hear from you!

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A tailored individual service.

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International Consultancy - Climate and Education Consultant

• Job Type Full Time
• Qualification BA/BSc/HND
• Experience 8 years
• Location Nairobi
• Job Field Project Management  

Scope of Work

• Goal and objective: Under the supervision of the Education Specialist – Emergencies, Resilience & Climate / Education Section, the consultant will provide technical assistance and capacity building to the Regional Office and Country Offices for integrating the climate and education programming pillars into their country programmes and supporting governments in the mainstreaming of climate change considerations into their education systems. The consultant will also support knowledge generation and the development of public goods, information exchange, partnership engagement, and resource mobilization efforts for climate change and education programming at regional, global, and country level.
• Provide details/reference to Annual Workplan areas covered: This assignment contributes to deepening the Education-Climate Flagship nexus and expanding opportunities, capacities and partnerships on climate resilience, greening education and climate adaptation. This is an activity identified under Key Intervention 2.4 in the ESARO Education 2024 workplan, which is to “Strengthen multi-hazard resilient education systems that respond to the climate crisis and ensure access to safe and quality learning and MHPSS for all children and young people in humanitarian and crisis contexts.”
• Activities and Tasks: The consultant will support the ESARO Education Specialist (EiE, Resilience & Climate) in advancing the regional climate and education agenda, whilst also producing a number of global priority deliverables that will benefit ESA and other regions. The consultant will be responsible for the following activities:
• Technical assistance and capacity building to UNICEF COs
• Provide technical assistance to at least three country offices on the development, or deepening, of climate and education strategies and interventions and the mainstreaming of gender-responsive climate action in schools
• Regional knowledge generation, management, and exchange
• Update and finalize the ESA Regional Climate and Education analysis and programme framework
• Document promising practices of climate and education programming in select ESA countries through case studies or other documentation. Identify and document enabling factors, good practices, challenges/bottlenecks, and lessons learnt from CO implementation.
• Prepare key communications and advocacy materials on climate change and education in the ESA region, drafting at least one ESARO blog, one advocacy brief, briefings notes, presentations, and updating business cases and pitches with 2023/2024 results
• Support at least 2 regional or global learning events on climate and education
• Develop an engagement plan for COP29, in collaboration with relevant teams across HQ and RO divisions. This includes conceptualization, design, and execution of at least one high-level event; in addition to strategic inputs to policy and finance-focused events led by other PG/RO teams or divisions.
• Global public goods
• Coordinate and quality assure the development of a quality gender-transformative curricular framework on climate action in collaboration with relevant UN partners and experts, with institutional contract #1 (IC1)
• Coordinate and quality assure the consolidation and/or development of learning materials (textbooks and digital), teacher training materials and assessment assets on environmental and climate literacy and skills and anticipatory action for use by country offices, with institutional contract #1 (IC1)
• Develop the TOR and scope partnerships for a predictive information system on climate risks and hazards in vulnerable educational institutions that informs climate action of children and local education authorities. This model will be linked to early warning systems and enhance the ability of the system to account for climate impacts on school attendance. Coordinate and quality assure deliverables under institutional contract #2 (IC2).
• Develop guidance note for mainstreaming gender-responsive climate action in schools on gender-responsive action in schools
• Resource mobilization
• Update mapping of potential donors for climate change and education in ESAR and draft a regional resource mobilization strategy in consultation with relevant offices (PPD, PFP).
• Identify and prioritize key global, regional and country level opportunities and partnerships for climate and education programming and support RO/COs in the development of regional/sub-regional/CO fundraising proposals
• Work relationships: The Education Specialist - Emergencies, Resilience & Climate will oversee the assignment and provide guidance. The consultant will engage with selected Country Office education staff and regional/HQ climate specialists and climate and education focal points.

Desired Competencies, Technical Background And Experience

• An advanced university degree in one of the following fields: education, public policy, environmental and/or social sciences.
• Minimum eight (8) years’ work experience in education policy and programming with a focus on climate change and environment.
• Proven experience in programme assessments and strategy development
• Understanding of education systems and policies related to environment, climate change and green skills
• High level of analytical ability to analyze qualitative and quantitative data
• Demonstrated ability to produce high quality, concise, analytical and insightful reports and presentations in English
• Excellent communication, facilitation and presentation skills
• Proven ability to conceptualize, innovate, plan and execute ideas
• Ability to manage competing priorities under pressure, whilst maintaining attention to detail and meeting deadlines
• Experience in capacity building, government relationship building, training and/or facilitation an asset.
• Previous experience working in the ESA region is an asset
• Knowledge of the United Nations system or other international organizations is an asset
• Knowledge of international development, humanitarian issues and children’s rights is an asset.
• Fluency in English is required. Knowledge of other languages relevant to the ESA region is an added advantage.

Must exhibit the UNICEF Core Values of:

• Accountability
• Sustainability

Competencies: list the competencies that the consultant should have for the assignment: Demonstrates self-awareness and ethical awareness, drive to achieve results for impact, thinks and acts strategically, works collaboratively with others, innovates and embraces change, manages ambiguity and complexity Administrative Issues

• The consultant/contractor is expected to be based remotely with anticipated travel. They should have some regular availability between 10 am to 4 pm Nairobi time to enable the delivery of technical assistance to country offices and the regional office during their working hours.
• All UNICEF rules and regulations related to travel of Consultants apply.
• All travels shall be undertaken only upon the prior written approval by UNICEF.
• The consultant must be fit to travel, be in a possession of the valid UN BSAFE certificate, obligatory inoculation(s) and have a valid own travel/medical insurance and an immunization/vaccination card.
• Progress meetings will take place throughout the contract duration as needed.
• Selected candidates are subject to confirmation of fully vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.
• The selected candidate is solely responsible to ensure that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract.

Deadline:  11 Jun 2024 

Method of Application

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Temporary Appointment Education Officer (NOB) Mbeya, Tanzania, #572351, 6 Months (open for Tanzanian Nationals only)

The UNICEF Tanzania Country Office is recruiting to fill the Temporary Appointment position of Education Officer to be based in Mbeya. Under the matrix supervision of the Chief Field Office and Chief, Education Section, the Education Officer will be required to provide professional technical, operational and administrative assistance throughout the programming process for education programs/projects within the Country Program from development planning to delivery of results, preparing, executing, managing and implementing a variety of technical and administrative program tasks to facilitate program development, implementation, program progress monitoring, evaluating and reporting.

Deadline: 12 Jun 2024 11:55 PM

WASH Specialist/ P-3, Temporary Appointment, Lima-Perú #128639

UNICEF PERU Contract Type: Temporary Appointment Post No. 128639 Job Title/Level: WASH Specialist / P-3 Supervisor Title/Level: Health Specialist /NOC Organizational Unit: Programme Section, Lima Post Location: Lima, Peru Country Office Period of contract: 364 days

Deadline: 9 Jun 2024 11:55 PM

Multisectoral budgeted plans for first food and maternal nutrition international consultancy Bujumbura, Burundi, 4 months (Office based)

The main purpose of the assignment is to provide technical support in organizing maternal nutrition and First Food Workshops and in developing multisectoral budgeted plans, in collaboration with the SEP/PMSAN, aiming at improving maternal nutrition and children’s diets through a multi-system approach in alignment with the Global Nutrition Strategy 2020-2030 as well as with the maternal nutrition and complementary feeding frameworks for action taking into consideration the national context.

Deadline: 3 Jun 2024 11:55 PM

Consultancy: Healthcare Waste Management Consultant - Req.#572414

The assignment for a Healthcare Waste Management Consultant at UNICEF HQ is to deliver essential outputs that help countries in planning waste management solutions. The Consultant will conduct formal HCWM assessments in focal countries, develop improvement plans, and be responsible for capacity strengthening activities, such as training courses and workshops, for knowledge sharing and learning across UNICEF Countries and key stakeholders at global and country levels.

Batch Recruitment: Regional Security Manager, P-4 level, Office of Security Coordination, EMOPS, New York Headquarters (multiple positions)

This batch recruitment will cater to two positions in OSC EMOPS NYHQ.

Deadline: 10 Jun 2024 11:55 PM

Legal Assistant, GS-7, Office of Executive Director, New York, USA

UNICEF’s Legal Office supports the organization’s business units around the world – our clients – by delivering strategic legal solutions through collaboration. We provide legal advice that is risk-informed, timely, responsive, and pragmatic. We empower clients and build their capacity to self-help. We proactively engage with clients to anticipate trends and challenges and develop systemic solutions; and we protect UNICEF by identifying legal, reputational and other risks, and helping to mitigate those risks. Our lawyers are based in several UNICEF locations, including New York Headquarters, and in several other outposts, including Geneva, Copenhagen and Brussels and may expand to new locations in Asia.

Health Officer, NOB, Temporary Appointment, (364 days), Port Sudan, Sudan (open to Sudanese only)

Under the direct supervision of the Health & Nutrition Specialist (M&E) the incumbent will provide professional technical, operational and administrative assistance throughout the programming process for the SHARE programme from development planning to delivery of results, by preparing, executing, managing, and implementing a variety of technical and administrative programme tasks to facilitate programme development, implementation, programme progress monitoring, and evaluating and reporting of results.

Batch Recruitment (3 positions) Information Management Officer (NOB), FT, #(128657, 128658, 128659) Port Sudan-Sudan (open to Sudanese only)

The NOB IM Officer provides support to UNICEF for information management for development and humanitarian programming under direct supervision of Data and Monitoring Specialist (P4) and the general supervision of the Chief Planning, Monitoring & Evaluation, and in close collaboration with the Section Chiefs, the Field Operations and Emergency Chief and Cluster Information Management Officers.

Batch Recruitment (2 positions) Information Management Officer (NO-B), FT, #128754,128705, Port Sudan – Sudan (For Sudanese only)

Under the overall direction and guidance of the Education Cluster Coordinator, the IM Officer (Education Cluster) will manage the IM function of the Cluster Working Group at the national level. They are responsible for ensuring IM processes effectively contribute to a well-coordinated, strategic, adequate, coherent, and effective response by participants in the Cluster Working Group that is accountable to those who are affected by the emergency. In their effort to enable an efficient and effective response to the humanitarian crisis, the IM Officer (Education Cluster) is responsible for managing the collection, analysis and sharing of information that is essential for the national Cluster Working Group participants to make informed, evidence-based, strategic decisions and for ensuring efficient coordination

Health & Nutrition Manager-PHC (World Bank Health Project) (P-4), Temporary Appointment, (364 days), Port Sudan, Sudan (open to non-Sudanese only)

Under the direct Supervision of the Chief Health and Nutrition, the function is required to support the overall coordination and management of the World Bank (WB) PHC programme. The position will be responsible for developing partnerships with FMOH, World Bank, Implementing Partners, and other key organizations. This includes coordination and corresponding with the World Bank, UN Agencies and other UN Agencies, implementing partners and respective programme leads within UNICEF. The role provides leadership in developing detailed work plans and budgets, supervising programme implementation, ensuring that partners and activities are well coordinated, and facilitating regular management and coordination meetings. It also involves liaising with state health authorities. Given the current instability and evolving situation in Sudan, the function will be responsible for the formulation and development of strategies, methodologies and new approaches for ensuring and improving programme delivery. S/He collaborates with section chiefs involved in the project implementation and to ensure alignment to UNICEF rules and regulation and with World Bank Agreement.

Education Specialist (NO-C) FT, #128746, Port Sudan – Sudan (For Sudanese only)

Under the guidance and general supervision of the Chief, Area Office (Level 5/4) as well as technical guidance from Chief Education (Level 5), the Specialist supports the development and planning of the Learning and Skills Development Programme and also takes the lead on the Education Cluster coordination in the West Area. This role is tasked with the management, implementation, monitoring, evaluation, and reporting of the progress of learning and skills development programmes/projects within the Country Programme in the West Area to manage five states within this region. The Specialist provides technical advice and managerial support throughout the programming processes and supervise the education officer(s) in the West Area by applying strong leadership and managerial skills, to facilitate the administration and achievement of results on education programmes/projects to improve learning outcomes and equitable and inclusive education, especially for children who are marginalized, disadvantaged and excluded in society. The Specialist contributes to achievement of results according to plans, allocation, results based-management approaches and methodology (RBM), as well as UNICEF’s Strategic Plans, standards of performance, and accountability framework.

Mid/end-term review consultant. Req# 572432

The purpose of the assignment is to support the Alliance in conducting a mid- and end-term progress review of its 2021-2025 strategy: both the overarching goal and its strategic priorities

Deadline: 11 Jun 2024 11:55 PM

Social and Behavior Change Officer, NoA, TA (364 Days) #128541, Rabat, Morocco – MENA

Under the general guidance of the Specialist, SBC and Gender and in close coordination with Sectoral and Cross-Sectoral Specialists and Officers, you contribute to and are responsible for the design, management, monitoring, and evaluation of evidence-based, inclusive, and innovative SBC strategies in support of the country programme.

Deadline: 5 Jun 2024 11:55 PM

UNICEF Mauritania: Recrutement d'un(e) chauffeur, GS2, FT, Bassikounou Mauritanie, #115121.

Le bureau de l'UNICEF à Bassikounou recrute un(e) chauffeur qui travaillera sous la supervision directe de l’operations Associate.

Deadline: 4 Jun 2024 11:55 PM

WASH Specialist P3, TA (364 Days) #128218, Rabat, Morocco – MENA

As the WASH Specialist, you report to the Chief of WASH/Health/Nutrition/ADAP/CSD (Level 5/4) or WASH Manager (Level 4) for guidance and general supervision. You support the development, preparation, management, implementation, monitoring, and evaluation of the WASH program within the country program. You provide technical guidance and management support throughout the programming processes to facilitate the administration and achievement of the WASH-related output results in the country programme

Deadline: 18 Jun 2024 11:55 PM

Chauffeur (GS-2), Pointe-Noire-Congo, #114398, TA 6,5 mois

Le bureau cherche un chauffeur qui fournira des services de conduite fiables et sûrs, démontrant les plus hauts standards de professionnalisme, de discrétion, d'intégrité, de sens des responsabilités, une excellente connaissance du protocole tout en garantissant le respect des règles et réglementations de conduite locales.

ICT Specialist (Quality Assurance), P3, Fixed-term, #15585, ICTD Digital Core - Valencia, Spain

Under the supervision of the Quality Assurance Manager (P4), IT Programs and Quality Assurance Services, the Quality Assurance Specialist will be responsible in the preparation and execution of QA plans to ensure that products and services align with UNICEF business objectives and performance measures. Ensures that software development lifecycle practices apply Quality Assurance and security policies consistently Working closely with project leads, product managers and business users, the Quality Assurance Specialist enables development of test scenarios, and ensures that the appropriate level of testing is conducted to ensure high quality digital portfolio across new projects and products in the ICTD Project Portfolio. This position supervises two ICT Officers (Quality Assurance), P2.

Deadline: 16 Jun 2024 11:55 PM

Supply Chain Specialist - Traceability and Verification System Deployment (TRVST), P-3, TA (364 days), UNICEF Supply Division, Copenhagen, Denmark

The incumbent will use his/her technical knowledge and specialized experience to support deploying the TRVST system in countries with a specific focus on the African region. The Supply chain specialist will be involved in other activities to ensure the smooth operation of TRVST. Additionally, the incumbent will work closely with his/her supervisor to foster alignment with global best practices, streamline processes, and enhance interoperability to optimize efficiency and traceability throughout supply chain operations in support of countries where we work.

Monitoring Specialist, P3, Temporary Appointment, (364 days) Post#124204, Monitoring, Strategic Data and Evidence Centre (MSDEC), Supply Division, Copenhagen, Denmark,

We are searching for a talented and experienced professional for the UNICEF Supply Division’s Monitoring, Strategic Data and Evidence Center (MSDEC). MSDEC focuses on the generation, synthesis, analysis and sharing of evidence and supply chain intelligence to empower colleagues and partners to know, take decisions and communicate, as our key contributions to supply chain optimization, programme design, and demonstrating results and achievements. Leveraging on this experience and knowledge of country processes, MSDEC also works with countries to strengthen their use of data including data used in the development of health product forecasts.

Administrative Assistant, GS-5, Fixed Term, Public Partnerships Division (PPD), Brussels, Belgium Post #128388

Under the supervision and guidance of the supervisors, the Administrative Assistant is responsible for executing a broad variety of routine tasks and some specialized for the respective section, requiring thorough knowledge of UNICEF administrative procedures, processes and policies. He/she will be accountable for communications, operations and administrative support services to enhance the smooth running of the day-to-day activities and interactions with the EU institutions of both the nutrition team outposted to Brussels, and the partnership team’s with the EU institutions under a matrix management arrangement. The Administrative Assistant will also act as back up to the Executive Assistant and other Administrative Assistant for the office, and vice versa.

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What Do Students at Elite Colleges Really Want?

Many of Harvard’s Generation Z say “sellout” is not an insult.

Credit... Jeff Hinchee

Supported by

By Francesca Mari

• Published May 22, 2024 Updated May 24, 2024

The meme was an image of a head with “I need to get rich” slapped across it. “Freshmen after spending 0.02 seconds on campus,” read the caption, posted in 2023 to the anonymous messaging app Sidechat.

The campus in question was Harvard, where, at a wood-paneled dining hall last year, two juniors explained how to assess a fellow undergraduate’s earning potential. It’s easy, they said, as we ate mussels, beets and sautéed chard: You can tell by who’s getting a bulge bracket internship.

“What?” Benny Goldman, a then-28-year-old economics P.h.D. student and their residential tutor, was confused.

One of the students paused, surprised that he was unfamiliar with the term: A bulge bracket bank, like Goldman Sachs , JPMorgan Chase or Citi. The biggest, most prestigious global investment banks. A B.B., her friend explained. Not to be confused with M.B.B. , which stands for three of the most prestigious management consulting firms: McKinsey, Bain and Boston Consulting Group.

While the main image of elite campuses during this commencement season might be activists in kaffiyehs pitching tents on electric green lawns, most students on campus are focused not on protesting the war in Gaza, but on what will come after graduation.

Despite the popular image of this generation — that of Greta Thunberg and the Parkland activists — as one driven by idealism, GenZ students at these schools appear to be strikingly corporate-minded. Even when they arrive at college wanting something very different, an increasing number of students at elite universities seek the imprimatur of employment by a powerful firm and “making a bag” (slang for a sack of money) as quickly as possible.

Elite universities have always been major feeders into finance and consulting, and students have always wanted to make money. According to the annual American Freshman Survey , the biggest increase in students wanting to become “very well off financially” happened between the 1970s and 1980s, and it’s been creeping up since then.

But in the last five years, faculty and administrators say, the pull of these industries has become supercharged. In an age of astronomical housing costs, high tuition and inequality, students and their parents increasingly see college as a means to a lucrative job, more than a place to explore.

A ‘Herd Mentality’

At Harvard, a graduating senior, who passed on a full scholarship to another school, told me that he felt immense pressure to show his parents that their $400,000 investment in his Harvard education would allow him to get the sort of job where he could make a million dollars a year. Upon graduation, he will join the private equity firm Blackstone, where, he believes, he will learn and achieve more in six years than 30 years in a public-service-oriented organization.

Another student, from Uruguay, who spent his second summer in a row practicing case studies in preparation for management consulting internship interviews, told me that everyone arrived on campus hoping to change the world. But what they learn at Harvard, he said, is that actually doing anything meaningful is too hard. People give up on their dreams, he told me, and decide they might as well make money. Someone else told me it was common at parties to hear their peers say they just want to sell out.

“There’s definitely a herd mentality,” Joshua Parker, a 21-year-old Harvard junior from Oahu, said. “If you’re not doing finance or tech, it can feel like you’re doing something wrong.”

As a freshman, he planned to major in environmental engineering. As a sophomore, he switched to economics, joining five of his six roommates. One of those roommates told me that he hoped to run a hedge fund by the time he was in his 30s. Before that, he wanted to earn a good salary, which he defined as $500,000 a year.

According to a Harvard Crimson survey of Harvard Seniors, the share of 2024 graduates going into finance and consulting is 34 percent. (In 2022 and 2023 it exceeded 40 percent. The official Harvard Institutional Research survey yields lower percentages for those fields than the Crimson survey, because it includes students who aren’t entering the work force.)

These statistics approach the previous highs in 2007, after which the global financial crisis drove the share down to a recent low of 20 percent in 2009, from which it’s been regaining ground since.

Fifteen years ago, fewer students went into tech. Adding in that sector, the share of graduates starting what some students non-disparagingly refer to as “sellout jobs” is more than half. (It was a record-shattering 60 percent in 2022 and nearly 54 percent in 2023.)

“When people say ‘selling out,’ I mean, obviously, there’s some implicit judgment there,” said Aden Barton, a 23-year-old Harvard senior who wrote an opinion column for the student newspaper headlined, “How Harvard Careerism Killed the Classroom.”

“But it really is just almost a descriptive term at this point for people pursuing certain career paths,” he continued. “I’m not trying to denigrate anybody’s career path nor my own.” (He interned at a hedge fund last summer.)

David Halek, director of employer relations at Yale’s Office of Career Strategy, thinks students may use the term “sell out” because of the perceived certainty: “It’s the easy path to follow. It is well defined,” he said.

“It’s hard to conceptualize other things,” said Andy Wang, a social studies concentrator at Harvard who recently graduated.

Some students talk about turning to a different career later on, after they’ve made enough money. “Nowadays, English concentrators often say they’re going into finance or management consulting for a couple of years before writing their novel,” said James Wood, a Harvard professor of the practice of literary criticism.

And a surprising number of students explain their desire for a corporate job by drawing on the ethos of effective altruism : Whether they are conscious of the movement or not, they believe they can have greater impact by maximizing earnings to donate to a cause than working for that cause.

But once students board the prestige escalator and become accustomed to a certain salary, walking away can feel funny. Like, well, walking off an escalator.

Financial Pressures

The change is striking to those who have been in academia for years, and not just at Harvard.

Roger Woolsey, executive director of the career center at Union College, a private liberal arts college in Schenectady, N.Y, said he first noticed a change around 2015, with students who had been in high school during the Great Recession and who therefore prioritized financial security.

“The students saw what their parents went through, and the parents saw what happened to themselves,” he said. “You couple that with college tuition continuing to rise,” he continued, and students started looking for monetary payoffs right after graduation.

Sara Lazenby, an institutional policy analyst for the University of Wisconsin-Madison, said that might be why students and their parents were much more focused on professional outcomes than they used to be. “In the past few years,” she said, “I’ve seen a higher level of interest in this first-destination data” — stats on what jobs graduates are getting out of college.

“Twenty years ago, an ‘introduction to investment banking’ event was held at the undergraduate library at Harvard,” said Howard Gardner, a professor at the Harvard Graduate School of Education. “Forty students showed up, all men, and when asked to define ‘investment banking,’ none raised their hands.”

Now, according to Goldman Sachs, the bank had six times as many applicants this year for summer internships as it did 10 years ago, and was 20 percent more selective for this summer’s class than it was last year. JPMorgan also saw a record number of undergraduate applications for internships and full-time positions this year.

The director of the Mignone Center for Career Success at Harvard, Manny Contomanolis, also chalked up the change, in part, to financial pressure. “Harvard is more diverse than ever before,” Mr. Contomanolis said, with nearly one in five students eligible for a low-income Pell Grant . Those students, he said, weigh whether to, for instance, “take a job back in my border town community in Texas and make a big impact in a kind of public service sense” or get a job with “a salary that would be life changing for my family.”

However, according to The Harvard Crimson’s senior survey, as Mr. Barton noted in his opinion column, “The aggregate rate of ‘selling out’ is about the same — around 60 percent — for all income brackets.” The main distinction is that students from low-income families are comparatively more likely to go into technology than finance.

In other words, there is something additional at play, which Mr. Barton argues has to do with the nature of prestige. “If you tell me you’re working at Goldman Sachs or McKinsey, that’s amazing , their eyes are going to light up,” Mr. Barton said. “If you tell somebody, ‘Oh, I took this random nonprofit job,’ or even a journalism job, even if you’re going to a huge name, it’s going to be a little bit of a question mark.”

Maibritt Henkel, a 21-year-old junior at Harvard, is an economics major with moral reservations about banking and consulting. Ms. Henkel sometimes worries that others might misread her decision not to go into those industries as evidence that she couldn’t hack it.

“Even if you don’t want to do it for the rest of your life, it’s seen kind of as the golden standard of a smart, hardworking person,” she said.

Some students have also become skeptical about traditional avenues of social change, like government and nonprofits, which have attracted fewer Harvard students since the pandemic, according to the Harvard Office of Institutional Research.

Matine Khalighi, 22, founded a nonprofit to award scholarships to homeless youth when he was in eighth grade. When he began studying economics at Harvard, his nonprofit, EEqual, was granting 50 scholarships a year. But some of the corporations that funded EEqual were contributing to inequality that created homelessness, he said. Philanthropy wasn’t the solution for systemic change, he decided. Instead, he turned to finance, with the idea that the sector could marshal capital quickly for social impact.

Employers encourage this way of thinking. “We often talk about the fact that we work with some of the biggest emitters on the planet because we believe that’s how we actually affect climate change,” said Blair Ciesil, the global leader of talent attraction at McKinsey.

The Recruitment Ratchet

Princeton’s senior survey results are nearly identical to The Crimson’s Senior Survey: about 38 percent of 2023 graduates who were employed took jobs in finance and consulting; adding tech and engineering, the rate is close to 60 percent, compared with 53 percent in 2016, the earliest year for which the data is available.

This isn’t solely an Ivy League phenomenon. Schools slice their data differently, but at many colleges, a large percentage of students pursue these fields. At Amherst , in 2022, 32 percent of employed undergrads went into finance and consulting, and 11 percent went into internet and software, for a total of about 43 percent. Between 2017 and 2019, the University of California, Los Angeles, sent about 21 percent of employed students into engineering and computer science, 9 percent into consulting and nearly 10 percent into finance, for a total of roughly 40 percent

Part of that has to do with recruitment; the most prestigious banks and consulting firms do so only at certain colleges, and they have intensified their presence on those campuses in recent years. Over the last five years or so, “the idea of thinking about your professional path has moved much earlier in the undergraduate experience,” Ms. Ciesil said. She said the banks first began talking to students earlier, and it was the entrance of Big Tech onto the scene, asking for junior summer applications by the end of sophomore year, that accelerated recruitment timelines.

“At first, we tried to fight back by saying, ‘No, no, no, no, no, sophomores aren’t ready, and what does a sophomore know about financial modeling?’” said Mr. Woolsey at Union College. But, he added, schools “don’t want to push back too much, because then you’re going to lose revenue,” since firms often pay to recruit on campus.

The Effective Altruist Influence

The marker that really distinguishes Gen Z is how pessimistic its members are, and how much they feel like life is beyond their control, according to Jean Twenge, a psychologist who analyzed data from national surveys of high school students and first-year college students in her book “Generations.”

Money, of course, helps give people a sense of control. And because of income inequality, “there’s this idea that you either make it or you don’t, so you better make it,” Ms. Twenge said.

Mihir Desai, a professor at Harvard’s business and law schools, wrote a 2017 essay in The Crimson titled “ The Trouble With Optionality ,” arguing that students who habitually pursue the security of prestigious employment foreclose the risk-taking and longer-range thinking necessary for more unusual or idealistic achievements. Mr. Desai believes that’s often because they are responding to the bigger picture, like threats to workers from artificial intelligence, and political and financial upheaval.

In recent years, he’s observed two trends among students pursuing wealth. There’s “the option-buyer,” the student who takes a job in finance or consulting to buy more time or to keep options open. Then there’s what he calls “the lottery ticket buyer,” the students who go all-in on a risky venture, like a start-up or new technology, hoping to make a windfall.

“They know people who bought Bitcoin at $2,000. They know people who bought Tesla at $20,” he said.

Some faculty see the influence of effective altruism among this generation: In the last five years, Roosevelt Montás, a senior lecturer at Columbia University and the former director of its Center for the Core Curriculum, has noticed a new trend when he asks students in his American Political Thought classes to consider their future.

“Almost every discussion, someone will come in and say, ‘Well, I can go and make a lot of money and do more good with that money than I could by doing some kind of charitable or service profession,’” Mr. Montás said. “It’s there constantly — a way of justifying a career that is organized around making money.”

Mr. Desai said all of this logic goes, “‘Make the bag so you can do good in the world, make the bag so you can go into retirement, make the bag so you can then go do what you really want to do.’”

But this “really underestimates how important work is to people’s lives,” he said. “What it gets wrong is, you spend 15 years at the hedge fund, you’re going to be a different person. You don’t just go work and make a lot of money, you go work and you become a different person.”

Inside the World of Gen Z

The generation of people born between 1997 and 2012 is changing fashion, culture, politics, the workplace and more..

Many of Harvard’s Generation Z say “sellout” is not an insult, instead it appears to mean something strikingly corporate-minded .

A younger generation of crossword constructors is using an old form to reflect their identities, language and world. Here’s how Gen Z made the puzzle their own .

For many Gen-Zers without much disposable income, Facebook isn’t a place to socialize online — it’s where they can get deals on items  they wouldn’t normally be able to afford.

Dating apps are struggling to live up to investors’ expectations . Blame the members of Generation Z, who are often not willing to shell out for paid subscriptions.

Young people tend to lean more liberal on issues pertaining to relationship norms. But when it comes to dating, the idea that men should pay in heterosexual courtships  still prevails among Gen Z-ers .

We asked Gen Z-ers to tell us about their living situations and the challenges of keeping a roof over their heads. Here’s what they said .

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Project Management Support, Senior Officer

Cities Alliance, which is hosted by UNOPS, is a global partnership promoting the role of cities in poverty reduction and sustainable development. Managed by a Secretariat based in Brussels, it is a unique partnership with a diverse membership which has come together to strengthen both impacts and coherence in urban development. Cities Alliance is a global leader with a strong track record in grant-making, which supports strategic city planning, slum upgrading strategies and national policies designed to make cities more inclusive and sustainable. Through UNOPS, the Cities Alliance operates a Multi-Donor Fund supported by an efficient, flexible grant-making mechanism with global reach. Cities Alliance provides financial and technical assistance to local city stakeholders in low-income countries to identify and implement approaches for improved local migration management that are relevant to each city’s context. As migration and displacement in developing countries are characterized by informality, Cities Alliance builds partnerships among various constituencies at the local, national, and global levels to jointly identify and negotiate a better way forward. Sustainable urban planning instruments, such as urban expansion planning, are at the forefront of Cities Alliance’s work to provide equitable access to a city for all. The Cities Alliance is looking for a Local Advisor for the implementation of the SUIDAC project in Kananga, DRC. 

Starting in 2024 for a period of 48 months, Cities Alliance (UNOPS) will be responsible for the indirect management of the “Sustainable Urban Integration of Displacement-Affected Communities” (SUIDAC) in Sub-Saharan African cities – financed by the European Union. The Action will address the nexus between forced displacement and urban development in five Sub-Saharan countries: Democratic Republic of Congo (DRC), Ethiopia, Somalia, Sudan, and Uganda.

The Action aims to:

Improve social cohesion and self-reliance of Displacement-Affected Communities (DACs) in urban and peri-urban areas and expand legal protection (e.g., access to rights, documentation), with specific attention to forcibly displaced populations (refugees, returnees, and IDPs) and including persons with specific needs.

Strengthen local authorities’ capacities to adopt integrated approaches to forced displacement management in urban contexts and promote political and evidence-based policy dialogue at regional, national, and local levels to improve policy frameworks and influence future policy discussions on urban forced displacement.

The Action target beneficiaries are Displacement-Affected Communities (DACs), as well as their hosting cities. Cities are a new environment for the implementation of EU forced displacement programs. SUIDAC will be the first urban displacement program financed through the 'Neighborhood, Development and International Cooperation instrument – Global Europe' ('NDICI-Global Europe') in the SSA region.

The Action builds on and expands the EU Trust Fund program “CRRF: Inclusive Urban Development and Mobility” ending in 2023. Moving forward, SUIDAC will help tackle the challenges arising from sudden and/or sustained forced displacement currently happening in the secondary cities targeted by the Action

Under the oversight from the Technical Officer, develop, complete, and update the implementation plan of SUIDAC in Kananga.

Support the implementation of the approved plan for SUIDAC in Kananga.

Assist the selected grantees in Kananga to meet their objectives.

Ensure regular and successful communication between all project stakeholders in Kananga.

Act as a liaison person between Kananga project grantees and SUIDAC project team.

Support project synchronization with the Kananga Municipality, ensuring that the project deliverables are included in the Municipality Plans.

Support liaison and mapping of all activities, authorities, and partners implementing similar activities in the region, participate in key events, make presentations when required, and report to the Technical Officer.

Ensure regular reporting of project-related activities to the Technical Officer, the Program Coordinator, the MEAL Specialist, and the Comms Specialist.

In coordination with the Technical Officer, manage the SUIDAC grants in Kananga. Support successful development, implementation, and supervision of assigned grants and work packages.

Embed sustainability dimensions including social and gender inclusion, environmental, and economic aspects into the project lifespan.

When required, with support from the Technical Officer, assist with the implementation of all HSSE requirements in the activities located in Kananga and ensure follow-up.

Support the SUIDAC project team with the organization of national and regional dialogues, ensure the participation of Kananga’s key stakeholders in the national and regional dialogues, and assist with the production of all supporting documents including event reports.

Help with the organization of field missions in Kananga, preparation, and reporting for Cities Alliance staff, consultants, donors, and partners.

When required, provide administrative support in all aspects of project implementation such as organizing workshops, operational support for the Secretariat and partners’ mission in the city.

Comply with all organizational policies and donor policies and assist grantees to comply with all organizational policies and donor policies.

Liaise with the Technical Officer and the grantees on the timely and adequate preparation of regular project and/or financial reports in accordance with Partner and UNOPS requirements for reporting.

In coordination with the Technical Officer, regularly review project status of grantees, evaluating performance criteria (scope, cost, schedule and quality).

Regular reports evaluation to the Technical Officer. 

Track and regularly update milestones and targets for the duration of project’s life span

Under the leadership of the Technical Officer, establish solid working relationships with the local stakeholders in Kananga including local authorities, as well as donors, national authorities and key stakeholders.

Support regular liaison with the Kananga’s local and regional authorities, identify their challenges and needs and when required help to address them. 

Support regular internal coordination with the SUIDAC Comms and M&E Specialists as well as with the SUIDAC local advisors. Provide effective communications from the project in Kananga. 

Assist in making sure stakeholders are aware of project activities in Kananga. 

Work with internal stakeholders to ensure projects comply with audit requirements

Under the guidance of the SUIDAC Technical Officer, support the conduct of effective capacity building activities for the grantees and the local teams in order to build the long-term and sustainable capacity of staff and program stakeholders.

Actively interact with the other SUIDAC Local Advisors and the wider Project Team to share case studies, lessons learned and best practices.

In collaboration with SUIDAC Comms and MEAL Specialists, contribute to the dissemination and sharing of best practices and lessons learned for corporate, regional and national development planning and knowledge building.

An Advanced University Degree (Master’s degree or equivalent) preferably in migration studies, urban development, urban planning, public policy, and administration, or related fields is required. 

A First-level University degree (Bachelor’s degree or equivalent) preferably  in migration studies, urban development, urban planning, public policy, and administration or related fields, combined with two additional years of relevant professional experience may be accepted in lieu of a Master’s degree

• A minimum of two (2) years of demonstrated expertise working in the field of  migration and/or urban development is required.
• A minimum of two (2) years of working experience in DRC is required.
• Previous experience with grant management is considered as an asset. 
• Strong knowledge of sustainable urban growth in secondary cities in the Horn of Africa is an asset. 
• An in-depth understanding of gender equality and women’s empowerment in the field of migration and urban development in the Horn of Africa is a distinctive advantage. 
• Fluency in written and oral French is required.
• Knowledge of English is an asset.

Please note that UNOPS does not accept unsolicited resumes.

Applications received after the closing date will not be considered.

Disclaimer : Contract issuance will be subject to the signature of project agreement and availability of funds.

Please note that only shortlisted candidates will be contacted and advance to the next stage of the selection process, which involves various assessments.

UNOPS embraces diversity and is committed to equal employment opportunity. Our workforce consists of many diverse nationalities, cultures,  languages, races, gender identities, sexual orientations, and abilities. UNOPS seeks to sustain and strengthen this diversity to ensure equal opportunities as well as an inclusive working environment for its entire workforce. 

Qualified women and candidates from groups which are underrepresented in the UNOPS workforce are encouraged to apply. These include in particular candidates from racialized and/or indigenous groups, members of minority gender identities and sexual orientations, and people with disabilities.

We would like to ensure all candidates perform at their best during the assessment process.  If you are shortlisted and require additional assistance to complete any assessment, including reasonable accommodation, please inform our human resources team when you receive an invitation.

Terms and Conditions 

For staff positions only, UNOPS reserves the right to appoint a candidate at a lower level than the advertised level of the post. 

For retainer contracts, you must complete a few Mandatory Courses (they take around 4 hours to complete) in your own time, before providing services to UNOPS. For more information on a retainer contract here .

All UNOPS personnel are responsible for performing their duties in accordance with the UN Charter and UNOPS Policies and Instructions, as well as other relevant accountability frameworks. In addition, all personnel must demonstrate an understanding of the Sustainable Development Goals (SDGs) in a manner consistent with UN core values and the UN Common Agenda.

It is the policy of UNOPS to conduct background checks on all potential personnel. Recruitment in UNOPS is contingent on the results of such checks.

Contract type: Individual Contractual Agreement (ICA) Contract level: Local ICA Specialist 9 (LICA 9) Contract duration: 12 months initially, subject to funding availability and satisfactory performance.

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• __vacancyopjusttionswidget.opt-Type of Employment__ Full-time
• __vacancyopjusttionswidget.opt-Department__ Sales & Business Development
• __vacancyopjusttionswidget.opt-Institution__ Adtalem Global Education
• __vacancyopjusttionswidget.opt-Location __ Remote (US), Seattle

Business Development Consultant

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Job description

About Adtalem Global Education Adtalem Global Education is a national leader in post-secondary education and leading provider of professional talent to the healthcare industry. Adtalem educates and empowers students with the knowledge and skills to become leaders in their communities and make a lasting impact on public health, well-being and beyond. Through equitable access to education, environments that nurture student success, and a focus on expanding and diversifying the talent pipeline in healthcare, Adtalem is building a brighter future for communities and the world. Adtalem is the parent organization of American University of the Caribbean School of Medicine, Chamberlain University, Ross University School of Medicine, Ross University School of Veterinary Medicine and Walden University. Visit Adtalem.com for more information, and follow on Twitter and LinkedIn.

Opportunity at a Glance

Join a dynamic team helping healthcare and other organizations and professionals achieve their goals. The Talent Solutions Consultant role ("Consultant") plays a very important part in the Adtalem Global Education ("Adtalem") strategy to be the leading provider of professional talent to healthcare and other organizations. The Consultant develops and expands high impact, innovative partnerships with organizations and implements programs and strategies on local,  regional,   national levels. This unique role collaborates with leadership, engages with the employees and key stakeholders at our partner organizations and others to promote the programs we offer  as an expert ambassador for our institutions. The Consultant represents the institution at a variety of engagements, including career fairs, orientations, graduations, "lunch and learns" and other meetings.

This position will cover OR, WA and AK.   Responsibilities

• Foster strong relationships with leaders at collaborating organizations, and become the trusted partner
• Establish new educational and talent development partnerships and grow existing relationships – in clinical and other areas.
• Meet with current and prospective partners to strengthen and further develop partnership
• Coordinate local activities with regional and national account executives in alignment with overall plans
• Under direct supervision, proposes and negotiates new and revised contracts with external organizational partners, and nurture these partnerships and collaborations
• Attend events such as career fairs and trade shows in the healthcare industry and other segments, where relevant, to market programs and develop inquiries.
• Successfully manage informational and promotional outreach campaigns in close coordinate with marketing and enablement
• Develop account and territory plans, and activity reports utilizing Salesforce
• Collaborate with internal functions
• Provide partner, employee and industry insights to internal teams such as product and marketing
• Recommend changes in procedures to improve the effectiveness of the team/function
• Performs other duties as assigned
• Complies with all policies and standards
• Bachelor's Degree in business required or other directly relevant discipline required and Master's Degree preferred
• 5 years of successful sales experience, including managing a sales process required
• 2 years providing services and/or education directly to the healthcare industry required
• Track record of establishing, strong relationships within the local hospital, healthcare management industry, and other relevant organizations
• Highly motivated, ambitious, and energetic, with a service and strategic mindset
• Ability to consistently communicate effectively, both verbally and in writing
• Ability to deliver effective in-person and virtual presentations
• Ability to quickly build rapport and inspire trust in others; naturally effective when interacting with a wide variety of people in individual and group settings
• Flexible and adaptable, a strong team player who enjoys collaborating and sharing successes
• Ability to travel up to 80%
• Consistently make ethical decisions and can focus on doing what is best for students and Adtalem

In support of the pay transparency laws enacted across the country, the expected salary range for this position is between $51962.03 and $93918.96. Actual pay will be adjusted based on job-related factors permitted by law, such as experience and training; geographic location; licensure and certifications; market factors; departmental budgets; and responsibility. Our Talent Acquisition Team will be happy to answer any questions you may have, and we look forward to learning more about your salary requirements. The position qualifies for the below benefits. Adtalem offers a robust suite of benefits including:

• Health, dental, vision, life and disability insurance
• 401k Retirement Program + 6% employer match
• Participation in Adtalem’s Flexible Time Off (FTO) Policy
• 12 Paid Holidays For more information related to our benefits please visit: https://careers.adtalem.com/benefits .

Equal Opportunity – Minority / Female / Disability / V / Gender Identity / Sexual Orientation

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Study Abroad | 6 Reasons To Pursue Your Studies & Career In Australia!

Pada halaman ini, 1. home to many of the top 100 universities in the world, 2. a value for money study destination, 3. a growing number of job vacancies in the private & public sector, a melting pot of cultures, diversity & demographics, enjoy a great work-life balance, topik yang dibahas.

• 30 April 2024

Studying abroad is a great adventure every student looks forward to, but it is also a big commitment for a few years. Thankfully, your search might be finally finished with Australia!

From beautiful landscapes to a laid-back culture and friendly people, every day in Australia is like a mini-holiday as you pursue your dream degree and establish your career.

Oh, did we forget to mention that Australia is also home to a wide variety of world-class universities spread across dynamic cities, each having its own unique spirit and vibe?

In fact, even during the pandemic, almost 480,000 students were studying in Australia during the first 6 months of 2022. The balance of work and play, study and chill and endless exploration makes it an idyllic study destination for students looking for the quintessential study abroad experience.

Australia is home to many of the top universities in the world. In fact, there are 7 universities on the top 100 list, including the

which are leading research excellence and developing breakthroughs for Australia and the world.

Together their research contributes over $24 billion each year, supporting more than 50,000 jobs and delivering $10 in benefits for every $1 of research income.

When you study in Australia, you’ll be studying a world-recognised qualification that can allow you to pursue your dream career back home or in Australia itself.

While Australia isn’t the cheapest study destination in the world, it is much more affordable than other countries that deliver a similar standard of education.

While the cost of living in Australia might be slightly more than in countries like the UK, tuition costs are generally lower than that in the UK and even America.

However, you can always lower the cost of living by studying in cities beyond just the usual selection of Sydney and Melbourne. You can opt to study at universities located in Brisbane, Canberra and Adelaide. All of which, are world-renowned institutions while also enjoying a fantastic standard of living for less!

While other countries might be suffering from a slowdown, the Australian economy is strong with nearly 30% job growth over the last year!

The private sector has added 439,000 new jobs while the public sector increased its job vacancies by 41,000. This shows much demand is needed for skilled labour which is good news for international students looking to establish their careers in an English-speaking country.

In fact, two of the largest growing sectors in Australia are IT and healthcare. The recent pandemic has shown the need for enhanced technology and healthcare services. In 2021, health and social care in Australia employed over 1.8 million people and is poised to grow to 2 million by 2025!

Of all the study destinations in the world, Australia has arguably the most diverse mix of cultures not just on campus but across the cities as well.

International students form a significant part of this melting pot culture with diverse nationalities that span across the globe. These include students from China, India, Indonesia, Korea and Singapore. In the University of Sydney alone, over 28% of undergraduates are international students.

You’ll not only be exposed to the dynamic Aussie culture down under, but also get the opportunity to interact with students and people across different cultures, including aboriginal and Torres Strait Islanders as well!

In Australia, you’ll be living your best life, broadening your horizons and shaping yourself as a holistic individual beyond just academic excellence.

Australia is one of the highest ranked countries on the Human Development Index (HDI), which highlights the work-life balance Australians enjoy. In addition, you’ll be able to explore some of the most beautiful countryside and natural attractions on Earth.

From the Great Barrier Reef in Queensland to the Uluru-Kata Tjuta National Park and the Great Ocean Road, you’ll have ample opportunities to explore Australia’s outback and her natural wonders.

You won’t just take home a valuable degree, you’ll leave with beautiful memories and incredible experiences that will help develop you into a well-rounded and holistic individual!

Satu akun untuk semua kebutuhan studi Anda di luar negeri

Buat profil Anda dan buka beragam fitur termasuk rekomendasi yang dipersonalisasi, aplikasi yang dilacak dengan cepat, dan masih banyak lagi.

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2025 WACHS Registrar

• Albany Health Campus
• Broome Regional Hospital
• Bunbury Health Campus
• Geraldton Regional Hospital
• Kalgoorlie Health Campus
• WA Country Health Service

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• 👤 Registrar Service
• 👤 Registrar Trainee
• 👤 Resident Medical Officer
• 👤 Senior Registrar
• 🩺Addiction medicine
• 🩺Anaesthesia
• 🩺Cardiology
• 🩺Dermatology
• 🩺Emergency medicine
• 🩺General practice
• 🩺Intensive care medicine
• 🩺Medical administration
• 🩺Obstetrics and gynaecology
• 🩺Occupational and environmental medicine
• 🩺Ophthalmology
• 🩺Paediatrics and child health
• 🩺Pain medicine
• 🩺Palliative medicine
• 🩺Psychiatry
• 🩺Public health medicine
• 🩺Radiation oncology
• 🩺Rehabilitation medicine
• 🩺Sexual health medicine
• 🩺Sport and exercise medicine
• Fixed Term Full Time
• Fixed Term Part Time
• Opening at: May 27 2024 at 12:00 AWST
• Closing at: Jun 24 2024 at 16:00 AWST
• WACHS Registrars Pool

This is a Recruitment Pool for the WA Country Health Service (WACHS) Registrar appointments in 2025.

Location: Albany, Broome, Bunbury, Geraldton, and Kalgoorlie Hospitals.

Salary South of the 26th parallel:

Registrar Year 1-7 $139,932 to $186,790 p.a. pro rata*

*includes base salary $115,028 to $157,053 pa, professional development allowance $10,472 pa and 11.5% employer contributed superannuation**.  

Senior Registrar Year 1-2, $204,240 to $213,529 p.a. pro rata*

*includes base salary $168,679 to $177,010 pa, professional development allowance $14,960 pa and 11.5% employer contributed superannuation**.

 Salary North of the 26th parallel:

Registrar Year 1-3 $163,260 - $178,561 p.a. pro rata*

*includes base salary $135,950 to $149,673 pa, professional development allowance $10,472 pa and 11.5% employer contributed superannuation**.  

HSMP Year 1-6, $268,320 to $336,783 p.a. pro rata*

* includes base salary $208,720 to $270,122 pa, professional development allowance $31,926 pa and 11.5% employer contributed superannuation**.  

* Salary effective as of 01/07/2023.

** Superannuation effective as of 1/07/2024

Applications Close: Monday 24/06/2024 at 4.00 pm

Fixed Term Full Time, fixed term part time and/or casual appointments for 6 to 36 months commencing in February 2025, with the possibility of extension(s).

Suitable applicants will be placed in a pool from which appointments may be made when similar vacancies occur. Appointments may be made from this pool until 31/10/2024.

Position Profile:   This 2025 WACHS Registrar Pool is used to fill the positions listed below to commence working in February 2025. By downloading the  2025-Registrar-Positions-Booklet-1.pdf (health.wa.gov.au)  you can read about each registrar position and hospital site listed below.

Positions being advertised within this recruitment Pool are:

Anaesthetics

Geraldton - Anaesthetics Service Registrar

Emergency Medicine

Albany - Emergency Medicine Trainee Registrar

Albany - Emergency Medicine Service Registrar

Broome - Emergency Medicine/General Medicine Service Registrar

Bunbury - Emergency Medicine Registrar

Geraldton - Emergency Medicine Service, ACRRM/RACGP Advanced Skills and Advanced Trainee Registrar

General Medicine

Albany - General Medicine Advanced Trainee Registrar

Albany - General Medicine Service Registrar *

Broome - General Medicine Advanced Trainees Registrar

Bunbury - General Medicine Advanced Trainee Registrar

Bunbury - General Medicine Service Registrar *

Geraldton - General Medicine Service and Advanced Trainee Registrar *

General Surgery

Bunbury - General Surgery Service Registrar

Geraldton - General Surgery Service Registrar

Kalgoorlie - General Surgery Service Registrar

Bunbury – Geriatric Service Registrar

Intensive Care Unit

Bunbury - Intensive Care Medicine Service and Trainee Registrar

Medical Administration

Geraldton - Medical Administration Trainee Registrar

Obstetrics & Gynaecology

Bunbury – Obstetrics & Gynaecology Advanced Trainee Registrar

Bunbury - Obstetrics & Gynaecology Service Registrar

Kalgoorlie – Obstetrics & Gynaecology Service Registrar

Orthopaedic Surgery

Kalgoorlie – Orthopaedic Surgery Service Registrar

Paediatrics

Albany - Paediatric Service Registrar

Geraldton - Paediatric Service Registrar

Kalgoorlie – Paediatric Service Registrar

Palliative Care

Albany - Palliative Care Service Registrar

* “Candidates successful in obtaining a WACHS Service General Medicine Registrar contract at eligible sites are welcome to apply for a Basic Physician Training (BPT) Adult Internal Medicine (AIM) Year 1 training position via the 2025 Centralised BPT process . Please contact the WACHS Physician team on [email protected] for more information”

Area Profile:

The WA Country Health Service (WACHS) is the largest country health system in Australia and one of the biggest in the world, providing health services to approximately half a million people, including45,000 Aboriginal people, over a vast two and a half million square kilometre area. The organisation comprises seven regions, with a strong network of public hospitals, health services and health centres located across rural and remote Western Australia. Our core business is the provision of quality, accessible health services to country WA residents and visitors.

Employee Benefits:

In addition to the great salary our employees enjoy an amazing range of benefits which may include (in line with operational requirements):

• 11.5% employer contributed superannuation into a fund of your choice (effective 1st July 2024). For further information click here .
• Access to generous salary packaging arrangements
• Professional development opportunities and study leave/assistance
• Flexible working arrangements
• Flexible leave arrangements
• Other professional and location-based allowances

For Further Job-Related Information:

If you wish to know more about the role/s, we encourage you to contact Head of Department (HOD) contacts listed in the attached 2025 WACHS Registrar Position Booklet .  Please do not contact HOD about the application process.

Application Instructions:

Applicants must create a profile and apply online here with a valid email address.  E-mailed applications will not be accepted.

Applicants are required to attach:

1. Curriculum Vitae or Resume

• Details of your educational background.
• Medical employment history including any involvement with research.
• The names and contact details of TWO professional referees who have supervised past clinical work within the past 12 months. (Please include the referee's email address)

2. Statement addressing Selection Criteria below (required- 4-6 pages maximum)

• Do not sign and submit the JDF as your response to the selection criteria.
• Eligible for registration with the Medical Board of Australia.
• Demonstrated relevant clinical and procedural experience and/or specialty trainee registration.
• Demonstrated participation in quality assurance activities, continuing medical education activities to maintain and upgrade knowledge and skills.
• Demonstrated commitment to safety and quality in healthcare through awareness of safe clinical practice within own limitations, and continuous improvement to patient outcomes.
• Experience of or interest in experiencing health service delivery and patient care in rural setting.
• Demonstrated ability to provide education, supervision, training, and support to more junior staff.

3. Cover Letter (maximum of two pages) including:

• Clearly include your desired career path and interests.
• Indicate clear position/site preference (select a maximum of three Position/Site Preferences also within application).
• Specific requirements if requesting to work part time.
• Indicate if applying with a partner.
• Any scholarships or rural bonding received.

4. Proof of citizenship and residency status - copy of passport and copy of current visa OR Australian birth certificate.

5. Evidence of English language skills registration standard (if applicable)

6. Two recent Referee Nominees or End of Term Assessments

• Hospitals may accept term assessments as an alternative to seeking formal referee reports.
• Enter recent referee nominee names.

7. AMC Certificate and exam result (if applicable)

To apply for this vacancy now, please click “Apply”.

Applicant documents should be complete and ready to attach prior to applying online. Please ensure you allow sufficient time to complete the online application process.

Multiple applications will not be considered in their entirety. Where multiple applications are uploaded, the last document to be uploaded will be the only document accepted and considered by the panel.

Applicants are advised that selection interviews may not be required.

Recruitment Agencies presenting medical practitioners to WA Country Health Service (WACHS) must read the attached "2024 Agreement for Supply of Services - Recruitment of Medical Practitioner".

If you experience difficulties while applying online, please contact [email protected]  

Other Conditions:

• Positions are subject to a Western Australian Working With Children (WWC) Check. For further information please refer to the WWC website at: https://workingwithchildren.wa.gov.au
• WA Health engages staff in positions of trust and responsibility. WA Health policies require applicants to undertake criminal records screening and integrity checking as part of the appointment process. Referees may also be asked to comment on an applicant’s integrity and past demonstration of ethical behaviour.
• WA Health is committed to eliminating all forms of discrimination in the provision of our service. We embrace diversity and strongly encourage applications from Aboriginal and Torres Strait Islander peoples, people from culturally diverse backgrounds and people with disabilities.
• WA Health is committed to growing the Aboriginal workforce as a part of WA Health’s Aboriginal Workforce Policy. As a measure to achieve equality, Section 51 of the Equal Opportunity Act 1984applies to this position. Aboriginal people are encouraged to apply.
• Please note this recruitment process requires completion of satisfactory Pre-Employment Health Assessment (PEHA). Any offer of employment with WA Country Health Service (WACHS) is conditional on satisfactory PEHA to ensure you can perform the inherent requirements of the position. An unsatisfactory PEHA will result in the offer of employment being withdrawn. Please see the attached WACHS PEHA Policy for further information.

Lodgement is system generated. Any submissions on, or after, 4:00pm on 24/06/2024 AWST will not be accepted.

APPLICATIONS SUBMITTED WITHOUT A CURRICULUM VITAE (CV) / RESUME WILL BE INVALID.

LATE OR EMAIL APPLICATIONS WILL NOT BE CONSIDERED.

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Geographic coordinates of Elektrostal, Moscow Oblast, Russia

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Coordinates of Elektrostal in decimal degrees

Coordinates of elektrostal in degrees and decimal minutes, utm coordinates of elektrostal, geographic coordinate systems.

WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System).

Geographic coordinates (latitude and longitude) define a position on the Earth’s surface. Coordinates are angular units. The canonical form of latitude and longitude representation uses degrees (°), minutes (′), and seconds (″). GPS systems widely use coordinates in degrees and decimal minutes, or in decimal degrees.

Latitude varies from −90° to 90°. The latitude of the Equator is 0°; the latitude of the South Pole is −90°; the latitude of the North Pole is 90°. Positive latitude values correspond to the geographic locations north of the Equator (abbrev. N). Negative latitude values correspond to the geographic locations south of the Equator (abbrev. S).

Longitude is counted from the prime meridian ( IERS Reference Meridian for WGS 84) and varies from −180° to 180°. Positive longitude values correspond to the geographic locations east of the prime meridian (abbrev. E). Negative longitude values correspond to the geographic locations west of the prime meridian (abbrev. W).

UTM or Universal Transverse Mercator coordinate system divides the Earth’s surface into 60 longitudinal zones. The coordinates of a location within each zone are defined as a planar coordinate pair related to the intersection of the equator and the zone’s central meridian, and measured in meters.

Elevation above sea level is a measure of a geographic location’s height. We are using the global digital elevation model GTOPO30 .

Elektrostal , Moscow Oblast, Russia