Organization:UN Children’s Fund
UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.
Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.
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For every child, Education
A steadily growing economy isn’t benefiting all. Half the population still lives in poverty and children’s changes can vary dramaticaly depending on their families wealth or where they live.
For more information, visit the UNICEF Indonesia Country Office website:https://www.unicef.org/indonesia/
How can you make a difference?
Title: National Consultant: Promoting Inclusiveness in Policy Making of Education Programme in MakassarDuty Station: Makassar Type of Contract: Individual Consultancy (Special Service Agreement)Duration: October 2018 – September 2019 (11 months full time)
Indonesia has seen high sustained rates achieved in terms of enrolment in primary education during the latest 5 years. Since 2015 the Government of Indonesia shifted its focus from 9 Years Compulsory Education to 12 Years Universal Education which is implemented, among others, through Smart Indonesia Programme (or Program Indonesia Pintar). Despite the progress, data on Out-of-School Children suggests that about 5.1 million children of school-going age are still out of school (SUSENAS, 2016). The analysis identifies significant gap in education participation between children from the richest and the poorest quintile with most of the children who are out of school were dropping out during their transition to secondary education, as well as the socio-cultural factor, along with geographical isolation, disabilities, and gender as main factors that contribute to children either never attend or dropping out of school.
While the government is addressing the cost barriers to schooling through expansion of compulsory education to 12 years, provision of cash transfers to school-age children from poor families through the Kartu Indonesia Pintar (Indonesia Smart Card) programme, provision of Bantuan Operasional Sekolah (School Operational Assistance) at all education levels, and implementation of One-Roof School programme, UNICEF is focusing on making these initiatives successful by addressing barriers to improved access to quality education, including for children with disabilities.
With support from Reach Out to Asia and the Futbol Club Barcelona Foundation, since 2016 UNICEF has been supporting education for children with disabilities through the 1 in11 partnership. The programme aims to enhance and sustain access of children with disabilities and other marginalized children to quality education. This is done through testing of innovative approaches for providing appropriate inclusive learning environment, and supported by demand creation using multimedia campaigns and parenting education. On the supply side, through capacity development of personnel, development of improved tools, procedures and tested models, generation of knowledge and evidence and advocacy, the programme contributes to improved skills and motivation of duty bearers to deliver education services in inclusive settings. This is expected to lead to improved effectiveness and efficiency of government investments in inclusive education and, in turn, improve access and quality of education for the most marginalized children. In order to represent different educational settings, the programme has been implemented in One Roof or SATAP schools to see the applicability of the approaches in rural-remote contexts.
- Increased access and retention of out of school children in formal and non-formal educational institutions. Around 5,000 children (with and without disabilities) will be supported to have their second chance education through community and village action plans.
- Improved capacity of at least 200 teachers, principals, and school supervisorsto deliver life skills based education through improved inclusive pedagogical skills and quality physical education, sports, and play both for able-children and children with disabilities.
- A positive changeis created in the attitudes of policy makers, service providers, parents, and community memberstowards out of school children and children with disabilities and their rights.
- Increased understanding and commitmentfrom selected provincial and district governments in supportingInclusive Educationas shown by (i) budget allocation and (ii) provision of professional and adequate human resources and expertise.
TASKS & RESPONSIBILITIES:
- Support the overall Out-of-School Children initiative through provision of technical support for the implementation of Inclusive Education programme in South Sulawesi.
- Work closely with internal and external colleagues and partners to ensure the quality of the implementation of the Inclusive Education programme’s work plans for South Sulawesi.
- Ensure good coordination, collaboration and information sharing with colleagues in charge of other Out-of-School Children initiative (e.g. CBDIS / Back to School Movement) especially for implementation of activities in overlapping districts.
- Conduct field monitoring with implementing partners and Government officials, and prepare minutes/reports on results of programme implementation for follow up actions by relevant colleagues and other stakeholders. Assist in following up on unresolved issues to ensure resolution.
- Support data and information collection for monitoring and measuring the programme’s achievement and provide inputs for programmes/donor reporting.
- Provide technical and operational support to government counterparts, NGO partners, and other relevant partners in development of programme’s activity plan and assist follow up both for their administrative process internal UNICEF and for their implementation in the field in South Sulawesi.
- Act as Inclusive Education focal point at Makassar Field Office and provide inputs to the Chief of Field Office for sub-national level meetings such as RAKORMAN (Rapat Koordinasi dan Manajemen) and Inclusive Coordination Working Groups (PokJa), in coordination with Jakarta staff.
- Two trip reports per trimester to pilot locations.
- Minutes of meetings with Government such as RAKORMAN and POKJAS.
- Minutes of meetings with Chief of Field Office (monthly), and Makassar-based Government partners (bi-monthly)
2. Innovation, knowledge management and capacity building
- Provide support in identifying, capturing, and sharing lessons learned for knowledge development and capacity development of stakeholders.
- Provide technical support for documentation of the programme’s good practices and assist advocacy initiatives of these good practices in order to promote dissemination of the programmes to non-targeted areas.
- Participate as a resource person and facilitator in capacity building initiatives to enhance the competencies of programmes’ stakeholders and partners to achieve the programme’s results.
- To provide advocacy and TA for the integration of the best practices in the local government’s planning and budgeting.Outputs:
- Lessons learned document finalised.
- Good practices document finalised.
- Reports on capacity building initiatives.
- The good practices are integrated in the government’s planning and budgeting for IE and OOSC initiatives.
3. Networking and partnership building
- Build and sustain effective close working partnerships with government counterparts and stakeholders through active sharing of information and knowledge on Inclusive Education strategies, attending coordination meetings, and leveraging the dissemination process of the programmes’ good practices and lessons learned.
- Play a leading role in maintaining good coordination with the Provincial Education Office of South Sulawesi especially to leverage support for optimal implementation of Inclusive Education Programme in the region.
- Build and maintain coordination with CSOs, NGOs and DPOs (Disabled Persons Organizations) to support the OOSC initiatives, particularly in implementation pilot areas in Sulawesi.
- Meeting minutes and stakeholder responsibility matrix for follow-up.
- Database of CSOs, NGOs and DPOs at province and district levels.
- Minutes of coordination meetings with CSOs, NGOs and DPOs. To facilitate a stakeholders forum for IE and OOSC.
The consultant will also be required to submit Monthly Progress Report, and a Final Report at the end of the tenure, highlighting:
- Progress of implementation by districts, against programme documents’ targets
- Key handover points and responsibility matrix for sub-national government partners
To qualify as an advocate for every child you will have…
- At least bachelor degree in one of the disciplines relevant to the following areas: Education, Psychology, Sociology or other social science, or significant work experience in a relevant area.
- At least 5 years’ extensive experience in programme implementation and monitoring with sub-national government authorities (e.g. District/Provincial Planning Board, District/Provincial Education Office, local parliament) supported by strong knowledge about government system especially in government planning policy development process at sub-national level.
- Extensive experience and knowledge in programmes related to community-based data collection initiatives, education micro-planning, School Based Management for junior secondary school, and Inclusive Education.
- Strong knowledge on the current challenges faced by out of school children including their bottlenecks in accessing education services.
- Strong analytical skills supported by good written and communication skills in English.
- Strong interpersonal and proven communications and training skills especially in advocacy, and in working with sub-national government and other stakeholders
This consultancy assignment includes travels outside duty Station (Makassar): to Bone, Pangkajene Kepulauan and Jakarta. A lumpsum budget for flights and Daily Subsistence Allowance (DSA) will be allocated for these travels.
UNICEF’s core values of Commitment, Diversity and Integrity and core competencies in Communication, Working with People and Drive for Results.
UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of the organization. This consultancy is open for Indonesian national only.
Only shortlisted candidates will be contacted and advance to the next stage of the selection process.
UNICEF is committed to diversity and inclusion within its workforce, and encourages qualified female and male candidates from all national, religious and ethnic backgrounds, including persons living with disabilities, to apply to become a part of our organization. To apply, click on the following linkhttp://www.unicef.org/about/employ/?job=516504