Education Officer, Early Grade Learning
Application deadline 3 months ago: Tuesday 11 Oct 2022 at 00:00 UTCOpen application form
This is a UNV National Specialist contract. This kind of contract is known as National UN Volunteer. It is normally only for nationals. More about UNV National Specialist contracts.
Despite progress towards universal education in Indonesia, the country still lags behind in terms of learning outcomes and is facing a ‘learning crisis’ with multiple dimensions as reflected in large proportions of children and youth lacking foundational literacy and numeracy skills, as well as the 21st century skills needed to fulfil their potential in life.
The Indonesian National Assessment Program (INAP) in 2016 showed that only 53 per cent of children in grade 4 performed well in reading, 23 per cent in mathematics and 26 per cent in science. There similarly concerning results at higher age levels, as the results of the Programme for International Student Assessment (PISA) 2018 showed that 70 per cent of 15-year-old students did not achieve the minimum proficiency level in reading and 71 per cent in mathematics.
Concerningly, due to the impact of the pandemic, learning outcomes are weaker because of large scale learning loss caused by prolonged school closures and haphazard school re-openings. So much so, that a 16-point decline in Indonesia’s PISA reading scores (most optimistic scenario) among 15-year-old students has been forecast (World Bank). Furthermore, evidence suggests a serious decline in learning proficiency amongst early grade primary school students. UNICEF’s recent baseline student learning assessment of early grade primary students in South Sulawesi, for example, found a significant increase in the percentage of children who are unable to read, including 7 per cent in 2014, compared with 11 per cent in 2021. The impact on learning is also impacting students in the region, as UNICEF estimates a 10 to 20 per cent increase in the percentage of children performing below the expected reading proficiency level for Grade 5 students, based on findings from the South East Asia Primary Learning Metrics (SEA-PLM) student assessment.
Research shows that low performance in reading is a strong predictor and determinant of performance in other subject areas. So, addressing the learning crisis needs to begin with improving children’s basic literacy skills from the very beginning of their schooling experiences; and supporting early development of numeracy skills.
Against this situation of learning crisis and inequity in learning outcomes, UNICEF has been providing support to improve the quality of education in the most disadvantaged regions, with particular attention to Papua and West Papua provinces. With the success of the Early Grade Learning (EGL) program in Papua over the past country program (2016-2020), UNICEF is now focusing on scaling-up and mainstreaming interventions for learning improvement under the current country program (2021-2025). The current phase (phase 3) of the EGL programme will run for three years - September 2021 until January 2024.
The UNV will be work as part of the UNICEF Indonesia education team, working specifically on issues related to the promotion of foundation learning (including literacy and numeracy skills); and helping with work to scale-up and mainstream EGL interventions. Under the guidance of the Education Specialist for Early Grade Learning, as the direct supervisor for this position, the UNV will be expected to work cross-sectorally with other UNICEF clusters and to provide support to UNICEF Field Offices in the area of foundational skills development.
Within the delegated authority and supervision of the Education Specialist for Early Grade Learning, and in coordination with the education teams in UNICEF Indonesia Field Offices (located in Jayapura, Kupang and Makassar), the UNV for Early Grade Learning will:
Facilitate communication with the Ministry of Education, Culture, Research and Technology (MoECRT), Ministry of Home Affairs (MoHA) and other governmental organizations regarding mainstreaming early grade learning improvement programs into national systems.
Convene and engage with internal and external experts and partners, including government officials, civil society partners and teacher preparation institutions to promote learning with special attention to foundational skills. This includes supporting the organization of advocacy and knowledge sharing workshops and other relevant activities.
Support UNICEF education team in facilitating the implementation of research studies on issues related to foundational learning and teacher absenteeism; the collection and analysis of baseline and endline student learning data; and up-keep of monitoring and evaluation data for programme analysis and reporting, particularly relating to GEDSI elements. This includes supporting contractual arrangements, data collection/tracking and coordination, as well as undertaking field work to program sites, as required.
Identify and establish relationships with civil society organization and academic partners at the national level for strengthening UNICEF’s advocacy for foundational learning in literacy and numeracy, including with reference to GEDSI dimensions.
Maintain close coordination and collaboration with the education teams in UNICEF field offices (particularly Jayapura, Kupang and Makassar) on issues related to the scaling-up and replication of the EGL program.
Keep abreast of national priorities, programs and initiatives on learning and coordinate internally towards aligning the interventions of UNICEF and implementing partners with these.
Provide inputs into the development of donor proposals, reports and contribute to resource mobilization efforts.
Undertake any other related tasks as may be required or assigned by the supervisor.
Furthermore, UN Volunteers are encouraged to integrate the UN Volunteers programme mandate within their assignment and promote voluntary action through engagement with communities in the course of their work. As such, UN Volunteers should dedicate a part of their working time to some of the following suggested activities:
Strengthen their knowledge and understanding of the concept of volunteerism by reading relevant UNV and external publications and take active part in UNV activities (for instance in events that mark International Volunteer Day);
Be acquainted with and build on traditional and/or local forms of volunteerism in the host country;
Provide annual and end of assignment self-reports on UN Volunteer actions, results and opportunities.
Contribute articles/write-ups on field experiences and submit them for UNV publications/websites, newsletters, press releases, etc.;
Assist with the UNV Buddy Programme for newly-arrived UN Volunteers;
Promote or advise local groups in the use of online volunteering or encourage relevant local individuals and organizations to use the UNV Online Volunteering service whenever technically possible.
Professionalism: demonstrated understanding of operations relevant to UNICEF; technical capabilities or knowledge relevant or transferrable to UNICEF procedures and rules; discretion, political sensitivity, diplomacy and tact to deal with clients; ability to apply good judgement; ability to liaise and coordinate with a range of different actors, especially in senior positions; where appropriate, high degree of autonomy, personal initiative and ability to take ownership; resourcefulness and willingness to accept wide responsibilities and ability to work independently under established procedures; ability to manage information objectively, accurately and confidentially; responsive and client-oriented;
Integrity: demonstrate the values and ethical standards of the UN and UNICEF in daily activities and behaviours while acting without consideration of personal gains; resist undue political pressure in decision-making; stand by decisions that are in the organization’s interest even if they are unpopular; take prompt action in cases of unprofessional or unethical behaviour; does not abuse power or authority;
Teamwork and respect for diversity: ability to operate effectively across organizational boundaries; excellent interpersonal skills; ability to establish and maintain effective partnerships and harmonious working relations in a multi-cultural, multi-ethnic, mixed-gender environment with sensitivity and respect for diversity; sensitivity and adaptability to culture, gender, religion, nationality and age; commitment to implementing the goal of gender equality by ensuring the equal participation and full involvement of women and men in all aspects of UN operations; ability to achieve common goals and provide guidance or training to colleagues;
Commitment to continuous learning: initiative and willingness to learn new skills and stay abreast of new developments in area of expertise; ability to adapt to changes in work environment.
Planning and organizing: effective organizational and problem-solving skills and ability to manage a large volume of work in an efficient and timely manner; ability to establish priorities and to plan, coordinate and monitor (own) work; ability to work under pressure, with conflicting deadlines, and to handle multiple concurrent projects/activities;
Communication: proven interpersonal skills; good spoken and written communication skills, including ability to prepare clear and concise reports; ability to conduct presentations, articulate options and positions concisely; ability to make and defend recommendations; ability to communicate and empathize with staff (including national staff), military personnel, volunteers, counterparts and local interlocutors coming from very diverse backgrounds; capacity to transfer information and knowledge to a wide range of different target groups;
Flexibility: adaptability and ability to live and work in potentially hazardous and remote conditions, involving physical hardship and little comfort; to operate independently in austere environments for protracted periods; willingness to travel within the area of operations and to transfer to other duty stations within the area of operations as necessary; and
Genuine commitment towards the principles of voluntary engagement, which includes solidarity, compassion, reciprocity and self-reliance; and commitment towards UNICEF’s mission and vision, as well as to the UN Core Values.
education or other relevant field. Experience as a volunteer or researcher in a relevant domain may be considered in lieu of work experience. Experience in education research and quantitative data analysis, as well as in utilizing data processing software (e.g. STATA, SPSS), will be an advantage.
The position will be based in the capital, Jakarta, where basic living needs, including accommodation, banking facilities, medical facilities and telecommunications/internet services are readily available. All staple foods can be found in the markets, eg: rice, meat, vegetables, fruit, cooking oil, salt, etc. Many imported goods are available in Jakarta and other places throughout Indonesia. Jakarta has many good restaurants with good health standards and most guesthouses provide food. In Indonesia the most used means of transportation are taxi or local bus. Mobile phone is the most dependable tool to be in-touch with colleagues and friends. Internet service is readily available and affordable at most places.
As this is a national UN Volunteer assignment, the UN Volunteer will be responsible for arranging his/her own housing and other living essentials. National UN Volunteers are part of the malicious insurance plan.
-National UN Volunteer Specialist receives approximately IDR 8,237,403.08 as Monthly Living Allowance. -Provided with assignment travel cost and entry lumpsum if applicable. -Enrolled in health, life, disability insurance. -Applicable dependents (primary family unit, up to 3) are eligible for health insurance. -Entitled to annual leave, 2.5 days per month. -Provided with exit lumpsum to support transition at the end of assignment.
For more information about UNV Conditions of Service and Entitlements, please refer to the following: