Education Officer, Foundational Skills

Job Title: Education Officer, Foundational Skills

Organization: United Nations Volunteers (UNV)

Host entity: UNICEF Indonesia

Assignment country: Indonesia

Expected start date: 03/07/2023

Sustainable Development Goal: 4. Quality education

Volunteer category: National UN Volunteer Specialist

Type: Onsite

Expected end date: 03/07/2024

Number of assignments: 1

Duty stations: Jayapura

Details

Mission and objectives

UNICEF works to help the children of Indonesia reach their full potential. We assist our partners to monitor and measure progress against these rights via the child-focused Sustainable Development Goals, with an emphasis on the most vulnerable children. Our programme interventions are rights-based, cut across different sectors, respond to the specific needs of girls and boys and address the vulnerabilities and strengths of children in their first and second decades of life. UNICEF has a strong on-the-ground presence in Indonesia, with seven regional and sub-regional offices. These are primarily in areas with the greatest disparities and service gaps. They complement our high-level policy and programme advice with practical support for planning, financing and service delivery, especially to advocate for quality, equity and sustainability. Indonesia has the world’s fourth largest child population. UNICEF's presence in the country means we have the potential to impact more than 80 million children. We take this responsibility seriously and are committed to ensuring that children and adolescents – the building blocks of Indonesia’s future – have an equal chance in life.

Context

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. Recently, in 2021 Indonesia’s Ministry of Education, Culture, Research and Technology (MoECRT) conducted a new national assessment for Grade 5, 8 and 11 students. The assessment shows significant gaps in learning, particularly in grades 5 and 8, with less than 50 per cent of students in these grades achieving minimum competencies in literacy and numeracy . There is a 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. The results of these assessments is concerning, as research and experience show foundational skills, such as reading, is a strong predictor and determinant of performance in other subject areas. 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). Major disparities and inequities in learning performance across socioeconomic status, geographical location and gender exist. The 2018 PISA results show that students with highest socioeconomic status (SES) are 2.6 times more likely to achieve minimum proficiency in reading than those with the lowest SES. A baseline study conducted by UNICEF in Papua and West Papua in 2015 showed that over 50 per cent of grade 2 and 3 students in the two provinces were classified as non-readers and only 12 per cent read fluently with comprehension. In remote rural schools in Papua the percentage of non-readers was alarmingly much higher (62%). 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 help to bolster capacity in monitoring and evaluation (M&E) data collection and consolidation across 6 implementing partners, support the work of our education team in the field on the collection and analysis of data relevant with Gender Equality and Disabilities Inclusion (GEDSI), and assist on data gathering in the areas of school readiness and transition from Early Child Education (ECE) to Primary School. Data collection and analysis is a critical task in terms of measuring the overall impact of the programme. This position is intended to be recruited among indigenous young professionals to strengthen program implementation within the indigenous schools and communities that our education team in the field office work with.

Task description

Within the delegated authority and supervision of the Education Specialist for Foundational Skills, and in coordination with the education officers in UNICEF Indonesia Field Offices located in Jayapura the UNV for Foundational Skills will: • Assist in collecting and consolidating M&E data in the field. • Assist in maintaining close coordination with implementing partners in the field on any issues related to data collection and programme implementation. • Support the Papua-based education officers in implementing various foundational skills programmes in the field such as training, mentoring, or teacher’s working group. • Support the analysis of relevant data in the field related with Gender, Equality, and Disabilities Inclusion (GEDSI). • Support the conduct of research work on gathering the lessons learned from the scalability roadmap implementation. • Support the consultations with selected 2 districts on the development of action plans to address teacher absenteeism based on the recommendations of the Teacher Absenteeism study • Maintain effective coordination with sub-national stakeholders at the district level, such as District Education Offices and schools, to promote program sustainability. • Assist on data gathering in the areas of school readiness and transition from Early Child Education to primary school. • 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. PS: This position is intended to be recruited among indigenous young professionals to strengthen program implementation within the indigenous schools and communities that our education team in the field office work with.

Eligibility criteria

Age

27 - 80

Nationality

Candidate must be a national or legal resident of the country of assignment.

Requirements

Required experience

3 years of experience in Three years of relevant work experience in education or other relevant fields. Experience as a volunteer in a relevant domain may be considered in lieu of work experience. Experience in data monitoring, training facilitation, and quantitative data analysis, as well as in utilizing data processing software will be an advantage. Fluency in Bahasa language

Area(s) of expertise

Development programmes

Driving license

-

Languages

English, Level: Fluent, Required

Required education level

Bachelor degree or equivalent in Social science

Competencies and values

• 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.

Other information

Living conditions and remarks

The position will be based in the capital city of Papua Province, Jayapura 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. Being the capital of a province, Jayapura provides a wide variety of culinary, accommodation and public services options. Affordable housings are relatively easy to be found around Jayapura city area, including the one with monthly rent type of one or two-bedroom house. Internet is available in most of locations, including free wi-fi accesses. 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.

Inclusivity statement

United Nations Volunteers is an equal opportunity programme that welcomes applications from qualified professionals. We are committed to achieving diversity in terms of gender, care protected characteristics. As part of their adherence to the values of UNV, all UN Volunteers commit themselves to combat any form of discrimination, and to promoting respect for human rights and individual dignity, without distinction of a person’s race, sex, gender identity, religion, nationality, ethnic origin, sexual orientation, disability, pregnancy, age, language, social origin or other status.

Reasonable accommodation

UNICEF offers reasonable accommodation for UN Volunteers with disabilities. This may include, for example, accessible software, travel assistance for missions or personal attendants. We encourage you to disclose your disability during your application in case you need reasonable accommodation during the recruitment process and afterwards in your assignment.

Note on Covid-19 vaccination requirements

In addition to duty station-specific vaccine requirements, appointments 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 appointment. It does not apply to UN Volunteers 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 contracts.

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