Lowongan Kerja: Education Officer, Foundational Skills, (Jayapura) Indonesia
General
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.
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.
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.
Tags : Bilik Karir