Inclusive Education Advisor

Jakarta, Indonesia
Apply by 17 June 2018
Senior-level , Short-term contract assignment
Posted on 19 May 2018

Job Description

Activity Background
As part of its ongoing support to the Islamic Education, in 2015 DFAT assisted MoRA in developing a Grand Design for Madrasah Quality Improvement.

In 2016 MoRA committed to operationalize one key aspect of the Grand Design through establishing a Madrasah Teachers’ Continuous Professional Development (CPD) system. The CPD system, or PPKB (Program Pengembangan Keprofesian Berkelanjutan), is a teacher professional development system specifically tailored to support teachers from predominantly private madrasah who have limited or no access to other government-provided professional development activities. The system is intended to be implemented at district/school cluster level.

This system was piloted (limited) in 2017. It is intended to be piloted at a larger scale in 2018, before being made available for national roll out in 2019.

* In 2017, TASS was tasked by DFAT to provide TA support over two, six-month phases to MoRA to support the development of a system that will implement CPD
* In 2018, DFAT through TASS will continue to support system development for CPD systems, with focus on Madrasah CPD. Support will also be provided to MoRA’s Madrasah CPD Development Team in their advisory and guiding role as other directorates adapt Madrasah CPD within their respective systems and operational contexts

The Inclusive Education Adviser will work under the supervision of the Lead Islamic Education Adviser and in collaboration with the other short term advisers supporting MoRA in this activity, in particular, the Gender Adviser.

It is expected the Inclusive Education Adviser will develop a work plan in the inception phase of their assignment which will inform the remainder of their inputs as agreed with TASS, the Lead Islamic Education Adviser, and MoRA. The Inclusive Education Adviser will be engaged for up to 45 days over approximately four months. The timeframe may be adjusted during inception period and as the assignment progresses as agreed between the Adviser, TASS and MoRA.

The anticipated tasks of the Inclusive Education Adviser are:
1 Undertake a review of the teacher CPD system design to identify areas for potential greater inclusive practices and/or approaches to support accessibility for teachers (and principals) with a disability, and recommend changes that could be made to CPD technical guidelines to improve disability inclusion;
2 Undertake a systematic analysis of 1) a sample of modules from the MoEC CPD system and 2) a sample of modules that has been adapted for the MoRA CPD system to identify areas for improving pedagogical approaches supportive of learning for children with disabilities and children with a range of learning needs. This will inform (3) below.
3 Develop tools to support the TASS and MoRA CPD teams to identify and support the integration of content supporting disability inclusion into CPD modules;
4 Undertake a workshop(s) with the TASS and MoRA teams to pilot tools developed with the MoRA CPD support team, develop guidance material to support their use, and train MoRA personnel and TASS advisers in their use.
5 Contribute to development of activity work planning and reporting, as directed by the Lead Islamic Education Adviser.
6 Utilise tools provided by TASS (e.g. stakeholder analysis, force field analysis, five-whys) to analyse the implementation and institutional context(s) and determine appropriate strategies for activity implementation and communications.
7 Produce draft and final reports of the system review and systematic analysis that summarises the recommendations for improvement in inclusive practices (up to 10 pages excl. annexes). The final reports will be submitted in English and will be translated into Bahasa Indonesia.

Required Qualifications, Experience and Skills

The Inclusive Education Adviser will possess:
* A relevant post graduate degree in education with a specialisation in inclusion or special needs education.
* Greater than 15 years’ experience in inclusive education teaching, development programming, or in an academic context.
* A sound knowledge of inclusion issues at multiple levels of education, ideally across both public and Islamic school environments. Previous professional experience in Indonesia will be highly regarded.
* Previous professional experience in promoting disability inclusion within training or professional development settings.
* Demonstrated experience providing technical advice to government departments or other public sector agencies, or in implementing inclusive education policies, programs or practices in middle/low income countries, would be an advantage.
* Strong facilitation, convening and advisory skills, and demonstrated behaviours that support developing local ownership and leadership.
* Excellent oral and written communication skills and a sound presentation and workshop delivery skills.
This position has been determined as B3 in accordance with DFAT’s Adviser Remuneration Framework.

See:
https://dfat.gov.au/about-us/publications/Documents/adviser-remuneration-framework-2016.pdf

Working with Children
This position has been identified as contact with children (see http://dfat.gov.au/about-us/publications/Pages/child-protection-policy.aspx). The selected candidate will be required to undergo appropriate security and reference checks, including police checks.

The TASS will contribute to meeting Government of Indonesia’s needs through:
* The provision of rapid analyses designed to contribute to policy and/or practice improvement.
* Assisting the Government of Indonesia (GoI) in areas where short-term TA support is needed to complement and strengthen GoI capacity.
* Supporting the piloting of activities to test new strategies to improve the quality of teaching.
* TASS will work with the two ministries responsible for education, the Ministry of Education and Culture (MoEC) and Ministry of Religious Affairs (MoRA), as well as the National Development Planning Ministry (Bappenas). It is anticipated that TASS will support up to 36 activities, an average of 12 in each year of the program. TA that DFAT will finance for GoI will be provided in response to GoI’s expressed need.

TASS will also support DFAT in the coordination, delivery and oversight of its Education Sector Investment Program (ESIP). This support may take the form of contracting individual TA to provide technical and/or strategic advice to DFAT; the organisation and management of seminars, workshops and conferences; and delivery of learning and knowledge events.

About the Organization

Palladium is a global leader in the design, development and delivery of Positive Impact - the intentional creation of enduring social and economic value. We work with foundations, investors, governments, corporations, communities and civil society to formulate strategies and implement solutions that generate lasting social, environmental and financial benefits.

For the past 50 years, we have been making Positive Impact possible. With a team of more than 2,500 employees operating in 90 plus countries and a global network of more than 35,000 technical experts, Palladium has improved - and is committed to continuing to improve - economies, societies and most importantly, people's lives.

Palladium is a child-safe organisation, and screens applicants for suitability to work with children. We also provide equal employment to all participants and employees without regard to race, color, religion, gender, age, disability, sexual orientation, veteran or marital status. . TASS is a responsive, demand driven technical assistance facility funded by the Australian Government through the Department of Foreign Affairs and Trade (DFAT), represented in Indonesia by the Australian Embassy in Jakarta. The TASS is expected to run from 16 January 2017 to 15 January 2020.
Assistance provided through TASS focuses on supporting Government of Indonesia efforts to address two key constraints in the education sector: the poor quality of teaching and learning in classrooms and schools, and persistent disparities (regional, socio-economic, gender, disability) that impact on student learning outcomes.

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