Background

Indonesia’s Vision 2045 sets the goal for Indonesia to transition from a resource-based economy towards an advanced service, technology, and knowledge-based economy by the centenary of its independence (2045). The 2025-2045

National Long Term Development Plan emphasises the urgency of Indonesia’s human resource development to fully realise 2045 goals. Faced however with persistent low student performance that is emblematic of a learning crisis, significant improvement in student learning will be required to reach Indonesia’s 2045 goals. Government of Indonesia (GoI) has started an ambitious program of education reforms. Successive education ministers have set out to modernise the education system through reforming the national curriculum and teaching and assessment approaches, to produce citizens with strong foundational skills, open minds, and inclusive values.

Australia is a long-term supporter of the Indonesian basic education sector, with continuous investments supporting education quality improvements for the past two decades, including through the INOVASI program (Phase 1 2016-2020; Phase 2 2020-2023) that focused on supporting acquisition of literacy and numeracy foundational skills in early grades classrooms; exploring local problems and solutions; and generating evidence to inform government policy development and practices.

This third phase of INOVASI (2024-2027) builds upon the existing program’s approach and lessons learned and takes the focus on the development of foundational skills through to the end of the primary grades. Phase 3 will engage with priority issues of Australia’s development policy: gender equality, effective inclusion of children with a disability, responses to the climate change challenge in education. It will focus on the challenge of policy implementation and the gaps that exist between national policies and practices at district and school levels and use the well attested-success of INOVASI’s local problem-based approach to continuously support policy development for effective fit between policy and implementation context.

The Program is managed by Palladium on behalf of DFAT

Purpose of the Positions

To strengthen education ecosystem support in NTB, INOVASI will recruit two short-term personnel (STP) for Education Ecosystem Support (EES), each assigned to a different work area:

1. Provincial and Cross-District Support
2. Kabupaten Bima Support

Under the supervision of the Provincial Manager and in coordination with the Ecosystem Coordinator of INOVASI NTB, the STP for Education Ecosystem Support will contribute to the coordination, implementation, and monitoring/evaluation of INOVASI NTB activities. These activities involve collaboration with the Ministry of Primary and Secondary Education (MoPSE), Ministry of Religious Affairs (MoRA), relevant provincial and district education offices/agencies, Teacher Training Institutes (TTIs), Civil Society Organizations (CSOs), and other key stakeholders.

Working with children
Is this position likely to come into contact with children?                ☐ Yes             ☒  No

Duties: Under the direction and supervision Provincial Manager and coordination of Ecosystem Coordinator of INOVASI NTB, the STP Education Ecosystem Supports will help:

1. Stakeholder Engagement
   Establish and maintain effective communication and collaboration with key stakeholders, including the Ministry of Education and Culture (MoPSE), Ministry of Religious Affairs (MoRA), relevant provincial and district education offices/agencies, Teacher Training Institutes (TTIs), Civil Society Organizations (CSOs), and other relevant actors to support the implementation of INOVASI-supported activities.
2. Coordination and Collaboration
   Coordinate processes and activities that aim to strengthen stakeholder commitment and foster active participation in INOVASI-supported programs and initiatives.
3. Advocacy and Policy Support
   Conduct advocacy efforts at various institutional levels, including the preparation of necessary materials and tools, to promote policies and practices aligned with INOVASI’s support in partner districts. This includes encouraging the adoption of materials, concepts, and approaches developed by INOVASI.
4. Technical Support
   Provide or facilitate technical assistance to enhance the role of the education ecosystem in supporting schools and madrasahs.
5. Monitoring and Learning Facilitation
   Support the monitoring agenda of the Provincial Steering Committee (PSC), INOVASI, and other relevant stakeholders. Contribute to the implementation of monitoring, evaluation, research, and learning (MERL) activities.
6. Administrative and Financial Compliance
   Complete all required administrative and financial documentation for both personal claims and those involving engaged actors. This includes submitting payment claims and ensuring that all supporting documents comply with Palladium’s policies and regulations.
7. Other Duties
   Perform other tasks related to the INOVASI program as requested by the INOVASI team.

Qualifications and Experience:

The STP of Education Ecosystem Supports (EES) will possess the following qualifications and experience:

1. Education
   Minimum of a bachelor's degree in any field.
2. Relevant Experience
   For Provincial and Cross-District EES STP:
   At least 2 years of experience in advocating for education issues with national and/or local government institutions.
   For Kabupaten Bima EES STP:
   At least 2 years of experience in any role of an education development programs at the district level or beyond. Experience in providing operational support within development programs is considered an advantage.
   
   
3. Thematic Expertise
   Demonstrated experience in at least one of the following areas: literacy, inclusive education, gender and equality, climate change, continuing professional development, community participation in education, or government engagement.
4. Local Stakeholder Engagement
   Prior experience working with stakeholders within the education ecosystem in NTB is considered an advantage.
5. Technical Skills
   For Provincial and Cross-District EES STP:
   Proficiency in Microsoft Office and experience in data management and analysis.
   For Kabupaten Bima EES STP:
   Proficiency in Microsoft Office is required; experience in data management and analysis is an advantage.
6. Language Proficiency
   Fluency in Bahasa Indonesia is required; proficiency in English is preferred.
7. Communication Skills
   Strong verbal and written communication skills.
8. Problem Solving and Decision Making
   Demonstrated ability to analyze issues and make sound decisions.
9. Work Ethic
   Ability to work independently, manage multiple tasks, and meet deadlines effectively.

Application closes on 1 October 2025 at 23:59 Jakarta Time.


Equity, Diversity & Inclusion - Palladium is committed to embedding equity, diversity, and inclusion into everything we do. We welcome applications from all sections of society and actively encourage diversity to drive innovation, creativity, success and good practice. We positively welcome and seek to ensure we achieve diversity in our workforce; and that all job applicants and employees receive equal and fair treatment regardless of their background or personal characteristics. These include: (but are not limited to) socio-economic background, age, race, gender identity and expression, religion, ethnicity, sexual orientation, disability, nationality, veteran, marital or Indigenous status.

Women are encouraged to apply.

INOVASI has zero tolerance for child abuse and exploitation. All successful candidates will be required to adhere to our Child Protection Policy and will be subject to background checks as a condition of employment.

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