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For every child, Education
Indonesia’s Partnership Compact is a roadmap, seeking to catalyze systemwide transformation, articulating how Indonesia intends to work with education sector stakeholders to achieve the prioritised education reform of ‘quality learning’ – a reform that aligns with the high-level priorities of the Government of Indonesia. The Partnership Compact prioritizes four focus areas for development to promote improvements in foundational and 21st century learning amongst Indonesia’s 60 million students, including: (i) improving teaching practices and educational leadership; (ii) ensuring safe and inclusive learning environments, (iii) improved policies and practices for children with special needs and those from disadvantaged groups, and (iv) improved governance and coordination of national and local education ecosystems.
After the adoption of Indonesia’s Partnership Compact, UNICEF Indonesia was selected as Grant Agent for the Global Partnership for Education ‘s (GPE) System Capacity Grant Part 2 (SCG Part2), with GPE approving an allocation of USD4million over four years, starting from February 2025. This grant complements a USD25million GPE Multiplier Grant, being implemented through the Kolaborasi untuk Edukasi Anak Indonesia (KREASI) programme, for which Save the Children is Grant Agent.
Under the guidance and direction of the co-chairs of Indonesia’s Mitra Pendidikan Indonesia (MPI)/Local Education Group (LEG), including the Ministry of Primary and Secondary Education (MoPSE) and the Ministry of Religious Affairs (MoRA), and MPI/LEG members, UNICEF developed a highly targeted work plan aimed at generating research, diagnostics and dialogue to improve education policy and practices as part of the government’s education transformation agenda. The SCG Part 2 work plan is structured around the Partnership Compact’s 4 focus areas. Many of the analytical and research activities included in the work plan will require substantive education-related data and statistical analysis to ensure findings are robust and can be confidently used to inform improvements in education policies and practices.
In this context, UNICEF is seeking a national Data Analyst consultant to support key data analytics and research planned under the SCG Part 2 work plan.
The purpose of the national consultancy is to provide overarching support for analytical and research activities to be conducted as part of the SCG Part 2 work plan. The consultant will be responsible for identifying, collecting and analysing relevant education data and statistics needed in each analytical/research activity, and for providing synthesis reports to create adequate understanding of the data analysis result, including their limitations. The consultant will also be required to undertake education data analyses, which may be requested on an ad hoc basis, by UNICEF, MoPSE and MoRA. As part of these analytical and research activities, the consultant must ensure accuracy and validity of the data produced and ensure that existing education databases are maintained and updated regularly.
How can you make a difference?
The national consultant’s scope of work is as follows:
a. Identify, collect, and compile relevant data sources (mainly but not limited to quantitative data sources) that can be used as a basis of analysis to address issues covered in the key research activities, as outlined in the SCG Part 2 work plan.
b. Conduct thorough analyses of identified data sets and undertake quality control to ensure the data produced are accurate, are of good quality and respond to key research questions/issues.
c. Initiate consultations with UNICEF colleagues and government and non-government partners to confirm and request feedback on data analyses results and provide summary reports on key outcomes of consultations.
d. Develop synthesis reports that comprehensively describe and outline key findings from the data analyses, using key data sources for each analytical/research activity.
e. Contribute to the drafting of key research reports and their accompanying briefing notes (to publishable quality) and ensure data included in these documents are accurately presented and captured in clear visualisations.
The section below briefly describes the scope of analytical/research activities that will require targeted support from the national consultant. The national consultant will not be solely responsible for all these activities but will rather contribute to them through collaboration with a range of partners, under the direction of UNICEF.
Focus Area A. Improved teacher and principal competencies
• The analytical/research activities in this focus area will examine the enabling factor for gender-responsive sector planning, policy and monitoring, among others, to address a lack of gender equality in school leadership.
• The analysis will draw upon national data sources (e.g., AN, Rapor Pendidikan, AKMI) to examine the barriers faced by female school leader candidates, and those already in school leadership positions.
• Action research, using mixed methods will be conducted to examine the impact of current policies and programmes on community learning. The results of this research will be used to equip teachers with collaborative peer learning and reflection opportunities to improve implementation of the national curriculum.
• An analysis of teacher and principal competencies in utilizing Rapor Pendidikan and other key data sources to support students learning will be undertaken as well to support learning quality improvement in schools and madrasahs.
Focus Area B. Improved learning environments
• The analytical/research activities in this focus area will cover mixed-method analysis of factors effecting teacher wellbeing and protection, including, but not limited to, teachers with permanent or temporary additional needs, geographical challenges, and also covering non-civil servant teachers and private school teachers in low-resourced area.
• The results of the analysis will be used as reference for establishing targeted technical assistance to support implementation of adjusted teacher wellbeing and protection policies.
• Other activities will include analysis of AN, Rapor Pendidikan, and other key data sources to evaluate elements of learning environments that affect student and teacher wellbeing.
• This analysis will provide opportunities to examine gender, equality, disability and social inclusion (GEDSI) dimensions in learning environments.
Focus Area C. Improved policies and practices for disadvantaged groups
• The analytical/research activities under this area will cover multi-factored situational analysis on out-of-school children (OOSC), analysis of Non-Formal Education (NFE) policies and curriculum, and analysis of the OOSC dashboard data verification mechanism for planning and budgeting purposes.
• The results of these analysis will be used to strengthen strategies and policies to improve access to learning for disadvantaged groups (including those with disabilities, low socio-economic status, etc.) in the context of 13-years of compulsory education.
• Analytical work in this focus area will also support a meta-analysis of learning outcome data, conducted with a gender lens.
• Relevant recommendations will be produced from this analysis to inform and identify strategies for improved teaching practices and classroom management to effectively tackle gender-biases while promoting equal opportunities for all students to excel in learning
• In an effort to assess volume, equity, and efficiency of domestic public expenditure on education, an analysis on School Operating Funds (Bantuan Operasional Sekolah or BOS and Bantuan Operasional Pendidikan or BOP) to schools and madrasah will be conducted to examine equity issues linked to the use of these resources and to inform government’s regular review of the funding formulae of these core resources.
Focus Area D. Improved governance and coordination of national and local education ecosystems for quality education service delivery
• The analytical/research activities under this area will support implementation of research amongst sub-national governments in 3T and non-3T areas, to assess government capacity on planning and budgeting in relation to learning quality improvement, including with reference to the Minimum Service Standard (MSS) mechanism.
• The activity will produce several case studies and facilitate a secondary data analysis on district/provincial budget data related to MSS/SPM, to better understand fiscal capacity issues and how these impact MSS/SPM implementations.
• A needs analysis on the implementation of support structures for education personnel in schools and madrasah will be also conducted, to support improvement in efficiency of management, administrative processes and requirements.
• In addition, as part of the Mid-Term Review of the Partnership Compact, robust data gathering and analysis against the agreed PC’s indicators, key focus areas, enabling factors, and key priority reforms of quality learning, will be conducted to identify recommendations for adjustment of the Partnership Compact indicators and Theory of Change to be discussed at the MTR.
The national consultant will work closely with UNICEF Indonesia’s SCG Coordinator as well as Education Specialists and Officers for each analytical activity, to ensure the results of the consultant’s work are in line with research expectations and expected deliverables. The national consultant will also work closely with other consultants (national/international) hired to support research implementation, to ensure complementary and consistent analysis featured in research reports. Furthermore, the national consultant will be expected to participate in any relevant MPI/LEG meetings to obtain feedback on the results of data analyses and identify follow-up actions needed to address requests and data gaps.
Please refer to the Term of Reference attached for the detailed tasks and deliverables.
To qualify as an advocate for every child you will have…
- A university degree in the one of the following fields: education or other social sciences, statistics, economics, or other relevant fields.
- At least 3 years of relevant experience in education sector which includes 2 years of experience in handling tasks relating to education data and statistics.
- At least 2 years of professional experience in education data and statistics analyses as well as in utilizing data processing software (e.g. SPSS, Stata, Phyton).
- Experience in providing technical support for education sector related research in Indonesia, including comprehensive data collection and analysis and report development.
- Experience in facilitating consultation with key education stakeholders at both national and subnational levels with proficient use of both Bahasa Indonesia and English.
- Experience in supporting GPE programmes is an advantage.
TOR Nat Consultant GPE Data for TMS.docx
For every Child, you demonstrate…
UNICEF's values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS) and core competencies:
• Builds and Maintains Partnerships
• Demonstrates self-awareness and ethical awareness
• Drive to achieve results for impact
• Innovates and embraces change
• Manages ambiguity and complexity
• Thinks and acts strategically
• Works collaboratively with others
To view our competency framework, please visit here.
UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious or ethnic background, and persons with disabilities, to apply to become a part of the organization. To create a more inclusive workplace, UNICEF offers paid parental leave, breastfeeding breaks, and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements. Click here to learn more about flexible work arrangements, well-being, and benefits.
According to the UN Convention on the Rights of Persons with Disabilities (UNCRPD), persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others. In its Disability Inclusion Policy and Strategy 2022-2030, UNICEF has committed to increase the number of employees with disabilities by 2030. At UNICEF, we provide reasonable accommodation for work-related support requirements of candidates and employees with disabilities. Also, UNICEF has launched a Global Accessibility Helpdesk to strengthen physical and digital accessibility. If you are an applicant with a disability who needs digital accessibility support in completing the online application, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF.
UNICEF does not hire candidates who are married to children (persons under 18). UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.
Remarks:
Only shortlisted candidates will be contacted and advance to the next stage of the selection process.
Individuals engaged under a consultancy or individual contract will not be considered “staff members” under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws.
The selected candidate is solely responsible to ensure that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract. Selected candidates 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 assignment. It does not apply to consultants 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 consultancy contracts.
