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For every child, Educationย
Global Partnership for Education (GPE) brings together developing countries, donors, international organizations, the private sector, and other relevant stakeholders to transform the education system to ensure all children, especially those who are marginalized, have access to quality education. Key approaches in GPEโs support to education system transformation is through systems capacity strengthening, implementation of key priority programme interventions, knowledge and innovation sharing, and promoting sector collaboration.
GPE has approved a total of USD29.7 million in financing for Indonesia, to support the implementation of Indonesiaโs Partnership Compact. UNICEF Indonesia has been appointed grant agent for USD4.7 million of this financing, as part of a System Capacity Grant (SCG) Part 1 and 2.
Indonesiaโs Partnership Compact was published on GPEโs website on July 2024, after a participatory development process led by the Mitra Pendidikan Indonesia (MPI)/Local Education Group (LEG), co-chaired by the Ministry of Primary and Secondary Education (MoPSE) and Ministry of Religious Affairs (MoRA). Based on an Enabling Factor Analysis (EFA) conducted in 2024, Indonesiaโs Partnership Compact is focusing on four focus areas for support and capacity building for system transformation through GPE. UNICEF, in its role as SCG Grant Agent, is responsible for facilitating an agreed work plan of activities structured around the enabling factors and the four focus areas. The four focus areas include: (A) teaching practices and educational leadership; (B) learning environment, (C) support for special needs and disadvantaged groups, and (D) governance and coordination.
In support of Indonesiaโs Partnership Compact Focus Area A: teaching practices and educational leadership, research will be undertaken to analyse the barriers and enabling factors for gender equality in school leadership positions in the country, as a means to strengthen gender-responsive pedagogy, learning environments and student learning outcomes.
The purpose of the international consultancy is to support an analysis of barriers and interventions for female leaders and female candidates for promotion to and undertaking school leadership positions in MoPSE and MoRA schools and madrasahs in Indonesia. The assignment will generate evidence to inform national and subnational strategies that foster more equitable, inclusive and effective education leadership structures.
Research Objectives:
โข To examine the policy environment ecosystem that influences effective and equitable school leadership roles, for both females and males. This will include recruitment/selection/deployment; role/accountability definitions; professional development and career paths, and incentives.
โข To examine lessons from programmatic interventions at national and subnational levels that could strengthen ongoing or new professional development/leadership programmes to better enable women to prepare for, and undertake, school leadership positions.
โข To examine opportunities to expand existing and/or new school and madrasah leadership programmes beyond a focus on developing pedagogical skills to developing broader skills in promoting schools as learning ecosystems (such as leading inclusive, equitable and participatory school environments).
โข To identify the barriers and opportunities to address and transform prevailing gender norms and biases amongst educators, school communities and decisionmakers that hinder womenโs advancement to and in school leadership roles (e.g. examining male teachersโ preferences for male leadership, leadership associations with masculinity ). This includes understanding of how expectations around domestic and care work interact with workloads and time demands in school and madrasah leadership, as well as attitudes amongst educators, school and madrasah communities and policymakers.
โข To develop recommendations to improve the ecosystem of support for effective school and madrasah leadership to inform policy and programme interventions, including promoting equitable roles for both female and male school and madrasah leaders.
The international consultant will be working closely with UNICEF and Mitra Pendidikan Indonesia (MPI)/Local Education Group (LEG) members, especially with a Research Advisory Group, which would be established to provide strategic and technical guidance on the research process, including:
โข To provide guidance/technical inputs on the research design, including sampling and location selection respondents/informants, and the main research questions.
โข To provide guidance/technical input on the research process and protocol.
โข To provide feedback on research findings and recommendations including strategies for policy advocacy and implementation support.
Throughout the research process, the international consultant will work with a national consultant; and is expected to provide technical assistance to ensure high quality processes and outputs are produced throughout the research work. The international consultant will work remotely most of the time, with one in -country travel/mission.
The international consultant will (1) provide technical guidance on the overall research framework; (2) provide inputs during consultations, and analysis on global experience and trends that are relevant to Indonesia; (3) in-depth analysis of the data compiled and analysed by the national consultant; and (4) and draft the full research report and policy paper, with core inputs from the national consultant.
The national consultant will lead the work in country, responsible for the (1) research implementation design, data collection, compilation and the preliminary analysis; (2) consultative analysis by preparing, coordinating, and conducting consultations and meetings with relevant education partners and stakeholders in Indonesia; and (3) draft discussion papers and technical inputs to inform the final draft research report
How can you make a difference?ย
The overall research process will cover the following elements under the responsibility of the international consultant:
1. Developing a high-quality research framework that is relevant to the context of Indonesia with two ministries responsible for education โ MoPSE and MoRA, and recognising social and gender norms, including caregiving responsibilities, workplace expectations and leadership stereotypes, affecting women already in or to be placed in school leadership positions.
2. Providing a synthesis of experiences, lessons learned and evidence-based impact of effective school leadership system reforms (including recruitment/selection/deployment; role/accountability definitions; professional development and career paths; and incentives) that are relevant to the context of Indonesia. This will include an analysis of evidence-based interventions in other countries that have successfully supported womenโs advancement into school leadership positions, as well as successful strategies that have challenged gender norms and promoted acceptance of women leadership within school and madrasah communities and amongst decisionmakers.
3. Technical support to the national consultant on conducting consultative analysis using mixed research methods (qualitative and quantitative), including focus group discussions, surveys and interviews, as well as drawing on national data sources, such as Rapor Pendidikan, AKMI (Madrasahs Competency Assessment), etc., along with a review of policies and programmes under both MoPSE and MoRA. The research scope would include a focus on in-service leadership programmes and related policies under both MoPSE and MoRA, as well as a supplementary analysis on pre-service (such as Education Personnel Education Institutions (Lembaga Pendidikan Tenaga Kependidikan โ LPTKs) enabling an analysis of alignment between these two training programmes with the intention to promote a seamless leadership development pipeline.
4. Technical support to the national consultant on the two case studies of successful female leadership programmes in Indonesia. Technical guidance will be on gender dimension analysis, specifically to map structural and cultural barriers across systems in the research framework to answer the following questions: What are the institutional/structural barriers that hinder female school/madrasah leadership? What are the community level barriers? What are barriers at the household level (e.g. caregiving responsibilities, household decision-making, etc.) that prevent women from assuming school/madrasah leadership positions?
5. Providing a synthesis of at least two programme interventions in other countries with successful school/madrasah female leadership programmes, highlighting enabling factors, barriers and transferable strategies for replication and scaling up in Indonesia. Support the national consultant in selecting and developing two Indonesia-based case studies that showcase promising models of female leadership in schools and madrasah, identifying conditions for sustainability and scalability.
6. Lead the preparation of an analytical research report and action-oriented policy paper, as well as policy recommendations for promoting female leadership in schools and madrasah. These need to contain evidence-based recommendations to strengthen the design and delivery of school/madrasah leadership development pathways that actively promote gender equity.
7. Technical support during the dissemination of key findings to key decision makers and MPI/LEG members, and other national and subnational stakeholders. Support the national consultant in communicating the findings in an accessible and actionable format to inform decision making and policy reform.
The international consultant will work with UNICEF Indonesiaโs Education Specialist and Education Officer assigned to lead this research activity, under the overall guidance of UNICEF Indonesiaโs Chief of Education. UNICEF education staff will support the consultant in organizing meetings and consultations, including logistical arrangements for online, offline and hybrid activities.
Please refer to the Term of Reference attached for the detailed tasks and deliverables.
To qualify as an advocate for every child you will haveโฆย
- Minimum of a masterโs degree* in one of the following fields is required: gender, education or international development with specialization in gender and/or education.
- A minimum of 5 years of professional experience in gender and/or education research is required.
- At least 5 years of relevant experience in gender and/or education sector research.
- Sufficient consultancy experience in undertaking gender and/or education sector related research in developing country contexts.
- Strong knowledge of gender in education, with specific focus on women leadership
- Strong analytical and conceptual thinking.
- Excellent writing, communication and presentation skills with stakeholders.
- Good analytic and report writing skills.
- Good reputation in capacity development of government counterparts, including facilitation of structured group work and activities.
- Ability to work under pressure and commitment to work to tight timeframe
- Fluency in written and spoken English
(* A first level university degree (Bachelor's) in a relevant technical field (as identified above), in conjunction with seven (7) years of relevant work experience may be considered in lieu of an advanced university degree
If you are a committed, creative professional and are passionate about childrenโs rights and making a lasting difference on childrenโs lives, one of the global leading entities on childrenโs rights would like to hear from you.
ย TOR Intl Consultant School Leadership for TMS.pdf
For every Child, you demonstrate...
UNICEF's values of Care, Respect, Integrity, Trust, Accountability, Sustainability (CRITAS), and core competencies in Communication, Working with People and Drive for Results.
UNICEF is also proud of a diverse workforce who are profoundly committed to supporting the full realization of childrenโs rights, and in uplifting a rights-based approach in all that we do.
The UNICEF competencies required for this post areโฆ
(1) Builds and maintains partnerships
(2) Demonstrates self-awareness and ethical awareness
(3) Drive to achieve results for impact
(4) Innovates and embraces change
(5) Manages ambiguity and complexity
(6) Thinks and acts strategically
(7) Works collaboratively with othersย
Click here to learn more about UNICEFโs values and competencies.
UNICEF promotes and advocates for the protection of the rights of every child, everywhere, in everything it does and is mandated to support the realization of the rights of every child, including those most disadvantaged, and our global workforce must reflect the diversity of those children.ย The UNICEF family is committed to include everyone, irrespective of their race/ethnicity, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, minority, or any other status.
We offer aย wide range of benefits to our staff, including paid parental leave, breastfeeding breaks andย reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements.
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. UNICEF is committed to promote the protection and safeguarding of all children.ย
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:ย ย
Only shortlisted candidates will be contacted and advance to the next stage of the selection process.ย
Individuals engaged under a consultancy or individual contract will not be considered โstaff membersโ under the Staff Regulations and Rules of the United Nations and UNICEFโs 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.ย
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.ย