Early Childhood Development

UN Children's Fund, Indonesia

Skill Required:, Education Management
Preferred Experience: 
3 Years
Closing Date for Applications: 
22nd October, 2019

Job Description

UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.

Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.

For every child, Education

UNICEF Indonesia is looking for national consultant: Early Childhood Development based in Jayapura. The consultant will support the Government to improve the access and quality of early childhood development program for children aged 0-6 living in rural areas of West Papua and Papua.

How can you make a difference?


While the importance of quality early childhood development (ECD) services (called PAUD in Indonesia) has been recognized by the Government of Indonesia, there is a significant need for further expansion and quality improvement, particularly in Papuan Provinces where gross enrolments are as low as 27% in West Papua and 13% in Papua[1]. Only 15% of villages in Papua and 25% of villages in West Papua have at least one PAUD[2]. Most community-based ECD centers have poor quality facilities, inappropriate curricula and untrained teachers. According to the MoEC data, only 28% of PAUD teachers have appropriate qualifications for teaching[3]. The prevalence of malnutrition is also high, including among those in more affluent households. In West Papua, 30 % of children under five were stunted (low height for their age) whereas in Papua, 34% children under five were stunted (low height for their age) in 2018[4]. Stunting is caused by chronic malnutrition and can decrease a child’s IQ by 5-11 points, resulting in poor school performance and lower educational attainment[5].

Challenges which have been identified in Tanah Papua include:

ECD programmes are not being prioritized by local governments due to lack of understanding on the importance of holistic and integrated ECD.
Ineffective coordination and lack of a holistic approach to addressing ECD. The government sectors associated with ECD, such as education offices, health services, village community empowerment offices, and women's empowerment and child protection agencies, do not have cross-sectoral program planning.
Lack of knowledge and demand for holistic ECD and support from parents. Most parents lack proper understanding of the consequences of malnutrition and early stimulation for brain development, learning outcomes, and future productivity.

  • Limited access to PAUD, especially in rural and remote areas of Papua. The ‘one village one PAUD’ movement initiated by the central Government has not yet been implemented in Papua. Only a small percentage of children have access to quality PAUD that includes nutrition, health, protection and early learning.
  • Poor PAUD infrastructure including a lack of playing areas as well as water and sanitation facilities. According to the teachers in the project areas, priorities will be building playing areas, clean water facilities and toilets in their PAUD[6].
  • Low capacity among PAUD teachers to implement holistic ECD activities. Most ECD teachers in Papua only have high school academic qualifications or less and have no teaching backgrounds.
  • Inadequate community support. Very few communities can rely on expert counselors to help parents with nutrition, parenting skills and early learning stimulation.
  • Given the situation, there is an urgent need to support the Government to improve the access and quality of early childhood development program for children aged 0-6 living in rural areas of West Papua and Papua.

Since 2017, UNICEF with funding from Bank Central Asia and Danish Natcom has been supporting the Indonesian Government’s efforts to promote early childhood development in West Papua province, through the promotion of holistic, integrated ECD services in 25 ECD centres in Sorong and Raja Ampat districts. The programme translates the national vision of Holistic, Integrated Early Childhood Development (HI-ECD) under the Presidential Regulation (Perpres) no. 60/2013 into concrete actions leading to; better awareness about the importance of HI-ECD, advocacy for better HI-ECD services, promotion of an integrated approach to address ECD issues at the district and village level, improved knowledge and skills of ECD teachers and facilitators, and overall improvement of ECD facilities and services.

To sustain and further expand the good practices and approaches developed so far under the HI-ECD programme in Sorong and Raja Ampat, there is a need to hire a consultant to help strengthen the institutionalization of the program. The best practices are expected be replicated in other districts (e.g. Tambrauw district) in West Papua Province. There is also a strong interest from local governments in Papua Province to support model ECD centers in Jayapura and Mamberamo Tengah. The next phase of activities will include:

  • Technical support to supervision and monitoring of HI-ECD activities - Technical support to systematic monitoring of activities will be provided to ECD centers to ensure quality service delivery and recording and tracking of progress in an easy-to-use management information system. Technical support will also be provided to Tambrauw district which is replicating the ECD programme in partnership with UNIMUDA.
  • Feasibility assessment for expansion of HI-ECD programme in Papua - results from the feasibility assessment will feed into the strategy for expanding the HI-ECD support to districts in neighboring Papua Province.
  • Institutionalization of training and parenting materials into Pre-service curriculum and ECD lab school of Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong and government’s in-service training- To ensure sustainability of the programme, training and parenting materials will be incorporated into the pre-service curriculum of UNIMUDA to ensure that future ECD teachers are equipped with the skills to deliver quality HI-ECD services as well capacity building for existing teachers through government’s in-service training.
  • Advocacy and system strengthening to promote HI-ECD in Papua and West Papua Provinces- Technical assistance will be provided to the Government to continue raising awareness on the importance of HI-ECD, cross-sectoral coordination through the HI -ECD Taskforce, and development of district regulations and action plans as well as through the village planning and budgeting to promote HI-ECD.
  • Creating supportive environment and building a smooth transition to primary school- Technical assistance in the piloting of guidelines and strategies in creating supportive learning environment in early grades to ensure smooth transition from ECD to primary school.
  • Technical assistance in the budgeting and planning of HI-ECD programme in the district government budget- In order to institutionalize the program into government programmes, priority for HI-ECD needs to be incorporated into government planning and budgeting documents.


Technical supervision support and monitoring of HI-ECD activities

  • Five human interest stories developed
  • Field trip report to Tambrauw district on replication of programme
  • Assessment Report on Immunization practices in ECD centers
  • Regular reporting of program progress which includes progress of ECD centers (including children development and teacher capacity), parenting, cross cutting development and multi-sector coordination, and drafting of supporting regulations/district action plan to feed into the quarterly HI-ECD taskforce meeting.

Feasibility assessment for expansion of HI-ECD programme in Papua

  • Field trip report to ECD centers and primary schools in Jayapura and Mamberamo tengah
  • Feasibility study report on HI-ECD programme expansion in Papua including recommended strategy and action plan

Institutionalization of training and parenting materials into Pre-service Curriculum and In-Service Training

  • Pre-service curriculum on HI-ECD developed
  • Draft action plan and meeting reports on institutionalizing materials in government training schemes
  • Report on progress and achievement of the Lab School

Advocacy and system strengthening to promote HI-ECD in Papua and West Papua Province

  • Refinement of advocacy and briefing kit for HI- ECD in West Papua Province
  • Facilitate a series of high-level advocacy workshops to contribute to the development of District and Provincial Action Plan for HI ECD including cross sectoral strategies and mechanism of implementation particularly in immunization screening and ensuring that children are vaccinated in full.
  • HI-ECD task force established in Papua Province

Creating supportive environment and building a smooth transition to primary school

  • Oversee piloting and refinement of school readiness guidelines
  • Formative Report on the piloting of school readiness guidelines and activity plans to support smooth transition of ECD children to primary school

Technical assistance in the budgeting and planning of HI-ECD programme in government budget

  • Facilitate dissemination of midline results and replication workshop
  • Develop Replication guideline

To qualify as an advocate for every child you will have…

  • Master’s degree in education, psychology, sociology or other social science field.
  • A minimum of 4 years of professional experience in early childhood development, social development planning and management in education, health and related areas at the international and/or in a developing country is required. Relevant experience in education and related areas, program/project development and management in Papua Provinces and in a UN system agency or organization is an asset.
  • Fluency in Indonesian and English (verbal and written).


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