Education Adviser

Palladium International, Philippines

Skill Required:, Education Management
Preferred Experience: 
1 to 3 Years
Closing Date for Applications: 
10th November, 2019

Job Description

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.

Project Overview and Role


The Education Pathways to Peace Program is a six-year education program that is supported by the Australian Government in partnership with the Government of the Philippines and implemented through the Ministry of Basic, Higher and Technical Education (MBHTE) of the newly installed Bangsamoro Autonomous Region in Muslim Mindanao (BARMM). The program's key outcomes are to reduce disparity and improve participation and education performance of boys and girls, particularly those experiencing disadvantage within the BARMM, and to support sustainable positive engagement and collaboration of key actors and stakeholders in providing and supporting conflict sensitive quality basic education services.

Pathways' core program relates largely to K to 3 education and the key challenges that are associated with its delivery. Recently, however, Pathways supported broader transition issues that are crucial to the life and political survival of K to 3 programs.

The program's base of operations is in Cotabato City and covers five provinces of BARMM. The program is currently supporting the new Bangsamoro Autonomous Authority for the Region of Muslim Mindanao (BARMM) as it transitions to govern the region, as well as working towards its wider intermediate and end-of-program outcomes which combine education, governance and peacebuilding elements.

A strategy and annual work plan for Pathways' third year of implementation was agreed in July 2019, with a key focus on supporting the transition to BARMM and helping the new administration achieve its foundational objectives, most notably the development of a new Education Code. The program is also building its team capacity to deliver on this plan, including objectives relating to improving quality, access and governance in the basic education sector of Mindanao in a highly dynamic and political sensitive context. This includes the need for recruitment of further core staff and advisers and also greater need to work through partner organisations such as Pathways consortium partner, the Australian Council on Education Research (ACER) and local education organisations.

In parallel, DFAT has appointed a Strategic Monitoring Team made up of education, governance and MEARL experts, to provide independent advice on an ongoing basis to DFAT and the Pathways team on the program strategy and progress towards achieving results, including recommendations on how the program might adjust its approaches and plans where necessary. The SMT will deliver it's first Mission report in November 2019, and the Pathways team will feed this into program reflection and learning, updating strategies and plans as appropriate in the short term, and later using it to inform year 4 planning due to commence in early 2020.

Purpose of the Position:

The purpose of this position is to drive education strategy and provide ongoing advice to the Team Leader and senior Pathways staff on education matters including curriculum, comparative education models and education strategy and approaches (cognizant of the design).

The key responsibilities of the position include, but are not limited to:

  • Ensure the program strategy, plans and MEARL frameworks integrate sophisticated and contemporary education technical thinking, contextualized to the local political economy and institutional capacity levels;
  • Provide ongoing oversight of the program's technical education output and engagement, including advice to partners on technical education (K-3) matters;
  • Provide quality assurance of all relevant technical outputs;
  • Advise on the appropriate structures and resourcing of the technical team to ensure Pathways is fit for purpose in supporting the government on achieving key education outcomes, including participation in recruitment panels for education specialist roles and also inputs to the design of TORs or scopes of work for consultants or partners required to provide technical education inputs to the program;
  • Develop and support implementation of capacity building plans for program staff and partners as it relates to technical education knowledge and skills;
  • Ongoing oversight of the program's technical education output and engagement;
  • Advice to counterparts on technical education (K-3) matters, including provision of contemporary and comparative knowledge of other education contexts and how lessons from these contexts might be applied to the BARMM;
  • Quality assurance of all technical outputs with education focus or components;
  • Other duties that may reasonably be required by the team leader and project team.


Qualifications and Experience:

  • Advanced degree in education, management or relevant development subject is desirable;
  • Extensive professional experience in education service delivery in countries with complex development challenges including scale, remote areas and conflict;
  • Able to think strategically and engage with DFAT on key issues;
  • Extensive experience preparing DFAT documentation, such as annual plans, progress reports and reviews;
  • Experience working in the Philippines education sector, particularly in the Mindanao region is highly desirable, as is experience in a transition context;
  • Demonstrated ability to establish good working relationships with key education stakeholders at national and sub-national levels, with exceptional political sensitivity and objectivity;
  • Familiarity with the application of key Australian Aid policies, including those relating to gender equality and women's empowerment, disability, the environment and child protection; and
  • Excellent written and verbal communication, liaison and interpersonal skills.


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