Promoting Inclusiveness in Policy Making

UN Children's Fund, Indonesia

Skill Required:, Media and CommunicationMonitoring and Evaluation
Preferred Experience: 
Above 10 Years
Closing Date for Applications: 
8th 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 a national consultant to 1) to support the Ministry of Education and Culture in leading policy advocacy work on children with disabilities at the national level; and 2) to support the Ministry of Education and Culture to strengthen its leadership on inclusive education and its capacity to manage meaningful participation of persons and organizations of persons with disabilities (DPOs) in policy-making.

How can you make a difference?


Indonesia has seen steady, significant growth in terms of school enrolment over the past 10 years. Despite the progress, the latest data on Out-of-School Children (OOSC) suggests that about 4.2 million children of school-going age (7-18 years) are still out of school (SUSENAS, 2018). The analysis of OOSC data shows significant gaps in education participation among socioeconomic groups. Economic factors, along with geographical isolation, disabilities and gender norms are identified as main factors that hinder child school participation, children either never attending or dropping out of school.

The Disability Parity Index of school participation for Indonesia is 0.75, a figure indicating immense exclusion of persons with disabilities in schooling. Recent analysis of SUSENAS 2018 suggests that less than 40 percent of children with disabilities aged 16-18 have completed junior secondary school while 85 percent of those without disabilities have.

UNICEF has been supporting the expansion and strengthening of inclusive education in Indonesia. With support from the Reach Out to Asia (ROTA) Foundation and the Futbol Club Barcelona Foundation, the inclusive education programme aims to enhance and sustain access of children with disabilities and other marginalized children to quality education. The programme has been operating in 5 provinces (West Java, Central Java, East Java, South Sulawesi, and West Sulawesi) and 12 districts and currently in the second phase of its implementation (1st Phase ended in March 2018).

The overall objectives of the Inclusive Education Programme are as follow:

To create positive changes in the knowledge and attitudes of parents and community members in Indonesia towards children with disabilities and their rights that will increase demand for inclusive education. Key stakeholders (parents, government officials, school communities) receive inclusive education messages through information, education, and communication materials and campaigns. Over 100,000 children (50,000 girls; 2,700 with disabilities; 2,250 out-of-school children) acquire skills and values on social inclusion, respect, effort, teamwork, ambition, tolerance, protective behaviour and decision-making, through improved physical education (PE) and sports.

To increase capacity and commitment from national and sub-national governments and service providers supporting inclusive education as shown by (i) budget allocation; (ii) the increased number of schools with School Plans incorporating inclusive education components; and (iii) established minimum service standards for inclusive education. Education personnel and government officials (national and subnational) increase capacity in managing inclusive education-related programmes. Teachers and other education personnel (including pre-service students) increase capacity to deliver life-skills agenda through improved inclusive pedagogical skills and quality PE, sports and play both for children with and without disabilities. Good practices in inclusive education are replicated in at least 2 districts as shown in district budgeted action plans. Five pre-service teacher training institutions deliver sports-based and other inclusive education capacity-building modules as part of their curriculum.

One of the key strategies is to work with the government at the national level to harmonize policies and programme guidance that coherently covers special needs education and inclusive education. This would include synthesizing evidence generated through the programme implementation at the field level and feeding them into drafts of strategic documents. This is also to ensure that the learning from the current programme will contribute to the institutionalization and replication of key components of the inclusive education model (e.g. teacher training and communication campaigns).


The purpose of the assignment is 1) to support the Ministry of Education and Culture in leading policy advocacy work on children with disabilities at the national level; and 2) to support the Ministry of Education and Culture to strengthen its leadership on inclusive education and its capacity to manage meaningful participation of persons and organizations of persons with disabilities (DPOs) in policy-making.


Support the Ministry of Education and Culture’s Directorate of Special Education in implementing agreed activities with UNICEF funding; this includes, but not limited to:

  • The launching and monitoring of inclusive education communication campaign (in partnership with third party);
  • Dissemination of findings from Promising Practices Review (in partnership with third party);
  • Mainstreaming of sports-based inclusive education module, FutbolNET, into in-service teacher training (P4TK Penjas) (in partnership with third party);
  • Review of the role of Resource Centers and Resource Teachers in inclusive education;
  • Roundtable discussion School Level Index/Minimum Service Standards;
  • End of Project Review Meeting (in partnership with third party)

Build the capacity of the Directorate of Special Education to manage meaningful participation of persons and organizations of persons with disabilities. This includes, but not limited to:

  • facilitate the involvement of DPOs and civil society organizations working on the issues of inclusive education in the abovementioned key activities;
  • support the establishment of mechanisms within the Directorate for sustainable engagement with DPOs and CSOs, especially in the development of policies of Reasonable Accommodations and Minimum Services on inclusive education

Be a resource person for the Directorate of Special Education on the initial drafting of minimum service standard for inclusive education, key content of reasonable accommodation, the role of resource centers and resource teachers

  • Provide strategic input and analysis to the Directorate of Special Education during the development of lessons learned and sustainability strategy documents
  • Provide inputs to key documents such as policy briefs and donor reports, under the 1in11 partnership.

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

  • Master’s degree in education, social sciences, international development, humanitarian response or a related field.
  • Minimum 10 years of progressively responsible relevant experience in the field of inclusive education and/or special education, or disability inclusion.
  • Technical experience and knowledge in the area of inclusive education required, including monitoring and evaluation, supply management and partnership coordination.
  • Sound experience working with civil society organisations focusing on the rights of children with disabilities.
  • Experience working with sub-national government entities (provincial and district) is desirable.
  • Resourcefulness, flexibility, and the ability to prioritise large amounts of work while under pressure.
  • Good analytical, facilitation, communication and presentation skills.
  • Politically and culturally sensitive, awareness of gender and disability issues, with qualities of patience, tact and diplomacy
  • A minimum of 5-8 years' experience with either the UN and/or NGO.
  • Fluency in Indonesian and English (verbal and written).
  • Familiarity with MoEC processes is an asset


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