Senior Education Specialist

World Bank, Indonesia

Skill Required:, Education ManagementFinance and Accounts
Preferred Experience: 
5 years
Closing Date for Applications: 
10th August, 2019

Job Description

Established in 1944, the WBG is one of the world’s largest sources of funding and knowledge for development solutions. In fiscal year 2018, the WBG committed $67 billion in loans, grants, equity investments and guarantees to its members and private businesses, of which $24 billion was concessional finance to its poorest members. It is governed by 188-member countries and delivers services out of 120 offices with nearly 15,000 staff located globally.

The WBG consists of five specialized institutions: the International Bank for Reconstruction and Development (IBRD), the International Development Association (IDA), the International Finance Corporation (IFC), the Multilateral Investment Guarantee Agency (MIGA), and the International Centre for the Settlement of Investment Disputes (ICSID). The World Bank is organized into six client-facing Regional Vice-Presidencies, several corporate functions and thirteen Global Practices to bring best-in-class knowledge and solutions to regional and country clients.


The 14 GPs are: Agriculture; Education; Energy and Extractives; Environment and Natural Resources; Finance and Markets; Governance; Health, Nutrition and Population; Macroeconomics and Fiscal Management; Poverty; Social Protection and Labor; Social, Urban, Rural and Resilience; Trade and Competitiveness; Transport and ICT; and Water. The 5 CCSAs are: Climate Change; Fragility, Conflict and Violence; Gender; Jobs; and Public-Private Partnerships. The new operating model is part of a broader internal reform aimed at delivering the best of the World Bank Group to our clients, so that together we can achieve the twin goals of ending extreme poverty by 2030, and promote shared prosperity for the bottom 40% of the population in every developing country.

The Global Practices specifically will:

Define Strategic Direction:

  • Define strategic priorities to deliver solutions and achieve results based on country and regional demands and interactions and global priorities;
  • Define/implement integrated resource strategies,
  • Engage in selected, high priority partnerships, and
  • Establish robust monitoring and reporting systems.

Develop and Deploy Expertise Globally:

  • Lead the development and delivery of solutions to clients by deploying the right technical staff where and when needed; and
  • Invest in developing technical talent.

Deliver Integrated Solutions:

  • Deliver operations, while Regions ensure fit for purpose;
  • Develop public-private integrated solutions that draw on GPs, CCSAs, MIGA and IFC; and (iii) hold the “Concurrence” role in all project/AAA approval steps, ensuring that all technical quality, safeguard and fiduciary requirements (if applicable) are met.

Capture and Leverage Knowledge Effectively:

  • Ensure knowledge is used effectively to deliver solutions to clients;
  • Assign staff roles and accountabilities in creating, capturing, sharing and using knowledge’
  • Reward knowledge sharing and learning, in performance management and career development; and
  • Develop knowledge base around key development challenges and solutions sets.


Education is central to achieving the World Bank Group’s twin goals: it is a reliable route out of poverty because it has large and consistent returns to income for individuals and because it can drive economic growth. It is also a prime vehicle for promoting shared prosperity. The main challenge in the education sector is to achieve “learning for all, learning for life”—that is, to ensure that all children and young people acquire the knowledge and skills they need for their lives and livelihoods. The developing world has achieved great advances in education in the past two decades, most notably in enrolling and keeping children in school and in approaching gender equality. Yet these successes in expanding access to education have highlighted the major remaining challenges: how to remove the educational barriers faced by the poorest people and those living in fragile states, and how to improve the quality of education so that schooling leads to real learning. The WBG and the broader education development community are increasingly shifting focus to learning outcomes. Because traditional input-driven programs often fail to promote learning, the WBG’s education strategy highlights the need for a more comprehensive systems approach to education reform, investments, and service delivery. This approach is about increasing accountability and targeting results, as a complement to providing inputs. And it also requires strengthening the knowledge base on education, to highlight where systems are achieving results, where they are falling short, and what the most effective solutions are. These efforts are increasingly guided by the need to invest early; invest smartly; and invest for all. Through high-quality analytical work, collection and curation of evidence, and practical know-how in these three areas, the WBG is helping its partner countries accelerate their educational progress

The Education Global Practice is led by a Senior Director, who has overall responsibility for the practice. The Senior Director is assisted by two Directors, who serve as the Chief Operating Officers of the Practice. The Education Global Practice Management Team, which is the group that leads and manages the GP, consists of the Senior Director, two Directors and nine Practice Managers.


  • The East Asia and Pacific (EAP) region comprises of more than 20 countries, including Middle-Income Countries, Lower-Income Countries, and fragile states (EAP has the second highest number of fragile states amongst all the Bank regions). The Region is characterized by generally rapid growth, both sophisticated and low capacity borrowers, and some highly dynamic sectors. In the education sector, while many of the countries in EAP have achieved much in terms of getting their children to attend school at basic levels, they face ongoing challenges regarding the need to provide access at post-basic levels, improve the quality of schooling at all levels and enhance the relevance of education for the workplace.
  • EAP Region’s education strategy is consistent with the Bank’s own education sector strategy, with focus on following areas: (a) to strengthen education systems by helping develop institutions that enhance accountability, build information for effective decision-making through M&E and assessment systems and benchmarking; (b) to tailor our approach to country circumstances, specifically by responding to fast-growing countries’ requests to engage in upper secondary and higher education, skills development and vocational training, as well as to those from fragile and small states still trying to complete the EFA agenda; and (c) to use multi-sector approaches, such as conditional cash transfer programs, to achieve educational outcomes. Moreover, since the region includes countries which are low-income or fragile states, as well as middle-income countries where loan financing is not the main priority, the Bank must combine its financial support with world-class demand-driven policy advice that uses its global knowledge base.
  • The Senior Education Specialist/Economist is expected to focus mainly Indonesia and Timor-Leste, though work in other EAP countries is also possible depending on business priorities. The Education GP currently has large portfolio in Indonesia, with two lending operations, including one new and large engagement with the Ministry of Religious Affairs, and a significant program of analytical work. There are also important collaborations with other GPs, including with Social Protection and Jobs and with Governance, on both lending operations and analytical work. The Education portfolio in Timor-Leste is emerging, with a new lending operation being prepared and analytical work.
  • The selected candidate will be based in Jakarta, Indonesia. He/she will work closely with the Program Leader responsible for education (based in Jakarta), with the CMU, and with colleagues in Washington DC and other countries offices working on the Indonesia and Timor-Leste program. He/she will report to the Education Global Practice Manager for the EAP region (based in Washington D.C.).

Roles & Responsibilities:

Be part of the Indonesia and East Timor education team and: lead effective teams for the preparation and implementation support of lending operations and advisory and analytical services; and, work closely with other education team members to provide oversight and on the ground leadership.

  • Contribute to or engage in policy dialogue with high-level government officials, including articulating how to turn policy advice into operational plans
  • Work closely with clients on implementation issues.
  • Liaise with donor partners and represent the Bank in activities related to education in Indonesia and East Timor.
  • Contribute to external communications related to education in Indonesia.
  • Lead or contribute to analytical work and produce reports and presentations, as needed.
  • Work closely with other Global Practices to ensure mutual collaboration and coordination.
  • Respond to ad-hoc and urgent requests from management and the client, as requested.
  • Contribute to other tasks as needed including developing proposals, preparing new projects, events and conferences.

Selection Criteria:

  • Do you have a PhD degree in Education, Economics or relevant field plus five years relevant experience, or Master’s degree in relevant field plus 10 years of relevant experience?
  • Do you have a minimum of eight years of specific relevant experience in education?
  • Do you have a experience in supporting large-scale education system reform in one country?
  • Do you have a experience working with clients to build capacity and engage in policy dialogue on education?

Technical Ability:

  • Do you have a strong analytical skill, including an understanding of Indonesian education data sets, indicators, tools for data analysis, and the use of the resulting evidence for education policy-making and program design?
  • Do you have a experience working on education development and reform?
  • Good understanding of education systems, and how they interact in different social and development contexts and institutional arrangements.
  • Full understanding of the World Bank’s development initiatives and policies and practices related to lending and non-lending operations.
  • Deep knowledge of the Indonesian education context
  • Knowledge of and/or experience working with the Ministry of Religious Affairs a plus
  • Solid experience in working with multiple donors and education partners

Client Orientation:

  • Strong engagement and policy dialogue skills with high-level counterparts and other stakeholders; client focused with an ability to provide prompt and high-quality responses.
  • Ability to maintain client relationships in the face of conflicting demands or directions.
  • Ability to provide evidence-based advice and practical solutions based on sound diagnosis and judgement, and mindful of political considerations and capacity limitations.
  • Ability to influence and promote consensus among different stakeholders.
  • Ability to manage diverse and sometimes competing interests and perspectives.

Team Leadership, Collaboration, and Inclusion:

  • Demonstrated ability to lead teams of professionals. Excellent interpersonal skills, with proven ability to work in a team and intercultural environment with minimal supervision.
  • Proven track record of multitasking, managing competing demands, and effectively and timely delivering on tasks.
  • Proven ability to identify and develop new and creative partnerships with a wide variety of stakeholders.
  • Ability to work in a collaborative way and build relationships around a common goal.


  • Evidence of strong interpersonal skills and good judgement.
  • Capacity to share and convey complex technical issues in a format adapted to the final audience, orally and in writing.
  • Fluency in written and spoken English and Indonesian.

Required Competencies

  • Analytical, Operational and Technical Skills – Mature, experienced education specialist with strong analytical/technical skills, as well as project implementation experience, and with the ability to engage with clients. Proven experience working in, or closely with, government education departments or related agencies on broad issues such as teachers, pedagogy, curriculum, student assessment and school and district leadership and improvement.
  • Operational project/program management skills – Demonstrated knowledge and understanding of project/program management concepts, as well as of instruments and processes related to project preparation and implementation.
  • Client Orientation – Demonstrated personal responsibility and accountability for timely response to client queries, requests, or needs, working to remove obstacles that may impede execution or overall success.
  • Drive for Results – Strong personal ownership and accountability to meet deadlines and achieve agreed-upon results, with the personal organization and drive to do so.
  • Teamwork (Collaboration) and Inclusion – Collaborates with other team members and contributes productively to the team's work and output, demonstrating respect for different points of view.
  • Knowledge, Learning and Communication – Actively shares and seeks knowledge with others, communicating and presenting information in a conceptually sound, clear, and organized manner.
  • Business Judgment and Analytical Decision Making - Analyzes facts and data to support sound, logical decisions regarding own and others' work.
  • Excellent written and oral presentation skills in English.


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