Indonesia’s Partnership Compact was published on GPE’s 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, Indonesia’s Partnership Compact is focusing on four focus areas for support and capacity building for system transformation through GPE. 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.
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. In support of Indonesia’s 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 national consultancy is to support an analysis of barriers and interventions for female leaders and female candidates for promotion to and undertaking school and madrasah leadership positions in MoPSE and MoRA schools in Indonesia. The assignment will generate evidence to inform national and subnational strategies that foster more equitable, inclusive and effective education leadership structures.
The consultancy will provide technical assistance to the Department of Education Research and Planning and Training (DERPT) in preparing the statistical analysis of the results from the Southeast Asia Primary Learning Metrics (SEA-PLM) Survey for Myanmar.
UNICEF Zimbabwe is inviting applications for a national individual to support the Ministry of Primary and Secondary (MoPSE) in providing oversight for the implementation of Cantoo Scribe EdTech for inclusive early learning education under the Learning Pioneers Programme in Zimbabwe.
The United Nations Children’s Fund in Cambodia is looking for a Cambodian national consultant to conduct a mapping of the private sector in Cambodia to:
• Identify corporates, CSR initiatives, foundations, Chambers of Commerce and HNWIs with potential alignment to UNICEF’s mission.
• Identify charity organizations that are actively fundraising through corporate partnerships and individual donations. Assess the philanthropic landscape, including giving trends, motivations, and mechanisms.
• Provide strategic recommendations for UNICEF Cambodia to engage with these actors effectively.
• Identify relevant digital payment tools and payment options in Cambodia.
If you are passionate about making a lasting difference for children in Cambodia, UNICEF would like to hear from you.
As part of the ongoing global Evaluation of UNICEF Contributions to Teacher Development and Improved Learning Outcomes, Bangladesh CO was identified for in-depth data collection, during the inception phase of the evaluation. A direct request from the Bangladesh CO was raised to use the information collected for the global evaluation (focusing on Bangladesh CO work on teacher development) and complement the data collection to inform a full Bangladesh CO Education Programme evaluation. These terms of reference request the recruitment of a team member to support the production of the additional sub-product, as part of the global evaluation.
The evaluation will inform the discussions, planning and programming between UNICEF Bangladesh CO and its main stakeholders, including government partners, both national and sub-national. The participatory approach to its design and implementation will ensure that accountabilities for children and youth are comprehensively assessed. In addition, the evaluation will produce lessons learned and recommendations to inform the planning of the next Bangladesh country programme document
Indonesia’s Partnership Compact was published on GPE’s 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, Indonesia’s Partnership Compact is focusing on four focus areas for support and capacity building for system transformation through GPE. 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.
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. In support of Indonesia’s 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 national consultancy is to support an analysis of barriers and interventions for female leaders and female candidates for promotion to and undertaking school and madrasah leadership positions in MoPSE and MoRA schools in Indonesia. The assignment will generate evidence to inform national and subnational strategies that foster more equitable, inclusive and effective education leadership structures.
The consultancy will provide technical assistance to the Department of Education Research and Planning and Training (DERPT) in preparing the statistical analysis of the results from the Southeast Asia Primary Learning Metrics (SEA-PLM) Survey for Myanmar.
UNICEF Zimbabwe is inviting applications for a national individual to support the Ministry of Primary and Secondary (MoPSE) in providing oversight for the implementation of Cantoo Scribe EdTech for inclusive early learning education under the Learning Pioneers Programme in Zimbabwe.
The United Nations Children’s Fund in Cambodia is looking for a Cambodian national consultant to conduct a mapping of the private sector in Cambodia to:
• Identify corporates, CSR initiatives, foundations, Chambers of Commerce and HNWIs with potential alignment to UNICEF’s mission.
• Identify charity organizations that are actively fundraising through corporate partnerships and individual donations. Assess the philanthropic landscape, including giving trends, motivations, and mechanisms.
• Provide strategic recommendations for UNICEF Cambodia to engage with these actors effectively.
• Identify relevant digital payment tools and payment options in Cambodia.
If you are passionate about making a lasting difference for children in Cambodia, UNICEF would like to hear from you.
As part of the ongoing global Evaluation of UNICEF Contributions to Teacher Development and Improved Learning Outcomes, Bangladesh CO was identified for in-depth data collection, during the inception phase of the evaluation. A direct request from the Bangladesh CO was raised to use the information collected for the global evaluation (focusing on Bangladesh CO work on teacher development) and complement the data collection to inform a full Bangladesh CO Education Programme evaluation. These terms of reference request the recruitment of a team member to support the production of the additional sub-product, as part of the global evaluation.
The evaluation will inform the discussions, planning and programming between UNICEF Bangladesh CO and its main stakeholders, including government partners, both national and sub-national. The participatory approach to its design and implementation will ensure that accountabilities for children and youth are comprehensively assessed. In addition, the evaluation will produce lessons learned and recommendations to inform the planning of the next Bangladesh country programme document
