Consultancy Needed

Background / Latar Belakang

Kolaborasi untuk Edukasi Anak Indonesia (KREASI), or Collaboration for the Education of Indonesian Children, is a programme designed to accelerate the improvement of literacy, numeracy, and character education for Indonesian preschool and primary school students in 8 districts across 4 provinces in Indonesia. The program is developed together with the Ministry of Primary and Secondary Education (MoPSE), Ministry of Religious Affairs (MoRA), National Development Planning Agency through Save the Children with partners in the collaborative consortium Mitra Pendidikan Indonesia (MPI). KREASI is funded by the Global Partnership for Education (GPE) through the Multiplier Grant allocated for Indonesia. With a commitment to sustainability and systemic change, KREASI aims to empower local government stakeholders, partners, and communities, ensuring that the gains achieved through the programme are both impactful and enduring.

Objective of the Assignment / Tujuan Penugasan

This consultancy aims to support the KREASI team in developing a more focused and integrated training package for teachers. The goal is to strengthen teacher competencies in foundational literacy, numeracy, and character education while ensuring that key cross-cutting themes Gender Equality, Disability and Social Inclusion (GEDSI), Child Protection (CP), and Climate Change Awareness are embedded across the training content.

The KREASI program currently has four main training modules:

• Teacher Professional Development (TPD)
• School Leadership Training
• Inclusive Education
• Climate Change Resilience in Education

Each module contains specific competencies that are delivered to different school actors through training, coaching, mentoring, and school-based activities. However, after one year implementation, insights from reflection workshops and partner discussions highlighted that these activities are still too fragmented and not well aligned.

Therefore, this consultancy will help the KREASI team:

• Identify and define core competencies that directly contribute to improving literacy, numeracy, and character education outcomes.
• Integrate other cross-cutting issues (GEDSI, CP, Climate Change) into the core training package rather than treating them as separate components.
• Develop a streamlined Teacher Continuous Professional Development Package that promotes coherence, efficiency, and stronger impact across KREASI interventions.

The expected result is a cohesive and lean training package that supports teachers in improving student learning outcomes, particularly in literacy and numeracy, while fostering safe, inclusive, and climate-resilient schools.

Scope of Work / Lingkup Tugas dan Tanggung Jawab

The Individual Consultant is expected to perform the following key tasks:

Skill-Mapping

• Conduct a literature review on teacher core skillsets according to the national and international publications as well as relevant policy documents.
• Review existing resources for teacher development, including school leadership and professional learning structures.
• Conduct interviews and FGDs with MoPSE and MoRA to validate the skill mapping alignment with national priorities.
• Conduct interviews and FGDs with KREASI Local Implementing Partners to understand local district aspects that to this date influence teacher development processes.

Skill-Matching

• Determine proficiency levels for each teacher core skillsets to inform suitable learning methods. (e.g. training only for Master Teachers; mentoring for novice or beginner teachers) . Refer to proficiency novice-to-expert scale indicators (referred to: Icon Accreditation Handbook October 2020 (Institute of Conservation, London 2021) based on the Dreyfus model of skill acquisition)
• Develop a TPD curriculum/module package outlining how the competencies can be structured – indicating which modules can be integrated and which stand alone

Learning Journey

• Develop a Learning Journey document by outlining step-by-step process of teacher development (from skillset identification to expert proficiency) aligned with the TPD modules and learning methods (see aforementioned point B Skill-Matching)

Indicators and Measurement Tools

• Define key indicators to measure teacher learning development progress and the effectiveness of each TPD component.
• Design simple, practical measurement tools for each TPD Package Component (e.g. rubrics, self-assessment forms, feedback instruments).

Required Qualifications and Experience / Kualifikasi yang Dibutuhkan

Education and Work Experience

• Advanced degree in Education, Social Sciences, or other relevant fields.
• Minimum of 7 years of experience in designing and implementing teacher professional development programs, preferably within basic education settings.
• Proven experience working with international development organisations or education programmes in Indonesia.
• Experience in developing practical and contextualised training modules or teacher learning packages as well as developing and/or implementing teacher competencies, including the understanding of teachers' skills based on national policy and regulation.

Expected Competencies / Kompetensi yang Diharapkan

Technical and Content Expertise

• Strong understanding of foundational literacy and numeracy within the context of education development programs, including existing TPD design in national level and propose context fit TPD cycle in the district level where resources are usually limited.
• Demonstrated ability to integrate literacy and numeracy, children holistic development, play-based child-centred pedagogy with cross-cutting themes such as GEDSI (Gender Equality, Disability, and Social Inclusion), Climate Change Education, and Child Protection to promote inclusive and safe learning environments.

Research and Facilitation Skills

• Strong analytical skills with experience in conducting desk reviews, key informant interviews and focus group discussions with MPL, MoPSE, MoRA, and other relevant stakeholders.
• Proven ability to design and facilitate participatory workshops.
• Strong coordination and leadership skills, with a consistent record of delivering high-quality outputs on timely manner.
• Excellent reporting and presentation skills in Bahasa Indonesia and English, with a proven ability to produce clear, evidence-based reports and presentations.