**INOVASI 3 - Foundational Skills Specialist****Project Overview and Role**:Indonesia's Vision 2045 sets the goal for Indonesia to transition from a resource-based economy towards an advanced service, technology, and knowledge-based economy by the centenary of its independence (2045). The 2025-2045 National Long Term Development Plan emphasises the urgency of Indonesia's human resource development to fully realise 2045 goals.Faced however with persistent low student performance that is emblematic of a learning crisis, significant improvement in student learning will be required to reach Indonesia's 2045 goals. Government of Indonesia (GoI) has started an ambitious program of education reforms. Successive education ministers have set out to modernise the education system through reforming the national curriculum and teaching and assessment approaches, to produce citizens with strong foundational skills, open minds, and inclusive values.Australia is a long-term supporter of the Indonesian basic education sector, with continuous investments supporting education quality improvements for the past two decades, including through the INOVASI program (Phase 1 2016-2020; Phase 2 2020-2023) that focused on supporting acquisition of literacy and numeracy foundational skills in early grades classrooms; exploring local problems and solutions; and generating evidence to inform government policy development and practices.This third phase of INOVASI (2024-2027) builds upon the existing program's approach and lessons learned and takes the focus on the development of foundational skills through to the end of the primary grades. Phase 3 will engage with priority issues of Australia's development policy: gender equality, effective inclusion of children with a disability, responses to the climate change challenge in education. It will focus on the challenge of policy implementation and the gaps that exist between national policies and practices at district and school levels, and use the well attested-success of INOVASI's local problem-based approach to continuously support policy development for effective fit between policy and implementation context.The Program is managed by Palladium on behalf of DFAT.**Primary Duties and Responsibilities**:**Purpose of the Position**:The **Foundational Skills Specialist **has responsibility for supporting subnational and national teams to achieve INOVASI's intended outcomes through providing technical advice and support to the design, development, implementation and monitoring and evaluation of INOVASI approaches to accelerating achievement of foundational skills. The Specialist will work primarily to support subnational teams but will also provide input and advice into national policy and programming as relates to foundational skills. The Specialist will work collaboratively across program teams and in ways that builds understanding and capacity in INOVASI in relation to achievement of foundational skills.**Working with children**Is this position likely to come into contact with children? Yes No**Duties**: Under the direction of Deputy Director - Education Ecosystems and Subnational Management (hereafter Deputy Director Subnational), the Foundational Skills Specialist will:- Support/manage the development of a foundational skills strategy for INOVASI Phase 3, in collaboration with other deputy directors, provincial managers and external advisors and consultants.- Support INOVASI sub-national and national teams develop and implement facilitation strategies and tools to service partners in the ecosystems develop their foundational skills strategies.- Manage technical assistance to build the capabilities of key partners in the ecosystems to develop and/or revise and adapt foundational skills materials such as training modules, Bahasa Indonesia and mathematics scope and sequence documents and assessment tools in line with the foundational skills strategy, evolution in GoI policy, and the INOVASI 3 program logic.- Coordinate INOVASI technical assistance in the design of interventions, pilots, and GOI and/or partner led approaches to developing teacher, principal, supervisor, parent and/or community capacity to support acquisition of foundational skills.- Provide advice and support to provincial teams in relation to collaboration within the ecosystem, particularly the BGPs and universities (LPTK) in developing teacher, principal and district ability to support achievement of foundational skills.- Facilitate relationships and collaboration between districts and the district ecosystem with MoECRT/MoRA literacy, numeracy and character programs.- Coordinate and/or provide technical and advisory support to key GoI national counterparts in relation to foundational skills, in the key related areas of the five program IOs.- Build and maintain strong relationships with key GoI national counterparts to ensure INOVASI's support is aligned to their needs while also
