Project Overview and Role: Indonesia’s Vision sets the goal forIndonesia to transition from a resource-based economy towards an advancedservice, technology, and knowledge-based economy by the centenary of itsindependence . The - National Long Term Development Planemphasises the urgency of Indonesia’s human resource development to fullyrealise goals.Faced however with persistent low studentperformance that is emblematic of a learning crisis, significant improvement instudent learning will be required to reach Indonesia’s goals. Governmentof Indonesia (GoI) has started an ambitious program of education reforms.Successive education ministers have set out to modernise the education systemthrough reforming the national curriculum and teaching and assessmentapproaches, to produce citizens with strong foundational skills, open minds,and inclusive values. Australia is a long-term supporter of theIndonesian basic education sector, with continuous investments supportingeducation quality improvements for the past two decades, including through theINOVASI program (Phase 1 -; Phase 2 -) that focused onsupporting acquisition of literacy and numeracy foundational skills in earlygrades classrooms; exploring local problems and solutions; and generatingevidence to inform government policy development and practices.This third phase of INOVASI (-) buildsupon the existing program’s approach and lessons learned and takes the focus onthe development of foundational skills through to the end of the primarygrades. Phase 3 will engage with priority issues of Australia’s developmentpolicy: gender equality, effective inclusion of children with a disability,responses to the climate change challenge in education. It will focus on thechallenge of policy implementation and the gaps that exist between national policiesand practices at district and school levels, and use the well attested-successof INOVASI’s local problem-based approach to continuously support policydevelopment for effective fit between policy and implementation context.The Program is managed by Palladium on behalf of DFAT.Primary Duties and Responsibilities: Purposeof the Position: The Educational Leadership Specialist has responsibility for supporting subnational and national teams to achieveINOVASI’s intended outcomes through providing technical advice and support to thedesign, development, implementation and monitoring and evaluation of INOVASIapproaches to educational leadership. The Specialist will work primarily tosupport subnational teams but will also provide relevant input and advice intonational policy and programming. The Specialist will work collaborativelyacross program teams and in ways that build understanding and capacity inINOVASI in relation to educational leadership.Working with childrenIs this position likely to come into contact with children? Yes NoDuties: Under the direction of Deputy Director – Education Ecosystems and Subnational Management (hereafter Deputy Director Subnational), the Educational Leadership Specialist will:Facilitate the development of an educational leadership 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 to develop and implement strategies and tools to help partners in the ecosystems develop their educational leadership strategies to accelerate the improvement of foundational skills attainment, by using the Minimum Service Standards and/or Rapor Pendidikan.Coordinate INOVASI technical assistance in the design of interventions, pilots, and GOI and/or partner led approaches to developing principal, supervisor, and other educational leaders to support schools and madrasahs improve school culture conducive to inclusive foundational skills attainment.Provide advice and support to provincial teams in relation to collaboration within the ecosystem, particularly the BGPs, MoRA’s BDKs and universities (LPTK) to develop capabilities and improve the leadership practices of principals, supervisors, and other educational leaders.Facilitate relationships and coordination between districts actors and with MoECRT/MoRA on educational leadership issues, solutions and/or programs such as Kepala Sekolah Penggerak and/or other principal capacity building programs under MoRA. Coordinate and/or provide technical and advisory support to key GoI national counterparts in relation to educational leadership, 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 contributing to achievement of the five program IOs and the EOPOs.Ensure GEDSI priorities are pursued in activities, pilots, interventions, and content developed to achieve more inclusive and equitable educational leadership policies and practices. Explore opportunities to pursue climate change outcomes within educational leadership components.Collaborate with advisors and partners in Indonesia and internationally to ensure policy support to GoI partners is technically sound, draws on up to date global knowledge, expertise and networks, and politically feasible in the Indonesian context.Work closely with the Performance and Learning team to inform design of MERL approaches to measuring the effectiveness of INOVASI support in improving educational leadership outcome.Utilise MERL findings to improve ways of working and approaches to continually make progress towards the five program IOs.Maintain strong communication and information sharing within the Education Ecosystems and Subnational Management team and across other national and subnational teams, to ensure both learning within and across teams, and facilitate opportunities for national-subnational collaboration.Contribute to six-monthly reporting and to routine and ad hoc reporting to DFAT and GOI, and actively participate in relevant national and global meetings or platforms on education leadershipOther duties as may reasonably be required by Deputy Director, Education Ecosystems and Subnational ManagementRequired Qualifications:The Educational Leadership Specialist willpossess the following qualifications and experience:A degree in education or other relevant subjects in science, social sciences, international relations, public policy.Significant experience in education related development programs which include program design, implementation and related activities, preferably within Indonesia.Strong understanding of basic education, educational leadership and soft-skills development, and the challenges and conditions for improving and sustaining quality education.Knowledge of the Indonesian education system and significant experience developing the capacity of teachers, principals, supervisors, communities, teacher working groups, local government and/or universities. Experience in being a school/madrasah principal will be highly regarded.Demonstrated ability to prioritize tasks, manage time and complete projects in a fast-paced, changing environment with minimal supervision.Demonstrated ability to seize opportunities and work collaboratively with other teams to achieve shared goals.Strong problem-solving skills, interpersonal and communication skills, a positive attitude, and pro-active approach.Fluency in Bahasa Indonesia and a good working knowledge of English.Application closed on Thursday, May 9th at 11.59 PM (Jakarta time)Palladium is a child-safe organisation, and screens applicants for suitability to work with children. A copy of Palladium’s Child Protection Guidelines is available on our website: /policiesDue to the anticipated volume of applications, only successful candidates will be contacted. All applications should be submitted through the Palladium website. Should you experience any issues lodging an application online please contact stating the position in the subject line.