INOVASI 3 - Inclusive Education Module Illustrator (Consultant)

Background Of The Project

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, and 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.

INOVASI Phase 3 is implemented in 25 districts and cities across Indonesia, in the provinces of West Nusa Tenggara, East Nusa Tenggara, North Kalimantan, East Java, West Java, and Maluku. The program also works in Ibu Kota Nusantara (IKN). The Program is managed by Palladium on behalf of the Government of Australia through the Department of Foreign Affairs and Trade (DFAT).

INOVASI supports the Ministry of Education (MoE) and the Ministry of Religious Affairs (MoRA) in promoting more inclusive educational practice. Through Minister of Education Regulation No. 48 of 2023 and Minister of Religion Regulation No. 1 of 2024, the ministries aim to enhance teacher competency in implementing inclusive education, ensuring adequate accommodations for all students, including those with disabilities.

To aid in the execution of inclusive education programs at both ministries, INOVASI has developed tiered training modules in collaboration with Western Sydney University (WSU). Both the intermediate and the advanced modules created by WSU have received positive feedback from stakeholders, who noted that the content is highly relevant to implementing inclusive education.

To ensure alignment and mutual support among each module level, INOVASI is currently developing the basic module based on input and recommendations gathered from various stakeholders during the readability tests and trials of the intermediate and advanced modules. This development process involves collaboration with practitioners and experts in inclusive education and actively engages individuals with disabilities.

INOVASI is committed to maintaining inclusivity throughout the entire development process. This commitment ensures that the development team is diverse and that the final product effectively meets the needs of its readers. To achieve this, the resulting module will not only present information in written form but also incorporate supporting illustrations and infographics.

Purpose Of The Position

The purpose of hiring an illustrator for a tiered training module in inclusive education is to create visual content that enhances participants' understanding, engagement, and accessibility.

Inclusive education often introduces new terminology that may not have precise equivalents, making it vital for the illustrator to help with the visual approach and contextually adapt the visual appearance. This approach will foster a more inclusive learning environment for everyone involved.

Additionally, the content is presented in diverse formats, such as simple images or infographics, to promote inclusivity. For individuals with visual functional strengths, these visual aids can enhance understanding and comprehension of reading materials. Therefore, the illustrator plays a crucial role in making the content accessible and easy to understand for the target audience, ultimately contributing to effective communication.

Scope Of Work And Responsibilities

Under the direction of the disability and social inclusion team and working closely with The Ministry of Basic Education (MoE) and The Ministry of Religious Affairs (MoRA), the illustrator will provide the following items:

• Works closely with the content developers to understand the learning objective and identify the key concepts that need visual representation.
• Collaborate closely with content developers to develop visual concepts and illustration styles that align with inclusive education principles.
• Coordinate with the content developers to ensure that the illustration is culturally and contextually appropriate and accurate and relevant to the topics under discussion.
• Coordinate closely with the content developers to design characters with diverse and visible and invisible disabilities (e.g., mobility aids, hearing aids, visual impairment, neurodiversity) and to ensure respectful, non-stereotypical representations.
• Incorporate feedback from subject matter experts and related stakeholders involved in the readability testing and the module trial.

Duration Of The Contract

The duration of the contract is 6 months with maximum fifteen billable workdays per month, with a possible of extension subject to satisfactory performance assessment.

Expected Deliverables

• Characters are illustrated to represent diverse disabilities, genders, and age groups with clear expressions and body language to support visual understanding.
• Activity illustration, which represents the visual of an inclusive education environment
• Educational infographics contain diagrams or visualizations to explain inclusive educational concepts and practices.
• Educational Icons or symbols to support visual learning are reused consistently throughout the module.
• The final version of illustrator artwork in suitable resolution and file size meets the platform or print requirement.
• The final version of the tiered training module for inclusive education, which includes illustrator artwork, is complete and ready for beneficiaries to use.

Qualifications And Experience

• Relevant degree in design, communications or marketing.
• Minimum of five years experience as a graphic designer.
• Proficiency in tools such as Photoshop, Adobe, InDesign, and Illustrator.
• Strong interpersonal skills, with the ability to work in sensitive situations.
• Relevant experience in creating illustrations, preferably with inclusive education topics.
• Ability to work to tight deadlines and handle multiple activities simultaneously.
• Experience working with DFAT or other development agencies, preferably within the education sector.
• A high level of integrity, initiative, adaptability, and ability to perform effectively in a high-pressure environment.

Working with children

Is this position likely to come into contact with children? ☐ Yes ☒ No

Application closes on Tuesday, 3 June 2025 at 23:59 Jakarta Time

Equity, Diversity & Inclusion - Palladium is committed to embedding equity, diversity, and inclusion into everything we do. We welcome applications from all sections of society and actively encourage diversity to drive innovation, creativity, success and good practice. We positively welcome and seek to ensure we achieve diversity in our workforce; and that all job applicants and employees receive equal and fair treatment regardless of their background or personal characteristics. These include: (but are not limited to) socio-economic background, age, race, gender identity and expression, religion, ethnicity, sexual orientation, disability, nationality, veteran, marital or Indigenous status.

Women are encouraged to apply