Senior Manager - Design and Programme Readiness

YBPU is a not-for-profit organisation under the Bakti Barito Foundation, a philanthropic arm of the Barito Pacific Group. YBPU works with missions to accelerate the equality in education and to support achieving the golden generations in Indonesia especially around the business units and affiliates of Barito Pacific Group. In January 2022, YBPU established a partnership with STIR Education to strengthen its programmes and to accelerate its missions. The partnership has the purpose of supporting the education system to reignite sustainable intrinsic motivation and a love of lifelong learning across stakeholders at all levels of the education systems, including children, teachers and school leaders, supervisors, and coordinator supervisors and to build capacity across all levels.

We are an international NGO that supports education systems to reignite intrinsic motivation so that every child, teacher and official is motivated to learn and improve. At a practical level, that means we support governments to reignite intrinsic motivation in teachers and local officials, through teacher networks. Our vision is a world where teachers love teaching and children love learning. Since 2012 we have reached 200,000 teachers and 6 million children across 70 districts in India and Uganda and since 2022 we launched our programme in two districts in East Java, three districts in East Nusa Tenggara, one in West Java, Indonesia. 

We achieve this through a five-year learning partnership with an education system, where we align all levels of the education system (officials, teachers and children) around the goal of increasing intrinsic motivation.

Practically, this means that teachers undergo monthly network meetings with about 20 to 30 local peers. Through these meetings they’re supported to develop their practice in areas ranging from effective questioning to creating warm but orderly classroom routines – all designed to create a more effective relationship between the teacher and child. In doing so they develop a sense of autonomy (the sense they can change things), mastery (sense of getting better as a professionals) and purpose (reconnecting emotionally with their peers and students) – the key drivers of intrinsic motivation.

District officials undergo a training and coaching programme that motivates and supports them to prioritise, run and monitor the teacher networks and a close partnership with the state or national government enables the government to align this intrinsic motivation approach within their priorities, structures and systems.

The approach is run by the government from day one and after about five years of partnering with an education system we hope to have embedded a culture of improvement at all levels for the system to continue to strengthen itself. We typically allocate one member of our own staff per district to train, energise and coach the district officials running the approach, and a small team at the national or state level.

• Work closely with the Executive Director and the Senior Programme Manager in Indonesia to ensure that programme design and approach are grounded in the principles of motivation
  science while aligning with local priorities.
• Incorporate evidence-informed insights from motivation science and the science of learning and support the contextualisation of these resources based on clear local priorities and purpose.
• Ensure that the programme design in Indonesia is informed by both quantitative and
  qualitative data, working closely with the M&E team to review this regularly.
• Maintain up-to-date knowledge of the latest evidence in learning design and training and
  integrate these insights into the programme through participation in the DPR peer learning
  network.
• Take a rapid, user-centred design approach by gathering regular feedback from the
  programme team, officials, head teachers, and teachers in the field, and incorporating
  relevant insights into programme design.
• Establish a collaborative and inclusive approach to programme design in Indonesia with
  district-level stakeholders and co-design teams.
• Outline and implement a coherent design process with both internal and external
  stakeholders, ensuring the development of high-quality design materials.
• Participate in regular reflection sessions with the programme and M&E teams to review
  successes and areas for development based on quantitative and qualitative data.

• Work with the programme team to build conceptual clarity around intrinsic motivation and
  behaviour change, both internally and externally.
• Lead training for senior government officials and the STiR team (separately and jointly) on key
  programme areas, based on a clear understanding of local needs.
• Oversee the coordination of a coherent, high-quality training offer for the internal programme
  team, including boot camps, monthly “drip-feed” training, and field-based follow-up.
• Ensure all internal training is aligned with our programme readiness strategy, modelling strong
  practice in the training sessions personally delivered.
• Take a rigorous, evidence-informed approach to improvement through hypothesis-based
  problem solving, engagement with and observation of key programme stakeholders, analysis
  of data, and clear sharing of recommendations and insights.

• Facilitate high quality learning experiences for District and District Education officials
• Work closely with the district champion with the explicit aim of building their capacity to take on leadership of the programme
• Work closely with District officials to create a tailored implementation plan for the programme in their District that aligns with existing training structures and resources
• Model excellent practice to senior Dinas officials, through providing high quality coaching and follow-up support to a group of sub-district officials to support with implementation and adaptation of the model
• Model and narrate the importance of giving excellent feedback as part of building a culture of learning in the district

• Role model professionalism and integrity at all times and take ownership of your own
  development
• Actively contribute to the formation of local improvement priorities
• Develop strong, purposeful and collaborative relationships with the Programme, Finance and Operations and M&E teams
• Make sure that all the work you do and relationships you build are in the STIR spirit and in
  line with our values
• Model ‘Growth Mindset’ at all times- show that improvement is always possible and take
  responsibility for supporting the whole team to achieve its goals

• Strong identification with STIR values
• Fluency in English (including written)
• An understanding of the education system in Indonesia and promotion of change within it,
  through experience in either government, NGO or other relevant organisations
• Ability to plan and design high quality educational and training materials
• Experience in conducting and facilitating meetings with senior government officials at the
  national level
• Demonstrated interest in and understanding of pedagogical principles, design thinking (for example, through experience as a teacher or trainer)
• Ability to build positive relationships and influence others, including senior officials
• Excellent attention to detail and ability to see things through to a very high standard
• Excellent writing skills
• Excellent facilitation skills and experience of facilitating high quality adult learning
• Strong planning and project management skills
• Ability to learn and adapt rapidly based on feedback and new information, as well as the
  ability to communicate this succinctly
• Ability to work across functions and collaborate effectively

• A real team player with ability to collaborate across teams at STiR, as well as with external stakeholders through strong communication skills
• Ability to receive and incorporate feedback
• Ability to coordinate and communicate effectively
• Ability to work independently with minimal supervision
• Open minded and able to see the big picture