Request For Proposal: Disabiliy Partnership East Java - Sidoarjo

Job Expired

Background

Vision Indonesia 2045 aims for Indonesia to transition from a resource-based economy to an advanced service, technology, and knowledge-based economy by its centennial independence in 2045. The National Long-Term Development Plan 2025–2045 emphasizes the urgency of developing Indonesian human resources to fully achieve the 2045 goals. This goal is also supported by Australia, a long-term supporter of Indonesia’s basic education sector, through ongoing investments. Support for education programs has been provided over the past two decades, including through the INOVASI program (Phase 1: 2016-2020; Phase 2: 2020-2023), which focuses on supporting the acquisition of basic literacy and numeracy skills in early grades, exploring local issues and solutions, and generating evidence to inform government policy and practice development. In 2024, the third phase of INOVASI (2024–2027) builds on existing program approaches and lessons learned, focusing on the development of basic skills through the end of primary school. Phase 3 will address Australia’s priority development policy issues: gender equality, effective inclusion of children with disabilities, and responses to climate change challenges in education. It will focus on the challenges of policy implementation and the gaps between national policy and practice at the district and school levels, using INOVASI’s proven local problem-based approach to continue supporting policy development to align with effective implementation contexts.

Access to quality education is a right for all children, as it enables individuals to achieve a better and more dignified life. However, disability status is often seen as a barrier to accessing education in Indonesia. Between 30-36% of children with disabilities do not attend school, compared to only 8% of children without disabilities1, 2, highlighting the substantial gap in educational opportunities. The quality of learning for students with disabilities also faces challenges. For instance, the Learning Gap study conducted by INOVASI in 20223 found that 43% of early grade students with disabilities were at level 1 in literacy (below proficiency) on the Sustainable Development Goals Minimum Proficiency Level (MPL) for education indicator 4.1.1, compared to 20% of students without disabilities. Similarly, 63% of early grade students with disabilities were at levels 1 and 2 in numeracy skills, compared to 41% of students without disabilities. Furthermore, when disability status is combined with other factors, the vulnerability of children with disabilities results in contrasting experiences, such as the finding that around 96% of girls with disabilities in rural areas and 94% of boys are unable to meet minimum competency levels.

In addition to access to quality education, a safe and comfortable learning environment as a precondition for learning for children with disabilities is also still an issue. Negative experiences in schools and madrasahs for students with disabilities are often worse, and gender discrimination also plays a role in this.

Furthermore, disability status can be a risk factor in cases of violence. Although data related to students with disabilities often do not provide a complete picture of incidents, the limitations of students with disabilities in communication, socialization, and emotional management are suspected to be contributing factors to their vulnerability. Considering this context explains the importance of involving all actors in preventing and addressing violence. Schools need to build collaboration with other actors, including Civil Society Organizations (CSOs), which have the potential to play a role in creating safe and comfortable conditions for all children to learn. Additionally, the involvement of CSOs also respects and empowers institutions, leadership, and decision-making from various local actors, including Organisations of People with Disabilities (OPD), in the design, planning, delivery, resources, and accountability, in local and operational contexts. This Australian policy is also in line with Indonesian Law No. 8/2016 on persons with disabilities. This policy mandates the design and implementation of partnership programs, especially the INOVASI 3 program, which must benefit students with disabilities who are part of Indonesia’s children. The INOVASI 3 program has set its final program goals until 2031, namely:

By 2031, targeted national and regional stakeholders can develop and/or implement inclusive education policies and systems that support basic skills for all primary school students, including children with disabilities.
By 2031, teachers and school and madrasah leaders in targeted districts can demonstrate inclusive practices that result in improved basic skills for all primary school students, including children with disabilities.

The Investment Design Document: Australia-Indonesia Partnership Program for Improving Education Quality (INOVASI Phase 3) outlines that in Indonesia, learning barriers for school-aged children with disabilities are quite significant and widespread. The Australian Government is committed to working with the Indonesian Government to improve development outcomes through a transparent, locally led, and inclusive approach, focusing on gender equality, disability equality, and social inclusion. DFAT’s International Disability Equity and Rights Strategy (2024-2030) envisages a fairer, more equitable world in which people with disability are valued members of the community with equal rights, dignity, and the support they need to achieve equal outcomes. The Strategy prioritises partnerships to enable a strong, effective disability rights movement, actions to address discrimination and exclusion and promote the preconditions for inclusion to build more equitable and inclusive systems.

INOVASI will support the Indonesian Government and local governments and facilitate partnerships with capacity building for, and leadership from organizations of persons with disabilities, and/or communities or groups of persons with disabilities to carry out specific activities that support participation and direct benefits for persons with disabilities. In the context of NTB, the National Assessment Score indicates that the infrastructure to support students with disabilities is quite adequate, with scores ranging from 64.5 to 67.6 on the school services indicator for people with disabilities. Meanwhile, the biggest challenge is seen in attitudes and acceptance among students, with scores ranging from 52.8 to 57.7. This indicates the need for efforts to raise awareness in acceptance and to strengthen inclusive attitudes and climate at the school level.

Consultations with representatives of Organisations of People with Disabilities indicate that there are several major barriers in the learning of students with disabilities. These include the need to improve the knowledge of general schools’ teachers to support the learning of students with disabilities and the facilities to support an inclusive learning environment. There is still a ‘mindset’ among general schoolteachers who are not yet ready for the presence of students with disabilities, and the stigma attached to disabilities hinders their participation.

The areas for this partnership can be identified and undertaken as part of the district planning development process. This partnership is co-designed to ensure mutually beneficial partnership goals, and capacity development support is provided as needed.

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).

Invitation to Online Debrief and Submission of Questions

All interested organizations is encouraged to attend online debrief on Friday, 21 February 2025 at 14.00 WIB Jakarta Local Time (GMT+7). Interested prospective grantees should register with sending email to inovasi.grant@thepalladiumgroup.com at the latest on Thursday, 20 February 2025.

The prospective grantees are given the opportunity to send written questions to Palladium from the day of the advertisement until Monday, 24 February 2025 at 16.00 PM Jakarta Local Time (GMT+7)

Responses to the written questions will be sent on Tuesday, 25 February 2025 before 17.00 PM Jakarta Local Time (GMT+7)

Applicants must submit proposals as well as written questions by email to inovasi.grant@thepalladiumgroup.com with title “RFP Disability Jawa Timur – Sidoarjo”

Proposal Submission Requirement

To be regarded as an eligible submission, proposals must provide the following ng documentation and information:

1.Schedule A: a completed and signed RFP Statement letter (using the template provided).

2.Schedule B: a Technical Proposal of preferably five (5), or maximum up to ten (10) pages in length in the format provided that contains detailed information on the proposed program. Including annexes as follow:

Annex 1 – Budget Proposal
Annex 2 – Past Experience
Annex 3 – Organisational Capacity

The Proposals can be written in English or Bahasa Indonesia and must use the INOVASI Proposal template. Please submit only electronic copies via email. No paper copy is necessary.

Applicants must submit proposals by email to inovasi.grant@thepalladiumgroup.com with title “RFP Disability Jawa Timur – Sidoarjo”

Please refers to the following link for detailed and download the supporting document:

https://drive.google.com/drive/folders/1aH4PxBYc8JHad4_AiqSROl7E6aG7qyPA?usp=drive_link