About this role
Background:
KREASI (Kolaborasi untuk Edukasi Anak Indonesia) is a national program aimed at improving literacy, numeracy, and character education in primary education across eight districts in Indonesia. As part of its approach, KREASI integrates cross-cutting themes—including Climate Change Education (CCE)—into teaching and learning processes.
This assignment will lead the development of teacher and principal professional development materials, which will include a teacher training program, sessions for KKG/KKKS community of practice, as well as support for coaches providing classroom support to teachers. As KREASI seeks to integrate climate change into broader education ecosystem and advocacy efforts, this assignment will also support evidence generation, technical integration, and capacity strengthening to ensure climate-responsive education is embedded across program components.
Period 1: 1 November 2026 – 31 January 2027 — Technical Support to Partners
The first two months of this assignment will be providing technical support to KREASI during its ongoing Year Two programming, which includes teacher and principal training, curriculum development, child protection and remedial learning (Catch-up Clubs) – all opportunities to integrate climate change education.
Objectives:
• Maintain continuity of Climate Change Education technical support to KREASI while the CCE package for Year 3 is scoped.
Key Responsibilities:
• Provide general technical advice and support to the KREASI Education Manager and Ecosystem & Advocacy Manager on climate change education integration into Year 2 program activities. • Provide reviwed of partner CCE activities in Years 1-2, and contribute as relevant to narrative program reports • Develop climate-responsive guidance and examples for partners to use with primary school teachers (e.g., competencies, PBL/non-PBL approaches, teaching resources) • Respond to emerging or unanticipated program needs as identified by KREASI leadership — for example, requests for support to schools affected by forest fires. • Contribute to planning and preparation for the Year 3 CCE package.
Period 2: 1 February – 31 October 2027 — Year 3 Climate Change Education Package
From February 2027, the assignment shifts to the more detailed objectives, responsibilities, and deliverables below, focused on the development of the KREASI Year 3 Climate Change Education (CCE) package.
Objectives:
• Develop materials for a training program for teachers and principal professional development, focused on integrating climate change into the early grade primary school curriculum. • Develop content for primary school teacher/principal community of practice (KKG/KKKS) on climate change education • Build capacity of KREASI staff and partners to implement climate-responsive education approaches • Generate evidence, lessons learned, and knowledge products to inform program adaptation and external engagement • Ensure CCE is reflected in education ecosystem and advocacy efforts
Key Responsibilities:
• Lead the design and development of the Year 3 Climate Change Education package, including a structured training program, session plans, and facilitator materials aligned with KREASI priorities • Design coaching tools and guidance to support classroom-based mentoring, including observation tools, feedback protocols, and coaching cycles • Develop and integrate climate change education content for KKG/KKKS communities of practice, complementing and integrating with literacy, numeracy, and cross-cutting themes • Orient KREASI provincial teams on the program’s climate change strategy and practical application • Convene and facilitate monthly coordination meetings with climate focal points across KREASI implementing partners • Contribute to the KREASI research agenda and knowledge products • Support integration of CCE within ecosystem strengthening and advocacy approaches, including development of policy-relevant briefs, talking points, or evidence summaries • Provide inputs to Results Framework reporting and narrative program reports • Develop a journal-style paper (or publishable knowledge product) on climate integration in foundational learning, based on Year 1 experiences
Deliverables:
The KREASI Climate Change Education EC will be available for consultation and collaboration throughout this assignment in order to ensure the completion of the deliverables in the following timeframe.
• Deliverables will be developed and finalized in Indonesian/English language. Translation services can be requested from Save the Children or provided by the consultant. • All deliverables must be worked on collaboratively with Save the Children, and drafts stored in Google Docs with access to STC and the EC. • As applicable, deliverables must follow the format of the KREASI Knowledge and Training Package. Save the Children will be responsible for final layout of modules, handouts, slide decks and external publications to ensure compliance with donor branding requirements.
Required Qualifications and Experience
Save the Children is seeking an experienced External Collaborator with a demonstrated senior-level background in climate change education and international development:
• Bacehlor’s degree (MA preferred) in Environmental Science, Climate Change Education, Science Education, or a related field (required). • Minimum 6 years of progressive experience in climate adaptation, environmental education, or disaster risk reduction within education or development contexts, including at least 2 years in a technical advisory or leadership role. • Demonstrated expertise in designing and leading curriculum development, teacher professional development, and training programs with a climate change or sustainability focus, ideally at national or multi-district scale. • Deep knowledge of Indonesia's education and environmental sectors, including relevant policy frameworks, national curriculum standards, and key government and civil society stakeholders. • Established working relationships with the Ministry of Education, Culture, Research and Technology (MoECRT) and/or the Ministry of Religious Affairs (MoRA), with the ability to engage credibly at senior levels. • Proven track record of producing high-quality knowledge products, including policy briefs, technical reports, or published research relevant to climate-responsive education. • Strong experience in program monitoring, evidence generation, and results reporting within donor-funded programs. • Excellent facilitation, communication, and writing skills in both Bahasa Indonesia and English, with the ability to engage diverse audiences from classroom practitioners to senior policymakers.