CFPs: Enhancing the Quality of Learning, Nutrition and Well-being of Children in Indonesia

Deadline: 9-May-25

The United Nations International Children’s Emergency Fund (UNICEF) is seeking proposals to enhance the Quality of Learning, Nutrition and Well-being of Children in n Biak Numfor, Papua Province.

To ensure quality of the approach, UNICEF will continue to work with a network of highly experienced local implementing partners to provide practical, contextualized and well targeted technical support to schools and ECD centres, including to school principals and teachers, teacher working groups and district education offices.

The program will continue to draw upon input from district and provincial government to ensure matters relating to local context are comprehensively covered in the professional training and capacity building provided.

Sectors and Areas of Specialization

• Education
  • Early childhood development
  • Learning Outcomes
  • School meals
• Nutrition
  • Infant and young child feeding
  • Malnutrition prevention and treatment
• Social Policy and Advocacy
  • Public finance and local governance

Outcomes

• This cooperation aligns with the joint Government of Indonesia (GoI) and UNICEF Country Programme Document (CPD) 2021-2025 and directly contributes to the achievement of two key outcomes:
  • CPD Outcome 1: Ensuring women and children have more equitable access to evidence-based nutrition services and adopt appropriate care practices across the life cycle, from pregnancy to adolescence. Specifically, it supports
  • Output 1.1, which focuses on supporting government at national and sub-national level in the prevention of early childhood malnutrition;
  • Output 1.3, which focuses on strengthening the capacity of the government and partners at national and subnational levels to scale up actions for preventing maternal malnutrition, increasing demand for gender-transformative, evidence-based programs, and improving nutrition for school children and adolescents.
• CPD Outcome 4: Increasing the proportion of girls and boys—especially the most disadvantaged—who have access to quality, resilient, safe, and inclusive learning environments. This cooperation contributes to:
  • Output 4.2 (Early Childhood Education): Supporting districts in developing plans and budgets to implement and scale up quality early learning services.
  • Output 4.3 (Foundational Skills): Assisting districts in planning, budgeting, and implementing interventions to improve children’s basic literacy and numeracy in safe and inclusive learning environments.

Expected results

• This partnership will contribute to the following target results of the program.
  • Programme Outcome 1. The targeted ECD centres and primary schools have capacity to provide nutrition education, integrated into daily teaching.
    • Output 1.1. Children in ECD centres receive interactive nutrition education and toolkits.
      • Key activities:
        • Distribute nutrition education toolkits containing visual aids, activity books, and interactive learning materials for children and teachers in targeted ECD centers.
        • Train ECD teachers on how to use the nutrition education toolkit (including on growth monitoring, early detection and stimulation) and integrate interactive lessons into daily teaching.
    • Output 1.2. Children in primary schools receive interactive nutrition education and toolkits.
      • Key activities:
        • Distribute nutrition education toolkits containing visual aids, activity books, and interactive learning materials for children and teachers in targeted Primary Schools.
        • Train primary school teachers on how to use the nutrition education toolkit (including on growth monitoring, early detection and stimulation) and integrate interactive lessons into daily teaching.
  • Programme Outcome 2. The targeted ECD centres and primary schools have improved learning and development outcomes amongst young learners in ECD centres and primary schools, particularly in the areas of literacy and numeracy, readiness for formal schools and nurturing care practices.
    • Output 2.1. Students in ECD centres have improved early literacy, early numeracy scores, and formal school readiness.
      • Key Activities:
        • 2.1.1. Training teachers and principals in ECD centres for improved pedagogical skills in early learning and development.
        • 2.1.2. ECD kits distribution to support children’s learning, and to assist with their readiness for primary school.
        • 2.1.3. Outreach sessions to parents through ECD centres to build knowledge on nurturing care practices.
        • 2.1.4. Regular teacher mentoring on the implementation of pedagogical skills in classroom practices, including on early learning and stimulation.
        • 2.1.5. Training of ECE Teacher Working Groups (Pusat Kegiatan Gugus / PKGs) or ECD Task Force to deliver in-service training with regular refresher on early learning and stimulation practices.
    • Output 2.2. Improved literacy and numeracy competency of students in primary schools.
      • Key Activities:
        • 2.2.1. Training teachers and principals in primary schools to improve pedagogical skills for foundational skills (literacy and numeracy) to assist children in early learning and development.
        • 2.2.2. Gemilang (contextualized levelled reading materials) books distribution for literacy/numeracy learning of primary level students including nutrition awareness reading materials.
        • 2.2.3. Training of Teacher Working Groups (Kelompok Kerja Guru / KKGs) to deliver in-service training with regular refresher on literacy and numeracy, and to utilize nutrition/health screening tools.
        • 2.2.4. Regular teacher mentoring on the implementation of foundational skills in classroom practices, and to utilize nutrition/health screening tools.
      • 2.2.5. Provision of reading corners for grades 1 to 3 classes.
  • Programme Outcome 3. Capacity strengthened of national and local government policymakers, officials and service providers to plan and budget for sustainable school meals provision and improved quality of education services in ECD centres and primary schools.
    • Output 3.1. National and sub-national authorities allocate and spend resources to sustain the school meals programme and education intervention
      • Key Activities:
        • 3.1.1. Training sessions for key national and local government stakeholders to plan and budget for quality Free Nutritious Meals (MBG).
        • 3.1.2. Advocacy for evidence-based quality Free Nutritious Meals (MBG) services – which include literacy-numeracy for EGL and inclusion of quality ECD services – in district development indicators and allocation of local budget
        • 3.1.3. Planning and budgeting workshops for district authorities to plan and budget for quality Free Nutritious Meals (MBG) services.
        • 3.1.4. Technical assistance for logistical support for programme launch, cross-sectoral coordination, field visits by donor, government agencies, and UNICEF to promote quality Free Nutritious Meals (MBG) services – which include literacy-numeracy for EGL and inclusion of quality ECD services.
        • 3.1.5. Logistical support for dissemination of baseline-endline results, and other policy consultations at subnational.

Selection Criteria

• Access/security considerations
• Clarity of activities and expected results
• Contribution of resource
• Cost effectiveness
• Experience working with UN
• Innovative approach
• Local experience and presence
• Project management
• Realistic timelines and plans
• Relevance of proposal to achieving expected results
• Sector expertise and experience

For more information, visit UNICEF.