Program Description-Unicef

1. 1
Program Description
Indonesia is home to around 270 million people1
. According to the National Central Bureau of
Statistics (Badan Pusat Statistik). Indonesia’s demographic dividend2
– where the number of
productive age groups is greater than the number of non-productive age groups – will reach
its peak in 2037.3
However, the opposite situation may occur as challenges remain in
cultivating the human capacity, including skills development, of the country’s young population.
The COVID-19 pandemic has delayed transition to the labor force of 7 million new graduates
from university and upper secondary education.4
Currently, only about 57 per cent of the
country’s workforce completes lower secondary education (nine years of basic education),5
making it difficult for many adolescents to transition into adulthood and decent work.
Many adolescent girls and boys face challenges after they leave secondary education, with
around 29 per cent of girls and 20 per cent of boys aged 15-24 years not in education,
employment or training (NEET)6
. When it comes to children not in school, there are an
estimated 4.1 million out-of-school children in Indonesia. In the fast-changing world
environment such as globalization, new technologies, and changing labour markets, young
people need to be equipped with skills and knowledge for work, citizenship and life in the 21st
century; to navigate unexpected challenges and to unleash their potential.
According to a recent UNICEF Skills for the Future study, the most important competencies
for future adolescents are creativity, critical thinking, problem-solving, and digital skills. Yet,
many adolescents feel they are not developing these skills through their education. These
findings are in line with private sector respondents to the study, who highlighted a significant
lack of transferable skills (i.e., job specific skills, entrepreneurial skills, digital skills) among
new recruits7
. The study also finds that existing learning opportunities are not preparing
adolescents with the needed skills and relevant to industry’s demand.
With the rapid development of the digitalized world, today’s jobs require a range of digital skills.
Basic digital literacy is essential for employability and advanced digital skills are needed for
many career pathways. Workers with specific digital skills and who possess at least a high
school diploma are more in demand.8
Digital literacy has become a prerequisite for youth to
compete in the pandemic and post-pandemic labor market.9
Over 90 per cent of jobs worldwide have a digital component, and without increased digital
skills learning and adoption, girls will have fewer employment opportunities and face additional
barriers to workforce participation. In addition to the economic benefits of increased access to
1
World Bank. 2021. https://data.worldbank.org/indicator/SP.POP.TOTL?locations=ID
2
“The demographic dividend refers to the accelerated economic growth that begins with changes in the age structure of a
country’s population as it transitions from high to low birth and death rates.” Gribble and Bremner (2012). Achieving a
demographic dividend, Population Bulletin 67, 2. Washington DC: Population Reference Bureau.
3
Kompas. 2021. Indonesia hadapi bonus demografi pada 2037, Apa manfaatnya?, in https://money.kompas.com/
read/2020/11/23/150602326/indonesia-hadapi-bonus-demografi-pada-2037-apa-manfaatnya
4
World Bank. 2021. Pathways to middle-class jobs in Indonesia,
https://www.worldbank.org/en/country/indonesia/publication/pathways-to-middle-class-jobs-in-indonesia
5
World Bank. 2021. Pathways to middle-class jobs in Indonesia.
6
Susenas, 2020.
7
UNICEF, “Skills for the Future research”, 2019
8
McKinsey and Company, 2021. Ten ideas to unlock Indonesia’s growth after COVID-19, https://www.mckinsey.com/featured-
insights/ asia-pacific/ten-ideas-to-unlock-indonesias-growth-after-covid-19
9 SMERU Research Institute, 2022, Digital Upskilling in Indonesia, https///seeruooroid/en/research/digital-upskilling-indonesia

2. 2
jobs, digital adoption and use can offer women, and especially girls, opportunities to overcome
hurdles they may face in the physical world.
Despite significant efforts over recent decades to narrow the gender gap in STEM education
(science, technology, engineering, and mathematics), major barriers and inequalities persist
preventing female learners from completing or benefiting fully from good quality education.
The gender disparity in STEM education is striking in higher education with only 35 per cent
female students enrolled in STEM-related fields.10
Gender imbalance in digital learning is also
a concern for Indonesia. Research recently conducted in the context of the pandemic in
Indonesia found girls and women, particularly those in rural areas, have less access to digital
devices than boys and men, constraining their opportunities to engage in digital learning.11
East Java is the second largest province in Indonesia with 40 million residents and 6 million
(15%) is aged 10-19 years old12
. East Java is also the third highest province with absolute
number of children not in school. Strengthen quality of education in East Java province will
give significant contribution to accelerate Indonesia’s human capacity development. In 2022,
UNICEF collaborated with Provincial Education Office (PEO) of East Java to roll-out
adolescents’ skills development programme for marginalized adolescents. The programme
utilizing the existing UNICEF skills, participation and social entrepreneurship modules named
UPSHIFT13
. Adolescents equipped with skills to identify social issued and co-develop
innovation solutions ideas to tackle those issues. The programme collaborated with private
sectors and Civil Society Organization (CSO). This collaboration was built upon the PEO’s
Double Track programme, a programme designed to strengthen entrepreneurship skills of
marginalized adolescents. 2000 adolescents were trained on 21st
century skills, digital skills
and entrepreneurship in 2022. In 2023, UNICEF will utilize lesson learned and evidence from
2022 as basis to scale up and integrate digital skills, 21st
century skills into Double Track
curriculum, learning platform and into non-formal education system.
10
UNESCO, 2017, Cracking the code: girls' and women's education in science, technology, engineering and mathematics
(STEM), https://unesdoc.unesco.org/ark:/48223/pf0000253479
11
UNICEF, 2021, Situational Analysis on Digital Learning Indonesia: https://www.unicef.org/indonesia/reports/situation-analysis-
digital-learning-indonesia
12
Sensus Penduduk, 2020. Jumlah Penduduk Menurut Wilayah, Kelompok Umur, dan Jenis Kelamin, di INDONESIA - Dataset
- Sensus Penduduk 2020 - Badan Pusat Statistik (bps.go.id)
13
UPSHIFT Facilitation Guides | UNICEF Office of Innovation

3. 3
Result statement
Output National
1. National and subnational governments and partners have improved capacity and
mechanism to implement effective strategies and programme that provide quality
learning opportunity for out-of-school children and prevent students from dropping out
of school.
2. National and subnational governments have enhanced capacities to develop and
implement a vision, plans, and strategies to equip adolescent girls and boys with skills
they need for a positive transition to adulthood.3
3. Strategies to address cross-cutting issues related to child rights are developed and
applied.
Output Program
PEO of East Java has improved capacity to implement upgraded programme on development
of 21st
century skills, digital skills and entrepreneurship skills for marginalized adolescent girls
and boys in formal and non-formal education settings in existing skills development platform
of East Java Government.
Adolescents, with a focus on girls and on ore marginalized boys, pursue opportunities through
enhanced knowledge, skills and training related to 21st century skills, digital skills, and
entrepreneurial skills.
Adolescents, with a focus on girls and on mode marginalized boys are bolstered by an
enabling environment, systems and processes designed to promote their learning,
employability, active citizenship and positive sense of self.
Documentation of the intervention developed for sustainability, replication and expansion
purposes, including the progress and final report of the programme and relevant
documentations as outlined in the results matrix.
Performance Indikators
1. Number of consultations with adolescents, especially girls as target beneficiaries to
ensure that the programme will address adolescents needs and remove barriers to
their participation
2. The availability of adapted and contextualized learning and teaching materials to be
utilized by adolescents, teachers and mentors.
3. Number of teachers, facilitators and mentors trained to facilitate skills training for
adolescents.
4. The percentage of additional trained teachers, educators and mentors who have
increased skills in design thinking and working with adolescents.

4. 4
5. Number of adolescents (especially the most marginalized) from formal and non-formal
education who participate in comprehensive 21st century skills, online safety, digital
skills and entrepreneurship skills trainings.
6. Number of additional solutions ideas (digital and non-digital ideas) developed by
adolescents, with a focus on girls and more marginalized.
7. Percentage of trained girls and boys reporting increased confidence and self-esteem
from the training to use their skills to create a solution to the issue affecting them.
8. Percentage of trained girls and boys reporting increase knowledge and interest in
pursuing career in non-traditional occupational fields.
9. Number of additional adolescents presenting their final solutions to the Government
and Private Sectors.
10. Number of additional solutions ideas and business plan are developed by adolescents
and available in public, accessible link to strengthen partnership.
11. Number of additional private sectors/stakeholders participating in Presentation Day
event.
12. Number of additional private sector partners expressing interest in partnership with
adolescents.
13. The availability of documentation of the project accomplishments and lessons
learned.
14. Number of girls providing programme feedback on effectiveness and relevancy of the
programme.
15. Percentage of adolescents expressing satisfaction with programme activities.
Gender, Equity and Sustainability
Equity: the programme is implemented mainly to address the need of adolescents from
disadvantaged groups to access digital skills education. PEO will play a strategic role in
identify schools and students from marginalized group to access this programme. ITS will
also work closely with Government and schools to reach CWD (Children with Disability) and
encourage them to participate the programme. When it is needed, support for adolescents
with disabilities can be made available by providing sign language interpretations for online
and offline meetings as needed; providing screen reading software NVDA for adolescents
with visual disabilities; ensuring that digital learning platforms are accessible for screen
reader NVDA users; providing mobility orientations for adolescents with physical disabilities,
etc.
Gender: Both men and women from relevant stakeholders in the targeted communities will
be actively involved in the programme activities. ITS will identify women in STEM and recruit
it as mentor for the programme, this is to provide role model of women in STEM field.
UNICEF officer will provide technical support to ensure girls and boys, women and men are
able to participate the programme and ensure to acknowledge the different bottlenecks
faced by girls, boys, women and men.
Sustainability: The programme will be linked with PEO East Java Programme named
“Double Track” programme and will be linked with non-formal learning platform named
“Setara Daring” to strengthening programme sustainability.

5. 5
Partner’s contribution
The financial contribution comes from the efficiency of the number of facilitators and resource
persons from ITS and the use of office equipment amounting to 15% of the total budget. ITS
will explore partnerships with resources in each school to optimize the program.
ITS has a long history of helping schools by supplying extra training in digital fields including
information and communication technology, in 40 high schools in East Java.
In the last five years, ITS has also collaborated with the East Java Provincial Government in
implementing the Double Track Program in 158 schools from 28 districts in East Java.
Other partners involved
Provincial Education Office of East Java. BAPPEDA of East Java. District Education Office in
22 districts, Non-formal Education, Media, Young People organization, Private sectors,
Professionals in STEM and Influencer.
Other considerations
The learning materials will be based on pre-existing UNICEF module of UPSHIFT and add
with digital skills component.
ITS will develop the skill measurement and it will be embedded into the M&E tools to measure
the development of adolescent skills. These tools will also need to capture Gender Equality,
Disability and Social Inclusion (GEDSI) elements concerning adolescent beneficiaries.
ITS will recruit and train teachers and mentors on 21st
century skills in accordance with
UNICEF essential guidelines on working with adolescent. The teachers and mentors are
expected to deliver the programme to adolescents.
The programme will be delivered through combination of online and face-to-face learning.
This programme is a joint programme between UNICEF and the selected implementing
partner. All publications and external engagement (social media, branding, logo, etc) need to
be discussed and approved by UNICEF, and developed in consideration of UNICEF Brand
Guidelines, including the usage of programme assets by the implementing partner.
The implementing partner is to use open-source digital resources for all products developed
to implement the programme (training modules, advocacy materials, reports, data etc), which
will be handed over to UNICEF and the PEO at the end of programme.
Additional documentation
Series of documentation such as HIS and documentary video will be developed to capture
the process and the progress of the programme.

6. 6
Program WorkPlan
Program Output 1
Output statement: PEO of East Java has improved capacity to implement upgraded
programme on development of 21st century skills, digital skills and entrepreneurship skills
for marginalized adolescent girls and boys in formal and non-formal education settings in
existing skills development platform of East Java Government.
Performance indicators: 2 consultations with minimum 30 adolescents participated in each
consultation (50% female, 0,3% with disabilities), The availability of adapted and
contextualized learning and teaching materials to be utilized by adolescents, teachers and
mentors, 200 teachers, facilitators and mentors trained to facilitate skills training for
adolescents, minimum 75% percentage of trained teachers, educators and mentors who
have increased skills in design thinking and working with adolescents.
Action :
1. FGD with Adolescents in regard with topic for digital learning curriculum.
2. Workshop Curriculum Development
3. Deliver the module in learning system
4. Recruitment process for teachers and mentors.
5. Recruitment process for students
6. TOT Teachers
7. TOT Mentors
Program Output 2
Output statement: Adolescents, with a focus on girls and on ore marginalized boys, pursue
opportunities through enhanced knowledge, skills and training related to 21st century skills,
digital skills, and entrepreneurial skills.
Performance indicators: (i) 1500 of adolescents (especially the most marginalized) from
formal and non-formal education who participate in comprehensive 21st century skills,
online safety, digital skills and entrepreneurship skills trainings. (ii) 210 solutions ideas
(digital and non-digital ideas) developed by adolescents, with a focus on girls and more
marginalized. (iii) 80 Percent of trained girls and boys reporting increased confidence and
self-esteem from the training to use their skills to create a solution to the issue affecting
them (iv) 80% Percent of trained girls and boys reporting increase knowledge and interest
in pursuing career in non-traditional occupational fields.
Action
1. Kick Off Digital and Entrepreneur Skill Training (Surabaya)
2. Asynchronous Digital and Entrepreneur Skill Training (MOOC)
3. Digital and Entrepreneur Skill Interactive Webinar (Zoom)
4. Certification

7. 7
Program Output 3
Output statement : Adolescents, with a focus on girls and on mode marginalized boys are
bolstered by an enabling environment, systems and processes designed to promote their
learning, employability, active citizenship and positive sense of self.
Performance indicators: (i) 20 adolescents presenting their final solutions to the Government
and Private Sectors (ii) 10 solutions ideas and business plan are developed by adolescents
and available in public, accessible link to strengthen partnership (iii) 20 private
sectors/stakeholders participating in Presentation Day event (iv) 10 private sector partners
expressing interest in partnership with adolescents
Action
1. Face to Face Support for the idea development
2. Coaching Desain Solusi
3. Coaching Prototype UI/UX
4. Coaching Non-Digital Product
5. Coaching Digital Product
6. Presentation Day
7. Technical support from Alumni and from PEO
Reporting
Output 1 :
PEO of East Java has improved capacity to implement upgraded programme on development
of 21st
century skills, digital skills and entrepreneurship skills for marginalized adolescent girls
and boys in formal and non-formal education settings in existing skills development platform
of East Java Government
Performance Indikator
1.1 Number of consultations with adolescents, especially girls as target beneficiaries
to ensure that the programme will address adolescents needs and remove barriers
to their participation.
1.2 The availability of adapted and contextualized learning and teaching materials to
be utilized by adolescents, teachers and mentors.
1.3 Number of teachers, facilitators and mentors trained to facilitate skills training for
adolescents.
1.4 The percentage of additional trained teachers, educators and mentors who have
increased skills in design thinking and working with adolescents.

8. 8
Output 2 :
Adolescents, with a focus on girls and on ore marginalized boys, pursue opportunities through
enhanced knowledge, skills and training related to 21st century skills, digital skills, and
entrepreneurial skills.
Performance Indicator
2.1 Number of adolescents (especially the most marginalized) from formal and non-
formal education who participate in comprehensive 21st century skills, online safety,
digital skills and entrepreneurship skills trainings.
2.2 Number of additional solutions ideas (digital and non-digital ideas) developed by
adolescents, with a focus on girls and more marginalized.
2.3 Percentage of trained girls and boys reporting increased confidence and self-
esteem from the training to use their skills to create a solution to the issue affecting
them.
2.4 Percentage of trained girls and boys reporting increase knowledge and interest in
pursuing career in non-traditional occupational fields.
Output 3:
Adolescents, with a focus on girls and on mode marginalized boys are bolstered by an
enabling environment, systems and processes designed to promote their learning,
employability, active citizenship and positive sense of self.
Performance Indicator
3.1 Number of additional adolescents presenting their final solutions to the
Government and Private Sectors.
3.2 Number of additional solutions ideas and business plan are developed by
adolescents and available in public, accessible link to strengthen partnership.
3.3 Number of additional private sectors/stakeholders participating in Presentation Day
event.
3.4 Number of additional private sector partners expressing interest in partnership with
adolescents.
Output 4:
Documentation of the intervention developed for sustainability, replication and expansion
purposes, including the progress and final report of the programme and relevant
documentations as outlined in the results matrix.
Performance Indicator
4.1 The availability of documentation of the project accomplishments and lessons
learned.

9. 9
4.2 Number of girls providing programme feedback on effectiveness and relevancy of
the programme.
4.3 Percentage of adolescents expressing satisfaction with programme activities.