INOVASI 3 - Learning Management System (LMS) Developer

Background of The Project:
Indonesia’s Vision 2045 sets the goal for Indonesia to transition from a resource-based economy towards an advanced service, technology, and knowledge-based economy by the centenary of its independence (2045). The 2025-2045 National Long Term Development Plan emphasises the urgency of Indonesia’s human resource development to fully realise 2045 goals.

Faced however with persistent low student performance that is emblematic of a learning crisis, significant improvement in student learning will be required to reach Indonesia’s 2045 goals. Government of Indonesia (GoI) has started an ambitious program of education reforms. Successive education ministers have set out to modernise the education system through reforming the national curriculum and teaching and assessment approaches, to produce citizens with strong foundational skills, open minds, and inclusive values.

Australia is a long-term supporter of the Indonesian basic education sector, with continuous investments supporting education quality improvements for the past two decades, including through the INOVASI program (Phase 1 2016-2020; Phase 2 2020-2023) that focused on supporting acquisition of literacy and numeracy foundational skills in early grades classrooms; exploring local problems and solutions; and generating evidence to inform government policy development and practices.

This third phase of INOVASI (2024-2027) builds upon the existing program’s approach and lessons learned and takes the focus on the development of foundational skills through to the end of the primary grades. Phase 3 will engage with priority issues of Australia’s development policy: gender equality, effective inclusion of children with a disability, responses to the climate change challenge in education. It will focus on the challenge of policy implementation and the gaps that exist between national policies and practices at district and school levels and use the well attested-success of INOVASI’s local problem-based approach to continuously support policy development for effective fit between policy and implementation context.

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).
INOVASI supports the Ministry of Education (MoE) and the Ministry of Religious Affairs (MoRA) in promoting more inclusive educational practice. Through Minister of Education Regulation No. 48 of 2023 and Minister of Religion Regulation No. 1 of 2024, the ministries aim to enhance teacher competency in implementing inclusive education, ensuring adequate accommodations for all students, including those with disabilities.

To support the implementation of inclusive education programs within both ministries, INOVASI, in collaboration with Western Sydney University (WSU), has developed a tiered training module focused on inclusive education. The purpose of this module is to enhance teachers' competencies in adopting an inclusive education approach. This initiative has received positive feedback from relevant stakeholders, who have found the content to be highly relevant for implementing inclusive education.

The tiered inclusive education training programs are delivered online through the Ministry's Learning Management System (LMS). At the MoBSE, the modules will be digitized on the Ruang GTK platform within the Rumah Pendidikan. Meanwhile, at the MoRA, the modules will be made available through the PINTAR platform, which is the LMS managed by MoRA.

Purpose of the Position: 
Developing a sustainable Learning Management System (LMS) requires careful planning and preparation. A critical factor influencing the successful implementation of an LMS is the availability of qualified human resources capable of creating a user-friendly platform. Additionally, strong teamwork and collaboration have a significant impact on the quality and speed of project execution.

One way INOVASI supports the Ministry is by providing technical assistance to ensure that government plans and objectives are achieved within the targeted timeline. To address the pressing need for tiered training aimed at improving teacher competency, it is essential to implement the digitization of educational modules effectively, in alignment with the training schedule prepared by the ministries.

To facilitate this process, it is crucial to provide technical support by engaging experts who can help accelerate the digitization of the module. Their expertise will enable the achievement of existing work targets and timelines, ensuring the successful implementation of tiered inclusive education training. This strategy will allow the Ministries of Basic and Secondary Education (MoBSE) and Religious Affairs (MoRA) to utilize and manage the system optimally.

Scope of work and responsibilities:
Under the guidance of the Disability and Social Inclusion Team, and in close collaboration with MoBSE and MoRA, each member of the module development team will be responsible for the following tasks:

Design a digital framework for tiered training modules, ensuring full compatibility with the Ruang GTK and PINTAR platform.Format and configure the modules according to Learning Management System (LMS) standards, including setting up user roles, permissions, and access controls.Convert and upload learning materials, ensuring the modules are intuitive, accessible, and easy to navigate.Conduct comprehensive digital evaluations of the uploaded modules to verify accessibility, functionality, and overall user experience.Deliver training sessions for administrators and content managers to enable independent management and updates of the modules.Integrate inclusive education principles into the module content and design, ensuring that materials are accessible to learners with diverse needs, including those with disabilities.Collaborate with subject matter experts to ensure content accuracy, relevance, and alignment with national education standards and policies.Develop user guides and support documentation to help stakeholders effectively navigate and utilize the modules.Implement feedback mechanisms within the modules to gather user input and continuously improve content and usability.Monitor and report on module performance, including usage analytics, learner engagement, and technical issues, to inform ongoing improvements and enhancements.

Duration of the contract:
The contract will last up to four months, allowing a maximum of 15 billable workdays per person each month, with the possibility of extension based on performance satisfaction.

Expected Deliverables

Fully functional tiered training modules are developed, uploaded, and seamlessly integrated into the Ruang GTK and PINTAR platform, ensuring compatibility and optimal performance.Standardized digital content templates are created for quizzes, discussion forums, interactive videos, and reflection tasks to promote consistency and enable efficient reuse in future module development.Integrated progress tracking and reporting features are embedded within each module to effectively monitor, measure, and document learning outcomes.Modules are designed and implemented using inclusive design principles, ensuring accessibility and usability for all users, including those with disabilities.A comprehensive quality assurance process is completed prior to launch, including pilot testing to validate system performance, accessibility, and user experience, and to incorporate user feedback.Training and orientation sessions are delivered to administrators, facilitators, and relevant MoRA stakeholders to build capacity for independent use, management, and maintenance of the modules.Training data from the Ruang GTK and PINTAR platforms is integrated into the data system (Dapodik or EMIS), enabling automatic recording of teachers’ participation, completion status, and learning hours in their professional development portfolios.User guides and support documentation are developed to assist stakeholders in navigating, managing, and updating the modules independently.Feedback mechanisms are embedded within the modules to collect user input and inform ongoing improvements.

Qualifications and Experience:

 A degree in Information Technology, Computer Science, Educational Technology, Instructional Design, or a related field.Proven experience in LMS platform development, configuration, and management, with a strong understanding of web development tools such as HTML, CSS, and JavaScript.Familiarity with integrating LMS platforms with external systems (e.g., Dapodik, EMIS GTK) for data synchronization and reporting.Experience in designing and implementing interactive digital content, including quizzes, discussion forums, videos, and reflection tasks.Ability to create user-friendly interfaces and intuitive navigation that accommodate diverse learners, including those with disabilities.Experience in conducting training and orientation sessions for administrators, facilitators, and stakeholders on LMS usage, content management, and maintenance.Excellent communication and interpersonal skills, with the ability to collaborate effectively with diverse teams, including government partners, subject matter experts, and technical staff.Strong analytical and troubleshooting abilities to identify and resolve technical issues related to module functionality and user experience.Experience in conducting digital assessments, pilot testing, and implementing quality assurance processes.Ability to develop clear and comprehensive user guides, manuals, and support documentation to assist stakeholders in navigating and managing the modules independently.

Working with children
Is this position likely to come into contact with children?                    ☐ Yes              ☒  No

Application closes on 21 August at 23:59 Jakarta Time.

Equity, Diversity & Inclusion - Palladium is committed to embedding equity, diversity, and inclusion into everything we do. We welcome applications from all sections of society and actively encourage diversity to drive innovation, creativity, success and good practice. We positively welcome and seek to ensure we achieve diversity in our workforce; and that all job applicants and employees receive equal and fair treatment regardless of their background or personal characteristics. These include: (but are not limited to) socio-economic background, age, race, gender identity and expression, religion, ethnicity, sexual orientation, disability, nationality, veteran, marital or Indigenous status.
Women are encouraged to apply.

INOVASI has zero tolerance for child abuse and exploitation. All successful candidates will be required to adhere to our Child Protection Policy and will be subject to background checks as a condition of employment.