Terms of Reference

Social Communication Consultant

Labor Market Information to Senior High School Students Project
Social Protection and Jobs Global Practice, World Bank Jakarta

Background
Global evidence demonstrates that closing key gender gaps and attaining greater gender equality
contributes to economic growth.1 For example, McKinsey & Company estimates that advancing women’s
equality in the countries of Asia Pacific could add US$a4.5 trillion to their collective annual GDP by 2025,
a 12 percent increase over the business-as-usual trajectory.2 Despite this potential, Indonesia’s gender
gap on economic participation remains significant and large compared to other countries in the region.3
Indonesia’s female labor force participation rate has remained largely stagnant over the past 20 years at
around 54 percent, compared to 82 percent for males in 2021.4 Also women, particularly those
undertaking unpaid care work, are more likely to be involved in less productive informal employment5
and to operate smaller and less productive enterprises then men.6

Social norms hold girls and women back as they transition from education into the workforce, and from
informal and formal work into more productive careers. When pursuing post-secondary education,
women are less likely to choose fields of study with high returns and aligned with middle-class jobs/wages,
e.g. STEM subjects (science, technology, engineering, and math). The national representation of female
students in faculties of engineering is only 25.2% (Higher Education Statistics, 2019). Girls, especially in
rural areas, still choose their paths based on traditional definition of female-friendly jobs7. This tends to
be caused by the limited knowledge of parents about the current labor market situation and new job
developments. The decision-making process in families is based on the experiences of older family

1 See for example:

Kabeer, N., & Natali, L. (2013). IDS WORKING PAPER Volume 2013 No 417 Gender Equality and Economic Growth: Is there a Win-Win? (No. 417)
(Vol. 2013). London.
Elborgh-woytek, K., Newiak, M., Fabrizio, S., Kpodar, K., Clements, B., & Schwartz, G. (2013). Women, Work, and the Economy: Macroeconomic
Gains from Gender Equity. Washington, DC.
2 Mckinsey. (2018). The Power of Parity: Advancing Women’s Equality in Asia Pacific. McKinsey Global Institute. MGI’s calculation is a supply-side

estimate of the size of the additional GDP available from closing the gender gap in employment. It takes into account labor-force participation rates
by gender and age cohorts, the prevalence of part-time vs. full-time work among men and women, and employment patterns for men and women
across sectors of the economy
3 The World Economic Forum (WEF). 2018. Gender Gap on Economic Participation and Opportunity Subindex. The subindex contains three concepts:

the participation gap, the remuneration gap and the advancement gap. The participation gap is captured using the difference between women and
men in labour force participation rates. The remuneration gap is captured through a hard data indicator (ratio of estimated female-to-male earned
income)1 and a qualitative indicator gathered through the World Economic Forum 's Executive Opinion Survey (wage equality for similar work).
Finally, the gap between the advancement of women and men is captured through two hard data statistics (the ratio of women to men among
legislators, senior officials and managers, and the ratio of women to men among technical and professional workers).
4 This contrasts with the nation’s declining fertility rates, increasing educational attainment for women, and rapid urbanization.
5
Utari, V. Y. D. (2017). Unpaid Care Work in Indonesia: Why Should We Care? Jakarta. Presentation given at the Forum Pengajian Pembangunan on
24th October 2017
6 The World Bank. (2016). Women Entrepreneurs in Indonesia: A pathway to shared prosperity. Jakarta.
7 Purnamasari, Ririn; Wiemann-Sandig, Nina; Setia, Resmi; Town, Sheila; What’s Holding Women Back: A Qualitative Study of Constraints

Underlying Women’s Labor Force Participation in Indonesia: The Case of Java”. 2020. The World Bank.
members and acceptable female jobs within society. School counselling tends to only focus on information
about higher education and lacks a focus on current labor market opportunities and on potential links to
it.

As part of Gender Equality for Growth Activity, supported by Australia-Indonesia World Bank (ABIP) Trust
Fund, the Social Protection and Jobs Team at the World Bank would like to pre-pilot a labor-market
information intervention to senior high school students, particularly girls. This activity aims to increase
the likelihood of girls choosing careers and reduce information asymmetries regarding current labor
market by improving the quality of labor market information and how it is communicated to youth,
particularly girls, and their parents early on, while in school. The intervention is expected to 1) increase
female labor force participation; 2) lower occupational sex segregation; and 3) more generally promote
productive careers. In this pre-pilot, the team plans to test the intervention materials and design for future
scale-up. Preparation for the activity will start in May 2022, while the pre-pilot will be implemented in 20
senior high schools in October-November 2022. The activity location is still being determined.

Job Description and Deliverables

Job Description

The World Bank is seeking to hire a Social Communication Consultant for the labor market information to
senior high school students’ project. The Social Communication Consultant will work under supervision of
Sara Giannozzi (Senior Social Protection Specialist, Social Protection and Jobs Global Practice), Josefina
Posadas (Senior Economist, Social Protection and Jobs Global Practice) and Nurzanty Kadijah (STC, Social
Protection and Jobs Global Practice) for the following respective duties:

1) With guidance from the team, familiarize him/herself with the technical materials regarding
occupations and career prospects and the design of the proposed intervention
2) Lead the preparation of materials and the facilitation of FGDs with selected students, parents,
teachers/counsellors, and/or discussion with other stakeholders to define the baseline condition
and inform the drafting of intervention messages
3) Draft intervention messages and propose communication channels for the delivery
4) Together with the team, provide inputs and feedback to the graphic designer/developer of
materials
5) Lead the preparation of materials and the facilitation of FGDs with selected students, parents, and
teachers/counsellors to validate the intervention materials
6) Work with the graphic designer/developer to refine the intervention materials based on the FGDs’
inputs
7) Lead training on using the intervention materials to the teachers/counsellors (1 workshop)
8) Monitor the implementation of pre-pilot with other team members
9) Write pre-pilot report, particularly on lessons learned regarding the intervention materials for
future scale-up
Selected candidate is not required to be based in Jakarta, but may need to travel if needed, such as for
the FGD discussions if these are conducted in person.

Deliverables

The deliverables for the task include:

1) Notes from the FGDs with selected students, parents, teachers/counsellors, and/or discussion with
other stakeholders to define the baseline condition
2) Draft intervention messages and write up for proposed communication channels
3) Notes from the FGDs with selected students, parents, and teachers/counsellors to validate the
intervention materials
4) Refined intervention messages and communication channel
5) Pre-pilot report, including lessons learned from design of the materials, training of
teachers/counselors and pre-pilot implementation

All documents created by the consultant become the sole ownership of the World Bank.

Period of Performance

The total estimated number of working days for this assignment will be 30 days. The working days could
be extended depending on the need.

Selection Criteria
The successful applicant for the position will meet the following qualifications:

1) Minimum 8 years of experience in social communication.

2) Demonstrated familiarity with poverty, social, education or jobs issues.
3) Experience working and collaborating with think tanks/or government on education or jobs
issues.
4) Fluency in Bahasa Indonesia; proficient writing and communication skills in English.
5) An excellent team worker but can also work independently and self-motivated.

Reservations and Remarks

The World Bank reserves the right to withhold all or a portion of payment if performance is unsatisfactory,
if work/deliverables are incomplete, not delivered or for failure to meet deadlines. All materials developed
will remain the copyright of the World Bank and cannot be submitted, distributed to or used by any other
party. The World Bank will be free to adapt and modify them in the future.

How to Apply

Please send your CV to Nurzanty Khadijah (nkhadijah@worldbank.org) before April 29, 2022.