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Save the Children

Save the Children Alliance


posted: 28 days agoclosing: in 1 day




1. Background

Save the children area office in Somaliland have been implementing an education program titled as Education Sector Program Implementation Grant (ESPIG). The ESPIG is four and half (1st July 2018 – 30th December 2022) education project funded by the Global Partnership for Education (GPE). The ESPIG project is designed to respond directly to the challenges identified in the Somaliland Education Sector Strategic Plan (ESSP) 2017-2021 facing the MOES in its efforts to provide educational services to boys and girls in Somaliland. These challenges are addressed under three headings: Access and Equity, Quality and Learning Outcome, and Efficient and Effective Education System.

The program centers on primary education, with a strong focus on efficient and effective education systems to institutionalize systems and processes that support Access and Equity, and Quality and Learning. The coverage area for the project is all the six administrative regions for Somaliland namely Marodi-jeh, Awdal, Sahil, Togdheer, Sool and Sanaag. The main partner for the project is the Ministry of Education and Higher Studies for Somaliland.

The overall objective of the program is “by 2022, girls and boys of primary school age, in Somaliland, have acquired the skills and competencies, through safe, protective learning environments”.

The program has three interrelated outcomes with clear targets shown below table which contribute to the realization of the project purpose and specific objective.

Outcomes **

Key Program Targets

Outcome 1:

Enrolment in primary schools supported under the GPE increase by 20% over their baselines, with 50% girls.

• The national Gross Enrolment Rate (F/M) for Somaliland increases to 64% in 2022.

• 20% (50% girls) increase of enrolment in the support primary schools.

• 285 classrooms/ABE/ECE centers constructed/rehabilitated, including WASH and accessibility for children with disabilities.

• 53,700 girls and boys enrolled in ESPIG supported primary schools and ABE Centers.

• 48 Girl Friendly Spaces constructed/rehabilitated in the supported schools.

• 90% girls who report satisfaction with Girl Friendly Space facilities.

Outcome 2: **

Pedagogical skills of primary school and ECE teachers (25% women) improved through professional training and certification.

• 77% of the teachers (F/M) demonstrating improved teaching practices in the classroom.

• 100% of the trained teachers certified (qualified).

• 80% schools which meet minimum quality standards.

• Somaliland National College of Education operationalized.

• Somaliland ECE Policy Framework and Minimum Standards, developed and validated, including Health and Safety.

• Somaliland ECE Curriculum developed and implemented.

• Somaliland ECE Teacher Training Curriculum developed and implemented.

• The formal Primary Education curriculum is reviewed and the ABE Curriculum is revised in line with the primary school syllabus.

• The national examinations for the primary education in Somaliland is supported.

Outcome 3.

Established efficient, effective and functional monitoring system at MOES central and devolved levels (REO/DEO/school).**

• 32 QASSOs trained on results-based monitoring and supervision.

• At least 16 monitoring and supervision visits conducted by QASSO using agreed minimum standards.

• The EMIS software operationalized and decentralized to the regions.

• Disaster and Emergency Response Strategic Plan for education is developed.

In a bid to assess the mid-line progress for the program, Save the Children area office in Hargeisa is looking for a qualified consultant with appropriate technical capacity and experience to conduct a mid-term evaluation of the GPE/ESPIG education program.

2. Purpose of the mid-term evaluation

The purpose of this evaluation is to assess performance of the program by focusing on the extent to which the activities are suited to the priorities and polices of the target group (relevance); achievement of purpose and planned results (effectiveness); sound management and value for money (efficiency); likely continuation of achieved results (sustainability), mutual reinforcements (coherence); and GPE value added. The mid-line evaluation process should also highlight challenges encountered during the project implementation: document key lessons learnt; and if necessary advice on adaptations of remaining interventions and future programming.

3. Objectives of the mid-term evaluation

The specific objectives of this mid-term evaluation are to:

  • Asses the relevance, coherence and effectiveness of the implementation approach and give recommendations for future programming.
  • Ascertain the level to which the project employs the implementation modalities and approach as per the agreement with the Global Partnership for Education (GPE).
  • Establish the extent to which the project interventions contributed towards the stated program outcomes in the approved proposal.

  • Assess quality and maintenance of school infrastructure constructed/rehabilitated by the project.

  • Measure the extent to which the management, coordination and supervision capacity of education institutions including MOE central and regional administrations, examination board and teacher training college have been strengthened by the program.

  • Derive lessons learned and best practices to improve the quality of program implementation and explain how they can be applied in the remained of the program interventions.

  • Identify and, if deemed necessary, make suggestions for adjustments of key elements of the program, including targets and implementation strategies.

4. Mid-Term Evaluation Questions

The selected consult should develop detailed mid-term evaluation questions and the data collection tools during the inception report. The tools should be able to assess all the indicators for the program.

5. Scope of the mid-term evaluation

The program coverage is the all six administrative regions of Somaliland (Awdal, Marodi-jeh, Sahil, Togdher, Sool and Sanag) and currently targets 220 primary schools. 75% of the target primary schools are in the rural areas and 25% in the urban settlements. 25 schools for Alternative Basic Education (ABE) are also among the target. However, the evaluation process will draw a representative sample from the target considering proportionality for the target groups. The newly constructed or rehabilitated classrooms should be sampled adequately.

An external consultant under the guidance of the SCI education team and the Ministry of Education will lead the whole process of the mid-term evaluation. The consultant will develop the data collection tools, train the data collection team, coordinate the field data collection process, interpret the data and produce a comprehensive mid-term evaluation report.

6. Methodology of the midterm evaluation

The methodology to be adopted by the evaluation shall generate both quantitative and qualitative information, that specific methodology to employ should be participatory, and to enable triangulating data from the key stakeholders including children. Quantitatively, it should include well developed study tools or questionnaires with proper random selection of participants where appropriate. Qualitatively, it should mainly comprise of desk review, use of primary and secondary data and field consultations with the different stakeholders (children’s & teachers benefiting from the project, CECs, REOs/DEOs office, teacher training college and MOES departments. Case studies are expected to be used to document changes brought about by the project on specific cases, lessons learnt and good practices that can be replicated elsewhere. The lead researcher (consultant) will be responsible for further development of the methodology and the evaluation tools to show how data for each evaluation objective will be captured.

7. Expected Tasks and Deliverables

The consultant is expected to carry out the tasks and provide the deliverables listed in the table below.

Major Deliverables

Expected Timeframe

Proposal Submission Deadline - A technical and financial proposal to demonstrate the consultant’s independent interpretation of the TOR.

May 15th, 2021

Contract Awarded

May 31st, 2021

MTE kick-off meeting - Preliminary meetings with education team to establish common understanding on the scope of the assignment

June 8th, 2021

Submit inception report including MTE matrix, work plan and data collection tools for the mid-term evaluation

June 15th, 2021

Recruit and train data collectors in the study locations

June 27th, 2021

Carry out desk review and data collection with the partners, ministry of education and other stakeholders.

1st – 15th July 2021

Submit draft mid-term evaluation report indicating the approaches used, progress, lessons learnt, showcasing good practices and intended/unintended results at mid-term.

July 31st, 2021

Hold a validation meeting with the education team in Hargeisa to share and validate the findings.

August 10th, 2021

Finalize and submit final mid-term evaluation report incorporating the issues from the validation workshop. The report should be presented in agreed format outlined in the consultant’s proposal with all due tables, graphs and accompanying photographs and/or notes.

August 20th, 2021

8. Duration of the Assignment

The mid-term evaluation will be conducted from June - August 2021. The consultant shall develop detailed work plan in his technical proposal and will be reviewed and approved by the SC education management team.

9. Roles and responsibilities

a) The Consultant:

  • Referring the relevant terms of reference, the consultant will develop a technical proposal with a clear methodological approach, a work plan, budget and tools that will be approved by the SCI education management team.
  • Train all data collection team (enumerators) members on the use of the tools and the agreed methodology.
  • Conduct mid-term project evaluation – field work for data collection on all outcome, output and result indicators in line with approved methodology, data analysis and interpretation in favor of the objectives of the evaluation.
  • Draft mid-term evaluation report and shared it with the SCI education team and the MoE&S for inputs/feedback in a validation meeting.
  • Submit final comprehensive mid-term evaluation report in and electronic copy to the education department for Save the Children.

b) Save the Children:

  • Approve the design, methodology and the data collection tools for the mid-term evaluation.
  • Recruit and remunerate the data collection team/enumerators.
  • Schedule and manage appointments for the data collection process.
  • Provide logistic support for the assignment.
  • Ensure that key staff from the education program are available for interviews when needed.
  • Provide project documents (proposal, log frame, baseline information, reports, etc.).
  • Provide feedback and comments on the draft evaluation report prior to the completion of the final report.

11. Reporting Arrangements

The consultant will report directly to Save the Children office in Hargeisa. The Education MEAL Manager will be the focal person who will lead this exercise in coordination with the MOE&S at all levels. The consultant will submit the follow key reports.

a) Inception report including mid-term evaluation matrix, work plan and data collection tools for the mid-term evaluation within a week after the contract is signed.

b) First draft report for the mid-term evaluation including all the findings, recommendations and action points to be submitted within the last week of July 2021.

c) Final mid-term evaluation report incorporated with all the comments and suggests from the key stakeholders on 20th August 2021.

12. Budget/Resources

Save the children will contribute and cover the budget required by the midterm evaluation from the relevant budget line of the ESPIG project. The budget will cover all relevant costs including the consultancy fee, travel, food, accommodation, enumerators’ fee and validation meetings. However, these costs should be based on standard rates and timeframe agreed upon.

13. Expected Profile of the Consultant

Individual consultants and companies are eligible to apply this consultancy service. However, the applicant must have the following profiles.

  • Should have proven record/prior work of mid-term evaluation with similar education programs in similar context.
  • Must have knowledge/qualification on basic (Early Childhood, primary and Alternative Basic Education) education and educational statistics.
  • The applicant must have at least 5 years working experience in conducting assessments, evaluations and monitoring projects in a fragile environment.
  • The applicant must have deep understanding and knowledge on Monitoring, Evaluation, Accountability, Learning and Research.
  • The applicant must have basic knowledge and experience in assessing the quality of the school infrastructure and the learning environment.
  • The consultant company must have legal valid registration proving its existence and presence.

14. How to apply

Candidates interested in this consultancy service must provide the following documentation in PDF format:

  • Company profile of CV including a minimum of 3 references.
  • Detailed technical proposal that is responsive to ToR, with specific focus addressing the scope of work, methodology to be used and key selection criteria.
  • Initial work plan based on methodology outlined, and availability of applicant
  • Detailed budget breakdown based on expected daily rates and initial work plan

How to Apply

Candidates should send the above-mentioned documents via* not later than ***15*th May** ***2021*.**

Please be informed that only qualitied candidates will be shortlisted and invited for interview.