Country: South Sudan (Republic of)
Closing date: 22 Jan 2013
Purpose:
To lead and undertake a Mid-term review of the DfID supported Alternative Education Programmes implemented by SCiSS and NRC in five states in South Sudan
Location:
Juba, South Sudan with travel to the field
Duration:
35 days
Start Date:
1 February 2013
Background
The government of South Sudan (GoSS) has set the goal of achieving universal primary education by 2015 and is putting in place plans to improve quality. In supporting the GoSS Ministry of General Education and Instruction (MoGEI) to achieve this, Save the Children International in South Sudan (SCiSS) and Norwegian Refugee Council (NRC) are supporting education in South Sudan focusing mainly on strengthening the Alternative Education Systems (AES).
Save the Children initiated Accelerated Learning Programmes (ALP) in 2002 to cater for the educational needs of 3,500 demobilized child soldiers who were returning to their homes in Northern Bahr el Ghazal. In 2011, Save the Children received funding from the Department for International Development (DFID) to scale up the AES programme in five states of Jonglei, Lakes, Northern Bahr el Ghazal, Warrap and Central Equatoria. This four-year programme implemented in partnership between SCiSS and NRC aims to contribute significantly to the transformation of the lives of out of school children and youth in South Sudan by improving access, delivery, management and coordination of high quality alternative education programmes. Nearly 75,000 children, youth, adult learners, teachers and education officials will benefit from direct participation in the programme, while a further 485,000 will benefit from policy, advocacy and curriculum development work undertaken over the course of the project.
SCiSS is responsible for the programme’s overall management and for implementing the Accelerated Learning Programme (ALP) and Functional Adult Education (FAE) in Lakes and Jonglei states. NRC is responsible for implementing ALP, Youth Education Pack (YEP), Vocational Training and FAE in Northern Bahr el Ghazal, Warrap and Central Equatoria states. SCiSS targets four counties in Jonglei and three counties in Lakes state. NRC targets three counties in Northern Bahr el Ghazal, two counties in Warrap and two counties in Central Equatoria state. SCiSS is currently supporting 83 alternative learning centres, while NRC supports 19 ALP centres, 16 FAE centres, 7 YEPs and Intensive English Courses in two sites in the targeted states. Both organizations work closely with the respective Ministry of Education authorities at national, state and county levels. At the core of the programming approach are the following components that provide a framework for all programme activities:
1. Direct support
2. Capacity building
3. Community mobilization and participation
4. Collaboration and partnership
5. Advocacy and policy influence
The programme will reach its mid-point in March 2013 and SCiSS is intending to conduct a review in the period 1 February - 30 April to inform implementation during the second phase of the project. SCiSS is seeking to recruit an independent consultant, a team of consultants, or a research group/firm to lead and undertake the mid-term evaluation. External support for the process is particularly important given the timeframe, the need to ensure quality deliverables and the possibility of including an external, independent and critical perspective to the conduct and outcomes of the review.
Purpose of the mid-term review
The mid-term review aims to:
- Assess progress in implementing the programme and the extent to which it is meeting its goal and expected results as described in the programme logframe.
- Identify and, if deemed necessary, make provisions for mid-course adjustments in key elements of the programme, including targets and implementation strategies.
- Derive major lessons learned and promising practices to improve the quality of programme implementation and monitoring, and indicate how they can be applied during the remainder of the programme.
Primary users of the evaluation findings are SCiSS and NRC programme management and staff, representatives from GoSS MoGEI at the national, state and county level, DfID and other actors directly involved in the implementation of the programme.
Scope of the mid-term review
The scope for examination is determined using the OECD-DAC evaluation criteria, and each is associated with a number of key questions that are to be addressed and explored. The review questions may be further modified in consultation with the consultant(s) and partners.
Relevance and appropriateness
1. To what extent is the programme meeting the educational needs of targeted communities?
2. To what extent are learners, teachers and communities involved in education programme delivery and/or decision making processes?
Effectiveness
3. To what extent has the project attained its objectives/ key expected results compared with the baseline and/or programme target?
4. What do involved children, youth and partners perceive to be the possible (intended or unintended) changes brought about by the programme?
5. To what extent have the project’s achievements contributed to high-level outcome results, notably improved access, quality of teaching and learning outcomes?
Efficiency
6. What is the value for money of different implementation modalities and methods used under in the programme?
Sustainability
7. To what extent do key decision makers feel ownership of the programme and how do they perceive the prospect for project sustainability?
The following two questions relating to constraints and lessons learned are integral to the review and should be answered in the light of the abovementioned evaluation criteria:
8. What are (potential) constraints and challenges hindering programme implementation and progress towards achievements of planned results?
9. What are major lessons learned and promising practices that can help improve the quality of programme implementation?
The mid-term evaluation will review all of the components under the AES programme implemented in selected communities in the targeted counties and states, i.e. Accelerated Learning Programme, Functional Adult Education, Youth Education Pack, Vocational Training and Intensive English Courses. While the MTR will cover all result areas as outlined in the project document, the progression of learners to further learning or into employment will not be considered, given that no learners graduated from ALP, YEP or FAE longer than six months ago.
Assessment Methodology
The review will use a mix of quantitative and qualitative methods, and draw on both primary and secondary data collection techniques, that will include:
- A systematic desk review of all key documents generated since the inception of the programme including project proposal, baseline survey, work plans, progress reports, routine monitoring data etc.
- Semi-structured key informant interviews with programme management and staff, education authority representatives and other relevant stakeholders.
- Participatory focus group discussions with (head) teachers, learners, community members, Parent Teacher Association (PTA) and Community Site Management Committee (CSMC) representatives, Social Advocacy Team members, as well as other children and youth within the programme and from the broader community.
- Learning outcomes assessment
- Direct observation of the quality of learning and teaching in the project sites
The MTR process will link with SC’s Children Measuring Change evaluation initiative by drawing heavily on participatory approaches to ascertain programme performance including the changes brought about by the programme in terms of fulfilment of children rights to education and empowerment. A variety of participatory techniques and tools are expected to be applied to obtain views from stakeholders. Particular emphasis will be made where appropriate of involving children and young people in different stages of the review; notably methodology development, data collection, result validation and dissemination.
A representative sample is to be drawn from the supported learning centres and targeted communities/counties, using appropriate sampling methods and clear selection criteria. The consultant(s) awarded this assignment are required to develop a detailed evaluation methodology, covering sampling methods and sample size, quantitative and qualitative data analysis strategy, as well a sound technique to reconstruct baseline data for relevant indicators.
Expected Background and Experience of Evaluation Team
Individuals or groups that meet the following required qualifications and skills are invited to apply for this consultancy:
- Postgraduate qualification (Masters or above) in Education or in a discipline relevant to this assignment.
- At least 5 years’ experience, of progressive responsibility, in the education or development sector, with extensive experience in project evaluation and monitoring and evaluation of education programmes.
- Excellent and proven quantitative and qualitative research skills, including the development and application of participatory evaluation techniques and tools. Experience in participatory methods involving children and youth is considered essential.
- Proven ability to interpret and analyze complex qualitative and quantitative data, and to present findings and recommendations in a clear and concise way.
- Strong training and facilitation skills
- Good interpersonal skills and ability to work in a team with diverse backgrounds
- Excellent English writing skills
- Ability and willingness to travel to the project sites and work in difficult and challenging environments
- Knowledge and sensitivity to political and social contexts of South Sudanese communities; Familiarity with the South Sudan education system desirable.
Deliverables and Timeframe
The consultant(s) is responsible to undertake the tasks outlined below and submit the deliverables as per the agreed timeline. The overall task of conducting the mid-term evaluation is expected to altogether not take more than 35 days (including travel days within South Sudan). The final report should address all of the evaluation questions, be written in a clear and concise style, and contain an executive summary (detailed requirements will follow). All quantitative and qualitative data sets must be shared with SCiSS.
Key tasks:
- Desk review of relevant programme documentation
- Development of evaluation methodology, sampling framework and data collection tools
- Development of data collection calendar (including meeting/interview schedule)
- Presentation of Evaluation Plan to Evaluation Advisory Team
- Training of data collectors, SCiSS and NRC staff on consent handling, data collection instruments, participatory facilitation techniques
- Pre-testing and revision of data collection tools
- Data collection
- Data analysis and Interpretation
- Facilitation of validation workshops with key stakeholders (including at field level), using preliminary findings from prior data collection activities
- Preparation and submission of draft report
- Debriefing for Evaluation Advisory Team, NRC and SC senior management, DfID and MoGEI representatives to i) Familiarize stakeholders with evaluation findings, and ii) Validate and prioritize evaluation recommendations
- Integration of feedback from stakeholders and submission of final report
Deliverables and proposed timeframe:
- An approved evaluation methodology, implementation plan and tools. [NB: Format of the evaluation methodology to be agreed with the advisory team led by SC M&E Advisor] (6 days)
- Pre-tested set of data collection tools and group of trained data collectors (6 days)
- Raw data set (12 days)
- Draft report (8 days)
- Debriefing for Evaluation Advisory Team, NRC and SC senior management, DfID and MoGEI representatives (1 day)
- Final report (with data sets attached) (2 days)
Management and Technical Guidance
The consultant(s) will work under the overall supervision of the Evaluation Advisory Team (EAT) chaired by SC M&E Advisor composed of the consortium coordinator and education advisors from NRC and SC. The EAT will be responsible of reviewing and approving the evaluation methodology, data collection tools and reports with input from DFID country office. The Consortium M&E Manager will be the direct contact person for the consultant and responsible for day today supervision of the consultant and link to EAT/ any organizational support necessary.
Responsibilities of SCiSS and NRC in facilitating the evaluation process are the following:
- Provide access to all necessary programme documents (i.e. project proposals, annual work plans, baseline survey report, progress reports etc.) and share relevant contacts
- Identify and recruit data collectors
- Support organization of a training week for data collectors (i.e. logistics, venue, printing of materials etc.)
- Provide logistics support based on the data collection calendar as agreed in the evaluation plan
- Coordinate meetings and conditions for the data collection process at each selected project site, including the informing of stakeholders and communities
- Support the organization of validation workshops with key stakeholders and the debriefing for the Evaluation Advisory Team, NRC and SC senior management, DfID and MoGEI representatives.
- Arrange for the transcription and translation of collected data
- Coordinate the review and approval of the (draft) MTR report and other key deliverables
Terms and conditions
- Logistics: Save the Children will cover the cost of the consultant’s travel to the field and back after the end of the contract (including airport tax), food, and accommodation.
- Professional fee: Though the interested consultants are expected to provide a budget for the exercise, Save the Children will consider proposals that are within the approved rates as per its policy on professional fees.
- Tax and insurance: The consultant shall be responsible for his/her income tax and/or insurance during the assignment
- Code of conduct: Because Save the Children's work is based on deeply held values and principles, it is essential that our commitment to children's rights and humanitarian principles is supported and demonstrated by all members of staff. Save the Children's Code of Conduct sets out the standards which all staff members must adhere to. The consultant is bound by the principles and conditions of Save the Children’s Code of Conducts, Child Safeguarding policy, ethical standards and participation practice standards.
- A contract will be signed by the evaluator upon commencement of the evaluation which will detail additional terms and conditions of service, aspects on inputs and deliverables.
How to apply:
Interested and eligible applicants are invited to send an expression of interest that should include:
- Cover letter outlining experience of consultant(s) in conducting similar assignments
- Brief technical proposal (3 pages max.) outlining interpretation of the Terms of Reference and the suggested evaluation design and methodology, including a timeline for implementation
- Summary financial proposal (1 page max.)
- Curriculum Vitae of the staff proposed to be involved in undertaking the evaluation
- At least one copy of a report of similar work
Expressions of interest should be sent to Daniel.Mgabonihela@savethechildren.org, copying Anne-Marie.Baan@savethechildren.org . Latest date for receiving applications is 22th of January, 2013.
The financial proposal should provide cost estimates for services rendered including daily consultancy fees excluding: accommodation and living costs; transport cost, stationeries, supplies needed for data collection. Data collection and data processing costs are included in the account of the Consultant. The Consultant should also use his/her own computer.