Terms of Reference Final Evaluation Transforming Education for Girls in Nigeria and Tanzania

Transcription

1 1. Introduction Terms of Reference Final Evaluation Transforming Education for Girls in Nigeria and Tanzania The Transforming Education for Girls in Nigeria and Tanzania (TEGINT) project is a five year, 4 million project funded by Comic Relief and the Tubney Charitable Trust. The project had an inception phase in 2007 and began on 1 January The implementation of the project concludes by 30 June 2012, and there is a phase-out period to December As the project ends we are seeking experienced consultants to deliver a comprehensive final evaluation. 2. The project Project Goal To achieve a transformation in the education of girls in Tanzania and Nigeria, enabling them to enrol and succeed in school by addressing key challenges and obstacles that hinder their participation in education and increase their vulnerability to HIV/AIDS. Project Objectives 1. To build the capacity of girls (and boys) in the project area to challenge gender discrimination; 2. To promote participatory modules on gender and HIV/AIDS in national pre service and in service teacher training in Tanzania and Nigeria; 3. To facilitate capacity building and ongoing support to school management committees and wider community addressing girls rights in education and HIV/AIDS; 4. To facilitate the development of legal and policy frameworks, and good practice, that will enhance and protect girls rights in school; 5. To build the capacity of CAPP and Maarifa Ni Ufunguo as leading national organizations in education, gender and HIV/AIDS. The TEGINT project is funded by Comic Relief s Special Initiative grant making model. This model is based on a commitment to create systemic change to the lives of poor and disadvantaged people, that is changes that seek to tackle the whole system and not just isolated components within the system in order to create large scale and sustainable changes in the lives of poor and disadvantaged people. Systemic change is also about tackling root causes of poverty and injustice, and not just the symptoms. The model makes a strong commitment to develop a robust evidence base for change, so that this can be used to influence future plans and policies. 1 TEGINT is a partnership between ActionAid, Maarifa ni Ufunguo in Tanzania, Community Action for Popular Participation (CAPP) in Nigeria, several research institutes, and Comic Relief. The project works in 72 schools across eight states in Northern Nigeria and 58 schools across six districts in Northern Tanzania. An International Project Manager based in ActionAid International in London oversees and directs the project, which is coordinated by ActionAid National Coordinators in each country. 1 Comic Relief (2008) Special Initiatives Explained 1

2 An international research institute, the Institute of Education, University of London, has designed and facilitated an extensive baseline study ( ), in-depth case studies ( ) and an endline study (2012), in collaboration with national research partners. The project has a detailed cross-country Monitoring and Evaluation Framework which was designed to provide a basis for analysis of the outputs and outcomes of the project, record and measure progress. Theory of Change TEGINT s hypothesis (Theory of Change) sets out the rationale for the project and captures why we have worked in a particular way. It was the result of a collaborative and discursive process between the project partners. The hypothesis proposes that: We can truly transform the education of girls by working with diverse individuals and organisations on a sustained and systematic basis in a strategic, combined, way at multiple levels, using participatory and dialogic methods and explicitly addressing gender discrimination. Learning Questions Three learning questions were developed from the TEGINT hypothesis. Responses to the questions have been iteratively considered and developed throughout the life of the project, through continuous monitoring and strategic research. The Learning Questions are: 1. What is the importance of working collaboratively and in a sustained and systematic way with all the different stakeholders at different levels? 2. What factors are most important in bringing about the change needed to transform education for girls, how do these factors interact, and how are they different in pastoralist or Islamic communities? 3. How does the allocation and management of financial resources (and the support of community structures to demand and monitor these) affect the inclusion and retention of girls in school? More information about the project and key documentation can be accessed at 3. Purpose of the Final Evaluation The final evaluation aims to assess the outcomes and impact of TEGINT against the change anticipated at the outset of the project which is captured by the five project objectives. The final evaluation is expected to provide a comprehensive and reflective analysis of the project s achievements, challenges, best practices and lessons learned. Objectives 1. To evaluate the outcomes and impact of the TEGINT project against its five objectives; 2

3 2. To appraise the project partnership approach (including management structures, communications and relationships) to community implementation, research and advocacy in relation to the project s achievements; 3. To assess the project s financial management and value for money; 4. To gauge the long-term sustainability of the project, with a specific focus on core project structures, methodologies and capacity development; 5. To assess responses to the project s hypothesis and learning questions. 4. Detailed brief The brief sets out the indicative question areas for investigation. These questions are open to refinement and agreement with the consultant(s). 1. Impact evaluation Was the design of the project clear and realistic, and how has the design and scope of the project affected its overall impact? For each project objective, to what extent have the planned outcomes been achieved and how? Who has benefitted from the project s interventions and how? What unexpected outcomes and impact has the project had? How relevant have the outcomes and impact been to target groups needs? What spill-over and/or multiplier effects has the project had? To what extent has the achievement of outcomes been influenced by the local contexts in which the project works and the broader external context? Which project methodologies have contributed most / least significantly to each objective? To what extent, and how, have attitudes and behaviours of communities, schools, and partners changed regarding girls education? How has our approach to monitoring, data collection, and learning affected the overall impact of the project? What contribution to systemic change in girls education has the project made? 2. Partnership appraisal How well has each partner fulfilled its obligations and contributed to the project s achievements? How have the diverse partnerships in the project helped or hindered the achievement of project objectives and delivery of lasting change? What have been the key challenges among the partnerships and limitations among the partners? What approaches have, or could in future, best mitigate those challenges? What could the project have done differently in its partnership approach? How effectively has the project developed the capacities of CAPP and Maarifa ni Ufunguo? What has worked most and least well, and why? What implications have the management, decision-making and relationships structure at all levels had on the implementation and success of the project? What have been the successes, challenges and lessons learned from the research partnerships and activities in relation to their contribution to impact and sustainability? 3

4 How has Comic Relief s grant assessment and management and use of its organisational assets helped or hindered the delivery of the project and lasting change? What have been the successes, challenges and lessons learned from the Schools and Youth / GCE communications component of the project (tracking girls in Tanzania and Nigeria Class of 2015)? 3. Financial management and value for money To what extent has overall financial management been efficient and effective? Has the financial management capacity of partners been sufficient, and sufficiently developed, for accurate forecasting, budgeting and reporting during the project? Has the financial management capacity of the partners been sufficiently developed to manage future projects effectively and efficiently? What is the balance between the value-added of a multi-country project versus its transaction and other costs? Has the project monitored and delivered value for money at local, national and international levels? What could we do differently next time? 4. Project sustainability What has the project learned and reformed in response to the baseline research findings and recommendations, the case studies and other learning? How has this learning contributed to the sustainability of the project? To what extent are exit and sustainability strategies appropriate and effective? What evidence is there that project structures and methodologies will be sustained in schools and communities? To what extent have CAPP and Maarifa established themselves as leading national organisations in education, gender and HIV/AIDS (including so that they can effectively manage future funds, initiatives and projects in these themes)? How far has girls empowerment and participation been embedded in the project and in the change achieved? To what extent is any systemic change achieved likely to be sustained? How can the project maximise its potential sustainability in the phase-out period (July-December) with the resources available? How can the learning from TEGINT be mainstreamed into ActionAid's education and youth programming and its People s Action to End Poverty strategy? 5. Hypothesis and Learning Questions How has the Theory of Change affected approaches to implementation, monitoring and learning; what has it contributed to the project? Is the Theory of Change clear and valid? What is the evidence that the hypothesis worked in practice and what are its most pertinent elements? Are there any gaps? To what extent did the project embed the Theory of Change and Learning Questions into its work, and how well are we able to respond to the Learning Questions? What are our collective final responses to the Learning Questions? Has the project engaged with the correct groups of people at all levels to maximise impact? What is the perceived and actual value-added of a multi-country project? What are the main lessons learned from the project about what works to transform girls education? 4

5 5. Methodology It is anticipated that the consultant(s) will produce an evaluation framework and detailed plan in liaison with ActionAid International and the project evaluation reference group at the inception of the evaluation. Evaluation methods for this consultancy are expected to include: i. Document mapping; ii. Comprehensive document review (including narrative and financial plans and reports, M&E framework and datasets, Mid-Term Review report, donor reports, the baseline and endline research data and reports); iii. Key Informant Interviews; iv. Dissemination workshop in the UK. Additional participatory methodologies may include an online questionnaire; focus group discussions; partner visits for face-to-face interviews and discussion, especially CAPP and Maarifa ni Ufunguo. Final evaluation consultants are not expected to make visits to the schools and communities in which the project has worked. There is a large volume of documentation and data from project sites to which the consultant(s) will have full access. The Endline Research data and reports will provide a significant source of information for the consultant(s) in particular for the review of impact against objectives and the hypothesis and learning questions. We appreciate consultant(s) proposals for particularly innovative or alternative methodologies they may employ for this final evaluation. 6. Reporting Two documents written in fluent English will be produced: i. A full, jargon-free final evaluation report including recommendations and an executive summary (30 pages excluding appendices). The report should include a full list of references and appendices including the evaluation framework, programme of work, list of interviewees and participants, and any background information and supporting data including sources; ii. An accessible summary report (maximum 15 pages) to be published and shared across project partners and stakeholders internationally. The full report will include a management response from ActionAid International, which will be completed after the submission of the final full and summary reports. In addition, the consultant(s) are expected to produce a Powerpoint presentation summarising the evaluation process and findings. This will be presented during a dissemination workshop in the UK. 5

6 7. Timeline We expect the evaluation to begin in June 2012 and be completed by the end of September The approximate total number of consultant days is estimated at days. An indicative timeline is given below, subject to review. The detailed timeline and resource allocation will be finalised with the selected consultant(s). Tasks / Key milestones Month/date Days (estimate) Inception meeting 1 st week July 1 Document mapping Beginning July 2 Evaluation framework and Beginning July 2 planning Document review July 14 Key Informant Interviews + July August 12 additional methodologies Reporting and feedback August - September 10 Draft report 31 August Final report and Powerpoint 28 September Dissemination workshop and September 2 wrap-up Total (estimate) Roles and Responsibilities The Consultant(s) commissioned to undertake this final evaluation of the TEGINT project will, in liaison with Actionaid International and the project team: Design and develop an evaluation framework; Develop a rigorous plan and methodology for the evaluation; Map and review project documentation and conduct other data collection methodologies to fulfil the evaluation as approved by ActionAid; Produce full and summary final evaluation reports. ActionAid will make available all appropriate documentation and resources for the evaluation. AAI will support the coordination of key informant interviews and ensure that key project staff are available for interviews. AAI will coordinate timely feedback to the draft evaluation reports and submit a management response to the final full report. The Institute of Education has an advisory role for this evaluation. They are available to advise the consultant(s) on the design and harmonisation of the evaluation framework and methodologies, in collaboration with ActionAid. 9. Person specification Consultants should meet the following criteria: An advanced degree or equivalent experience in education or related social science; 6

7 Experience designing and delivering high quality evaluations for international development projects with a specific focus on girls education; Understanding of the challenges and best practices related to international development programmes for girls education; Commitment to, and understanding of, gender equality and children s education rights; In-depth knowledge and understanding of the contexts of Northern Nigeria and Northern Tanzania; Ability to review and interpret financial information; Knowledge of partnership models and experience evaluating complex multi-partner, multi-stakeholder projects Excellent communication skills, including fluent and effective written English. We aim to recruit a team of 3 consultants with complementary expertise and geographical spread (including consultants based in Nigeria / Tanzania). We would anticipate that a Lead Consultant deploy the team and apportion tasks to meet the requirements of the Evaluation. We are particularly keen that the consultant(s) have a strong appreciation, through living or working experience, of the contexts of development and girls education in the countries and specific locations where the project works. We may recruit a single consultant if that person has sufficient expertise and experience, or suggest building a team from individual applicants. There will be no international travel. 10. Budget Applicants proposals must include a detailed and competitive budget inclusive of all fees, costs and taxes. Consultant(s) are responsible for managing their own tax contributions. 11. Application requirements To apply for the Final Evaluation consultancy, please provide: 1. A proposal showing your understanding of the evaluation and how you would approach the work, including methodologies, any foreseen challenges, timeline and detailed budget. The proposal should be a maximum 6 pages (11 point font); 2. An up-to-date CV. Please submit your proposal and CV to louise.wetheridge@actionaid.org by 1pm GMT on Monday 25 June Interviews are scheduled for 28 and 29 June Informal questions and discussion are welcome in advance of the application deadline. 7