Baseline study for Inclusive Education Signature Programme in Kenya- Terms of Reference

Transcription

1 VSO Baseline study for Inclusive Education Signature Programme in Kenya- Terms of Reference 1. BACKGROUND VSO is a charity that promotes volunteering as a powerful and practical way to tackle poverty and inequality. VSO Programmatic approach is people centered and we believe by enabling people, their organizations and communities to play a more active role in development, essential pre-conditions for systemic and sustainable change ownership, participation, empowerment and inclusion can be realized. VSO s vision is of a world without poverty and the mission is to bring people together to fight poverty. 1.2 VSO Kenya VSO Kenya is registered in Kenya as a branch of VSO International. VSO in Kenya has been programming in Secure Livelihoods and Inclusive Education for more than 10 years with a focus on youth, women and People with Disabilities. In 2014, VSO conducted a comprehensive analysis of its programmes that resulted in the identification of six Core Program Areas (CPAs); Empowered Youth for Employment and Entrepreneurship (EYEE), Maternal, Neonatal and Health (MNH), Adolescent Sexual and Reproductive Health and Rights (ASRHR), Inclusive Education (IE), Unlocking Talent through Technology (UTTT)-part of IE in Kenya and Agri-based value chain work linked to Market-led youth employment (ABVC). Subsequently, VSO Kenya conducted a context analysis and guided by the global CPAs developed context specific programme in Inclusive Education (IE) and Empowered Youth for Employment and Entrepreneurship (EYEE). Currently, VSO Kenya is implementing three core programme; Empowered Youth for Employment and Entrepreneurship, Inclusive Education and Social Accountability targeting marginalized children, youth, people with disabilities and women. Social inclusion, gender, social accountability and resilience are cross cutting themes in all programmes. 1.3 Inclusive Education programme In line with the findings and recommendations from a comprehensive analysis of VSO Kenya programs that was conducted in 2014 and VSO s People First approach, VSO Kenya has designed an education programme referred to as Inclusive Education (IE) programme through consultative and participatory process with key stakeholders and with marginalized children at the center of the programme design. IE programme goal is: Disadvantaged and Marginalized

2 Children Access Inclusive Quality Education and Lifelong Learning. The three years programme targets Out of school children, Children with Disabilities and Marginalized and disadvantaged girls between the age of 4-18 years and is anchored on four interconnected pillars: a) Effective Development and implementation of Inclusive Education policies b) Conducive, and safe learning environment (Formal/Informal) c) Increased Engagement of Children, parents and communities in Education and Safety of All Children and d) Quality and timely delivery of curriculum. The programme is being implemented in 16 counties: Nyandarua, Kirinyaga, Isiolo, Kwale, Taita Taveta, Bungoma, Migori, Murang a, Nandi, Nairobi, Wajir, Kajiado, Siaya, Kisumu, Garissa and Turkana 2. OBJECTIVES OF THE BASELINE STUDY 2.1 Overall Objectives To conduct a baseline survey that will provide benchmark for the programme impact, outcome and output indicators against which progress will be compared in the course of the implementation of the Signature Programme. 2.2 Specific Objectives To assess the current status of the following specific IE Signature Programme impact, outcome and output indicators as per the attached definitions (see annex 1) RESULTS Programme Impact Evidence of improved learning outcomes for disadvantaged/marginalized children Programme Goal (Scale and Reach) Number of disadvantaged/marginalised learners accessing learning centres/schools supported by VSO) INDICATORS % of learners scoring grade appropriate minimum standard of literacy skills (including measures of reading fluency and comprehension) (Disaggregated by sex/learners with Disabilities/LWDs) % of learners scoring grade appropriate minimum standard of numeracy skills (Disaggregated by sex/lwds) % of learners that have acquired life Skills (Disaggregated by sex/ LWDs) % enrolment (Disaggregated by grade, sex/ LWDs) % attendance (Disaggregated by grade, sex, LWDs) % Retention (Disaggregated by grade, sex, LWDs) Outcomes Outcome 1: Improved quality of teaching and learning Proportion of teachers practising child centred pedagogies Teacher-pupil ratio

3 Output 1.1 Enhanced adequacy of qualified and responsive teachers # of qualified teachers posted by TSC in target areas as a result of engagement # of teachers equipped with child centred pedagogies, social inclusion and gender knowledge and skills Output 1.2 Increased availability of relevant and appropriate Teaching and Learning Materials in schools Outcome 2: Conducive and safe learning environment (Formal/ Informal) Output 2.1 Availability of adequate, safe and accessible physical infrastructure and assistive devices Output 2.2 Schools (formal and non-formal) have functional child protection mechanisms (prevention and response structures) Output 2.3 Responsive school governance and management in provision of inclusive Education Outcome 3: Communities, Parents, children actively engage in education and safety of marginalized and disadvantaged children Pupil-textbook ratio(1:1) per subject # of teachers with guides per subject % of institutions/schools that have conducive and friendly learning environment # of schools supported to improve infrastructure # of schools/institutions with a range of initiatives supporting protection of children # of BoMs equipped with skills and knowledge on inclusive education % of parents demonstrating evidence of initiatives to support education and protection of their children # of reported abuse cases by children in and out of school # of Communities/committees conducting social accountability activities in target areas (this is an outcome indicator)

4 Output 3.1 Parents and communities value and support education and protection of marginalized children # of communities/parents equipped with Knowledge on their role in safety and education of their children Output 3.2: Communities equipped with social accountability knowledge and skills # of communities trained in social accountability processes Output 3.3: Children have greater ownership over their safety and learning processes # Children equipped with knowledge on their role in ensuring own education and safety Outcome 4: Effective implementation of inclusive education policies by the government # of policy(s) provisions implemented Output 4.1 Government agencies (MoE & TSC) have the capacity to develop and operationalize inclusive education policies Evidence of policy (policies) implementation in schools # of MOE and TSC officials equipped with skills and knowledge on inclusive education 3. SCOPE OF BASELINE STUDY The baseline survey will be carried out in 5 randomly selected counties in Kenya namely: Kisumu, Kirinyaga, Wajir, Bungoma and Kajiado. The study shall be aligned to VSO Kenya IE programme M&E framework and Core approaches: Social Accountability, Resilience and Gender and Inclusion 4. METHODOLOGY The baseline survey will be conducted by an independent consultant/firm supported by the VSO Monitoring and Evaluation Officer. The consultant will also work closely with VSO Kenya Inclusive education Programme team under the supervision of the Inclusive Education programme Manager. The survey will be both qualitative and quantitative. The consultant will undertake field visits of the selected areas.

5 4.1 Document Review The following documents relevant to IE SP will be reviewed: - VSO Kenya IE Strategy documents Social Exclusion and Gender Analysis Reports Context Analysis on Inclusive education in Kenya in relation to marginalized children County Education Reports and County Integrated Development Plans Other documents suggested by the consultant and/or deemed important by the programme team 4.2 Reviewing the Tools and Drawing baseline sample The consultant will lead the VSO team in reviewing the already drafted tools against the listed indicators to ensure that all variables are measured appropriately. This together with drawing a baseline sample will be done in a two days workshop that will be followed by a one day training for the research assistants to ensure that they are all conversant with the tools and mode of administration. 4.3 Field Data Collection Data collection will be done in the sampled counties using participatory methodologies identified in each tool. It is expected that the consultant will provide the research assistants required for data collection who will go through a one day training on the baseline tools and commit to VSO safe guarding policy before going to the field. The consultant and the research assistants will be subject to VSO values and policies while undertaking the field work, interacting with VSO staff, primary actors (beneficiaries) and throughout the engagement period. The consultant and research assistants will have to make a commitment to safeguarding and child protection policy. The programme primary actors/beneficiaries and stakeholders to be engaged in this survey comprise of: School going children, parents, teachers, community members, MOE officials, TSC officials and county education officials. Data integrity: the consultant is required to ensure high level of integrity through-out data collection and analysis process. It is important for VSO to get the real benchmarks per indicator to inform further programming and programme investment. 5. DELIVERABLES A detailed inception report containing methodology, tools, key sources of data, and work plan for field work. Presentation of the baseline findings to VSO staff and stakeholders for validation A comprehensive narrative baseline report A dash board of all the indicator benchmarks measured through this survey 6. ROLES & RESPONSIBILITIES 6.1 The role of the consultant a) In-depth review of VSO Kenya Education programme documents and related reports b) Taking lead in a two days workshop to review and harness all the drafted tools

6 c) Submission of a comprehensive inception report detailing the baseline work plan; methodologies and baseline tools d) Delivery of a one day research assistants training e) Lead in pre-testing of the baseline survey tools f) Lead in the data collection process in the field g) Entry and analysis of primary information and field data h) Preparation of draft baseline survey report i) Facilitation of final validation workshop j) Preparation and submission of final baseline survey report and a dashboard complete with all indicator benchmarks 6.2 Role of VSO Kenya a) Provide relevant programme documents b) Participate in the review of the drafted tools and pretesting of the baseline survey tools c) Provide feedback and input to the process of adjusting the baseline study methods and timeframe d) Preparation for field visitation e) Mobilization of all sampled baseline survey respondents f) Organize and provide logistic support during validation workshop g) Provide supportive supervision to the consultant and the research team throughout the engagement period 7. DURATION OF THE ASSIGNMENT The assignment will take 25 days commencing second or third week of February 2018: Activity Days/dates Tools Review Workshop 2 Training the Research Assistants 1 Pretesting the tools 1 Data collection 10 Data analysis and report writing 10 Validation workshop 1 Total 25 days The contract will be effective from the date of signing the agreement by both parties and it will continue until the completion of all the tasks and timely submission of all the deliverables is done. 8. CONSULTANT/S QUALIFICATION, SKILLS AND EXPERIENCE The selected consultant/firm will be required to work with a multi-disciplinary team (with experience and expertise in inclusive education, programme design, M&E, participatory research, inclusion etc.) to facilitate baselining for the Inclusive Education Programme strategy. The consultant/s will possess the following minimum skills:

7 a) Strong experience in people centred and rights-based programming at policy, strategy as well as implementation level. b) Strong experience in Monitoring, Evaluation and Research, preferably within the area of education; inclusion and child protection c) Strong experience on participatory and inclusive assessment/research methodologies and learner centred approaches d) Good understanding of inclusion issues e) Broad previous experience with multi-county/county evaluations f) Excellent analytical, facilitation, communication and report writing skills. g) At least a master s degree in relevant field 9. APPLICATION PROCEDURE Interested consultant/firm should apply online through the advert link and submit an expression of interest that includes: 1. A capability statement detailing suitability for the assignment, similar assignments done within the past 24 months & references for the same, CVs of the consultant/s who will undertake the survey pages detailed technical proposal on the methodology, tools, approaches, potential limitations and challenges and how they will be addressed. 3. A detailed financial/budget proposal. 4. An indicative timeline for the survey The expression of interest and accompanying documents to be submitted via to temp.kenya@vsoint.org by close of business 31 st January 2018.