Job Description
Request for Proposal |
Gender Equality and Inclusion Self-Assessment (GEISA)
Plan International Sierra Leone |
RFP # |
RFP/PLAN/CO/FY24/007 |
Issue Date |
3/ 05/ 2024 |
Closing Date/time |
Proposals should be received before 12 noon (EST) on May 17, 2024 |
Contact Information & Questions |
Plan is hereby requesting qualified individuals, firms/business houses that are interested in taking part in this process to prepare and submit their proposals and submit online to PlanSLE.tender@plan-international.org , on or before May 20, 2024, at 1:00 pm.
All enquiries related to this RFP including any requests for information, questions and clarifications, are to be directed to the same email address. Plan International Sierra Leone will respond if time permits. |
Delivery of Proposals |
Please submit the offer electronically in PDF format to plansle.procurement@plan-international.org |
Successful Proponents Notified |
Date planned to notify those successful:
May 25, 2024 |
Expected Start Date of Contract:
June 05,2024 |
Expected End Date of Contract:
August 30, 2024 |
Plan International Sierra Leone
TERMS OF REFERENCE FOR ENDLINE EVALUATION
End line Evaluation of Teacher Training for Inclusive Girls’ Education (TTIGE) Project
Plan International is an international humanitarian, child-centered development organization, independent, with no religious, political, or governmental affiliation working in 72 countries worldwide. In Sierra Leone, we are implementing programs on education, gender equality, disaster risk management, nutrition and responsive care, youth economic empowerment, and child protection. We strive for a just world, working together with children, young people, our supporters, and partners to advance children’s rights and equality for girls.
Plan International, in collaboration with Open University (OU) is implementing the Teacher Training for Inclusive Girls’ Education (TTIGE) project in Kailahun District, Sierra Leone from 2020 to 2024. The TTIGE project aims to support the education system in Sierra Leone by filling a critical gap in the teacher workforce. The project seeks to provide young women aged 18-26 years from rural communities with an accessible route to becoming qualified teachers. The project equips participants with practical teaching experience as Learning Assistants (LAs), where they engage with children in schools while studying English and Mathematics, before eventual entry into and completion of the Teacher Training College (TTC) program to be successfully accredited and employed as primary school teachers. This approach aims to break the negative cycle involving a shortage of female teachers, low quality of education in under-resourced settings, and low aspirations for girls in their communities by providing young female teachers in rural schools who will inspire the next generation of girls (and boys) and help them learn and achieve their full potential.
At the heart of TTIGE’s methodology is a comprehensive approach that includes community engagement, financial support mechanisms, and the establishment of peer networks. These strategies are designed to navigate and mitigate the barriers to education and professional development that young women in rural Sierra Leone face. The project leverages community-led selection processes to recruit Learning Assistants, provides distance learning courses alongside practical classroom experience, and offers financial stipends to alleviate economic pressures on participants. This multifaceted support system ensures that participants can fully engage with the program and achieve their educational and professional goals.
The project’s rationale is deeply rooted in addressing the systemic challenges within Sierra Leone’s education sector, such as gender disparities, a shortage of qualified teachers, and the compounded effects of public health crises on girls’ education. TTIGE’s innovative model not only seeks to fill the immediate need for more female teachers but also aims to catalyze long-term, systemic change within the educational landscape of Sierra Leone. By drawing on lessons learned from past crises, including the Ebola outbreak and the COVID-19 pandemic, the project is designed to build resilience within the education system, ensuring that young women are provided with the opportunities and support necessary to succeed.
- Project Objectives and Expected Results:
The TTIGE project in Sierra Leone is guided by a Theory of Change that states that improving the number of qualified female teachers can enhance economic opportunities for women and educational outcomes for rural students, especially girls. The project targets young women in rural areas facing significant educational and professional barriers, aiming to increase their participation in the education sector. Sierra Leone’s low ranking on the Global Gender Gap Index highlights a stark gender disparity in education, exacerbated by societal norms, gender-based violence, and the disproportionate impact of crises like COVID-19 on girls’ education.
The TTIGE project proposes a solution through a work-study model that transitions young women from Learning Assistants to Student Teachers, culminating in their accreditation and employment as primary school teachers. This approach is supported by community engagement, financial stipends, and peer networks to mitigate barriers to participation and success. The project’s goal is not only to provide individual young women with opportunities for advancement but also to contribute to systemic educational reform in Sierra Leone by increasing the presence of qualified female teachers in rural schools.
Objectives of the proposed program, as per the Logical Model (LM) are as follows:
Impact: Improved education and vocational opportunities for students and young women in Kailahun
Outcome 1: Vulnerable young women (aged 18-26) access alternative learning and develop professional work experience
- Output 1.1: Out-of-school young women are identified and enrolled in the Learning Assistant (LA) training program
- Output 1.2: LAs are supported to complete a training program consisting of a distance education training curriculum and work-study placement
- Output 1.3: LAs and LA Tutors are provided stipends to support their education
- Output 1.4: LAs achieve entry requirements for TTC
Outcome 2: Young women trained through the work-study program have an improved ability to access a formal teacher training pathway.
- Output 2.1: Student Teachers (STs) are supported to enrol into the TTC
- Output 2.2 STs thrive in the TTC, including support with a practical, school-based, work-study component
- Output 2.3 STs and Practice Study Mentors (PSMs) are provided stipends to support their education.
The project was implemented in several stages. In the initial stages, local leadership groups formed to select young women (ages 18-26) to become Learning Assistants (LAs). These groups, comprising various community leaders including chiefs, women’s leaders, and educators, aimed to ensure the project resonated well within the community and address the educational needs of young women effectively. Their efforts were crucial in promoting the project and ensuring community support for the empowerment of young women both academically and professionally.
During the Learning Assistant Phase, selected women began preparing for their entrance exams into TTCs. They were placed in local schools to assist teachers and gain firsthand teaching experience. These LAs received a monthly stipend to help cover their transport and food expenses, reducing their financial burden and incentivizing their continued participation in the project. They also received specialized study materials to aid their preparation for TTC entrance exams, supported by LA Tutors who provided additional academic guidance and fostered a supportive learning environment among the LAs.
This phase not only helped LAs develop professionally but also significantly benefitted the learning atmosphere in schools by providing additional support to students, particularly girls, and challenging societal norms about women’s roles in education.
After passing their entrance exams, the LAs advanced to the Student Teacher (ST) Phase, enrolling in a 3-year TTC program. During this phase, they took on more active roles in classrooms under the guidance of Practice Study Mentors (PSMs), who helped them navigate both the academic and practical aspects of teaching. This support network played a vital role in ensuring the STs’ success and continued growth as educators.
By the end of the program, these student teachers will be well-prepared to take their final TTC exams, having been fully integrated into the school communities and recognized as valuable members. The presence of these newly trained female teachers in schools improves student engagement, reduces dropout rates, and promotes a more supportive and gender-responsive educational environment.
- Scope and objectives of the Final Project Evaluation
The evaluation will cover the entirety of the project’s design, implementation, and monitoring phase, with a particular focus on the following aspects:
- Project Design and Adaptability: The extent to which the project design was based on a thorough understanding of the target participants’ needs and the capacity for adaptation in response to external crises.
- Implementation and Methodologies: The methodologies used for training, community engagement, monitoring, and support mechanisms, including their effectiveness and efficiency.
- Outcomes and Impact: The direct and indirect outcomes of the project on the participants and the wider community, including educational and socio-economic impacts.
- Sustainability and Scalability: The mechanisms put in place for sustaining the project’s benefits, the potential for replication or scaling of the project’s model, and the involvement of local and national stakeholders in these processes. To assess program appropriateness and effectiveness and capture lessons learned and good practices about the modality of assistance, cross-sector synergies, and integration of various components at community, household, and individual levels, outcomes, community perception, preference, and participation.
- Consolidate lessons learned and good practices in increased realization of rights to education and skills for work and life to inform future programming.
The evaluation will employ a mixed-methods approach, combining quantitative data analysis using the monitoring data the project has collected over its implementation with qualitative insights from key stakeholder interviews, focus groups, and case studies. This methodology will facilitate a comprehensive understanding of the project’s impact, efficiency, and sustainability. It will also allow for the exploration of the project’s process quality and the exportability of its components.
An extensive desk review of available reports and evaluation studies for the project and of similar programs and quantitative and qualitative monitoring data the project has collected over the course of its implementation will be necessary.
KIIs, surveys, FGDs, and other forms of consultation are suggested for the evaluative elements of the evaluation depending on the design. The consultant should submit a proposal indicating and justifying the framework, methods, sampling criteria, potential sample size, and a detailed work plan for the evaluation. Data will be collected and presented disaggregated at least by gender, age group, and location. Interviews with students tutored by STs, families, and partners of STs, community members, head teachers, project and field level staff, partners from different agencies/ institutions, and other direct project participants will be required to get their perspectives and determine the extent of their participation in the whole process of implementation.
Any tools developed by the consultant shall be child-friendly, as well as methods in the data collection, and elaborate their research ethics procedures for collecting, using, and storing data. It should be noted that before any consultation with children and youth (up to 24 years old), a child and youth risk assessment must be conducted by Plan personnel. The consultant will be provided with an orientation on Plan International’s Safeguarding and Child Protection Policy before the start of the actual evaluation.
Upon signing of the contract, the selected evaluator and Plan will initially meet to ensure that both have the same understanding of the evaluation objectives, how these objectives are to be achieved, and when. A more comprehensive and final TOR will then be produced by the evaluator and approved by Plan, including process to be followed, indicative timeline, proposed analytical framework, and deliverables e.g. inception and final reports, workshop reports, etc. It is expected that the evaluation team will use gender-aware, child-friendly, and participatory approaches to seek the views of project participants. Inclusive techniques will be expected of the evaluators, to seek active participation in the evaluation of project participants and representation of other stakeholders.
- Framework and Key Questions
For the Terms of Reference (TOR) for the final evaluation of the TTIGE project, the evaluation will be structured around refined questions based on the DAC criteria, incorporating insights from critiques for a more in-depth, qualitative, and quantitative assessment. This TOR aims to ensure a comprehensive evaluation that addresses both the project’s direct outcomes and its broader impact on the community, sustainability, efficiency, and the potential for replication or adaptation of its methodologies and successes. The evaluation will focus on the following areas:
Relevance
- To what extent did the TTIGE project align with the needs of young women and the broader educational priorities of Sierra Leone?
- How effectively were the educational and socioeconomic contexts of the target beneficiaries, particularly the challenges faced by young women in rural areas, considered in the project design?
- How well did the project adapt to the changing educational landscape, especially considering the impacts of the COVID-19 pandemic on girls’ education?
Effectiveness
- How successful was the TTIGE project in achieving its stated objectives of improving education and vocational opportunities for young women and students in Kailahun?
- What progress was made towards increasing the number of qualified female teachers through the Learning Assistant and Student Teacher phases?
- How effective were the community sensitization and engagement strategies in supporting the project’s objectives?
- To what extent did the support mechanisms (stipends, PSM tutoring, peer networks) facilitate the participants’ progress through the program?
- How did the provision of stipends, educational materials, and peer support influence the retention and success rates of participants?
Efficiency
- How efficiently were the resources allocated and utilized within the TTIGE project to achieve its outcomes?
- Assess the cost-effectiveness of the strategies used (e.g., distance learning, work-study placements/locations, stipends) in terms of resources spent per beneficiary reached and qualified.
- Evaluate the administrative and operational efficiency of the project, including partnership management with the Open University and local educational institutions.
Impact
- What impact has the TTIGE project had on the target beneficiaries and the wider community, including the educational sector in Sierra Leone?
- Investigate the changes in community and family attitudes, perceptions and behaviour, particularly male partners, towards female education and employment as a result of the project’s interventions.
- How has the increase in the number of qualified female teachers influenced learning experiences and outcomes for students, particularly girls, in rural schools?
- Assess the impact of having more female teachers on student engagement and learning achievements.
Sustainability
- To what extent are the benefits of the TTIGE project likely to be sustained after the project’s conclusion?
- Evaluate the sustainability of the teacher training model implemented by the project, including the continued support and development of graduates.
- Discuss the potential for scaling up the project’s interventions and the role of partnerships in ensuring the long-term sustainability of its achievements.
- What measures have been put in place to ensure the continued involvement and support of local communities, educational authorities, and other stakeholders in supporting the project’s goals?
- Explore the mechanisms for embedding the project’s successes within local and national educational policies and practices.
These questions will guide the final evaluation in examining the comprehensive achievements of the TTIGE project, identifying lessons learned, and providing recommendations for future initiatives aimed at enhancing girls’ education and gender equality in Sierra Leone’s educational sector.
The main deliverables of the engagement will be the following:
- An inception report with the following contents (at the minimum):
- Background: This section should summarize the context in which the evaluation is taking place.
- Action to be evaluated: This section should show that team members understand what the action to be evaluated consists of.
- Purpose of the evaluation: This section should summarize the consultant’s understanding of the purpose and objectives of the evaluation and the use to which it will be put and explain how this has influenced their choice of methods.
- Methods: This section should set out the methods the team proposes to use to gather and analyze data to answer the key evaluation questions.
- Evaluation questions: This section is only necessary if the evaluation questions are reworked by the evaluation team.
- Evaluation matrix: This shows how the evaluators plan to answer each of the evaluation questions.
- Detailed work plan: This specifies where the consultant plans to visit when, and the days proposed for desk work. It should also indicate which team member will be responsible for which task, and incorporate adequate time for Plan Intern review processes in line with the timetable provided.
- Main report layout: This usually takes the form of a table of contents.
- Interview targets: This provides a preliminary list of the people whom the team intends to interview, or at least the groups/types of people to be interviewed.
- Outstanding questions and issues: This is an opportunity for the evaluation team to highlight ambiguities, areas of concern, or contradictions that they would like Plan to address and clarify before the field work and documents review. These will be addressed and incorporated before the Inception report is finalized.
- Data collection tools (such as survey questionnaires, KII, FGD, and in-depth interview guides, depending on the agreed methodologies). Plan International would require the consultant to use the Plan COMERL KoboCollect platform to collect data, especially for the survey data. If the consultant decides to develop the KoboCollect tool using his server, he would be required to deploy the final backend configuration in the Plan COMERL KoboCollect platform for the actual data collection.
- A draft evaluation report. The findings, conclusions, and recommendations will also be presented to Plan International in a scheduled meeting to elicit feedback and comments. Initial raw data should also be included with the draft report. The presentation will also be shared with Plan International.
- A final evaluation report with the following contents (at the minimum) with a maximum number of 30 pages excluding the annexes:
- Standard cover sheet having the following contents: Title of the Study with geographic area, month and year of execution, donor logos, name and address of consultant/firm that conducted the evaluation.
- Table of content and list of figures
- List of abbreviations/acronyms
- Executive summary
- Background/Introduction (short description of context and project, including objectives)
- Methodology (what, by whom/how (i.e. tools) data was collected, sample size and methodology, limitations).
- Key Findings and Analysis:
- This section should be organized around the five evaluative DAC criteria: relevance, efficiency, effectiveness, impact and sustainability
- Results for all project indicators should be presented within these five sections as appropriate (i.e. as part of the assessment of the project’s effectiveness or impact), and include summary tables presenting pre-post analysis of all indicators
- Conclusion
- Recommendations
- Appendices, these might include:
- Evaluation terms of reference, maps, sample framework, Itinerary/schedule, list of people/organizations consulted, all data collection tools, full data tables of results, sub-team report(s), end notes (where appropriate), and bibliography.
- All materials produced by the study, including hardcopy of the report and raw data either in SPSS, Excel, FGD, and IDI transcripts in soft form.
- The consultant will be responsible for presenting the most significant findings to Plan International and key stakeholders, including the communities, to get their feedback on critical areas.
- PowerPoint presentation summarizing purpose, methodology, findings, conclusions, and recommendations to be presented to key stakeholders.
The final draft report should be submitted by July 12th, 2024. The final evaluation report should be submitted by August 15th, 2024.
- Ethical Clearance and Safeguarding Children and Programme Participants (Child Protection)
The consultant should include appropriate consideration to obtain ethical clearance (if required); the successful consultant will be required to sign Plan International’s Safeguarding Children and Programme Participants Policy. The proposal should indicate how safeguarding will be considered; project participants should be ensured for safety, non-discrimination participation, inclusion of gender and people living with disability, as well as free and un-coerced consent and withdrawal.
Safeguarding Children and Programme Participants (Child Protection)
Plan International is committed to actively safeguarding children and programme participants from harm and ensuring their rights to protection are fully realized. Plan takes seriously the commitment to promote child and youth safe practices and protect children and programme participants from harm, abuse, neglect and any form of exploitation as they come into contact with Plan International supported interventions. In addition, Plan will take positive action to prevent child abusers from becoming involved with Plan International in any way and take stringent measures against any Plan International staff and/or associate who abuses a child. Decisions and actions in response to child protection concerns will be guided by the principle of “the best interests of the child.”
The evaluation will involve conducting interviews with children and young people, potentially exploring sensitive topics such as sexual and reproductive health and rights (SRHR) and gender-based violence (GBV). The study must, therefore, ensure appropriate, safe, non-discriminatory participation; stressing all young women’s and young men’s views are collected; a process of free and uncoerced consent and withdrawal; confidentiality and anonymity of participants. Environments and working methods should be adapted to the capacities of young people; time and resources should be made available to ensure that girls and boys are adequately prepared and have the confidence and opportunity to contribute their views.
The Consultant is required to provide details within their proposal on how they will ensure ethics and protection of children and programme participants in the different stages of the assignment – including: recruitment and training of facilitators, interviewers, note-takers and field supervisors; and analysis, visits and report writing – in line with Plan International’s policy on safeguarding children and programme participants. This must also consider any risks related to the assignment and how these will be mitigated. Consideration must be given to:
- Safeguards to protect the confidentiality of those participating in the study
- Data protection and secure maintenance procedures for personal information
- Caregivers’ consent concerning data collection from young people and collation of data about children and youth
- Appropriate, safe and non-discriminatory participation
- Age-appropriate questions and asking questions that are sensitive in nature
- Age-appropriate assent/consent processes
Plan’s Child Protection Policy and Code of Conduct
The consultant undertaking this Final Evaluation will be requested to sign and comply with Plan’s Child and Programme Participant Safeguarding Policy. They must demonstrate commitment to strictly adhering to Plan’s Safeguarding Policy and Plan’s Code of Conduct. Any violation /deviation in complying with Plan’s Safeguarding policy will result in termination of the agreement.
Required Qualifications and Experiences
Interested Parties must have:
- At least 5 years of evaluation in coordinating and administering baseline/endline studies, including gender-sensitive data collection and entry, data management and storage, preferably for international non-profit organizations or multilateral agencies, with a preference for studies in gender equality and education sector programs
- Demonstrated experience in program evaluation, including performance assessment vis-a-vis the DAC Criteria for Evaluating Development Assistance;
- Demonstrated experience in training, facilitation and supervising survey enumerators and data entry operators to collect and enter data as per high-quality standards;
- Experience using participatory and gender sensitive techniques in data collection;
- Demonstrated experience in quantitative and qualitative data analysis;
- Solid background in at least 2 of the following: child-centered, gender and disability inclusion, community-based programming and evaluation;
- Proven experience in evaluating programmes in Sierra Leone as well as internationally, and drawing forward-looking conclusions and recommendations;
- Strong communication skills, both written and oral (knowledge of communities’ language an advantage).
Submission of Proposal:
All prospective consultants are required to submit a technical and financial proposal covering the following areas as outlined below. Successful consultant/s will be required to present their proposals in the form of a PowerPoint presentation to the TTIGE reviewing team. Here’s a detailed outline that expands on the key areas to be assessed as outlined in the Terms of Reference (TOR) for the end-line evaluation of the TTIGE project. This guide will help consultants craft their proposals and presentations that demonstrate their understanding, approach, and readiness to conduct the evaluation comprehensively.
Understanding of the Scope of Work
- Brief overview of the TTIGE project, its objectives, and expected results.
- Acknowledgement of the project’s impact on educational and vocational opportunities for young women in Kailahun.
- Recognition of the project’s role in addressing gender disparities and the shortage of qualified teachers in Sierra Leone.
2: Methodology
- Outline of the mixed-methods approach, including quantitative and qualitative data collection techniques.
- Detail on data analysis methods to be used for assessing project outcomes and impacts.
- Description of data protection measures to ensure confidentiality and ethical considerations, especially when engaging with children and young participants.
3: Sampling Strategy
- Explanation of the sampling method and rationale, ensuring the representativeness of the target population.
- Discussion on the calculation of sample size and strategies to achieve a balanced sample across gender, age, and geographic location.
4: Voice and Inclusion
- Strategies for ensuring the inclusion of diverse voices, with a focus on marginalized and vulnerable groups.
- Plans for utilizing participatory methods to engage project beneficiaries in the evaluation process.
5: Quality Assurance and Risk Management
- Description of quality assurance measures throughout the evaluation process.
- Identification of potential risks and mitigation strategies to ensure the integrity of the evaluation.
6: Experience and Skills
- Overview of the consultant/team’s qualifications, highlighting relevant experience in education and gender equality evaluations.
- Summary of team composition and roles, emphasizing sector-specific expertise.
7: Context and Sector-Specific Knowledge
- Demonstration of contextual understanding of Sierra Leone’s education sector and gender equality challenges.
- Reference to similar evaluations conducted and lessons learned applicable to the TTIGE evaluation.
8: Safeguarding
- Outline of safeguarding policies and measures to protect participants, aligning with Plan International’s standards.
- Procedures for addressing any safeguarding issues that may arise during the evaluation.
9: Workplan and Budget
- Presentation of a detailed timeline and milestones for the evaluation activities.
- Overview of the budget, justifying allocations and demonstrating value for money.
10: Dissemination
- Plan for sharing evaluation findings with stakeholders, considering appropriate formats and channels.
- Discussion on the utilization of findings to inform policy, practice, and future programming.
11: Closing Remarks
- Summary of key points and reaffirmation of the consultant’s commitment to delivering a comprehensive and insightful evaluation.
- Expression of enthusiasm for contributing to the enhancement of girls’ education and gender equality in Sierra Leone through the evaluation of the TTIGE project.
In addition to the technical and financial proposal, the prospective consultant should also submit the following documents:
- Curriculum Vitae(s) of all proposed staff outlining relevant experience.
- Names and contact information of three references who can be contacted regarding relevant experience.
- A Consulting Firm profile (if applicable).
The proposal will be scored on both technical (methodology) and financial (budget) aspects weighted at 70% and 30% respectively.
Interested applicants may submit their proposal and the additional documents to: SLE.procurement@plan-international.org with the subject – Proposal for end line Evaluation of Teacher Training for Inclusive Girls’ Education (TTIGE) no later than 20th May, 2024.