Somalia: End of Project Evaluation Consultancy

TOR for External Evaluation Caritas France Education Project in Gedo Region – Dollow, Luuq and Beled Hawa Districts

1. INTRODUCTION

1.1 Background

Trócaire was established in 1973 as the overseas development agency of the Catholic Church in Ireland. The organisation was created in response to the widening gap between rich and poor and our collective duty to reduce it. Trócaire’s work in Somalia and in particular Gedo region dates back to 1992 with a vision of implement quality, sustainable and harmonised health, nutrition and education programmes, while also addressing acute humanitarian needs. Trócaire’s support to education, often in collaboration with other International and local NGOs, attempts to fill the void created by lack of Government resources and has focused on community managed structures/institutions. It has been successful in ensuring that communities operate functioning schools despite security, economic and cultural challenges. Trócaire implemented an 11 months Education project funded by Caritas France from June 2018 – June 2019. The project focussed on prioritising a response that mitigates the impact of insecurity and drought by ensuring continued access to education and retention of children already in school by supporting children where they live. In particular Trócaire targeted vulnerable boys and girls, including IDPs and other marginalised (riverine) children in Gedo’s 3 districts of Beled Hawa, Dollow and Luuq. The project focus was particularly on sustainable solutions and support to existing schools to allow displaced and marginalised children enrol into formal education.

1.2 The Rationale for the Evaluation

With the project coming to an end in June 2019, Trocaire Somalia would like to do a summative evaluation of the project in the targeted communities. The evaluation should be able to highlight the impact of the project on access to education by both boys and girls (retention and drop-out rates), protection and security risks when accessing school, adequacy of facilities in schools, adequacy of qualified teachers and the quality of pedagogy in schools (taking into account gender sensitive approaches to teaching). The evaluation should also help capture the lessons learned and good practice from the implementation of the Caritas France Education project in order to help Trocaire Somalia to:

· Improve Trócaire’s response to education in emergencies;

· Enhance adaptive programming for existing education projects and identify areas of improvement for future projects

· Identify fundraising opportunities and areas for scale up for the education program

1.3 Main Stakeholders of the Evaluation

The evaluation will involve participation of various relevant stakeholders at different levels to drawing of lessons, gather data on impact and relevance of the intervention, identify implementation challenges and successes, context analysis and triangulation of information gathered. Stakeholders that will be involved include: Trocaire Programme team, The Ministry of Education (DEOs, REO and other local authority staff in specific districts community service department), The schools Community Education Committees, the Head teachers, teachers, students and community members/parents.

2. OBJECTIVES

The objective of the evaluation will be to:

i. Assess the programmes adherence to humanitarian principles and standards;

ii. Assess the extent to which the project achieved its purpose and delivered on intended results and outputs;

iii. Assess the efficiency and strength of MEAL and financial systems and strategies in project implementation;

iv. Draw lessons learnt, good practice and recommendations to inform future programme design.

The evaluation will be guided by the project’s specific objectives and commitments in the proposal and log frame. The project specific and intended results were:

  1. To increase access (primary school enrolment, attendance and retention) to basic education for at least 1690 drought affected and displaced children in 7 schools of Gedo region

  2. To improve the quality of education for boys and girls in the 7 targeted schools in Gedo region

  3. To strengthen the capacity of government and community education structures to provide oversight (manage quality, coordination and supervision) of the education sector of Gedo Region

3. KEY QUESTIONS & ISSUES

3.1 Relevance

· What do the beneficiaries think of the project? Its relevance, appropriateness and outcomes? Are the outcomes sustainable?

· What do other primary and secondary stakeholders (e.g. student, teachers, CECs, Ministry of Education, other NGOs in the cluster) think of the project? Were the most vulnerable reached? Was the targeting appropriate?

· Were appropriate systems of downwards accountability (participation, information sharing and feedback), put in place and used by project participants? Did the feedback receive shape project design and implementation?

· How was gender taken into account throughout the programme?

· To what extent has the programme followed international humanitarian quality standards, such as SPHERE Minimum Standards in Humanitarian Response?

3.2 Effectiveness

· To what extent were the planned outputs and results achieved? (overall education access, retention, drop-outs, quality of pedagogy, capacity of teachers and community education committee et cetera)?

· Were outputs / deliverables of an appropriate technical quality?

3.3 Efficiency

· Was the project / programme cost effective?

· Were there enough staff, of appropriate competency, for the achievement of the intended objectives?

3.4 Sustainability

· Was the project design and implementation informed by learning from previous experience?

· Was new learning being captured and acted upon during the project implementation?

3.5 Impact

What are the wider social, economic, technical, environmental, effects of the project on individuals, by sex, age-groups, communities and institutions?

3.6 Organisational Capacity Perspectives

· Was there an appropriate system of management and communication in place to support programme staff?

· Was there an appropriate logistics system in place? (e.g. did the procurement process work in a timely, transparent manner)

· Were there robust MEAL and Financial systems in place?

3.7 Conclusions

· What were the key lessons learned? What should be repeated in similar projects in the future? What should not be repeated in similar projects in the future?

4. METHODOLOGY

The evaluation will be conducted in Gedo region, Somalia in the following districts: Belet Hawa, Dollow and Luuq, specifically in the schools supported by Caritas France. It will be highly qualitative including Document Review, Focus Group Discussions, Key Informant Interviews and Observations for triangulation and gathering of information from beneficiaries and relevant stakeholders. The study participants will include, but not limited to students, teachers, parents, CECs, DEOs and community leaders. The data will be synthesized and reported in line with the Logical Framework and commitments in project proposal.

5. EXPECTED OUTPUTS

The Consultant will be responsible for 1.) Development of a brief inception report, 2.) Review of existing program documents (including but not limited to proposal, monthly sitreps and activity reports), 3.) Data collection & management, development of draft and final report 6.) General oversight of the evaluation process and 6.) Feedback of Findings to Trocaire Management and Programme team.

Expected Outputs will include:

  1. Develop and submit inception report which will include an interpretation of the tasks and study design & methodologies, sampling procedures, detailed work plan and financial proposal.
  2. Develop appropriate tools and instruments for gathering information by and present to Trocaire MEAL Coordinator for approval
  3. Conduct a desk review (proposal, monthly sitreps, supervision reports) relevant to the survey.
  4. Undertake KIIs and FGDs with key stakeholders in the field.
  5. General Oversight and Coordination of the evaluation process including logistical arrangements for data collection in collaboration with Zonal Coordinators and Education Coordinator
  6. Process and analyse the data, submit the draft report. Revise the report and based on internal Trocaire technical feedback, submit a final report to the Education Coordinator and MEAL Coordinator
  7. Develop actionable recommendations context based which include specific recommendations based on evidence from the Evaluation Findings

7 REQUIRED COMPETENCIES

  1. Minimum 5 years’ experience in conducting evaluations in Humanitarian in emergencies. Demonstrated experience in conducting assessments of humanitarian programmes in Somalia, preferably education in emergencies will be an added advantage

  2. Academic background in Social sciences, International Development, Education and/or related fields

  3. Proven Strong qualitative and participatory approaches skills and experience is mandatory

  4. Solid analytical, result based planning, report writing, communication and diplomacy skills with ability to correlate different data sets to actionable conclusions.

  5. English language skills (report should be written in English). Ability to make clear presentations and disseminate findings to both technical and non-technical audience.

9. TIME FRAME

Activity Timeline

Desk review – 2 days

Travel to and from the field – 2 days

Orientation in the field – 1 day

Training and organizing research assistants/enumerators – 1 day

Data collection – 5 days

Data analysis and 1st draft – 5 days

Final Report – 1 day

Final submission – 4 days

Total21 days

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