Terms of Reference
Independent Evaluation Company services for CARE Somalia’s Girls’ Education Challenge (GEC): ‘KOBCINTA WAXBARASHADA GABDHAHA’ – SOMALI GIRLS EDUCATION PROMOTION PROJECT – TRANSITION (SOMGEP-T)’
CARE Somalia is seeking to procure the services of an independent evaluator to design, plan and conduct a third evaluation round for the Kobcinta Waxbarashada Gabdhaha-Somali Girls’ Education Promotion Project-Transition (SOMGEP-T). SOMGEP-T is a four-year project designed to bring about sustainable improvements to the learning and transition outcomes of marginalised girls in primary and secondary schools as well as girls enrolled in alternative learning program (ALP) and Alternative Basic Education (ABE). This project is funded by United Kingdom’s (UK) Department for International Development (DFID) through its Girls’ Education Challenge (GEC) initiative. The third evaluation round will follow a cohort of girls identified at the baseline and second evaluation round in treatment and comparison sites and will collect data using a set of tools similar to the baseline’s and second evaluation round, in order to allow for a difference-in-differences (DiD) analysis of learning scores and transition rates. SOMGEP-T has high expectations of the quantity and quality of data to be collected and analysed, in order to generate robust evidence to be used by multiple stakeholders.
The third evaluation round requires an experienced research company to design the study, including the preparation and refinement of tools as required; conduct data collection; clean and compile datasets; carry out a robust mixed methods analysis; and prepare a comprehensive third evaluation report for SOMGEP-T. The evaluation company will provide an independent and rigorous study to enable the project to assess the process of delivery (efficiency and economy), the effectiveness of the intervention in reaching its outcomes, and the extent to which different sub-groups benefitted from the project (equity) – ultimately reflecting Value for Money (VfM) and progress against outcomes and impact of the project at mid-term and report on the findings and lessons learnt throughout the process. The third evaluation design will require the use of mixed methods in a gender-sensitive and inclusivity-aware manner, including extensive triangulation of quantitative and qualitative data. Quantitative data will be obtained from two in-school student cohorts (comprised of treatment and comparison groups), and two alternative education cohorts (attending ABE and ALP), using the following tools: standardized learning assessments (SEGRA, SEGMA, financial literacy assessment); household survey (head of household, caregiver and girl modules); school survey; teacher survey; head counts; and classroom observations. Quantitative results will be triangulated with qualitative data obtained from a variety of stakeholder groups through focus group discussions, interviews and participatory exercises with girls to establish the third evaluation round values for intermediate outcomes and core project outcomes, as well as the level of marginalisation experienced by the diverse groups receiving the intervention at this point in time.
The full TOR see below the link;