SUBJECT: Endline survey and qualitative evaluation research on secondary school students who have participated in the “Education Project for the Prevention of Gender-Based Violence in East Timor”.
LOCATION: East Timor (Dili, Baucau and Viqueque)
DATE: July – September 2015
APPLICATION DEADLINE: 19th June 2015
AGENCY: Paz y Desarrollo, with the financial support of the Spanish Agency for Cooperation and Development
Paz y Desarrollo (PyD) is a Spanish International NGO working in 14 countries around the world. PyD is supporting the implementation of a 6-year regional programme on Economic Empowerment with Gender Perspective in Vietnam, Cambodia and East Timor, funded by AECID (the Spanish Agency for Cooperation and Development). The expected long term outcome is to have contributed to the realisation of economic and social rights, to reduce poverty and improve gender sensitive social equity. Framed under this program lie PyD’s Gender Based Violence prevention initiatives which focus on engaging men and women to promote gender equality, take action and stand against violence. These projects combine a variety of approaches adapted to each context including social mobilisation, working with the education sector as well as research and advocacy.
In order to contribute to the general goal of “to contribute to reduce the prevalence of GBV in East Timor”, this initiative adopted a primary prevention approach, seeking to stop violence before it happens by addressing the underlying root causes of GBV, targeting inequitable gender norms of women and men that define gendered relations at the individual, household, community and social levels. The aim is to transform environments that are conducive to GBV and promote a foundation of gender equality, respect, and healthy relationships.
Based on the premise that ‘gender based violence is a manifestation of unequal gender relations and harmful manifestations of hegemonic masculinity governed by patriarchal beliefs, institutions and systems’ that give men a sense of entitlement of power (an entitlement that men feel is theirs because of them being men), this education project is aimed at preventing GBV through the following specific objectives:
– Increase knowledge of the definitions of violence, gender and gender based violence;
– Promote critical thinking on gender relations that are conducive to GBV, with particular focus on masculinity;
– Increase understanding of the value of healthy relationships, dialogue and self control through communication and conflict management techniques;
– Encourage participants to take action to encourage changes in attitudes towards gender equality;
– Advocate for the inclusion of gender in education.
To attain these objectives the learning project focuses on three interlinked components: research, evidence based advocacy and participatory activities that promote critical thinking on gender relations and provide participants with techniques that enable participants to draw the debate out of the classroom, namely the Agents of Change Learning Cycle.
Breaking ground, PyD has undergone the first Baseline Study on Attitudes and perceptions of gender and masculinities of youth in Timor-Leste, implemented in collaboration with the National University of TL (UNTL) and international academics from Monash University, Australia.
Attitudes of young men were captured in the survey using the Gender Equitable Men (GEM) Scale methodology developed in other international contexts by the NGO Promundo (Pulerwitz and Barker 2008; Verma et al 2006) and modified for use in Timor-Leste by the Research Team. During the fieldwork implemented in 2013, a total of 442 survey questionnaires, 16 focus groups, and 22 individual interviews were completed in PyD operational districts, namely Baucau, Viqueque and Dili. Qualitative Focus Group Discussions (FGDs) were undertaken to garner more in depth responses to the issues and tease any nuanced differences in attitudes and perceptions. A standard FGD Guide was used which included a fictional Scenario of a DV situation and a series of questions. Individual in-depth interviews (IDIs) with ‘influencers’ of young men and women such as journalists, policy makers, local / national authorities and other key stakeholders were undertaken to obtain data about their attitudes and perceptions concerning gender and masculine roles in Timorese society.
- OBJECTIVES OF THE ASSIGNMENT
The broad objective of the evaluation is to assess the overall “Education Project for the Prevention of Gender-Based Violence” performance and contribution to the Secretary of State for the Social and Economic Support of Women (SEM)’s agenda and to draw lessons from there. There will be two main components to the evaluation: an assessment of how PyD project outcomes have contributed to development results and an assessment of the strategies adopted by PyD.
– To measure the level of achievement of the Education Project for the Prevention of Gender-Based Violence in relation to the outcome indicators;
– To assess the changes the project has contributed to creating in the lives of the participants in the project, with reference to expected objectives/outcomes;
– To specifically explore unintended positive and negative effects that the programs may have had on the project’s participants and impact group;
– To explore the causes/explanations for the observed changes.
The study should combine both qualitative and quantitative methods, in order to be able to measure project’s results, but also to be able to document the lessons learned.
- DESK REVIEW
Over the course of the three year project implementation period, the project has produced documentation that will be important to review as part of the endline study. The following are the most relevant documents and resources that should be consulted:
– Project design documents;
– Baseline Study on the Attitudes and Perceptions of Gender and Masculinities of youth in East Timor;
– Preparation documents for the Baseline;
– National Action Plan for Gender-Based Violence.
- COLLECTION OF QUALITATIVE DATE
This evaluation is expected to collect and analyse qualitative data making it possible to explore student and teacher changes in attitudes towards, perceptions and practices of gender equity and violence prevention at both the individual and relationship levels, brought on through the participation in the “Education Project for the Prevention of Gender-Based Violence”, as well as any institutional barriers to the desired changes.
- In-depth interviews with key stakeholders
Data should be collected from the key stakeholders that are aware on the Education Project for the Prevention of Gender-Based Violence and have participated in the programs in different ways. In-depth key informants’ interviews should use open ended interview guides. Questions that are included in the interview guides should be able to adequately cover the outlined objectives.
In-depth interviews should be done with the project’s key stakeholders, including:
– The Secretary of State for the Social and Economic Support of Women (SEM), formerly Secretary of State for the Promotion of Equality (SEPI);
– National Director for Primary Education at the Ministry of Education;
– Directors of the schools in which the project took place;
– National University of Timor-Leste;
– Local organizations;
- Focus group discussions
The method that will be used to collect data among the impact and target groups will be mostly through focus group discussions, carrying out interviews with selected individuals through focus group discussions.
- COLLECTION OF QUANTITATIVE DATA
The survey should seek to collect quantitative data regarding attitudes and perceptions of young men and women towards gender roles and masculinities and measure attitudes against the Gender Equitable Men scale (GEM). In particular, it should seek to assess whether the trainings have contributed to changes in individual awareness (improved recognition of gender based violence); gender equitable attitudes; and experiences and perpetration of violence in school, among other key primary prevention indicators. Although it was not expected that the program would reduce perpetration rates of violence within the project term, baseline data was collected to understand the extent of the students’ experiences and perpetration of violence for analysis in longer-term post-intervention research.
In the context of the endline survey, the collection of quantitative data should use a similar approach to the one used in the baseline stage, focusing on the same outcome indicators and using the same survey questionnaire. For this reason, it will be important to refer to the baseline implementation document.
Analysis of the data obtained should be done using appropriate data analysis techniques and software.
The final report should include:
– An overall analysis of the program’s achievements combining the qualitative and quantitative findings (specifically looking at achievements at agency, relational and structural levels);
– An assessment of the changes that the project has contributed to creating in the lives of the participants in the project and the causes of those changes;
– An analysis of the promising practices and lessons learned that may improve the implementation of future projects.
- SCOPE OF WORK AND TIME FRAME
|Develop the endline research design methodologies||X|
|Presentation of preliminary findings||X|
|Feedback on draft report||X|
|Feedback on final draft||X|
|Final report submitted||X|
- Proposed management structure, modalities of work, and coordination mechanisms for design and implementation of the research and work plan;
- Updated literature review;
- Revised research methods and hypotheses. Research instruments and other data collectiontools for endline survey;
- Preliminary findings presented;
- First draft report;
- Second draft report;
- Fine report in academic-level English.
VI. PROFILE, COMPETENCIES, SKILLS, EXPERIENCE AND SELECTION CRITERIA
- Previous Experience
– Previous work experience in gender-related fields in East Timor;
– Previous experience in academic research;
– Deep knowledge of the social and economic background as well as of the topics of masculinities, gender equality, violence against women & gender roles;
– Excellent verbal, written communication and presentation skills;
– Fluency in English. Tetum is an advantage;
– Advanced University Degree in education- and gender- related fields.
- Selection criteria
The selection of the consulting institutes/ organisations/ firms and individual consultants will be done following the criterion of required education, skills and experience and proposed budget listed below and measured over a 100 point system:
- a)Budget (35%);
- b)Technical Proposal (35%);
- c)CV (30%).
VIII. SUBMISSION OF TENDERS
Interested institutes/ organisations/ firms and individual consultants should submit their application to PyD office by email to email@example.com CC firstname.lastname@example.org until 19th of June 2015. The subject of the email should be “Application for Consultancy Services for Endline Evaluation of Education Project for the Prevention of Gender Based Violence in East Timor”.
Candidates are expected to submit a proposal that includes:
– Technical proposal
– Budget proposal;
– Cover letter of no more than one page explaining the merits of the services offered;
– Professional resume;
– Copies or evidence of previous projects with similar characteristics;
– Photocopy of ID;
– All documents, licenses and certifications proving the ability of the consultant to submit the deliverables according to Timor-Leste Law;
Only short-listed institutes/ organisations/ firms and individual consultants will be contacted. PyD reserves the right to select institutes/ individuals prior to the closing date.
Notice: There is no application, processing or other fee at any stage of the application process. You are requested to submit an English-language proposal.