PLAN International in Timor-Leste

Call for Expressions of Interest:

 

CONSULTANT FOR FINAL EVALUATION OF THE 2012-15 PHASE OF THE INCLUSIVE EDUCATION PROGRAM

Plan invites Expressions of Interest from appropriately qualified and experienced consultants for this Evaluation. The full ToR for the Evaluation can be found further down this message.

 

Time frame:  The duration of the Mid-Term Review is expected to be 10-15 working days between 7th and 30th September 2015. (NB 24 September is a holiday.)

 

Consultant’s qualifications summary:

  • Strong senior professional experience in disability issues and education
  • Demonstrated experience in education and/or inclusion project evaluation including use of both qualitative and quantitative methods.
  • Considerable knowledge of global inclusive education, child rights and disability rights issues and research
  • Knowledge of disability and education situation in Timor Leste an advantage
  • Fluency in Tetun or Bahasa Indonesia an advantage
  • Strong gender and child rights analysis skills.
  • Demonstrated excellence in writing clear, concise and jargon-free English which can easily be translated into Tetun, or vice versa

 

 

TO SUBMIT AN EXPRESSION OF INTEREST, EMAIL TO info.timorleste@plan-international.org .

 

Interested consultants or consulting groups should submit by email

  • An Expression of Interest not exceeding 4 pages, outlining how the Consultant meets the selection criteria and the proposed Mid-Term Review methodology
  • Activity schedule/work plan
  • CV(s)
  • Recent examples of similar work
  • Financial proposal detailing fees, data collection and other expenses
  • Names and contact details of three referees

 

CLOSING DATE FOR APPLICATIONS: Monday 17th July 2015. (NB: Plan reserves the right to contract a selected consultant before the Closing Date.)

 

FOR ALL PLAN POSITIONS AND CONSULTANCIES…

  • Strong ICT skills, including Word, Excel and e-communications, are essential
  • Strong commitment to the equal rights and participation of girls and women is essential
  • Strong commitment to the Rights of the Child is essential
  • Plan does not tolerate child abuse. All Plan staff and consultants are selected and employed in line with the conditions of Plan’s Child Protection Policy. These include appropriate reference and background checks.
  • Applications will not be acknowledged. Only short-listed candidates will be contacted. No correspondence or telephone calls will be entered into.
  • Short listed candidates may be required to attend panel interviews and other selection procedures.

 

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Plan International in Timor Leste

Consultant Terms of Reference

2015 Final Evaluation of the

Ministry of Education, Plan International and Handicap International

Inclusive Education Project 2012-2015 Phase

 

Background on Plan

 

Plan, one of the worlds largest INGOs, works with children and poor communities in 50 developing countries for the promotion of children’s rights in the fields of child protection, participation, sexual and reproductive health, economic security, education, health, water and sanitation and emergency assistance with a strong commitment to gender equity, inclusion of all ethnic groups and children with disabilities. Plan has no religious or political aims or affiliations. Visit www.plan-international.org

 

Background on the Inclusive Education Project

 

The Inclusive Education Project is a joint Project of the Ministry of Education, Plan International and Handicap International, implemented under a tripartite Memorandum of Understanding signed in 2013. Plan Germany provides funding and other management support.

 

The overall goal of the Project is to establish a child-centered, inclusive and child friendly primary school environment in Timor Leste, contributing to the achievement of the MDG 2.A “primary schooling for all” and the “Right to Access to Education” component of Plan Timor-Leste CSP II. Its specific objectives are

 

  1. To increase the number of children with disabilities attending regular schools, addressed through the implementation of a thorough assessment and data collection process, development of awareness in the community and the setting-up of support mechanisms (peer support).

 

  1. To increase the number of teachers with skills in inclusive education and disability related issues in regular schools, addressed through a comprehensive capacity-building process and the establishment of Inclusive Education Resource Centres, and supported by advocacy towards national level education stakeholders in order to foster the establishment of an inclusive legal framework for primary education in Timor Leste.

 

 

The Project focuses on three Districts: Dili, Aileu and Lautem. To date, achievements include

 

  • Training of Trainers for 30 Master Trainers (10 from each district)
  • Assessment study by Handicap International on the “Barriers to Education faced by Children with Disabilities” (report completed mid-2014)
  • Three workshops held in three districts for senior staff of the Ministry of Education, Ministry of Health and Ministry of Social Solidarity to raise awareness on the importance of inclusive education
  • 100 classroom teachers trained on inclusive education by the District Master Trainers.
  • 6 intensive awareness rising activities conducted in 3 districts for communities and local leaders
  • 3 Resource Centres were established in 3 districts
  • Follow-up of 80 regular teacher’s training in Dili and Aileu
  • Various IEC materials on the importance of inclusive education have been distributed in 3 districts
  • Accessibility improved in two Resource Centres

 

  1. Objectives of the evaluation:

 

  1. To assess Project progress against the goal
  2. To assess project progress against objectives, using indicators
  3. To identify outcomes of the Project, and impact if possible
  4. To identify Project potential, challenges, and lessons learnt
  5. To generate concrete conclusions and recommendations that can feed into planning for a potential next phase

 

  1. Scope and focus

 

The evaluation should address the following questions from Plan’s global Evaluation Policy:

 

  • How consistent is the Project with key aspects of Plan’s Child Centred Community Development approach
  • How consistent is the Project with the local Plan Timor Leste Country Strategic Plan
  • How well has the internal monitoring system contributed to the evaluation and to ongoing Project implementation?
  • How appropriate was the original project/Project design for achieving the results that were originally expected?
  • How much has the Project/project cost to date?
  • Approximately how many people has the project/Project reached?

 

The evaluation must have a strong gender perspective, examining differences in the situations and experiences of girls and boys. All data should be gender-disaggregated.

 

In addition the evaluation should focus on the following aspects…………..

 

2.1 Relevance

 

Are the Project objectives relevant to the realization of the right to education of children with disabilities?

 

Suggested questions to address

 

  • To what extent are the objectives of the Project still valid?
  • Does the program explicitly address the situation of girls with disabilities?
  • Are Project activities and outputs consistent with the overall goal and objectives?
  • Are Project activities and outputs consistent with intended impacts and effects?

 

2.2   Effectiveness

Suggested questions to address

 

  • To what extent has the Project already achieved its objectives?
  • What changes, if any, can be seen in the educational situation of girls with disabilities in the target Districts?
  • What changes, if any, can be seen in the educational situation of boys with disabilities in the target Districts?
  • What have been the major factors influencing the achievement or non-achievement of objectives?

 

2.3      Efficiency

 

Suggested questions to address:

 

  • Have activities so far been cost-efficient?
  • Have activities so far been carried out in a timely manner?
  • Do levels of expenditure seem reasonable in relation to activities?
  • Could other, more efficient, methods be used?

 

2.4       Impact.    Suggested questions:

 

  • What positive and negative changes have happened so far as a result of the Project?
  • What difference has the Project made to the education of (a) children with disabilities out of school and (b) in school?

 

2.5 Sustainability. Suggested questions:

 

If the Project has so far improved the education of children with disabilities out of school and in school, how likely is it that these improvements will continue once Project funding ends?

 

Note: suggestions for additional guiding questions will be provided on all of the above.

 

  1. Target Audience of the evaluation:

 

  • Staff and managers in the Ministry of Education, Plan Timor Leste, Plan Germany and Handicap International?
  • Disability Working Group member organizations
  • Other child rights organizations in Timor Leste
  • Children with disabilities, parents, teacher in the pilot Districts
  • Master trainers
  • Regular teachers in 3 Districts
  • Disabled People’s Organizations in Timor Leste

 

  1. Methodology:

 

The evaluator should use gender-disaggregated data where possible, collecting this where necessary, and there must be a strong “gender lens”. The evaluator should use participatory approaches with particular attention to consulting girls and boys.

 

  1. Consultant tasks:

 

  • Development of evaluation tools
  • Desk review of data and information related to the Project, particularly MoUs, annual plan and reports and the report of the 2014 Mid-Term Review
  • Collect primary data from the Project implementers and target groups through observations, interviews and focus group discussions. Summarize and analyze the findings. This includes (a) field visits to Aileu, Dili and Lautem Districts to collect data from with children, parents, teachers, school directors and District education officials; (b) Discussions with national level Ministry of Education officials, members of the Disability Working Group, and others involved in education; (c) discussions with Plan staff. NB in all interviews, FGDs etc the evaluator should seek recommendations for the remaining period of the Project as well as reflections on the past and recommendations for a potential next phase of the Project.
  • Present a draft report at a consultation meeting involving key stakeholders to discuss key findings, recommendations and future actions
  • Prepare a final report with comments, suggestion from the consultation meeting, archive of reference documents, presentations and minutes of consultation meeting

 

  1. The expected outputs:

 

  • Detailed proposal on methodology and suggested changes to ToR, if any
  • Draft report
  • Final Report, using comments from the consultation meeting, and with recommendations for the next phase of the Project
  • Final report with comments and suggestion from the consultation meeting

 

  1. Supervisor of the evaluation process:

 

  • Dillyana Ximenes, Education Program Manager
  • With close involvement of Amandio Sarmento, Inclusive Education National Coordinator and Terence McCaughan, Country Director

 

  1. Format of the Report:

 

The report shall not exceed 25 pages (excluding appendices), which includes:

  • Executive summary
  • Description of the Project’s achievements at the time of review
  • Estimated coverage (area and beneficiaries)
  • Details of the objectives and results achieved
  • Other unexpected significant changes
  • Description of Project’s implementation history
  • Report on
  • relevance and quality of the Project design
  • effectiveness
  • efficiency
  • impact to date
  • sustainability
  • crosscutting aspects (gender)
  • Lessons learned and recommendations

 

  1. Evaluation team:

 

The consultant will work with a small team but will be responsible for all outputs.  The team will consist of one Plan staff member from Timor Leste, possibly a Plan staff member from another country and member of a Disabled People’s Organization

 

Time frame:  We estimate the duration of the evaluation should be between 10 and 15 working days between 7th and 30th September 2015.

 

Consultant’s qualifications summary:

 

  • Strong senior professional experience in disability issues and education
  • Demonstrated experience in education and/or inclusion project evaluation including use of both qualitative and quantitative methods.
  • Considerable knowledge of global inclusive education, child rights and disability rights issues and research
  • Knowledge of disability and education situation in Timor Leste an advantage
  • Fluency in Tetun or Bahasa Indonesia an advantage
  • Strong gender and child rights analysis skills.
  • Demonstrated excellence in writing clear, concise and jargon-free English which can easily be translated into Tetun, or vice versa