Plan
International
Rwanda
International
Rwanda
Plot
number 821
number 821
Kagugu,
P.O.Box:
6211
6211
Kigali
Tel.
(250) 788305392
(250) 788305392
www.plan-rwanda.org
RE
– ADVERTISEMENT
RE
– ADVERTISEMENT
Terms
of Reference for the Consultancy to C
of Reference for the Consultancy to C
onduct Midline and Thought Leadership
Research
THE
PROJECT: “SUPPORTING GIRLS’ FUTURES THROUGH EDUCATION AND FINANCIAL EDUCATION
TRAINING”
PROJECT: “SUPPORTING GIRLS’ FUTURES THROUGH EDUCATION AND FINANCIAL EDUCATION
TRAINING”
EQUAL
OPPORTUNITIES IN PLAN INTERNATIONAL, RWANDA
OPPORTUNITIES IN PLAN INTERNATIONAL, RWANDA
Plan
International is an independent development and humanitarian not for profit
organization that advances children’s rights and equality for girls.
International is an independent development and humanitarian not for profit
organization that advances children’s rights and equality for girls.
We
believe in the power and potential of every child. But this is often suppressed
by poverty, violence, exclusion and discrimination and its girls who are most
affected.
believe in the power and potential of every child. But this is often suppressed
by poverty, violence, exclusion and discrimination and its girls who are most
affected.
Working
together with children, young people, our supporters and partners, we strive
for a just world, tackling the root causes of the challenges facing girls and
all vulnerable children.
together with children, young people, our supporters and partners, we strive
for a just world, tackling the root causes of the challenges facing girls and
all vulnerable children.
We
support children’s rights from birth until they reach adulthood. And we enable
children to prepare for – and respond to – crises and adversity. We drive
changes in practice and policy at local, national and global levels using our
reach, experience and knowledge.
support children’s rights from birth until they reach adulthood. And we enable
children to prepare for – and respond to – crises and adversity. We drive
changes in practice and policy at local, national and global levels using our
reach, experience and knowledge.
We
have been building powerful partnerships for children for over 75 years, and
are now active in more than 70 countries.
have been building powerful partnerships for children for over 75 years, and
are now active in more than 70 countries.
Plan
International has been working in Rwanda since 2007 with a major focus on four
country programs: Right to Access Quality and Inclusive Education, Right
to Early Childhood Care and Development through United Communities, Right to
Youth Economic Security through Active Citizenship and Right to Protection.
Plan currently operates in Gatsibo, Kayonza, Rwamagana, Bugesera and Nyaruguru.
Plan International Rwanda has entered into partnership with UNHCR and other
partners to implement Sexual & Gender Based Violence Responses and Child
protection in all Refugees Camps across the country.
International has been working in Rwanda since 2007 with a major focus on four
country programs: Right to Access Quality and Inclusive Education, Right
to Early Childhood Care and Development through United Communities, Right to
Youth Economic Security through Active Citizenship and Right to Protection.
Plan currently operates in Gatsibo, Kayonza, Rwamagana, Bugesera and Nyaruguru.
Plan International Rwanda has entered into partnership with UNHCR and other
partners to implement Sexual & Gender Based Violence Responses and Child
protection in all Refugees Camps across the country.
“Plan
International, Rwanda is deeply committed to realizing children’s rights as
enshrined in the United Nations Convention on the Rights of the Child and
National Integrated Child Rights Policy– including their rights to protection
and freedom from abuse and exploitation. We therefore have an unequivocal child
protection policy and zero tolerance to any form of child abuse and
exploitation. All who work for us, represent us and visit with us, are expected
to abide by our child protection policy and related procedures during their
engagement with us. Help us maintain a child safe environment”.
International, Rwanda is deeply committed to realizing children’s rights as
enshrined in the United Nations Convention on the Rights of the Child and
National Integrated Child Rights Policy– including their rights to protection
and freedom from abuse and exploitation. We therefore have an unequivocal child
protection policy and zero tolerance to any form of child abuse and
exploitation. All who work for us, represent us and visit with us, are expected
to abide by our child protection policy and related procedures during their
engagement with us. Help us maintain a child safe environment”.
- SUMMARY
Plan
International Rwanda with the support of Plan UK NO is seeking to hire an
experienced Local Consultant to conduct Midline and Thought Leadership Research
for its Project “Supporting Girls’ Future through Education and Financial
Education Training” which is being implemented in Bugesera and Nyaruguru
Districts of Rwanda. Plan International Rwanda is hereby inviting
submissions of expressions of interest for the consultancy to conduct the
Project Midline and Though Leadership Research on the above mentioned project
under the guidance of the Lead Global Consultant based at Plan International UK
National Office (UKNO).
International Rwanda with the support of Plan UK NO is seeking to hire an
experienced Local Consultant to conduct Midline and Thought Leadership Research
for its Project “Supporting Girls’ Future through Education and Financial
Education Training” which is being implemented in Bugesera and Nyaruguru
Districts of Rwanda. Plan International Rwanda is hereby inviting
submissions of expressions of interest for the consultancy to conduct the
Project Midline and Though Leadership Research on the above mentioned project
under the guidance of the Lead Global Consultant based at Plan International UK
National Office (UKNO).
Given
that the Project is being implemented in four different countries all over the
world such as Brazil, China, India and Rwanda. The Lead Global Consultant will
be hired by Plan UKNO to ensure the coordination and support of country-level
consultants. Whereas, the Local Consultant will be hired by Plan International
Rwanda Country Office. S/he will be required to work closely with CO staff on
daily basis but s/he will be supervised directly by ‘Lead Global Consultant on
technical issues regarding the data collection, methodology, analysis and
report writing.
that the Project is being implemented in four different countries all over the
world such as Brazil, China, India and Rwanda. The Lead Global Consultant will
be hired by Plan UKNO to ensure the coordination and support of country-level
consultants. Whereas, the Local Consultant will be hired by Plan International
Rwanda Country Office. S/he will be required to work closely with CO staff on
daily basis but s/he will be supervised directly by ‘Lead Global Consultant on
technical issues regarding the data collection, methodology, analysis and
report writing.
It
is expected that the Project Midline and Though Leadership Research will be
conducted in 65 calendar days from the date of signature of the contract
following the award of the consultancy (See Table 2 below for details).
is expected that the Project Midline and Though Leadership Research will be
conducted in 65 calendar days from the date of signature of the contract
following the award of the consultancy (See Table 2 below for details).
- THE
PROJECT
The
Financial Education for Girls programme is Credit Suisse’s signature programme
within the company’s Global Education Initiative. It aims to address the key
barriers to girls’ completion of secondary education through financial
education and life skills training. “Supporting Girls’ Futures through
Education and Financial Education Training” project works in ten secondary
schools, in the rural areas of Bugesera (five schools) and Nyaruguru (five
schools) districts of Rwanda. Focussing on girls aged 12 to 16 in years one to
three of secondary school, in order to prevent drop out and support their
transitions through these critical years of education.
Financial Education for Girls programme is Credit Suisse’s signature programme
within the company’s Global Education Initiative. It aims to address the key
barriers to girls’ completion of secondary education through financial
education and life skills training. “Supporting Girls’ Futures through
Education and Financial Education Training” project works in ten secondary
schools, in the rural areas of Bugesera (five schools) and Nyaruguru (five
schools) districts of Rwanda. Focussing on girls aged 12 to 16 in years one to
three of secondary school, in order to prevent drop out and support their
transitions through these critical years of education.
Plan
International Rwanda has been leading activities to create “Model Schools”, by
creating school environments that are safe for girls (Girls Safe School
Model) and building girls’ personal, social and financial assets through social
and financial education. This model has been used to support Plan’s advocacy
with the Rwandan government, to promote girl safe schools with financial
and social education in the Rwandan Education Sector Support Plan. Through the
in depth targeted interventions of the project, 4900 marginalised and
vulnerable adolescents (2,600 girls and 2,300 boys) studying in secondary
school grades one to three (senior one to senior three) aged 12 to 16 are being
supported to remain in schools and be better prepared to lead a decent life.
International Rwanda has been leading activities to create “Model Schools”, by
creating school environments that are safe for girls (Girls Safe School
Model) and building girls’ personal, social and financial assets through social
and financial education. This model has been used to support Plan’s advocacy
with the Rwandan government, to promote girl safe schools with financial
and social education in the Rwandan Education Sector Support Plan. Through the
in depth targeted interventions of the project, 4900 marginalised and
vulnerable adolescents (2,600 girls and 2,300 boys) studying in secondary
school grades one to three (senior one to senior three) aged 12 to 16 are being
supported to remain in schools and be better prepared to lead a decent life.
II.1
Project Goals
Project Goals
The
programme has three goals, across the four countries, namely:
programme has three goals, across the four countries, namely:
- Girls
have improved financial education and life skills - Girls
are supported to access and transition through school and/or from school
to have improved life opportunities - The
enabling environment for girls education strengthened at school, local
and/or national-level
Goal
1
is of particular importance to Credit Suisse and is therefore a considerable
focus of the programme. Plan is working with Aflatoun, to help bolster Plan’s ability to
deliver quality financial and life skills education to girls and boys – both in
and outside of the school environment. We are working with Aflatoun and their
local partners in each country to develop a joint social and financial
curricula (plus teaching aides), and to train teachers in social and financial
education content and pedagogy.
1
is of particular importance to Credit Suisse and is therefore a considerable
focus of the programme. Plan is working with Aflatoun, to help bolster Plan’s ability to
deliver quality financial and life skills education to girls and boys – both in
and outside of the school environment. We are working with Aflatoun and their
local partners in each country to develop a joint social and financial
curricula (plus teaching aides), and to train teachers in social and financial
education content and pedagogy.
Teachers
then deliver this content to girls and boys in class and in school clubs,
focusing on 5 key components of:
then deliver this content to girls and boys in class and in school clubs,
focusing on 5 key components of:
- Personal
Understanding and Exploration - Rights
and Responsibilities - Saving
and Spending - Planning
and Budgeting - Social
& Financial Enterprise
Goal
2
is country and context specific focusing on enabling more girls to access
quality secondary education, whether in schools, school clubs, holiday /
residential camps, or other spaces that girls can access education in the
absence of being able to attend secondary school.
2
is country and context specific focusing on enabling more girls to access
quality secondary education, whether in schools, school clubs, holiday /
residential camps, or other spaces that girls can access education in the
absence of being able to attend secondary school.
Goal
3 focuses
on advocacy and influencing at a local, regional and national level to help
ensure meaningful long term change in communities around gender equality and
girls’ education. We are seeking to create an environment where by more
girls have access to quality secondary education (that includes financial and
social education) and national level influencing around the inclusion of a
financial education and life skills in girls’ education.
3 focuses
on advocacy and influencing at a local, regional and national level to help
ensure meaningful long term change in communities around gender equality and
girls’ education. We are seeking to create an environment where by more
girls have access to quality secondary education (that includes financial and
social education) and national level influencing around the inclusion of a
financial education and life skills in girls’ education.
- RATIONALE
While
both pieces of work will require some unique questions and will produce
distinct reports, the two works will be conducted at the same time and their
themes of course will overlap. Findings regarding midline progress could indeed
feed into the questions specific to the thought leadership piece, and vice
versa. However, separated tools will be developed for each component (see
Table 1 below).
both pieces of work will require some unique questions and will produce
distinct reports, the two works will be conducted at the same time and their
themes of course will overlap. Findings regarding midline progress could indeed
feed into the questions specific to the thought leadership piece, and vice
versa. However, separated tools will be developed for each component (see
Table 1 below).
A.
Midline
Midline
The
Baseline (completed in 2015) shed light on the factors that limit girls’
transition rates through primary and/or secondary education and/or graduate
education and contributed to wider global debates on girls’ education. The
midline should assess the progress of those reached by the intervention since
the baseline, with specific reference to the goals articulated above. This will
entail the consultant to assess how stimulated changes in norms and
institutions brought about by the programme, have led to an increase in the
participants’ financial awareness and social wellbeing.
Baseline (completed in 2015) shed light on the factors that limit girls’
transition rates through primary and/or secondary education and/or graduate
education and contributed to wider global debates on girls’ education. The
midline should assess the progress of those reached by the intervention since
the baseline, with specific reference to the goals articulated above. This will
entail the consultant to assess how stimulated changes in norms and
institutions brought about by the programme, have led to an increase in the
participants’ financial awareness and social wellbeing.
Below
are 5 research questions to guide Midline Evaluation:
are 5 research questions to guide Midline Evaluation:
- How
do Boys & Girls in Boys4Change and Leadership Clubs use social and
life skills knowledge to tackle gender issues in their
schools/communities? - How
have social and life skills among the adolescents transformed their life
styles? - How
increased awareness in FELS skills among young adolescent girls do
improved their access and retention in schools? - How
increased awareness in saving among young adolescent girls do contribute
to their economic empowerment? - How
did equipping girls’ room and trainings on SRHR (My changing body, GREAT
Kit) contributed to girls’ safety and comfort at school?
Note
that, the Midline will thoroughly assess 8 aspects of evaluation mentioned
below:
that, the Midline will thoroughly assess 8 aspects of evaluation mentioned
below:
i.
Relevance,
Relevance,
ii.
Efficiency,
Efficiency,
iii.
Effectiveness while taking into account appreciation of CCCD standards and
levels
Effectiveness while taking into account appreciation of CCCD standards and
levels
iv.
Accountability
Accountability
v.
Impact & sustainability
Impact & sustainability
vi.
Scale up & innovation,
Scale up & innovation,
vii.
Gender equality & inclusion,
Gender equality & inclusion,
viii.
Learning
Learning
B.
Thought Leadership Research
Thought Leadership Research
In
addition, a desk review of the available research and evidence on the
effectiveness of FELS to adolescent girls has been conducted (completed in
2015). Key findings from the study show the main gaps in the evidence base
around the effectiveness of FELS to adolescent girls. We are seeking answers to
these questions as part of this consultancy, which form part of what we have
described as the Thought Leadership follow-up research.
addition, a desk review of the available research and evidence on the
effectiveness of FELS to adolescent girls has been conducted (completed in
2015). Key findings from the study show the main gaps in the evidence base
around the effectiveness of FELS to adolescent girls. We are seeking answers to
these questions as part of this consultancy, which form part of what we have
described as the Thought Leadership follow-up research.
Situational
analysis
analysis
Social
norms and gender-segregated occupational roles (girls having huge domestic and
breadwinning responsibilities) are the key contextual factor influencing girls’
transitions in school and in life.
norms and gender-segregated occupational roles (girls having huge domestic and
breadwinning responsibilities) are the key contextual factor influencing girls’
transitions in school and in life.
NB.
Situational analysis could include other relevant/interesting factors that
relate to girls dropping out from school.
Situational analysis could include other relevant/interesting factors that
relate to girls dropping out from school.
Below
is the research question to guide Thought Leadership Research:
is the research question to guide Thought Leadership Research:
How
do Boys and Girls in Boys4change and Leadership Clubs in Model schools overcame
gender norms and made use of FELS skills to impact on girls’ economic
empowerment?
do Boys and Girls in Boys4change and Leadership Clubs in Model schools overcame
gender norms and made use of FELS skills to impact on girls’ economic
empowerment?
(e.g.
because it helps correct a gender gap and social discriminatory norms that also
generate barriers to girls’ economic empowerment for example by preventing
access to resources – something FELS on its own cannot combat).
because it helps correct a gender gap and social discriminatory norms that also
generate barriers to girls’ economic empowerment for example by preventing
access to resources – something FELS on its own cannot combat).
One
of the sub-questions explored would be the role of men and boys in supporting
behaviour change leading to girls’ transition to secondary school and, where
appropriate, the world of work (including through a better balance of their
education/training/work with domestic, unpaid responsibilities) as well as
girls’ greater voice, power, agency.
of the sub-questions explored would be the role of men and boys in supporting
behaviour change leading to girls’ transition to secondary school and, where
appropriate, the world of work (including through a better balance of their
education/training/work with domestic, unpaid responsibilities) as well as
girls’ greater voice, power, agency.
III.1
Overall Information
Overall Information
Table
1 below summarizes the objectives, activities, and deliverables that are the
responsibility of the local consultant versus the global consultant,
differentiated by Midline and Thought Leadership research.
1 below summarizes the objectives, activities, and deliverables that are the
responsibility of the local consultant versus the global consultant,
differentiated by Midline and Thought Leadership research.
Table
1: FELS Midline / Thought Leadership Research Matrix – Local Consultant
Responsibilities
1: FELS Midline / Thought Leadership Research Matrix – Local Consultant
Responsibilities
Midline
Thought
Leadership
Leadership
Objective
To
assess progress since baseline related specifically to the Plan FELS
intervention. It is to report on what has changed, what hasn’t changed, and how
the program can be improved going forward
assess progress since baseline related specifically to the Plan FELS
intervention. It is to report on what has changed, what hasn’t changed, and how
the program can be improved going forward
To
learn more about a specific research topic that is related to FELS, but not
(necessarily) specifically to the Plan FELS intervention. It is to
provide multiple audiences new and original research on FELS-related topics in
these countries, which may help to design better programs in the future (not
necessarily Plan’s only).
learn more about a specific research topic that is related to FELS, but not
(necessarily) specifically to the Plan FELS intervention. It is to
provide multiple audiences new and original research on FELS-related topics in
these countries, which may help to design better programs in the future (not
necessarily Plan’s only).
Sites
to visit for field research
to visit for field research
Five
intervention communities / schools
intervention communities / schools
Quantitative
Tools
Tools
Student
survey (400 per country)
survey (400 per country)
Parent/Guardian
survey (100 per country)
survey (100 per country)
None
Qualitative
– Focus Group Discussions (FGDs)
– Focus Group Discussions (FGDs)
*
The discussion points / questions within these tools will cover both midline
and thought leadership topics. The tools will make clear which
questions apply to midline, which questions apply to thought leadership, and
which questions can apply to both. Discussion questions will be required/provided
in FGD Qualitative Tool.
The discussion points / questions within these tools will cover both midline
and thought leadership topics. The tools will make clear which
questions apply to midline, which questions apply to thought leadership, and
which questions can apply to both. Discussion questions will be required/provided
in FGD Qualitative Tool.
- FGD
Student beneficiaries of FELS Programme (5 Male / 5 Female per country) - FGD
Parent/Guardians of student beneficiaries of FELS Programme FGDs (5 Male /
5 Female per country) - FGD
Teachers who have taught FELS Programme FGDs (5 Mixed Male/Female per
country) - FGD
Community Leaders in beneficiary communities (do not necessarily need to
have knowledge of FELS programme) (5 Mixed M/F per country)
Qualitative
– Key Informant Interviews KIIs
– Key Informant Interviews KIIs
- The
discussion points / questions within these tools will cover both
midline and thought leadership topics.
The tools will make clear which questions apply to midline, which
questions apply to thought leadership, and which questions can apply to
both. Discussion questions will be required/provided in KII
Qualitative Tool - KIIs
with students, parents, teachers, community leaders, NGO staff, etc. (with
exposure to the FELS programme) to be chosen by lead local consultant and
Plan CO staff. (minimum 25 per country
Qualitative
– Process Tracing Case Studies
– Process Tracing Case Studies
None
Additional
(to above) interviews, observations, document collection with schools,
students, parents, teachers, community leaders, NGO staff, etc. (Targeting
those who can talk about the research topic generally – needs no knowledge or
experience with the FELS programme) to be chosen by lead local consultant.
Discussion questions will be suggested to the lead local consultant, but he/she
is expected to come up with his/her own at the field level that will help
answer research question, and also to follow process tracing methodology (at
least one case study per community, which will involve multiple interviews,
observations, triangulation).
(to above) interviews, observations, document collection with schools,
students, parents, teachers, community leaders, NGO staff, etc. (Targeting
those who can talk about the research topic generally – needs no knowledge or
experience with the FELS programme) to be chosen by lead local consultant.
Discussion questions will be suggested to the lead local consultant, but he/she
is expected to come up with his/her own at the field level that will help
answer research question, and also to follow process tracing methodology (at
least one case study per community, which will involve multiple interviews,
observations, triangulation).
Quality
Assurance Requirements
Assurance Requirements
Field
pilot
pilot
- Photographs
/ scans of all pages of 10 quantitative surveys - Photographs/scans
of all pages of each type of FGD (English not necessary)
Data
collection: Daily log of activities conducted (to be sent weekly)
collection: Daily log of activities conducted (to be sent weekly)
- Site(s)
visited - Research
activities completed (quantitative and qualitative) - Sample
pages from notes (photographs)
Progress
update
update
- Daily
communication with lead global consultant via WhatsApp (to update progress
/ challenges, etc).
Raw
data to be sent to global consultant
data to be sent to global consultant
Quantitative
Survey Data (In Quantitative database)
Survey Data (In Quantitative database)
Qualitative
Transcripts in English (in Qualitative Database)
Transcripts in English (in Qualitative Database)
Participant
data sheets for all FGDs and KIIs
data sheets for all FGDs and KIIs
Qualitative
Transcripts and Field Notes in English (from all research related to Thought
Leadership Topic)
Transcripts and Field Notes in English (from all research related to Thought
Leadership Topic)
Participant
data sheets for all interviews
data sheets for all interviews
Report
written
written
None
Country
Thought Leadership Case Study Research Report (Outline to be provided – length
10-15 pages excluding annexes)
Thought Leadership Case Study Research Report (Outline to be provided – length
10-15 pages excluding annexes)
All
drafts will be commented on by Global consultant – minimum of three drafts
should be provided (first, second, final); the second draft will be reviewed by
Plan CO, Plan UK, and Aflatoun (serving an advisory role on the Thought
Leadership work).
drafts will be commented on by Global consultant – minimum of three drafts
should be provided (first, second, final); the second draft will be reviewed by
Plan CO, Plan UK, and Aflatoun (serving an advisory role on the Thought
Leadership work).
Plan
CO Support
CO Support
- Provide
feedback on data collection tools to ensure desired midline data is being
collected (quantitative and qualitative) - Provide
lead global consultant with list of interventions schools / classes /
student names (if available) - Provide
local consultant with list of relevant KIIs related to midline research
- Review
second draft Country Thought Leadership Case Study Research Report (as
above)
Global
consultant reports written
consultant reports written
Global
Midline Report (analysis of raw data)
Midline Report (analysis of raw data)
Global
Thought Leadership Report (analysis of raw data and review of country reports)
Thought Leadership Report (analysis of raw data and review of country reports)
- MIDLINE
AND THOUGHT LEADERSHIP RESEARCH USE
Midline
and Thought Leadership Research intends to:
and Thought Leadership Research intends to:
- Provide
summarised, accessible information for girls, boys, and school communities
to use in their local-level advocacy efforts - Provide
project staff with detailed evidence to initiate discussions with duty-bearers
at the local level and to feed into Plan and partners advocacy activities
at both community, national and international levels - The
Midline Evaluation will provide programme management with information to
refine the project intervention as necessary - The
Midline Evaluation will provide programme management and M&E staff
midline data for programme key performance indicators and clear guidance
and recommendations vis-à-vis the projectrelevance, efficiency,
effectiveness including application of CCCD, accountability,
sustainability and impact, scale up and innovation, gender equality and
inclusion as well as learning
- METHODOLOGY
Overview
The
qualitative and quantitative field research will take place in five model
schools which are are located in two districts Nyaruguru and Bugesera
qualitative and quantitative field research will take place in five model
schools which are are located in two districts Nyaruguru and Bugesera
The
same work will be done in each School/community, and will require approximately
four days each (including travel to the community) to cover both the midline
and thought leadership research tasks, though some tasks will be specifically
for one or the other:
same work will be done in each School/community, and will require approximately
four days each (including travel to the community) to cover both the midline
and thought leadership research tasks, though some tasks will be specifically
for one or the other:
- Quantitative
surveys with 40 girls and 40 boys (midline only) - Quantitative
surveys with 20 parents (randomly selected from above students) (midline
only) - Six
focus group discussions (midline and Thought Leadership) - Ten
key informant interviews (midline and Thought Leaderhip) - In-depth
case studies (Thought Leadership)
Quantitative
The
research will involve administering quantitative surveys to students and
parents to answer questions about the midline. The communities / schools will
be selected by the global consultant in cooperation with the CO. If possible,
specific names of those to survey will be provided to the local consultant; if
this is not possible, the local consultant will be expected to randomly select
students from the school according to some clear criteria given by the global
consultant. The tools will have been previously developed by the lead
global consultant, but the local consultant is expected to work with Plan CO
and the global consultant on refining the tools such that they work well in the
local context, and also to include additional questions as needed to inform the
midline and/or the thought leadership piece. Each questionnaire should take no
longer than 30 minutes to administer.
research will involve administering quantitative surveys to students and
parents to answer questions about the midline. The communities / schools will
be selected by the global consultant in cooperation with the CO. If possible,
specific names of those to survey will be provided to the local consultant; if
this is not possible, the local consultant will be expected to randomly select
students from the school according to some clear criteria given by the global
consultant. The tools will have been previously developed by the lead
global consultant, but the local consultant is expected to work with Plan CO
and the global consultant on refining the tools such that they work well in the
local context, and also to include additional questions as needed to inform the
midline and/or the thought leadership piece. Each questionnaire should take no
longer than 30 minutes to administer.
Consultants
with field teams who have smart phones / tablets (ability to use apps) will be
a huge asset in order to facilitate the quantitative data collection. The lead
global consultant will design the survey tool, and provide clear guidance to
the local team on how to use the software (Magpi) / upload the data (this of
course will significantly reduce the time needed for data entry and reduces
routing and data entry errors).
with field teams who have smart phones / tablets (ability to use apps) will be
a huge asset in order to facilitate the quantitative data collection. The lead
global consultant will design the survey tool, and provide clear guidance to
the local team on how to use the software (Magpi) / upload the data (this of
course will significantly reduce the time needed for data entry and reduces
routing and data entry errors).
Qualitative
The
research will involve three qualitative main methods of data collection that
will answer questions related to both midline and thought leadership:
research will involve three qualitative main methods of data collection that
will answer questions related to both midline and thought leadership:
Focus
Group Discussions (semi- structured discussions with groups) with a random
selection of participants, with the following distinct groups, each of whom
will be asked questions according to a CORE module and then another module
specific to their group:
Group Discussions (semi- structured discussions with groups) with a random
selection of participants, with the following distinct groups, each of whom
will be asked questions according to a CORE module and then another module
specific to their group:
- Male
students - Female
students - Male
parents - Female
parents - Male
and female teachers - Male
and female stakeholders (NGO staff, community leaders, etc.)
Focus
group discussions will be used for both the midline and the thought leadership
piece:
group discussions will be used for both the midline and the thought leadership
piece:
- For
midline, discussion points will be developed by the lead global consultant
/ are required for the research to enable meta-analysis of data - For
the thought leadership, discussion points will be recommended by the lead
global consultant but should be built upon significantly by the local
consultant as per the research questions in that country.
Key
Informant Interviews (semi-structured one-on-one interviews with purposefully
selected individuals) with purposefully selected individuals, each of whom will
be asked questions according to a CORE module and then another module specific
to their group:
Informant Interviews (semi-structured one-on-one interviews with purposefully
selected individuals) with purposefully selected individuals, each of whom will
be asked questions according to a CORE module and then another module specific
to their group:
- With
parents, teachers, administrators, students, NGO staff, etc. who are
relevant to the study. Key informant interview guides will contain
questions that both address issues related to the midline study and the
thought leadership piece.
Key
informant interviews will be used for both the midline and the thought
leadership piece:
informant interviews will be used for both the midline and the thought
leadership piece:
- For
midline, discussion points will be developed by the lead global consultant
/ are required for the research to enable meta-analysis of data - For
the thought leadership, discussion points will be recommended by the lead
global consultant but should be built upon significantly by the local
consultant as per the research questions in that country.
Thought
Leadership Research (open-ended Process Tracing / Case Study research for which
the local consultant will need to have a very strong grasp on the methods and
questions to use to answer the thought leadership research questions
specifically; not the midline questions). The lines of questioning can be
guided by midline tools (above) but require much more additional follow-up and
probing on certain themes). The global consultant will be available as
needed to provide support on process tracing methods / lines of inquiry to
explore.
Leadership Research (open-ended Process Tracing / Case Study research for which
the local consultant will need to have a very strong grasp on the methods and
questions to use to answer the thought leadership research questions
specifically; not the midline questions). The lines of questioning can be
guided by midline tools (above) but require much more additional follow-up and
probing on certain themes). The global consultant will be available as
needed to provide support on process tracing methods / lines of inquiry to
explore.
- Follow-up
/ deep dive research with people who have been mentioned or encountered so
the researcher can delve into specific narratives that help to answer the
primary research question(s). Process tracing involves observing some
outcome, and looking at all the events / people / situations that have
contributed to that outcome in order to get as complete a picture as
possible as to the causal mechanisms for achieving the outcome. Both
positive and negative outcomes are important to observe, as it can help us
to understand what, respectively, works and does not work, and why. - Various
methods should be used in process tracing including: - document
review (NGO reports, newspapers, etc.) - key
informant interviews - focus
group discussions - observation
in schools, communities, meetings, etc.
It
is expected that all raw data (full transcripts of FGDs, KIIs, and detailed
case study notes) will be collected, transcribed in English by the local
consultant and sent to the global consultant for meta-analysis.
is expected that all raw data (full transcripts of FGDs, KIIs, and detailed
case study notes) will be collected, transcribed in English by the local
consultant and sent to the global consultant for meta-analysis.
Timeline
The
field schedule recommended below can be adapted, but the following criteria
must be adhered to in any modifications:
field schedule recommended below can be adapted, but the following criteria
must be adhered to in any modifications:
- All
field activities are completed / targets met - Field
research must be completed before the end of school term - Field
research must not interfere with classroom time / examinations of the
students and teachers - The
lead local consultant must be present at every field site to ensure proper
oversight and quality assurance of the field team
If
research is conducted within the school, that permissions are sought from
school staff prior to working with children; if research is conducted within
the household, that permissions are sought from parents prior to working with
children.
research is conducted within the school, that permissions are sought from
school staff prior to working with children; if research is conducted within
the household, that permissions are sought from parents prior to working with
children.
Table
2: Time framework for Main tasks that are expected to be conducted
2: Time framework for Main tasks that are expected to be conducted
Tasks
Proposed
Dates
Dates
LOE
Lead Consultant
Lead Consultant
The
Local Consultant to have the initial meeting(s) with Global Consultant for
brief on research / describe tools / methodology / next steps
Local Consultant to have the initial meeting(s) with Global Consultant for
brief on research / describe tools / methodology / next steps
24
August
August
1
Review
of training videos / participating in training calls with country team
lead; training own field team
of training videos / participating in training calls with country team
lead; training own field team
25
– 26 August
– 26 August
2
Review
of country-specific tools / methods / field plan; provide comments to Global
Consultant
of country-specific tools / methods / field plan; provide comments to Global
Consultant
27
August
August
1
Revise
and finalise survey methodology, tools, guidance, schedule for fieldwork;
logistics (printing, cars, etc) finalized
and finalise survey methodology, tools, guidance, schedule for fieldwork;
logistics (printing, cars, etc) finalized
29
August
August
1
Field
piloting / field training of tools in nearby community; ongoing QA and
additional training as needed
piloting / field training of tools in nearby community; ongoing QA and
additional training as needed
30
August – 2 Sept
August – 2 Sept
4
Launch
research in first community; set up
research in first community; set up
3
Sept
Sept
1
Field
activities in first community (surveys, FGDs, KIIs, case studies)
activities in first community (surveys, FGDs, KIIs, case studies)
5
– 7 Sept
– 7 Sept
3
Travel
to second community; set up
to second community; set up
8
Sept
Sept
1
Field
activities in second community (surveys, FGDs, KIIs, case studies)
activities in second community (surveys, FGDs, KIIs, case studies)
9
– 12 Sept
– 12 Sept
3
Travel
to third community; set up
to third community; set up
13
Sept
Sept
1
Field
activities in third community (surveys, FGDs, KIIs, case studies)
activities in third community (surveys, FGDs, KIIs, case studies)
14
– 16 Sept
– 16 Sept
3
Travel
to fourth community; set up
to fourth community; set up
17
Sept
Sept
1
Field
activities in fourth community (surveys, FGDs, KIIs, case studies)
activities in fourth community (surveys, FGDs, KIIs, case studies)
19
– 21 Sept
– 21 Sept
3
Travel
to fifth community; set up
to fifth community; set up
22
Sept
Sept
1
Field
activities in fifth community (surveys, FGDs, KIIs, case studies)
activities in fifth community (surveys, FGDs, KIIs, case studies)
23
– 26 Sept
– 26 Sept
3
Travel
home
home
27
Sept
Sept
1
Data
entry – qualitative and quantitative – and upload to global consultant. To keep
with reporting deadlines, this milestone must be met.
entry – qualitative and quantitative – and upload to global consultant. To keep
with reporting deadlines, this milestone must be met.
28
Sept – 8 Oct
Sept – 8 Oct
10
The
Local Consultant to analysis of qualitative data for thought leadership report
Local Consultant to analysis of qualitative data for thought leadership report
10
– 20 Oct
– 20 Oct
10
The
Local Consultant to prepare first draft thought leadership reports; global
consultant provides feedback within 2 days (including any quantitative data to
be included)
Local Consultant to prepare first draft thought leadership reports; global
consultant provides feedback within 2 days (including any quantitative data to
be included)
21
– 26 Oct
– 26 Oct
5
The
Local Consultant to revise first draft thought leadership report based on
comments; global consultant provides feedback within 5 days
Local Consultant to revise first draft thought leadership report based on
comments; global consultant provides feedback within 5 days
27
Oct – 1 Nov
Oct – 1 Nov
5
The
Local Consultant to submit thought leadership report
Local Consultant to submit thought leadership report
2
Nov – 7 Nov
Nov – 7 Nov
5
TOTAL
LOE for Lead Consultant
LOE for Lead Consultant
65
VI.
REQUIRED EXPERTISE AND SELECTION CRITERIA
REQUIRED EXPERTISE AND SELECTION CRITERIA
Interested
bidders are required to clearly indicate the person who will be leading this
Midline and Thought Leadership Research study, hereby known as the Local
Consultant and also detail the specific tasks of the other members who will
work with him/her.
bidders are required to clearly indicate the person who will be leading this
Midline and Thought Leadership Research study, hereby known as the Local
Consultant and also detail the specific tasks of the other members who will
work with him/her.
Therefore,
the Local Consultant will have the following key competencies:
the Local Consultant will have the following key competencies:
- A
Master’s degree in Education, Social Sciences, Economics, Sociology, or
other related field from a recognized university - Thematic
expertise in at least one of the following: girls’ rights and gender
equality, education, child poverty, social policy, violence, SRHR,
economic security, financial education at least 3 years - Experience
in designing and carrying out programme evaluations. - Experience
in qualitative methods and analysis and participatory research. - Experience
in quantitative methods and analysis and in integrating quantitative data
into evaluation reports. - Proven
experience in Education with special focus on financial education - Superior
data tabulation and analysis skills (using MS Access; Epi Info or SPSS) - Excellent
skill in report writing and data interpretation - Familiarity
with children’s and adolescent girls’ education - Fluent
in English, ideally with some level of Kinyarwanda - Prior
experience in working with Plan Rwanda is an added value
VII.
SUBMISSION OF THE PROPOSAL
SUBMISSION OF THE PROPOSAL
Interested
Consultants or consultancy firms are expected to submit a detailed proposal
with the following components:
Consultants or consultancy firms are expected to submit a detailed proposal
with the following components:
- Technical
proposal to include:
- A
one page Consultant’s understanding of the TOR - Two
pages of the proposed methodology, activities and expected outputs - A
detailed activities schedule/work plan with Midline and Thought Leadership
Research timeframe referring to the above table under section 9 (including
a Gantt Chart) - A
profile of the consulting firm including the full names, physical
addresses, telephone numbers and contact person of the form/company; date
of registration, registration number, copy of registration certificate and
VAT certificate; names of directors - Copy
of CVs of the consultant and his/her team who will undertake the Midline
and Thought Leadership Research Two samples of similar pieces of research
carried out by the Consultant - Financial
proposal detailing: - Itemized
consultant’s fees - Itemized
field data collection expenses - Itemized
administration expenses - Validity
period of quotation - Expected
payment plan and method - Tax
status of the Consultant/Consultancy Firm in Rwanda and legal registration
VIII.
HOW TO APPLY
HOW TO APPLY
Applications
(Technical & Financial Proposals) should ONLY be submitted in hard
copies; in sealed envelopes delivered in 3 copies separately; at
Plan Rwanda Country Office located in Gasabo District, Kagugu Sector, Gacuriro
Cell in Kigali City, Plot 821. Deadline for application is scheduled on 18th
August 2016 at 12:00 pm. The envelopes should be well sealed and labelled: Tender
for Midline and Thought Leadership Research ‘Supporting Girls’ Futures through
Education and Financial Education Training” – Technical & Financial
Proposal.
(Technical & Financial Proposals) should ONLY be submitted in hard
copies; in sealed envelopes delivered in 3 copies separately; at
Plan Rwanda Country Office located in Gasabo District, Kagugu Sector, Gacuriro
Cell in Kigali City, Plot 821. Deadline for application is scheduled on 18th
August 2016 at 12:00 pm. The envelopes should be well sealed and labelled: Tender
for Midline and Thought Leadership Research ‘Supporting Girls’ Futures through
Education and Financial Education Training” – Technical & Financial
Proposal.
Please
note that consultants who will send soft copies via emails or not follow
procedures highlighted above will be immediately disqualified.
note that consultants who will send soft copies via emails or not follow
procedures highlighted above will be immediately disqualified.
Life
skills are
defined as psychosocial abilities for adaptive and positive behaviour that
enable individuals to deal effectively with the demands and challenges of
everyday life. They are loosely grouped into three broad categories of
skills: cognitive skills for analysing and using information, personal skills
for developing personal agency and managing oneself, and inter-personal skills
for communicating and interacting effectively with others.
skills are
defined as psychosocial abilities for adaptive and positive behaviour that
enable individuals to deal effectively with the demands and challenges of
everyday life. They are loosely grouped into three broad categories of
skills: cognitive skills for analysing and using information, personal skills
for developing personal agency and managing oneself, and inter-personal skills
for communicating and interacting effectively with others.
Raw
data (qualitative and quantitative) will be analyzed and reported on by global
consultant.
data (qualitative and quantitative) will be analyzed and reported on by global
consultant.
