Friday, August 12, 2016

Plan International Rwanda,Terms of Reference for the Consultancy to Conduct Midline and Thought Leadership Research



Plan International Rwanda                                                                                         
Plot number 821                                                           
Kagugu,                                                                                             
P.O.Box: 6211                                                                         
Kigali                                                                                                                                                
Tel. (250) 788305392
www.plan-rwanda.org                         RE - ADVERTISEMENT 
Terms of Reference for the Consultancy to C
onduct Midline and Thought Leadership Research
THE PROJECT: “SUPPORTING GIRLS’ FUTURES THROUGH EDUCATION AND FINANCIAL EDUCATION TRAINING”
                                                                                                             
EQUAL 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.
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.
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.
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.
We 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.
"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".
  1. 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).
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.
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).
  1. 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.
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.
II.1 Project Goals
The programme has three goals, across the four countries, namely:
  1. Girls have improved financial education and life skills
  2. Girls are supported to access and transition through school and/or from school to have improved life opportunities
  3. 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.
Teachers 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.
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.
  1. 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).
A. 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.
Below are 5 research questions to guide Midline Evaluation:
  1. How do Boys & Girls in Boys4Change and Leadership Clubs use social and life skills knowledge to tackle gender issues in their schools/communities?
  2. How have social and life skills among the adolescents transformed their life styles?
  3. How increased awareness in FELS skills among young adolescent girls do improved their access and retention in schools?
  4. How increased awareness in saving among young adolescent girls do contribute to their economic empowerment?
  5. 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:
i. Relevance,
ii. Efficiency,
iii. Effectiveness while taking into account appreciation of CCCD standards and levels
iv. Accountability
v. Impact & sustainability
vi. Scale up & innovation,
vii. Gender equality & inclusion,
viii. Learning
B. 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. 
Situational 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.
NB. 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:
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?
(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).
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.
III.1 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.
Table 1: FELS Midline / Thought Leadership Research Matrix – Local Consultant Responsibilities

Midline
Thought 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
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).
Sites to visit for field research
Five intervention communities / schools
Quantitative Tools
Student survey (400 per country)
Parent/Guardian survey (100 per country)
None
Qualitative – 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.
  • 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
  • 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
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).
Quality Assurance Requirements
Field 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)
  • Site(s) visited
  • Research activities completed (quantitative and qualitative)
  • Sample pages from notes (photographs)
Progress update
  • Daily communication with lead global consultant via WhatsApp (to update progress / challenges, etc).
Raw data to be sent to global consultant
Quantitative Survey Data (In Quantitative database)
Qualitative Transcripts in English (in Qualitative Database)
Participant data sheets for all FGDs and KIIs
Qualitative Transcripts and Field Notes in English (from all research related to Thought Leadership Topic)
Participant data sheets for all interviews

Report written
None
Country 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).
Plan 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
Global Midline Report (analysis of raw data)
Global Thought Leadership Report (analysis of raw data and review of country reports)
  1. MIDLINE AND THOUGHT LEADERSHIP RESEARCH USE
Midline 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
  1. 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
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:
  • 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.
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).      
Qualitative
The 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:
  • 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:
  • 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:
  • 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:
  • 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.
  • 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.
Timeline
The 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.
Table 2: Time framework for Main tasks that are expected to be conducted
Tasks
Proposed Dates
LOE Lead Consultant
The Local Consultant to have the initial meeting(s) with Global Consultant for brief on research / describe tools / methodology / next steps
24 August
1
Review of training videos / participating in  training calls with country team lead; training own field team
25 - 26 August
2
Review of country-specific tools / methods / field plan; provide comments to Global Consultant
 27 August
1
Revise and finalise survey methodology, tools, guidance, schedule for fieldwork; logistics (printing, cars, etc) finalized
29 August
1
Field piloting / field training of tools in nearby community; ongoing QA and additional training as needed
30 August – 2 Sept
4
Launch research in first community; set up
3 Sept
1
Field activities in first community (surveys, FGDs, KIIs, case studies)
5 - 7 Sept
3
Travel to second community; set up
8 Sept
1
Field activities in second community (surveys, FGDs, KIIs, case studies)
9 - 12 Sept
3
Travel to third community; set up
13 Sept
1
Field activities in third community (surveys, FGDs, KIIs, case studies)
14 - 16 Sept
3
Travel to fourth community; set up
17 Sept
1
Field activities in fourth community (surveys, FGDs, KIIs, case studies)
19 - 21 Sept
3
Travel to fifth community; set up
22 Sept
1
Field activities in fifth community (surveys, FGDs, KIIs, case studies)
23 – 26 Sept
3
Travel home
27 Sept
1
Data entry - qualitative and quantitative - and upload to global consultant. To keep with reporting deadlines, this milestone must be met.
28 Sept – 8 Oct
10
The Local Consultant to analysis of qualitative data for thought leadership report
10 – 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)
21 – 26 Oct
5
The Local Consultant to revise first draft thought leadership report based on comments; global consultant provides feedback within 5 days
27 Oct  – 1 Nov
5
The Local Consultant to submit thought leadership report
2 Nov – 7 Nov
5
TOTAL LOE for Lead Consultant

65
VI.     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.
Therefore, 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
Interested 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
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. 
Please 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.
Raw data (qualitative and quantitative) will be analyzed and reported on by global consultant.

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