1. Background:
There are many factors that affect a child’s learning including being undernourished and coming to school on an empty stomach. Children’s overall concentration and attendance can be improved if they are fed each morning. According to the WFP School Feeding Investment Cost-Benefit Analysis Ethiopia Report (2017), school feeding has a direct impact on education and learning outcomes when it is reinforced by other interventions. Regular school meals positively impact enrolment rates (+8pp and +6pp for boys and girls respectively), and dropout rates (-5pp and -6pp for boys and girls respectively).[1]
Policy makers, local and international organizations use different interventions to target various groups within a population through different programs to address the problem of hunger and malnutrition. The Comprehensive Home –Grown, Inclusive, Learning and Development School Feeding Project (CHILD-SFP) will provide equitable access to safe and inclusive and high-quality pre- primary & primary education for students with disabilities (SWD), IDPs, and Host Communities in 13 targeted Woredas of 5 regions, through the provision of school feeding and associated activities such as delivery of energy saving modern institutional stoves, WASH & capacity building trainings for teachers and PTSA members
The project plans to attain the following outcomes:
· Improve access and retention of 163,021 children (87,750 (54%) girls) in 499 pre-primary and primary schools including girls, SwDs and IDPs;
· Strengthen the resilience and capacity of regional emergency response and,
· Improve learning and development outcomes.
The project will achieve these outcomes in partnership with Ministry of Education, regional education bureaus, Woreda education offices, PTSAs, and the community members. It also works in partnership with Ethiopia School Meal initiative in Waghimra Zone of Amhara region.
This TOR is for preparation of a comprehensive report on the baseline study of the CHILD-SFP for which data collection was undertaken from December 2020-November 2021. This baseline study seeks to assess the situation before the beginning of the intervention, which is primarily school feeding and capacity building.
CHILD-SFP is managed by Save the Children in partnership with Ministry of Education, Regional Education Bureaus, Woreda Education offices and a local NGO named ESMI. It aims to support education, child development and food security in targeted woredas. The project also supports capacity development and enhance the monitoring and reporting system of the partners. Sustainability is an important consideration, and the project is expected to work to support government and community ownership.
2. PURPOSE AND OBJECTIVES THE BASELINE ASSESSMENT
This baseline is being initiated for the following reason:
GPE is one of the long -standing, key donor to the education sector. GPE has awarded SCI a total of US$ 21 million support for the period December 2020-November 2021. The grant agreement incorporates specific performance indicators and results indicators against which performance of the programme will be measured. In the evaluation plan, SC commits to conducting a baseline study that will establish benchmarks upon which performance and impact of the programme will be measured for accountability and learning purposes.
2.1. Objectives of the Baseline Assessment
The main objective of this baseline is to assess the existing situation of the schools and their students with regard to enrollment, class attendance, dropout and to measure the status of individual students with their level of reading and comprehension before the beginning of the school feeding programme, validating assumptions in project design and identifying potential threats to project implementation. The baseline will serve the dual and mutually reinforcing objectives of accountability and learning.
The baseline will provide a situational analysis at the start of the activities, confirming indicators and establishing baseline values and targets for all performance indicators. The baseline will lay the foundation for regular, ongoing monitoring to measure activity outputs and performance indicators for the results.
Regions
| Woredas | Schools | Population | Sample | Average class size (40) | ||||
M | F | T | M | F | T | schools | |||
Afar / Total | 3 | 110 | 12,777 | 9,088 | 21,865 | 115 | 81 | 196 | 12 |
Amhara /Total | 3 | 84 | 19,434 | 19,164 | 38,598 | 100 | 98 | 198 | 9 |
Oromia /Total | 3 | 120 | 26,630 | 18,248 | 44,878 | 118 | 80 | 198 | 13 |
Somali/ Total | 3 | 117 | 14,271 | 10,388 | 24,659 | 114 | 83 | 197 | 13 |
Sidama/Total | 1 | 20 | 16,469 | 16,374 | 32,843 | 99 | 98 | 197 | 3 |
TOTAL | 13 | 451 | 89,581 | 73,262 | 162,843 | 546 | 440 | 986 | 50 |
Deliverables for the Consultant
I. Review Baseline ToR and Child SFP MEAL plan. Map data collected against key indicators. Identify any challenges with using data for establishing baseline figures[2]
II. Conduct data cleaning exercise, including verifying a sample of entered data against original data collection tools. Identify any challenges with data quality.
III. Identify additional uses of baseline data to the log frame indicators, that could be used for situational analysis.
IV. Produce inception Report: i) draft Inception report and ii) final inception report with results from I & II, methodology and work plan, incorporating feedback from Save the Children
V. Produce the first and second draft baseline survey report using SC template. When approved by the client the final comprehensive survey report: this part of the assignment may include but not limited to:
a) Conduct the analysis for both quantitative and qualitative aspect of the study and consolidate/ triangulate the finding
(Descriptive statistics calculated for all survey questions Mean, mode, median, standard deviation, confidence interval, frequency distributions (as appropriate to the type of survey question)
b) Response rate information and statistical confidence
c) Interpretation of results for each survey question with data table and chart as appropriate
d) Discussion of implications of the survey results, developed in consultation with CHILD-SFP team
e) Analysis along demographic segmentations
f) Analysis of open-ended comments (FGD)
g) Cause-and-effect analysis to identify the satisfaction drivers (correlation or regression analysis)
h) Other findings
i) Recommendations driven from the data, including next steps in the course of CHILD-SFP implementation
VI. Update project IPTT matrix with baseline findings
VII. Dissemination of findings
a. Presentation in PowerPoint for large or medium size audiences from in-country and abroad including SC staff, partners, MOE representatives, SCUK, donor representatives etc.
b. Prepare Executive summary for the meeting — highlight key findings of the report
Annex I. Baseline report production timeline
Phase One: Data cleaning and Data analysis | Week 1 and 2 |
Handover the data set to the consultant to Start cleaning and analysis · Conduct check for completeness, consistency etc. · Clean the Data · Analyze data (Descriptive statistics calculated for all survey questions Mean, mode, median, standard deviation, confidence interval, frequency distributions (as appropriate to the type of survey question) · Other tasks related to data analysis
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Phase Two - Inception |
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Inception phase | Week 3 and 4 |
Draft inception report including the detailed data analysis strategy and report writing. |
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Submit draft inception report for review by the project director/ MEAL and SCUK TA |
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Submit revised inception report incorporating feedback- for review by the project director/ MEAL and SCUK TA |
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Submit Final Inception Report |
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Phase Three- Reporting | Week 5/ week 6 |
Submit Draft baseline report for review by the project director/ MEAL and SCUK TA |
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Submit revised baseline report to project director/ MEAL and SCUK TA for final approval |
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Submit final baseline report |
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Phase 5 Dissemination of final results by the consultant | Week 7 |
Presentation of baseline results by the consultant |
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Organize face to face and /or virtual workshop to |
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Phase 6 Project document revision | Week 8 |
Discuss with SCUK TA on updating the MEAL plan and/or result framework based on the finding of the baseline assessment |
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Qualifications and experiences:
· Advanced university degree in Education, Pedagogy or any other related field pertinent to pedagogical science.
· Any specialized training on research methodology (with concentration on Education related fields preferred)
· Proven research/survey experience as a lead consultant with particular emphasis to education sector in Ethiopia
· Proven and excellent knowledge of data analysis and familiarity with applications relevant to data analysis (e.g. Stata, SPSS etc.)
· Proven experience in quality technical writing skill (sample of previous works to be attached)
· Previous working experience with Save the Children and/ or other INGOs in the area of education related programs with substantial involvement in education program assessments, surveys, evaluations and/or reviews of projects (documents to be attached)
· Demonstrated ability to work in a multicultural environment and establish effective team work and relationships
· Minimum of 10 years of relevant professional experience
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