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Consultancy - End Term Evaluation for Support to Education for Refugees in Dadaab

Posted at
Wednesday, 15:03
Company Industry
Work Type
Full time
Job Level
Senior level
Years Experience
5 years
Application Deadline
Nairobi CBD Nairobi



Programme Title:


Subject of Service Contract:

Endline evaluation

Duration of study/evaluation:

30 days

Save the Children Contact person:

Head of MEAL

Save the Children seeks to engage an experienced Education Consultant to conduct an End term evaluation for European Union (EU) - Support to Education for Refugees in Dadaab (SERD) Phase II project being implemented in Dadaab Refugee Camp. The successful consultant will have experience of designing and managing education programmes in a variety of contexts and will have conducted external, independent evaluations of multifaceted education programmes.

Introduction and background

Save the Children has been operational in Kenya since the 1950s, providing support to children through developmental and humanitarian relief programmes delivered both directly and through local partners. Current programming focuses on child protection, child rights governance, education, health, HIV/AIDS, livelihoods, nutrition and WASH. Our Vision is a world in which every child attains the right to survival, protection, development and participation. Our Mission is to inspire breakthroughs in the way the world treats children, and to achieve immediate and lasting change in their lives.

In 2012, all the Save the Children members who had previously been working in Kenya- SC Canada, SC Finland and SC UK - merged their operations, programs and presence to become one entity: Save the Children, which is duly registered with the NGO Board (ref. OP.218/051/12-0290/8060). In February 2014, as part of a global merger process, we combined the Kenyan programmes of the INGO Merlin with those of Save the Children. Our operations are run from our country office in Westlands, Nairobi, as well as a number of field offices across the country in the counties of Bungoma,Garissa, Mandera,Turkana and Wajir. We also work through partners in many other parts of the country. We have strong experience in delivering programmes for pastoralists in Northern Kenya.

Project Background

Save the Children is currently the consortium lead in a three-year EU funded education project - Support to Education for Refugees (SERD II) in the Dadaab refugee camps, Kenya,involving Norwegian Refugee Council (NRC) and AVSI Foundation. Save the Children is leading the coordination of the action and is accountable to the donor on behalf of the consortium for the implementation of project activities. Save the Children is directly implementing activities related to improving access to quality education through primary teacher education training; enabling children with specialneeds to access education, as well as interventions focused on improving governance and accountability within education institutions. NRC is the lead in providing Accelerated Learning Program (ALP) and vocational skills training/Youth Education Pack (YEP) while AVSI Foundation is leading on Early Childhood Development and Education (ECDE) and lower primary teacher training on the use of Somali language in teaching. Other close partners engaged in various project activities include The Lutheran World Federation (LWF) for special needs education (SNE) and Windle Trust Kenya (WTK) for Information and Communications Technology (ICT) education and literacy programs in secondary schools.

The overall objective of the project is to contribute towards voluntary repatriation of Somali refugees by ensuring that relevant quality education and training ore efficiently and effectively delivered through education services and capacity development in Dadoob refugee camps in Gorissa County.

The specific objective of the project is to increase access to and enhance the quality of basic education within the camps, with a focus on preparing the refugees for repatriation bock to Somalia.

Project Results

1) Children and youth in Dodaab refugee camps ore accessing education opportunities

2) Education opportunities in Dadaab refugee camps ore relevant and of high quality

3) Children, youth, teachers, communities and education stakeholders play on active role in the management of education services in Dodoab

Purpose ofthe End-Term Evaluation

The overall objective of this end term evaluation is to make a comprehensive assessment of the project status in terms of attaining its objectives, the sustainability of the interventions beyond the term of this action as well as come up with a concrete recommendations that will serve as an input for the management to decide on the future status of Education programming in Dadaab Refugee Camp. In addition, the assessment will also look at what approaches work, what doesn't work and build evidence on promising approaches/practices - testing each approach for its relevance, effectiveness, efficiency & replicobility/scole up -Value for Money?

Specifically, the evaluation will assess possible intended and unintended effects and how this contributed to wider impacts on education for refugees & returnees (repatriated?). What are the key innovative, replicable and scalable project approaches and strategies, and how the risks and assumptions made in the project design were mitigated and with what results. It will reflect on what results hove been achieved through the various phases to dote and will analyse the lessons learned. The evidence generated and recommendations from the evaluation will inform the redesign future projects.

The evaluation will also,

• Analyse quantitative and qualitative data and Provide adequate evidences on the scalability, replicability and sustainability measures

• Assess how the various community (and/or government) structures were strengthened or influenced by the project.

• Explore community's acceptance, perceptions and attitudes towards the project.

• Document human-interest stories/case studies. Scope and Key Evaluation Questions

The evaluation will address the following basic evaluation questions based on the agreed evaluation criteria that are relevance, effectiveness, efficiency, sustainability, coordination and progress towards Impact.


Generally, an assessment of the project theory of change. In addition, assess whether the funding is consistent with local needs, priorities and possibilities, including those of local partners. This should include:

• The extent to which the interventions have been designed, planned and implemented to meet the needs and priorities of the target group (male & female -children and out of school youth, teachers, deputy head teachers and senior teachers, and community members). The assessment should apply gender and social inclusion perspectives.

• Assess to which extent the project interventions are consistent with Save the Children and the government of Kenya strategic direction.

• How relevant lessons learned were taken on board and to what extent monitoring data allowed for adjustments?


Effectiveness will be assessed by documenting effects at output/outcome level and emphasizing tangible improvements for the target population. Under this, the consultant will;

• Trace and determine the number of youth employed (including self-employment) after graduating from vocational skills training courses, types of employment, and how the employment has affected their lives by gender & age and their families.

• Assess and determine the number & percentage of ALP learners who transit to formal education

system within Dodaab refugee camps, and repatriated returnees analyzed & disaggregated by gender since SERD ll began. (What is the trend in transition in terms of numbers, gender and performance?). Analyze this based on gender and attempt to discuss the gender related differences while providing actionable recommendations.

• Determine the proportion of primary school teacher trainees using learner centered methods in

their teaching, with measurements for this to include learner feedback. How does this differ based on gender of teachers?

• Examine the integration level of children with special needs who were screened and placed in different learning levels. What are some of the barriers to proper integration and what factors have encouraged proper integration of these children?

• Establish pupil textbook ratio in the targeted schools of Dadaab refugee camps and how this has contributed towards improvement in learners' outcomes.

• Establish Somali language functional skills of Dadoob refugee ECDE and lower primary learners as well as ECDE and lower primary teachers and assess the extent to which this has prepared the children and contributed to voluntary repatriation.

• Assess the percentage of children in primary schools demonstrating quality learning outcomes through literacy and numeracy skills and what are the factors contributing to these?

• Assess the factors that may explain achievement and non-achievement of results. What are the directly linked causal factors (operational, managerial, contextual, resources)?

• Identify and assess any likely unintended consequences, positive or negative of the interventions. Sustainability

This will assess the sustainobility of the interventions beyond the life cycle of EU SERD ll. The consultant will ascertain the extent to which major milestones attained in the project will be sustained or carried forward beyond the life of the grant. Specifically, the evaluation should answer;

• What sustainability mechanisms has the project put in place to continue activities after Save the

Children and the partner organization (NRC, AVSl, LWF and WTK) support has ended?

• How effective are the sustainability mechanisms put in place by the project?

• Do the local stakeholders hove the financial & technical capacity to maintain the benefits from the intervention when EU-SERD's is support withdraw

Project Impact

This will assess the overall contribution of the project interventions to the voluntary repatriation of Somali refugees' children. The consultant will ascertain the impact of the interventions in working towards preparing refugee children and teachers for repatriation to Somalia. This should also include;

• Are there factors that impede the achievement of the overall goal as reflected in the EU-SERD ll

Project Proposal?

• What a re th e unintend ed positive and negative impacts of the implem entation of the project?

• Wh at measures hove been a nd can be taken to elimin ate or reduce the negative impacts?

Project coordination

• How effective was the coordination between SC and all consortium partners to deliver results and learn from the processes and collaborations? Which coordination issues affected the timely and effective delivery? How and to what extent was timely delivery affected? What measures were taken by SC to resolve these coordination issues?

• To what extent and in what ways did SC and consortium partners succeed in involving project beneficiaries and local government structures in throughout the project cycle and management of the project? How were the voices of children (especially girls) heard in some of the choices made in the project that has direct influence on the lives of children? Assess the level of child

participation in a meaningful way? What are the existing mechanisms available to listen to children and engage children during the project implementation?

Lessons Learnt

The consultant will document challenges, programmatic lessons learnt and key recommendation for programme improvement.

Methodology, Major tasks and deliverables of the End-term evaluation

The evaluation will use both qualitative and quantitative methods from both primary and secondary data sources. This should involve both interviews with boys/girls, men/women, partners and stakeholders, field visits, and review of program document and project data. A range of existing information, such as project documents and progress reports will be made available. Interviews should include key informants, and focus group discussions with children, parents and teachers at targeted schools. Information should be triangulated and validated. Observation of teachers to establish the use of learner centered methodologies will also be done. Any limitations to obtaining and verification of program data as well as to the methods and analysis should be stated clearly and notified ahead of time. As far as possible, the evaluation should use gender disaggregated data and analysis.

Deliverables under this consultancy will include the following:

1) An inception report: The consultant will share his/her inception report that details the study design (rationale, methodology). data collection tools, and a detailed work plan within 1-3 days of engagement, to be approved by Save the Children (Head of MEAL & Education Specialist).

2) Data collection tools: Develop the data collection tools and have them approved by Save the Children and partners before data collection, analysis, interpretation

3) Tracer Study of beneficiary pre and in-service teacher trainee graduates

4) Tracer study of beneficiary pupils

5) Case studies of project beneficiaries

6) Draft Evaluation report: The consultant will prepare a draft evaluation report with details of findings, recommendations and lessons learnt for review by Save the Children and partners

7) Validation workshop- lead and make presentation of the evaluation findings for validation.

8) Final Evaluation report: The consultant will share a final evaluation report after incorporating the comments from Save the Children and consortium partners. This will be both in electronic and hard copy (MS Word document and PDF)

9) PowerPoint presentation with the summary of the evaluation findings.

10) Datasets- The consultant will provide all datasets used in the evaluation to Save the Children


and review of the finalstudy design..

Qualifications and expertise required

1) Post-graduate degree in Education, Social Sciences, Statistics or related field;

2) Minimum of 5 -10 years relevant professional experience in education and vocational skills programming and research;

3) Strong background and experience in data collection and analysis; experienced in and able/willing to use mobile data collection technology during data collection Proven experience of undertaking evaluations/research or leading evaluation/research teams, with outstanding skills in qualitative and quantitative research and data analysis using relevant software such as STATA or SPSS and ATLAS;

4) Technical expertise in assessing issues of education demand and supply, and the ability to draw strong and valid conclusions; specifically experience with conducting literacy and numeracy assessments for primary school learners.

5) Strong knowledge and experience in refugee programming is essential;

6) Excellent communication and report writing skills.


The consultant is advised to submit an itemized budget with realistic daily rates for the assignment based on the understanding of the assignment and the current market rates. Save the Children will provide a maximum of 3 return tickets (2 return tickets during data collection and 1 return ticket during validation workshop), meals and accommodation while in the field plus airport transfers in the field. All other costs shall be borne directly by the consultant. Remuneration will be based on submission of deliverables that are satisfactory to Save the Children as agreed upon after discussion with Save the Children in the inception meeting. The payments will only be mode when the Save the Children team to be of good quality has assessed the deliverables. Taxation laws for Kenya will apply on the overall consultancy fee.

The following payments will be paid to the consultant using an agreed mode of payment:

• 100% after approvalof Final Report.

Ethics, Child Safeguarding and Code of Conduct

Since the fieldwork would entail consulting directly with children, the consultant needs to work in accordance with Save the Children's Child Safeguarding Policy and Child Participation Principles and the Save the Children Code of Conduct. Note that background checks will be undertaken on all applicants.

The consultant will make clear to all participating stakeholders especially children of all ages that they are under no obligation to participate in the exercise and that it is purely voluntary. All participants will be assured that there will be no negative consequences if they choose not to participate. The consultant must obtain informed consent from all participants, including children and their caregiver if a child is to be interviewed. The consultant must receive prior permission for taking and use of visual still/ moving images for specific purposes. The consultant will assure the participants the anonymity, confidentiality and will assure the visual data is protected and used for agreed purpose only. As regards the documentation, the title rights, copyrights and all other rights of whatever nature in any materials used or generated under the provisions of this consultancy will exclusively be vested with Save the Children International-Kenya country office.

Submitting expressions of interest by email to:

indicating the END TERM EVALUATION FOR SUPPORT TO EDUCATION FOR REFUGEES IN DADAAB title on the subject line. The applications close on Friday August 17th, 2018

Expressions of interest are invited for the above consultancy opportunity.

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