Job ID 6865
Career Level Mid-Level
Experience 8 Years +
Qualifications Bachelor’s Degree (BSC)
The Purpose of Final Evaluation
- The purpose of this evaluation is therefore to assess the overall performance of the ASSESS Project throughout the full project cycle and the project’s scalability and sustainability.
- The final evaluation report will help the IRC and GIZ to also improve their future projects through lessons learned and best practices generated from the system strengthening project – ASSESS.
The scope of the final evaluation:
- The final evaluation process will be structured around themes with suggested evaluation questions as below. However, the consultant shall be encouraged to review the project documents and modify evaluation questions to provide detailed synthesis of the project performance.
- This assessment will include Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA) which would assess the learning outcomes of learners who participated in the baseline and midline assessments.
- Relevance: Does the project align with domestic education policies related to child education? How relevant was the project to target groups, needs and priorities?
- Impact: What difference has the project made to the lives of targeted beneficiaries? To what extent did this project achieve the intended outcomes? Are there any unplanned outcomes because of this project?
- Effectiveness: Were the planned objectives and outcomes in the project achieved as planned? Were the monitoring mechanisms effective in providing timely data to inform management decisions? To what extent did the project meet its targets and deliver outputs?
- Efficiency: What evidence is available on cost efficiency and/or effectiveness of the interventions? How do intervention costs compare with other modalities in similar context, including other educational programs implemented by government actors or non-government actors? Were outputs delivered in a timely fashion?
- Sustainability: To what extent did the project utilise established institutions/mechanisms to ensure sustainability at the end of project? To what extent are project results (impact if any, and outcomes) likely to continue after the project? Are there elements of exit strategy to ensure sustainability?
- Implementation challenges: What are critical challenges reported by project participants including children, teachers, mentors, master trainers, SBMCs members, and other community members? What are strategies and solutions implemented and/or suggested by the project participants to address these challenges?
- The IRC recommends a desk review of project outputs, and the use of qualitative research approaches that can systematically synthesize quantitative and qualitative project achievements in the past two years and six months. These approaches need to be also adequate to delve into the scalability and sustainability of the intervention perceived by system-level actors including education officers at local and state ministries of education. Consultant is advised to recommend the most appropriate approach for the assignment.
Data collection and management:
- The IRC expects a balanced use of both quantitative and qualitative techniques to collect and/or analyse different types of data in addressing research needs identified above. Secondary qualitative data may be provided if needed.
- Additional qualitative data for different stakeholders and specially from system-level actors will be collected by the consultant through remote and/or in-person interviews. All data should be carefully analysed to provide recommendations for strengthening effectiveness, efficiency, impact, implementation, and sustainability of ASSESS Project. Both direct and indirect beneficiary perspectives should be considered, examining any positive and/or negative spill-over effects.
Profile of Consultant
- The Consultant should have good level of understanding on education programmes, teacher education, and community-based child support; and experiences in project evaluation with a background in humanitarian aid, research methods, child education and development, or other related fields. The lead consultant should possess:
- Master’s Degree or higher in Child Education, Development, Humanitarian Work, Social Work, or International Relations.
- Extensive experience in conducting evaluations along OECD evaluation criteria, ideally leading an evaluation team and experience of designing evaluation methodology / tools and data anal-ysis.
- Experiences in designing and conducting EGRA and EGMA
- A minimum of 10 years of progressively responsible work experience in research and or evaluations in education settings.
- Experience in conducting studies and writing reports that are gender and inclusion sensitive.
- Experience of working in or evaluating projects in insecure humanitarian environment and/or Northeast Nigeria.
- Excellent analytical, presentation and writing skills in English
- Fluency in Hausa is desirable
Working Environment and Conditions
- The consultant will be based in Mubi, staying in IRC guesthouse or a hotel (IRC will cover cost), with field trips to project LGAs. While at the field, the consultant will be required to abide by IRC security protocols and guidelines. While in the field, consultant will be provided with security briefings by field security focal person.
- Terms of payment will be negotiated upon acceptance of the consultancy. The total budget for the consultancy will include VAT as/ and if required by national regulations. Final payment of consultant will be remitted upon satisfactory submission of agreed deliverables.
- The consultant will report to the ASSESS Education Manager in Mubi.
Proposal details and submission time frame:
- This consultancy assignment is anticipated to start on 2 August 2021 and end on 31 August 2021. The deadline for submission of the technical and financial proposals and accompanying documents is 5:30pm 2 July 2021.