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Terms of Reference

Project title: Adult Education Strengthening in Ethiopia

 

Country: Ethiopia

 

Funding agency: BMZ

 

           

1       Introduction

DVV International is the Institute for International Cooperation of the Deutscher Volkshochschul-Verband e.V. (DVV), the German Adult Education Association. DVV represents the interests of approximately 920 adult education centres (Volkshochschulen) and their state associations, the largest service provider of continuing education in Germany. As the leading professional organisation in the field of adult education and development cooperation, DVV International has committed itself to supporting lifelong learning for 50 years now. DVV International provides worldwide support for the establishment and development of sustainable structures for a lifelong Adult Learning and Education (ALE).

Funded in a large part by the BMZ for the creation/strengthening of social structures (Sozialstrukturförderung - SSF), the Institute cooperates with more than 200 partners in more than 30 countries in Africa, Asia, Latin America and Europe. DVV International promotes, together with national, regional and global associations of adult education (AE), lobbying and advocacy activities for the human right to education and lifelong learning. In doing so, DVV International contributes to the United Nations Sustainable Development Goals (SDGs), the Global Agenda for Education (Education 2030) and the UNESCO International Conferences on Adult Education (CONFINTEA).

DVV International supports the exchange of information and interaction between professionals at European and global level through conferences, seminars and publications. DVV International's interventions cover three levels: first level – contribution to policies, strategies, standards and norms, as well as funding on national level (macro level), second level – institutional capacity building and capacity building of teaching staff (meso level), and, third level - the basic model interventions for the population with potential for replication at national, regional, and international level (micro level).

 

2       Background of the project

The Ethiopian office of DVV International is based in Addis Ababa since 1995, first operating as the Regional Office and from 2021 established as DVV International’s Country Office. DVV International works in bilateral agreement with the Ministry of Finance and the Ministry of Education is the technical partner. Together with our Government partner DVV International follows a system building approach with its own phases and tools that systematically assists government to put an Adult Learning and Education (ALE) system in place with all the necessary building blocks that can deliver ALE services as per the needs of the target group.

At federal, regional and woreda levels we assist our Government partner in implementing Integrated Functional Adult Education (IFAE) programmes, combining functional literacy/numeracy with different forms of non-formal livelihoods skills training, life skills, health and sanitation, business skills, savings and loan schemes, etc. The programme is therefore integrated in nature. Most youth and adults access these services in the forms of IFAE groups consisting of 25-30 people with a locally trained facilitator supervised and supported by technical experts from the mentioned sector offices.

Over the last 5 years DVV International Country Office with government partners has initiated the piloting of 11 Community Learning Centers (CLCs) in five regions of Ethiopia namely, Amhara, Tigray, Oromia, SNNPR, and Addis Ababa. CLCs are places where youth and adults can access a variety of learning opportunities and services e.g., IFAE and other forms of non-skills training, library services, health education as well as sport and entertainment. These centers are established and managed with financial and technical support from both government and DVV International. The CLCs have shown that integrated implementation modalities between government sector offices at especially district and regional levels are possible and that it can be a one-stop service delivery point for government offices. The demand for CLCs and the services it offers is growing and some regional governments have taken the initiative to contribute additional resources for the establishment of CLCs to more woredas. Many lessons have been learned and the existing CLCs pilots remain as models for inspiration for further learning and up-scaling.

 

3    Objectives of the programme

The following are general objectives of DVV International in Ethiopia:

  • Political dialogue and lobbying at local, national, regional and international level lead to greater consideration of adult education in policies and budgets (macro level).
  • Government sector offices involved with IFAE (Integrated Functional Adult Education) at national, regional and district levels are strengthened in terms of their institutional capacities. Adult educators receive basic and further training (meso level).
  • Institutionalized Community Learning Centers deliver improved and increased integrated adult education services (micro level).

 

4     Activities of the programme

With the objective to sustainably develop social structures for adult education, DVV International’s programs aim to have an impact on three levels (micro, meso and macro) in accordance with the above-mentioned objectives.

 

5     Evaluation goal and objectives

DVV International understands itself as a learning organization. In order to improve further project activities, DVV International, as the implementing agency, would like to learn more about achievements, challenges and best practices of the above mentioned project and in particular of the piloted CLC model at micro level.  In the original proposal the objectives of the CLC had been defined in the following manner:

  1. Community Learning Centers are institutionalized at local government level as adult education service centers that provide a variety of integrated learning opportunities and services to youths and adults.
  1. At least 1000 learners are reached with two newly developed integrated functional adult literacy methodologies as part of a pilot for testing and up-scaling in 2 selected pilot regional states.

Apart from the project proposal CLC model objectives are stated in the CLC operational guidelines and read as follows:

  1. Provide non-formal, continuing education and skills training programmes responding to needs identified by the community
  2. Provide access to information in fields of interest to the community
  3. Strengthen capacities of communities to carry out by themselves education programmes leading to the improvement of the quality of their life and contributing to poverty alleviation

The evaluation’s main goal is to assess the achievements of the CLC model in terms of their functionality, impacts towards the objectives set in the initial project proposal at micro level. The evaluation is also expected to assess the challenges, and weaknesses of the CLC model in operational and management aspects. Furthermore, the evaluation should review and assess the relevance of these project activities, the achievement of the expected results, and their perspectives for sustainability. It should include a reflection about lessons learnt and make recommendations for the project counterparts regarding methodologies, strategies and approaches for possible further activities.

The findings and recommendation of the evaluation shall feed into the development of a new strategy for the national initiative on school based CLCs recently initiated by the government. Further, the findings and recommendations of the evaluation shall provide orientation for capacity development of management and experts at the schools as well as training and learning material development. The evaluation aims at revealing problems and barriers in the project implementation, as well as outlining how they were overcome. The objectives and impacts will be evaluated on the basis of the information laid out in the Logical Framework Matrix. The evaluation and its recommendations shall be a useful tool of information for the project implementing agency – DVV International and its partners.

 

6       Main Evaluation questions

The evaluation has to be carried out according to the OECD DAC Criteria for Evaluation Development Assistance and should give clear statements regarding the following:

 

Guiding questions for CLC model evaluation in Ethiopia

 

 

-        To what extend is the CLC model relevant for the MoE in general and for the school-based ALE?

-        How does the CLC model feed into the IFAE framework and other related ALE national strategies?

-        Is the CLC model addressed in national policies, strategy, budget and framework?

-        To what extend are the capacity building measures provided by DVV International relevant to government officials at regional and woreda level to implement the CLC model?

-        To what extent are the objectives of the CLC model still valid and aligned to the learners’ needs?

-        Are the activities and outputs of the CLC model consistent with the overall objectives

Relevance

Effectiveness

 

-        Are the relevant policies, strategies and Education Sector development plans (ESDP), various IFAE documents. Are in place to support the implementation of CLCs?

-        What were the major factors influencing the achievement or non-achievement of the CLC objectives?

-        To what extent were the objectives achieved / are likely to be achieved?

-        To what extent has the support (technical and financial) of DVV International supported in the implementation of the CLC model?

-        How do different sector offices at Woreda level benefit from the CLC model?

-        To what extend were technical management and coordination structures supportive for this purpose?

-        What sort of coordination process is in place ensuring inter-sectoral coordination of ALE service delivery at the CLCs?

-        To what extent are services at the CLC demand driven? How can the community give input on quality and type of services needed/provided?

Efficiency

 

-        To what extend were contributions (financially and technically) made by Government and DVV International at the different implementation levels?

-        Was the CLC model implemented in the most cost-efficient way?

Impact

 

-        How is the CLC model contributing to the overall result of the project and the national programme IFAE and school-based ALE?

-        What real difference has the CLC made to the beneficiaries? To what extend do services accessed at the CLC impact the daily lives of community members? (Success stories, case studies, etc.)

-        What initiatives are already undertaken by government and community members to make CLCs sustain?

Sustainability

 

-        What is the readiness of MoE to compile and disseminate the pilot CLC model experiences to the school-based ALE program?

-        What is the MoE’s perspective on CLCs experience during the pilot phase and for the future?

-        To what extent are CLCs institutionalized in government plans, budgets, strategies, job descriptions and other institutional mechanisms? What are the gaps and recommendations to overcome existing gaps?

Future perspective

-        What are the recommendations for up-scaling CLCs to new regions and districts?

-        What experiences and success factors should be considered for the development and implementation of the national initiative on school based CLCs?

7       Evaluation approach and methods

The evaluation will consist of both desk and field study. A combination of primary data collection and secondary data review is expected during the evaluation.

  • Project proposal
  • Interim project reports
  • Mid-term and other kinds of (self)evaluations referring to the project
  • Partner documents of project implementation (as far as available)
  • CLC operational guidelines
  • IFAE Implementation Framework
  • ALE Strategy
  • Adult Education system Building Peer Review Report (2018)
  • DVV International. Adult Education Demand Assessment Report (2020)
  • Ethiopian Education Development Roadmap (2018-30)
  • CLC Establishment concept note prepared by DVV International (2016)
  • Education Sector Development Programme V (ESDP V)
  • An Introductory Training Manual on Establishment of Community Learning Center for Practitioners of DVV Supported CLC Pilot Program (2017)
  • Group meetings with regional and woreda level steering committees/boards, technical teams, community facilitators, CLC Coordinators and CLC level management committees of the piloted CLCs at Damote Galle and Sankura woredas (2) in SNNP region and Lume and Debrelibanose woredas (2) at Oromia region.

 

8       Indicative Timetable and work input

The indicative timetable for the evaluation is as follows:

Deadline for clarifications: 16.09.2021

Deadline of submission of proposals: 23.09.2021

Selection of candidate: 30.09.2021

Inception Report (Draft): 20.10.2021

Field phase: Beginning of November

First draft of evaluation report 08.12.2021

Final version of Evaluation Report: 20.12.2021

 

9       Target group of the evaluation results

The target group of the evaluation results will be the project management team of DVV International country and regional office as well as the head office in Bonn. The results of the evaluation will also be sent to the Contracting Authority (German Ministry of Development Cooperation). Furthermore, the results of the evaluation will also be presented to MoF and MoE at Macro level and REBs at regional and district level.

 

10  Right of use

The Principal has the exclusive and unlimited right to use the results fulfilled by the contract. The transfer of this Right of Use is complete with the payment made to the Contractor.

The Contractor has Right of Use permission strictly limited for personal non-commercial pur-poses. Transfer of the Right of Use to third parties is excluded.

 

11  Contractual Conditions

The legal basis for this contract is provided by the „General terms and conditions for the implementation of Services" (VOL/B). These general terms and conditions are not attached to this contract; however, an exemplary service contract is part of these Terms of Reference for perusal.

 

12  Tasks of the evaluator/ evaluation team

The evaluation team will be requested to fulfil the following tasks:

  • Methodological design and planning of the evaluation in communication with DVV International;
  • Desk Study of relevant project documentation (application and logframe, annual plans and reports, other monitoring documents and project reports, teaching and PR material);
  • Design of data collection instruments for the field phase;
  • Prepare an Inception Report;
  • Conduct the field phase with participation and involvement of all relevant stakeholders;
  • Compile preliminary evaluation report, integrate comments and finalize the report.
  • De-briefing sessions in country of evaluation.

 

13  Deliverables

The following deliverables are expected:

  • Inception report: The expert/ team of experts will present a report giving detailed information about methods and specified questions (evaluation matrix); all data collection tools need to be presented beforehand. In case of applying quantitative data collection methods, a pre-test will be required. This report will be presented to DVV International; DVV International will provide feedback in due time and may request amendments. The Inception Report needs to be approved by DVV International before the data collection commences.
  • Debriefing in the country: By arrangement with the DVV International programme coordinator, the (team of) expert(s) will present the preliminary, country-specific results of the evaluation and will answer questions in this regard, documenting the discussion, which must form part of the final report.
  • Draft evaluation report: DVV International will receive a first draft of the final report, which will be examined on the basis of the DAC Evaluation Quality Standards; on this basis, comments will be made on the rough draft before it is returned to the expert(s).
  • Final evaluation report: The final report will take into account the comments on the rough draft about the entire evaluation process and all results and recommendations.

The evaluation report should be produced in English and submitted to DVV International electronically. A respective template for the final report will be provided in the inception phase to the contractor.

 

14  Responsible persons at DVV International and logistics

DVV International will be the contracting authority for this evaluation. The main contact persons will be

  • The senior manager for monitoring and evaluation Dr. Thomas Lichtenberg, DVV International, Bonn
  • DVV International’s Regional Director for East Africa (Horn of Africa, Frauke Heinze
  • DVV International Country Director Ethioia, Eshetu Abate

The DVV country office will provide all relevant documents and support the evaluator/ team of evaluators in the field with arranging interviews and field visits etc.

The final report will be accepted by the senior manager for monitoring and evaluation and the senior desk officer for East Africa of DVV International in Bonn.

 

15  Evaluator eligibility criteria

The evaluation will be done by an evaluator who needs to demonstrate experience in evaluating development projects. The evaluation expert will further have experience with organisational development and capacity building. Previous experience in the East African region and knowledge of English and Amharic language will be considered as an asset.

The consultant(s) we are looking for should

  • have at least 5-year experience in the field of evaluation of development projects (please, provide proof of this experience);
  • be able to demonstrate sound knowledge of evaluation methods and instruments;
  • be (an) experienced professional(s) in the field of adult education,
  • have experiences with stakeholder participation and transparent knowledge management;
  • analytical and writing skills;
  • previous working experience in Ethiopia;
  • fluency in English and Amharic;
  • knowledge of Ethiopia, experience in working in the five regions of Ethiopia as stated above would be an asset;

 

16 Quality standards

The candidates should propose a suitable evaluation design and methodology, well adapted to the project objectives and TOR for the evaluation, in order to meet the evaluation’s goal and objectives.

The evaluation must comply with the following standards and guidelines:

  • OECD-DAC Principles for Evaluation of Development Assistance[1]
  • Standards of the DeGEval – Gesellschaft für Evaluation Standards für Evaluation[2]

 

17  Coordination/Responsibility

The Senior Desk Officer for East Africa, Senior Desk Officer for Monitoring and Evaluation at DVV International Headquarters in Bonn will be in charge of the contracting. The evaluator should work in close cooperation with DVV International Country Director in Ethiopia and the regional director of East Africa/ Horn of Africa during the preparatory and implementation phase. The Project team of DVV International Country Office in Ethiopia will handle the cooperation regarding the exchange of relevant project documentation and data.

Logistical support will be offered to the evaluator by the Project team in Ethiopia (DVV International country office staff), including booking of accommodation, local transportation, translation and assistance in arranging interviews and project visits.

 

18  Estimated Budget

The estimated cost of the assignment is 15.000 EUR (including taxes), including honorarium, per diems, travel and transportation costs of the Evaluator.

 

19  Application package

Experts participating in the tender for this evaluation should send the application package by latest 23.09.2021 by e-mail to:

Dr. Thomas Lichtenberg (Senior Manager on Monitoring and Evaluation and Desk Officer for East Africa at DVV International Headquarters in Bonn) e-mail address: Lichtenberg@dvv-international.de

Frauke Heinze, Regional Director for East Africa/ Horn of Africa, e-mail address:  Heinze@dvv-international.de

Eshetu Abate, Country Director, DVV International, e-mail address: eshetudvv@yahoo.com

Late submissions will not be accepted.

The application package should include the following documents. Please make sure to comply to the provided requirements below and use the annexed templates:

All interested candidates should submit the following documents:

  1. CV(s) of person(s) to be involved in the assignment in English (Please use the template provided);
  2. Technical proposal covering the following aspects (maximum of 5 pages);
    • Narrative overview displaying an understanding of the task
    • Detailed methodology
    • Work Plan, including detailed proposed steps of implementation
    • Consideration of any specific requirements envisaged for the evaluation
    • Consideration of the specific context (country, topic)
    • Internal Quality Management
  3. A detailed financial proposal with all expected costs (Please use the template provided and submit with a hand-written signature)

 

20  Evaluation criteria of proposals

The proposals will be assessed according to the following criteria:

  • Qualifications of the evaluation team (counts one third) (based on criteria mentioned above);
  • Technical proposal (counts one third) (based on criteria mentioned above; all of the above mentioned criteria for technical proposals will be taken into account);
  • Financial proposal (counts one third) (best cost-service relation; please consider the envisaged total number of working days).

 

21  Request for clarification

If you should have questions concerning this tender, please send your questions to heinze@dvv-international.de mentioned as contact person, above. The latest date for submitting questions is 16.09.2021. The answers to the questions will be published on our website (https://www.dvv-international.de/dvv-international/stellenangebote/) for all interested parties the following day.

 

[1] http://www.oecd.org/dac/evaluation/qualitystandardsfordevelopmentevaluation.htm

[2] https://www.degeval.org/publikationen/standards-fuer-evaluation/