CARE TL-Consultant- CD 19 de Janeiro de 2015

CARE International in Timor Leste

CARE International in Timor Leste



Terms of Reference

Lafaek Learning Media Program

Baseline Survey – December 2014


Title                             : Consultant
Duration                     : 35-45 working days
Location                     : Dili, Timor-Leste, with field trips
Reports to                  : Program Coordinator (Education)
Expected start date   : January 2015

  1. Background


a. CARE Australia

CARE is an international humanitarian aid organization fighting global poverty, with a special focus on working with women and girls to bring lasting change to their communities. As a non-religious and non-political organization, CARE   works with communities to help overcome poverty by supporting development projects and providing emergency relief. We know that supporting women and girls is one of the most effective ways to create sustainable outcomes in poor communities. We work in over 80 countries around the world


CARE Australia is a member of the CARE International confederation. We strive for a world of hope, tolerance and social justice, where poverty has been overcome and people live in dignity and security.


For over 26 years, CARE Australia has earned an international reputation for our ability to respond quickly to emergency situations in countries as diverse as Haiti, Pakistan and East Africa. We are also renowned for our innovative, sustainable and effective long-term development   projects. All our projects are designed to equip the people we support with skills and resources so they can take charge of their lives and work towards a better future. CARE Australia is committed to protecting the rights of children in all areas we work around the world.


b. CARE International in Timor-Leste

CARE works to end poverty and bring about lasting, sustainable development in Timor-Leste. CARE places special emphasis on enhancing the roles of women and girls to assure their equality in society. CARE’s commitment to gender equality is outlined in the CARE International in Timor-Leste Gender and Women’s Empowerment Strategy (2013- 2018).

CARE works with communities in Timor-Leste to encourage demand for higher quality education, health care and other community services.

c.The Lafaek Learning Media Program


At the time of Timorese independence, many households lacked the fundamental skills to effectively engage in their children’s education.  While Timor-Leste has made tremendous progress in rebuilding its educational system since 1999, parental illiteracy, especially amongst women, remains a factor strongly linked to children’s performance in school, as well as to increasing poverty and reduced family wellbeing.


A wide range of evidence suggests that children in Timor-Leste struggle to learn effectively for a number of reasons. Among these are teaching practices that fail to engage students, a general lack of quality early education that would set solid learning foundations for students’ later academic success, irrelevant or inadequate learning materials and curriculum content, and insufficient parental engagement and support in children’s education.


Since 2001 CARE has been promoting child rights, adult Literacy and community development through the iconic Lafaek Magazine. A suite of children’s magazines and a Teachers’ Magazine has supported the Ministry of Education’s (MoE) Basic Education Curriculum and adult literacy programs reaching all school children enrolled up to Grade 9. The Lafaek Community Magazine has been successfully piloted with 22,000 households in four districts of Timor-Leste since 2010 delivering and reinforcing major developmental messages around health, hygiene, agriculture and small business targeting parents, caregivers and Low Literate adults.


CARE has opened a new phase of the Lafaek program with the launch of the Lafaek Learning Media program supported by the New Zealand Aid Program. Lafaek Learning Media is comprised of three magazines that will be produced and distributed three times a year: Lafaek Ki’ik, a publication for pre-school to Grade 2 students; Lafaek Community Magazine to promote literacy and provide news to families child caregivers and; the Teachers’ Magazine to support teachers’ classroom management skills and provide a professional educators’ network. This program will run for four years (with a possible extension) and reach all thirteen districts of Timor-Leste. CARE will look to expand the reach of LAFAEK to other grades and also seek other opportunities within the education sector.


The Lafaek Learning Media Program’s main goal is to contribute to improved learning outcomes for children and low literate adults, supporting family well-being. The program has two objectives:


Objective One: Improved family social and economic well being

Objective Two: Improved learning outcomes


Lafaek Ki’ik (for pre-primary and Grades 1-2) focuses on children’s readiness to learn by promoting pre/basic literacy and numeracy concepts, logical thinking and fine motor skills, and promotes simple health and hygiene messages through stories and interactive challenges. This magazine will help to build and reinforce literacy skills through engaging, relevant content interspersed with graphics, photographics and games—a format that has a proven track record of being well-utilized and appreciated by teachers and students alike, and seen as a critical and important complement to other curriculum resources.

It is expected that over 2 million copies of the Lafaek Ki’ik will be produced over the five year project lifetime. These copies will be sent out to every early childhood center for pre-primary and school program for grade 1 and 2 in the country, through a national distribution system with a proven track record of successfully reaching all schools. It is anticipated that each student will receive three editions per year, starting with approximately 130,000 students in the first year, and increasing to about 160,000 in the fifth year of the project, based on projected annual enrolment increases. Children will take the magazines home, increasing their opportunities to have access to and utilize print materials outside of school, and to engage parents and other caregivers (such as older siblings) in the learning process.


Based on the success of the Lafaek Community Media pilot project, CARE will continue the publication and distribution of a separate community magazine, Lafaek ba Komunidade. The magazine’s primary audience will be members of rural households, especially female headed households, and those enrolled in or graduated from adult literacy or Second Chance programs. During the literacy acquisition and post literacy phases it is critical for newly literate people to have interesting reading material to maintain and deepen their recently acquired skills, or functional literacy will be lost.


Lafaek ba Komunidade will support the utilization of the Lafaek Ki’ik magazine outside of school time through clear guidance to parents and caregivers on how to read the magazine together with their children, and extend content within the magazine through simple activities in the home and the community. This supplement will also help to reinforce key government and development partner messages on child welfare and wellbeing, discussing matters such as children’s health, hygiene and nutrition as well as the importance of enrolling children on time, and sending them to school regularly. Drawing on content produced during the pilot project, the community magazine will also include ideas for small-scale business opportunities, microfinance availability, improving food security and agricultural yields, and/or environmental stewardship with the goal of helping caregivers to better support their family’s wellbeing. A key theme will be around supporting women to undertake traditional male roles especially in women headed households.


The teachers’ magazine (Lafaek ba Edukador) is an important support for the curriculum as it provides and reinforces messages the curriculum is trying to being into classrooms: new pedagogy and practices around how teachers teach in child-centered ways. The magazine will be produced and distributed to all teachers from pre-primary to Grade 6, an estimated 10,800 teachers. Lafaek ba Edukador will provide concrete advice on managing the classroom, to maximize student’s time ‘on task’, and ensuring that children are able to safely participate in classroom activities. It will include tips on positive discipline methods, how to build an inclusive and gender equitable environment and respect for diversity. Additionally, the magazine will contain messages from the Ministry of Education, and will serve as the most efficient way of ensuring that key directives and professional development opportunities from national directorates are effectively communicated to all teachers in the early childhood and basic education sectors.  Over 10,000 copies of the teachers’ magazine will be distributed annually.


The magazines, especially the community magazine, can be used by other organizations and initiatives as a learning tool to reinforce development messages. This will help in distributing these materials beyond CARE’s community distribution network, and build partnerships to sponsor and expand content within the magazine. Increased sustainability will be contingent on continuing partnerships with other organizations for cost-recovery opportunities, and critically engage the Ministry of Education to include the magazines in its long-term needs and planning.



  1. Approach


The overall objective of this survey is to assess the availability and quality of learning materials at the school and household levels. The survey will also review the teaching and learning practices used in a sample of target schools. Additionally, the survey will examine the literacy levels and knowledge of the community members about health, hygiene, agriculture and small business development.

More specifically, the survey will focus on gathering information in various areas for each of the target groups:


Community Members:

  • Knowledge about health, hygiene, agriculture and small business development.
  • Practices in support to families’ well-being in health, nutrition and livelihoods
  • Literacy levels
  • Levels of support for early learning of children


Teacher (Grades 1 – 6)

  • Teaching and classroom management practices
  • Teacher behavior
  • Available teacher support and training sources


Students (pre-school, grades 1 and 2)

  • Early literacy skills
  • Interest in learning


Results of the survey will be disseminated to key stakeholders including the Government of Timor-Leste, NZAID and development partners.


  1. Methodology

The consultant should use a mixed methods approach that includes document review and analysis and primary data collection in the field. It is anticipated that available documentation will provide background on learning media and programming in Timor-Leste but is unlikely to provide substantive specific information on the availability and quality of learning materials at the schools and communities. The fieldwork component itself should use a variety of methods in order to verify, double-check and triangulate available information and gather primary data not available in the secondary data sources. These methods should include (semi-) structured interviews, Key Informant Interviews (KII) and an appropriate mix of participant observation and focus group discussions to be determined by the consultant in conjunction with CITL.


The Consultant will develop a survey methodology to ensure that information available and collected from the field visits will be sufficient for the purposes of the baseline survey.  The baseline survey process will be participatory, and project staff will take an active role in facilitating the field visits, assisting with the conduct of meetings and interviews, developing recommendations and providing interpretation services where required. A results measurements table (RMT) for this project has been finalized identifying key indicators. The consultant will need to collect data and identify best source and method for data collection in relation to the RMT.



  1. Reporting Arrangements


The consultant will report directly to Program Coordinator – Education, the principal contact for this consultancy, and will be ultimately accountable to the CITL senior management comprising of:


  • Assistant Country Director of Programs
  • The CITL Country Director


The consultant will work together with the Education Program Manager along with other members of the Lafaek Learning Media Program team, in undertaking the survey.


  1. Tasks


The Consultant will undertake the following tasks in close and regular liaison with the Program Coordinator and the Education Program Manager, and in close and regular liaison with the Assistant Country Director of Programs.

  • Conduct a thorough literature review of relevant project documents including project proposal, logical framework, results measurement table, work plans, reports, and other relevant documents;
  • Develop a detailed baseline methodology, including how key issues and information gaps will be identified, which tools will be used for data collection, how project  staff will be trained on survey techniques and use of tools, and how they will be meaningfully involved in the survey process, including formulation of recommendations;
  • Together with senior program staff oversee data collection in project areas;
  • Conduct semi-structured interviews with project staff, beneficiaries, NZAID staff and project counterparts (other key stakeholders can be interviewed via telephone conferences or contacted by email);
  • Carry out field visits to project sites in some of the project districts;
  • Present a summary of the preliminary findings of the baseline survey, and present this to survey team and CITL staff;
  • Prepare a draft version of the Baseline Survey Report, and submit to CITL for review and comment;
  • Submit the Final Baseline Survey Report to CITL.


  1. Deliverables:


Key deliverables include the following:

  • Methodology and Indicative Schedule for approval
  • Guidelines and tools for data collection
  • Summary presentation to the survey team and CITL staff
  • Draft report of no more than 30 pages in clear English (Excluding Annexes) for feedback
  • Final report


  1. Schedule and Dates

All outputs specified in the ToR will be completed between 12 January and 31 March 2015 (some activities may occur concurrently)


Date Key Activities Location Estimated Number of Days
§  Document Review

§  Draft survey methodology for approval

Home Base 2
§  Travel to Dili Transit 1
§  Meeting and briefings with the key CARE staff Dili 1
§  Develop tools and guidelines for data collection (including tools used in previous surveys if appropriate) Dili 5
§  Conduct pre-test of survey tools and modify as necessary Dili 4
§  Training of staff in survey tools Dili 3
§  Data collection and stakeholder interviews in the field 5 project districts (TBC) 16
§  Analysis of data collected

§  Follow up meetings with project stakeholders

§  Presentation of initial findings to steering committee and CITL staff

Dili 5
§  Report Writing – preparation of draft baseline survey report Home Base 5
§  Report Writing – preparation of final baseline survey report based on feedback Home Base 3
Total 45 days



  1. Payment Schedule


The Consultant shall receive the following payments upon completion of the outputs as specified above and listed below:


Output Timing Fee Payable
1. Reimbursement of travel and other costs Following return to home base As per expenses incurred
2. Approval of methodology and approach Submission within 5 days of beginning consultancy 10 per cent of the total fee payable to the Consultant
2. Acceptance by CARE of the draft baseline survey report Submission within 10 days of completion of the field visit component 60 per cent of the total fee payable to the Consultant
3. Acceptance by CARE of the Final Baseline Survey Report Submission within 5 days of receiving feedback on the draft baseline survey report Remaining 30 per cent of the total fee payable to the Consultant



  1. Qualifications


All applicants will require the following competencies:

  • Advanced university degree in Social Sciences, Statistics, Data Management, Education or related fields;
  • Extensive experience in implementing or evaluating education projects
  • Extensive experience in developing, implementing and evaluating development activities at an international level, including field research;
  • Experience in training and supervising research teams;
  • Writing and editing in English at an advanced level; previous experience in Timor Leste and fluency in Tetun or Indonesia (Bahasa) are desirable.
  • Ability to produce high quality reporting outputs on a tight deadline;



Candidates should provide the following:

  • An updated CV
  • Proposed research methodology including timeline
  • Financial Proposal in USD
  • Indication of availability


Consultants are required to make their own travel arrangements to and from Timor-Leste and cover their own insurance. A return economy class airfare will be reimbursed after presentation of receipts and an invoice, along with other valid costs such as departure taxes and lowest cost transport to and from airports in the home location.  CARE will assist with accommodation and internal travel in Timor-Leste for the duration of the consultant’s visit and provide a per diem according to CARE’s per diem rates.


The consultant will be expected to sign and adhere to CARE’s Code of Conduct and Child Protection policy.


Interested applicant, please email your applications to CARE Human Resources,, with LLM BASELINE CONSULTANT in the Subject line before or on the 19th January 2015 at 5PM (TLT).


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