Plan International in Timor-Leste
Call for Expressions of Interest
EXTERNAL CONSULTANT for ASSESSMENT REPORT WRITING
(Disaster Risk Reduction in Child Friendly Schools Assessment)
Plan International seeks a consultant to prepare an Assessment Report using already available information and data. The tasks can be done remotely. Please see below for the ToR and other information, including how to submit an Expression of Interest.
Consultant Terms of Reference
Disaster Risk Reduction in Child Friendly Schools (DRR-CFS) Assessment Report Writing
Background on the DRR-CFS Project
The DRR-CFS project was a nine month pilot project (March-November 2014) implemented by Plan International in fifteen schools in Aileu District in partnership with UNICEF, Ministry of Education (MoE) and Ministry of Social Solidarity (MSS). The overall objective of the Project was ‘increasing the resilience and reducing the risk of primary school children in Aileu by minimizing the impact of disaster on their right to quality education”. The project was implemented within the MoE’s Eskola Foun Child Friendly School framework.
In February-March 2015 quantitative and qualitative data was collected at four schools and communities for the purposes of assessment of the pilot project. The nature of the assessment was of a “formative” assessment, and thus takes a forward-looking, utilization-focused approach. It was designed to review the effects of the project in a comprehensive manner, especially in assessing the Effectiveness, Relevance, Sustainability and Efficiency of the project, as well as Equity, Gender Equality and Human Rights Based Approach (HRBA). Based on these review results, it was also to draw recommendations for further improvement of relevant sector policies, plans, strategies and operation of the DRR related activities within the CFS/Eskola Foun framework for scaling up by the government. Please see the Annex for the original assessment questions.
1. To analyze the field data which has already been collected.
2. Using this field data analysis and other information sources such as baseline and endline data, monitoring records, periodic and other reports the original proposal and budget, other materials including films and pictures, to prepare a reader-friendly Report assessing the effects of the Project against the objectives, referring to the original assessment questions (see the original assessment questions in the Annex) . More specifically, the report should:
a. Assess the relevance, effectiveness , efficiency, sustainability, equality and non-discrimination of the Project;
b. Draw lessons and recommendations especially regarding possibilities for inclusion in national education policy and the potential for nationwide scale up of the initiative.
c. (The Report should be of 10-15 pages, including a two page Executive Summary. It should be “reader-friendly”: in clear simple English, with visuals such as charts and pictures.)
3. To create a brief (10-15 slides) powerpoint presentation, summarizing the findings, for use with key stakeholders (e.g. MoE and development partners).
Note: these Consultant tasks do not require further field data collection. Plan will provide all the available data and information. The analysis and Report drafting may be done remotely.
1. Assessment report of 10-15 pages, including a two page Executive Summary
2. Powerpoint presentation (10-15 slides)
Full payment (100%) upon approval of the two deliverables. Plan will not settle any payments until the consultant submits the deliverables with acceptable quality in a timely manner.
Supervisors of the process:
- Pedruco Capelao, Plan International
- With some involvement of Terence McCaughan, Plan, and Takaho Fukami and Vicente Lopes UNICEF
Time frame: We estimate 10 working days in August-September 2015.
Consultant skills, experience and qualifications
· Substantial experience in analysis of qualitative and quantitative data, preferably in the areas of disaster risk reduction
· Experience in education and/or disaster risk reduction a major advantage
· Knowledge of Timor Leste an advantage
· Fluency in Bahasa Indonesia or Tetun a major advantage
· Skills and experience in gender and rights analysis.
· Excellent report writing skills – must write in clear, jargon free, “plain English”
TO SUBMIT AN EXPRESSION OF INTEREST, EMAIL TO
Interested consultants or consulting groups should submit by email
· Recent examples of similar work
· Financial proposal
· Names and contact details of three referees
· Example of substantial recent writing
CLOSING DATE FOR APPLICATIONS: 14 August 2015
FOR ALL PLAN POSITIONS AND CONSULTANCIES…
- Strong ICT skills, including Word, Excel and e-communications, are essential
- Strong commitment to the equal rights and participation of girls and women is essential
- Strong commitment to the Rights of the Child is essential
- Plan does not tolerate child abuse. All Plan staff and consultants are selected and employed in line with the conditions of Plan’s Child Protection Policy. These include appropriate reference and background checks.
· Short listed applicants may be required to attend panel interviews and other selection procedures.
Annex: Original Assessment Design and Questions 2014
I. Objectives of the Assessment
The nature of the proposed assessment is of a “formative” assessment, and so will take a forward-looking, utilization-focused approach.
The key objectives of the assessment are:
Ø To assess the results of the DRR-CFS project, including its effectiveness, relevance, sustainability and efficiency; and
Ø To draw recommendations for further improvement of relevant sector policies, plans, strategies and operations of the DRR related activities within the CFS/Eskola Foun framework for scaling up by the Government.
To achieve the above mentioned key objectives, the following guiding questions will need to be addressed against the below five criteria:
Ø To what extent have the results at the output, outcome and overall objective levels been achieved? (ref: Results Framework)
Ø What factors supported or impeded the achievement of the project objectives?
o Who were the different actors, what role did they play and how was their work coordinated? How well has coordination between Plan International, UNICEF, MoE and MSS worked to allow for optimal project implementation? Is there any existing mechanism in place to support future implementation?
o How efficiently was the project planned, implemented, monitored and reported on? What worked well and what could be improved, and why? What are the other monitoring mechanism to be considered?
Ø To what extent can each of the identified changes have been influenced by the Plan/UNICEF-supported DRR-CFS activities?
Ø What can be done to make the project interventions more effective?
Ø Were there any unintended results of this project?
o To what extent are the DRR-CFS activities relevant to the priority needs of the Government and MoE? Were the project objectives and activities consistent with the needs and the conditions of the target groups?Were the project actives well in tune with the national and relevant sector priorities, policies, plans, standards, strategies and administrative systems of the Government/MoE at national and local levels? How about against the priorities of Hyogo Framework of Action?
o Were the project activities well in alignment with the UNICEF and Plan International’s relevant global, regional and country strategies?
o Were the project activities a technically adequate solution to address the key bottlenecks of the basic education sub-sector?
o What other key interventions may be required to enhance effectiveness in future?
Ø To what extent are the DRR-CFS project activities sustainable?
o Are the project activities consistent with the MoE’s priorities and well integrated with local social and cultural conditions?
o Are requirements of local ownership satisfied? Did MoE and other key stakeholders participate in the planning and implementation of the project?
o Are the technology and the modality utilized in the project activities appropriate to the economic, educational and cultural conditions of Timor Leste?
o Do the project design have a potential for replication/scaling up?
o How have changes been institutionalized at different levels?
o Do the Government/MoE of Timor Leste have the financial and human resource capacity to maintain the benefits from the interventions when support by UNICEF and Plan International or other development partners has been withdrawn?
Ø To what extent are the DRR-CFS project efficient?
o Could the same or better results have been achieved with the same or fewer inputs by doing things differently?
o Were activities delivered on time and within budget?
o Were the project activities economically worthwhile, given possible alternative uses of the available resources? Should the resources allocated to the project have been used for another, more worthwhile purpose?
Equity, Gender Equality and Human Rights Based Approach (HRBA)
· How well were equity, HRBA and gender equality goals and processes incorporated into the planning documents and resource materials of the project activities? How well did the project activities succeed in involving women and men, and rights of holders (children specially the most marginalized groups) as well as duty bearers (parents, teachers, trainers, district and national level MoE personnel)?
· To what extent did the different groups, including the most marginalized children benefit in different ways from the project activities?
· How consistent is the project with key aspects of Plan’s CCCD approach (strengthening Plan’s accountability, tackling gender inequality and exclusion, working with children and communities, engaging with civil society and influencing government).
II. Target Readers/ Utilization of the assessment
The key target users of the assessment are:
· Ministry of Education and Ministry of Social Solidarity of Democratic Republic of Timor Leste, and other relevant Government partners at all levels
· Beneficiaries of the project
· Plan International and UNICEF in Timor Leste
· Development partners in the relevant sector areas
The assessment report should provide an accurate and reliable information and data on the results produced by the DRR-CFS project. Moreover, it should provide recommendations for future programming and policy advocacy.
III. Scope and Methodology
Scope of the Assessment:
The assessment will focus on the following:
Ø Geographical scope: 15 target CFS schools in Aileu District in Timor Leste
Ø Intervention: Pilot Project on Integration of Disaster Risk Reduction into Child Friendly Schools
Ø Project Implementation period: March-November 2014
The assessment should cover at least 3-5 communities/schools, covering a representative sample of the project target areas. The assessment must also include project stakeholders at relevant levels (local, district and national). The assessment will explore the project related information for the full project period (March-November 2014).