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Baseline Evaluation of the GEC IGATE-T Project in Zimbabwe, with possible extension to Midline and E

World Vision UK, the Lead Agency, acting on behalf of the IGATE-T Consortium invites proposals from consultancy firms to undertake a baseline evaluation of the GEC IGATE Transition (Improving Gender Attitudes, Transition and Education outcomes) project implemented in Zimbabwe.
The successful bidders will have an opportunity to continue with the project to mid and end line evaluations.
Bidders might choose to submit a proposal covering the whole evaluation process or choose to submit a proposal to cover either of the following: local consultant for in country data collection and processing or overall baseline evaluation, including management of the local consultant and final report submission.
The date for submission of Technical and Financial Proposals is August 27, 2017.
Quasi Experimental Evaluation services for the implemented across 9 Districts in Zimbabwe by a consortium led by World Vision.

IGATE T Project Background
Start date and length of the project -1 May 2017 to 30 September 2021 (4.5 Years)
The projects objectives.
Improving Gender Attitudes, Transition and Education outcomes (IGATE-T) project aims to improve the life chances of 73,492 marginalised girls by supporting them to transition to further education beyond primary school. The project is operating in a total of 320 schools, reached through the clustered delivery of the whole school development component and community engagement and in complementary community-based learning programmes for out of school girls. The project works in nine of the most vulnerable districts in the country: Binga, Lupane, Nkayi, Mangwe, Beitbridge, Insiza, Chivi, Mberengwa, Gokwe South located throughout the four provinces of Matabeleland North, Matabeleland South, Midlands, and Masvingo.
Project outcomes:
1. Learning: marginalised girls demonstrate improved literacy, numeracy, and financial literacy.
2. Transition: improved transition rates from primary to secondary education, and to post -primary learning opportunities (community based education).
3. Sustainability: improved sustainability of national systems, community and structures and school level support in delivering quality education.

Intermediate Outcomes:
1. Improved quality of teaching and learning in primary, community based and secondary schools;
2. Improved attendance in primary, community based education and secondary schools;
3. Improved girls’ life skills development;
4. Increased investment in education by conservative households, religious and / or cultural.
5. Increased community engagement for safe and equitable education;

Rationale for the Evaluation

Evaluation Objective

The project is seeking to procure the services of an independent External Evaluator to conduct a mixed-method, gender-sensitive evaluation that is longitudinal in nature and is inclusive of persons with disabilities of the IGATE T project for the baseline evaluation, with possible extension to midline and endline evaluations. The evaluation will assess the delivery, effectiveness, Value for Money and impact of the project and report the findings and lessons learnt throughout the process. The evaluation should also inform the project on what changes to make or what to maintain, as it relates to the ToC and MEL Framework. There will be 3 evaluation points, namely the baseline in September – December 2017, midline (2020) and endline in (2021).

Evaluation Questions
The Evaluation Team will be required to develop an evaluation approach that answers the following overarching questions as a minimum:
• Process – Was the project successfully designed and implemented?
• Impact – What impact did the project have on the learning and transition of marginalised girls, including girls with disabilities? How and why was this impact achieved?
• Value for Money– Did the project demonstrate a good VfM approach?
• Effectiveness – What worked (and did not work) to increase the learning and transition of marginalised girls as defined by the project.
• Sustainability – How sustainable were the project activities and processes funded by the GEC?

Specific project and programme level evaluation questions are outlined in Section 2 of the MEL Framework. More details on evaluation approach can be found in the FM’s Evaluation Guidance.

The above examples help guide and define the scope and focus of the project evaluation process. The successful bidder will be expected to work with the Project Management Team to review and revise these questions as appropriate at the outset of the project. Project specific context is important in this respect.

A dedicated amount of time and resources should be allocated to the evaluation given the tight timeframe of the baseline evaluation, type of project interventions, operational context and the reporting requirements of the GEC.

Research design

Comparison groups: bidders are required to outline their approach to evaluating the impact of the project, including the most rigorous approach to establishing a counterfactual. Careful consideration should be given to the use of experimental or quasi-experimental methods for this purpose.

Cohort tracking: the project is required to track a learning cohort and a transition cohort –defined as a group of individuals who progress through life (community or school) together. Bidders should outline their approach to tracking these cohorts in both the control and intervention areas.

Measuring outcomes: bidders are expected to understand the projects key and intermediate outcomes and suggest the most appropriate data collection approach to evaluate each outcome. This should include a mixture of quantitative and qualitative approaches.
Project sampling framework: The bidders will be required to help finalise the sampling frameworks for both qualitative and quantitative samples. These should be of a sufficient size and representativeness.
• reasonable levels of certainty that the findings are representative for the target population;
• reasonable ability to generalise the intervention’s effectiveness to similar contexts; and
• reasonable ability to generalise the insights into what works and why for similar contexts.

Professional Skills and Qualifications

20. Qualifications: bidders are required to clearly identify and provide CVs for all those proposed in the Evaluation Team, clearly stating their roles and responsibilities for this evaluation. Please note that if the enumeration is to be sub-contracted, the evaluator will be ultimately responsible for the enumerators they are subcontracting to. The proposed evaluation person / team should include the technical expertise and practical experience required to deliver the scope of work and evaluation outputs, in particular, with regards to:
• Evaluation design: skills and expertise required to design, plan and conduct mixed-method impact evaluation, potentially using experimental or quasi-experimental techniques; quantitative and qualitative data collection and analysis,
• Relevant subject matter knowledge and experience: conducting research with children, the education sector (education quality and measure of literacy and numeracy), disability and gender.
• Evaluation management: manage a potentially large-scale and complex evaluation and research process from end-to-end.
• Primary research: gender-sensitive design, management and implementation of primary quantitative and qualitative research including the design of longitudinal household panel surveys, EGRA /EGMA tests, in-depth interviews, focus groups, etc.;
• Country experience: the team has the appropriate country knowledge /experience and language proficiency required to conduct the research Information management: design and manage sex- and disability-disaggregated data and information systems capable of handling large datasets for MEL purposes;
• Statistical analysis: a range of statistical modelling and analysis of impact data; highly proficient user of: SPSS or STATA; and qualitative data analysis techniques, including the use of software e.g. ATLAS.ti, NVivo, Dedoose or equivalent where needed;
• VfM assessment of education projects
• Safety considerations: Ensuring the whole evaluation process adhere to best practice for research. All bidders are expected to be able to show that they have a child protection policy in place to safeguard children

Deliverables and Schedule
Project deliverables: the initial main deliverables for this project are as follows:
• Inception report: setting out the design of the MEL strategy and plan and associated planning, logistics, quality assurance, child protection measures and risk management information including gender analysis.
• Baseline study report: design, conduct and submit a baseline study that describes the initial conditions (before the start of the project) against which progress can be measured or comparisons made to show the effects and impacts of the project in the final project evaluation report. A final report structure will be provided by the FM.
Typical project milestones /outputs for deliverables Deadlines
Invitation to tender is advertised 10 August 2017
Deadline for receipt of tenders 27 August 2017
Evaluation of tenders and short listing completed 29 August 2017
Interviews of shortlisted suppliers held 31 August 2017
Supplier appointed 4 September 2017
1. Inception Phase Deadlines
Inception Meeting held 5 September 17 Start of Inception phase
Final Inception Report submitted 11 September 2017

2. Baseline Study Phase Deadlines
Field work to Finalise Tools, Instruments, pilots etc and Training of enumerators. 11-24 September 2017
Baseline research starts 25 September 2017
Baseline research completed 10 November 2017
Final Baseline Study Report submitted 16 February 2018

Reporting and Contracting Arrangements
The bidders will be expected to:
• to dedicate resources to meet a very tight time frame
• identify a Project Director and Project Manager for communication and reporting purposes.
• attend and report to the Evaluation Steering Group and attend all meetings as agreed with the Project Evaluation Manager.
• design the estimated budget for this work, including fully costed proposal in the form of a price schedule and a payment schedule on the basis of milestone payments for the successful delivery of each deliverable.

Application process and timeline
We invite interested Consultancy Firms to submit the following application documents:
• Expression of interest addressing track record and selection criteria
• Technical proposal for the IGATE T Baseline, indicating approaches for midline and endline evaluations
• Detailed CVs for the Senior research team (Lead Consultant, Statistician, Qualitative Specialist, Database Specialist, etc),
• Budget (separating core consultancy costs and daily rates of team members and in-country data collection costs) specify if VAT or any local / international taxes has been included where applicable, indicating estimations for midline and endline evaluations
• At least three (3) examples of previous similar work
• A statement regarding the legal, financial and professional independence of the research team from World Vision, CARE and SNV, and a declaration of any real or perceived conflict of interest with any project stakeholder.

Link to the detailed ToR:

Please send applications and queries to: IGATE Programme Manager
Copy IGATE Program Director
Copy Senior Impact Advisor
Copy IGATE T M&E Manager

Organisation World Vision UK

Country Zimbabwe