Bank Transfer

043-2-47734-4 SCB มูลนิธิกองทุนไทย (Thai Fund Foundation)

ตั้งแต่วันที่ 15 ตุลาคม 2562 เป็นต้นไป ไทยเอ็นจีโอจะปรับค่าบริการประกาศตำแหน่งงานจาก 200 บาท เป็น 300 บาท

From 15 October 2019 onwards, ThaiNGO team will adjust the jobs announcement service fee from 200 baht to 300 baht.

Consultancy for BEST / PREPS Evaluation

Back

Organization : Save the Children International
Type : Nonprofits / องค์กรไม่แสวงหาผลกำไร
Date : 7 Jan 2019
View : 523

Deadline : 20 / January / 2019

External Evaluator for the Final Evaluation of The Basic Education Support towards Transition Project (BEST) and Mid Term Review for Preparing for Reintegration through Education and Participative Solutions Project (PREPS)

1. Background       

Basic Education Support towards Transition – (BEST) was funded by the European Union. The project is being implemented in nine Refugee Camps in Mae Hong Son, Tak, Ratchaburi, and Kanchanaburi Provinces along the Thailand-Myanmar border. It is a 24 months duration project from March 2017 – February 2019, with an overall objective to support the achievement of durable education solutions for the refugee population in camps in Thailand and as they return to Myanmar. The specific objective of BEST is to support the provision of quality basic education for students in the nine refugee camps along the Thai/Myanmar border and facilitate progress towards sustainable education solutions. The target group of BEST includes more than 25,000 students in 80 targeted basic education schools managed and administered by the Karen Refugee Committee for Education Entity (KRCEE) and the Karenni Education Department (KnED). In addition to this a total of more than 1,200 teachers and school principals and approximately 150 KRCEE and KnED staff are also target group members.

Save the Children (SCI) leads the BEST project and works with partner organisations to implement the activities i.e. Adventist Development Relief Agency Thailand (ADRA), Right to Play (RTP) and Jesuit Refugee Service (JRS) in cooperation with Karen Refugee Committee Education Entity (KRCEE) and Karenni Education Department (KnED). RTP is working in seven predominantly Karen camps, whilst JRS is in two predominantly Karenni camps. ADRA addresses infrastructure needs and manages tendering and procurement for textbooks and other teaching and learning materials in 7 Karen camps. As the project lead, SCI has managerial oversight and is ultimately responsible for partners’ outputs and activities.

Preparing for Reintegration through Education and Participative Solutions Project (PREPS) is being implemented in the same geographical area as BEST project, in seven refugee camps administered by KRCEE. PREPS is funded by Australian Aid and the project aims to respond to educational challenges in the refugee education system and prepare students, teachers and families for possible repatriation. Save the Children, with partners the Adventist Development and Relief Agency (ADRA) and Right to Play, seeks to improve continuity and quality of the education system in 60 targeted basic education schools, and develop and implement an education convergence plan in collaboration with KRCEE. The project duration is from July 2018 to June 2019.

The main components of the project are:

  • Quality basic education in maintained in seven refugee camps in Thailand;
  • Capacity of local actors is increased to support the quality learning environment of refugee boys and girls via school leadership and management, safe and accessible learning spaces, and child protection; and
  • Children, teachers, and parents have increased knowledge, skills, social and emotional resilience to support their successful transition and reintegration into education services in Myanmar

2. Purpose and scope of the evaluation 

The purpose of this evaluation is to measure the impact of the project implementation with the four main objectives:

  • What impact has the project made in the lives of beneficiaries especially refugee children, teachers and education staff (KRCEE and KnED) in basic education system within the target areas?
  • How relevant, effective, efficient, sustainable and participatory are the programme interventions?
  • What lessons learned can be drawn from the project to further plan, design and develop future programmes?
  • What are the most critical areas of focus for future programs in the basic education for refugee children, e.g. how can we have the greatest impact on children in the coming years?

This impact evaluation shall analyse the progress the project has made against the expected results/outcomes for BEST and PREPS according to the logical framework (project documents will be provided at the beginning of the consultancy).

Moreover, it shall measure the following:

Relevance: 

  • To what extent is the project focused on target groups – a.) children from kindergarten to grade 12 (in targeted KRCEE basic education schools) and to standard 10 (in targeted KnED basic education schools), b.) teachers, school principals and staff of KnED and KRCEE, c.) parents and community members in the 9 camps, and d.) government officials in Thailand and Myanmar.
  • Considering the current context, to what extent were project objectives and activities relevant to the needs and priorities of target groups/beneficiary communities and context of the areas?
  • To what extent were project objectives and activities relevant to the needs and priorities of target groups in term of gender and disabilities inclusion?

Effectiveness:

  • To what extent were the objectives of the project achieved or likely to be attained? What are the barriers to the achievement of project objectives?
  • How effective are the monitoring systems of the project? How has the project used the information from monitoring activities to improve the quality of the project interventions and inform decision making process of the project?
  • How effective is the collaboration between organisations under the project and stakeholders?
  • To what extent were the activities designed and implemented up to the expected quality standard?

Efficiency: 

  • Is the correlation between input of resources (materials, financial, services, staff etc.) and results achieved appropriate and justifiable?
  • To what extent can activities, results and effects be expected to continue at the conclusion of the project?
  • In what ways has the consortium model contributed to greater efficiencies and cost-savings?

Participation: 

  • To what extent were beneficiaries/stakeholders (partners, children & their families, teachers, community members, local authorities) involved in the design, planning and implementation of the project?
  • To what extent is the project designed to develop the necessary capacity for local institutional (non-state actors, local authorities and governmental agencies) to respond to the existing issues on education and convergence for refugee children?

Sustainability: 

  • Has the capacity of the implementing partners and volunteers, leaders involved in the project been developed/ strengthened? If so, in what areas and how?
  • To what extent can activities, models, initiatives, results and effects be expected to continue at the conclusion of the project?
  • To what extent will the convergence continue to be implemented after the conclusion of the project?
  • To what extent have the convergence activities contributed towards the formulation of durable solutions and realization of the commitments in the Global Compact for Refugees/ Sustainable Development Goals?
  • What exit strategies/sustainability mechanisms have been instigated and to what degree have children, target communities and other stakeholders been engaged in this process?

3. Scope of the work

Within the project, children and their families, teachers, KnED and KRCEE and partner organizations have been supported in the area of basic education, which this evaluation process shall look at. However, this is with the understanding that the project provides different kinds of services to different target groups. Therefore, it is important that the evaluation team decides in cooperation with the project consortium members  how the below mentioned areas apply to the particular target groups.

Education

  • Number of children, including out of school children, supported to access formal basic (kindergarten, primary and secondary) education.
  • Level of the quality of learning environment in schools with the support of the project
  • Type and appropriateness of the process of education convergence and education sustainable solution provided to children and teachers by the project.
  • Level of satisfaction of children and parents or caregivers, school teachers, resident teacher trainers and KnED and KRCEE/OCEE staff regarding this support, including teacher training, school repair/construction, stipend distribution for teachers and educational staff.
  • Experience of teacher professional development for refugee teachers and teacher competencies in Tham Hin and/or Ban Don Yang

Child protection

  • Number of teachers and parents participated in the trainings/ workshops on child protection and impact of the knowledge gained for participants and children in their communities.
  • What do children say about the protection issue? What do they know and do they feel better protected? (Child participation is recommended at this point)
  • Type of structures and activities established with the support of the project in schools that provide prevention and responses to child protection cases
  • Is the capacity of school structures built in a way that leads to sustainability? If not, why?
  • Level of satisfaction by the children, their families, teachers and community members of the support provided to them through the school-based structures.

Partners and stakeholders

  • Is the capacity of the implementing partners strengthened in a way that is sustainable? How does this align with the new CCSDPT Strategy for Durable solutions framework?
  • Type and number of partnerships with other agencies at different levels (local, national, international) involve and/or collaborated in the project; identify type of collaboration and support received.
  • Kind and number of local organisations especially KRCEE and KnED and NGOs and GOs that have their capacity strengthened through the project activities; identify type of capacity and impact.

Management/ administration systems and human resources

  • How well the project is structured and staff is supervised?
  • To what extent the project is supported by an appropriate management, monitoring and evaluation system within the consortium?
  • To what extent the project is supported by an appropriate management, monitoring and evaluation system within the partner organizations?
  • Are there adequate human resources in the project? If not, why?
  • How well is the coordination between project staff members and team work as well as coordination amongst partner organisations?
  • Appropriate and sufficient capacity building/ trainings for staffs and volunteers; identify impact and if there is something to be added, reduced or removed and why?
  • Clear division of roles and responsibilities between staff, organisations and its partners and recommendations for improvement
  • How well the project is managed in correlation to other education projects?

4. Methodologies

The methodology will include:

  1. Desk review – As general background, the evaluator should study all relevant materials in the project, such as project proposal, interim reports, minutes of the meetings, etc. (List of materials to be reviewed will be provided)
  2. Interviews & focus group discussion with stakeholders – In depth discussion in the field will be held with relevant stakeholders including beneficiaries (children, parents, teachers, KnED and KRCEE staff, etc.) community leaders, local authorities etc., with special attention to the gender and disabilities inclusive aspects of the project.
  3. Partner’s meeting – Structured consultation with project’s staffs and stakeholders to evaluate the project implementation, including approaches, implementation processes, coordination, lessons learned and challenges & recommendation, etc.
  4. Quality Learning Environment (QLE) assessment – using observations, focus groups, interviews and document review of the 17 indicators and 9 domains of the QLE framework which is an intermediate outcome of the SCI 2030 breakthrough for children.
  5. Child participatory methods - aimed to help children express their perceptions and share their experiences in participating in the project in ways that are appropriate to their age. Some of the evaluation methods include rankings, drawing, comparing drawing and etc. (1 - 2 day session can be conducted)
  6. Structured observation – including teacher trainings, classroom environment and comparison with the monitoring forms used during implementation.

5. Timeline

Projected start date is expected around mid-January 2019 to end-February 2019. The evaluation is scheduled to start with a kick-off meeting with all relevant partners and thereafter, conducting field visit to selected (in agreement with partners) refugee camps in Ratchaburi, Kanchanaburi, Tak and Mae Hong Son provinces.

6.Reporting 

At the end of the field visit, the evaluator will hold a meeting with project team and project partners to discuss the preliminary findings of the evaluation exercise.

A draft report should be submitted for feedbacks and comments.  The consultant will revise the report according to the agreed feedback and comments. The report should be approximately 30 pages with executive summary (appendices not included), clearly written in English.

7.Qualifications

  • Proven experience conducting high quality project evaluation, please provide a CV(s) of lead consultant(s) and team (if any)
  • Masters’ degree in a relevant area
  • Thai or international
  • Proven track record or expertise conducting evaluations in refugee settings preferred
  • Ability to work independently and meet tight deadlines
  • Language proficiencies required include: English, Sgaw Karen, Karenni, and Burmese; kindly include a clear plan for language proficiencies in the team and/or translators included in the team
  • Flexibility to travel to remote areas

If you are interested in this evaluation, please submit a plan for evaluation implementation with detailed schedule and proposed budget (consultant fee and all proposed expenses including in country travel, accommodations, enumerators fee) 

Close date for submission: 20 January 2018

Submissions should be addressed to: hr.thailand@savethechildren.org 

Please indicate in the subject as "consultancy for BEST/PREPS Evaluation_(Name of candidate)”

Only shortlisted candidates will be notified.

"We need to keep children safe so our selection process reflects our commitment to the protection of children from abuse"

Contact : Hr.thailand@savethechildren.org

ที่ปรึกษา / Consultant

Comments


Recent Posts

Relation Posts

Programme Assistant

Programme Assistant

14 Jun 2019