ThaiNGO

Terms of Reference for Consultant

Final Evaluation Teacher Quality

 Background

The Basic Education Support towards Transition Project (BEST) Phase III is funded by the European Union to the amount of 2 million EUR, for implementation from March 2017- End Feb 2019 and the PREPS IV phase is funded by the Australian Government (DFAT) to the amount of AUD$500,000 from July 2017-end June 2018. The BEST/PREPS project contributes to the achievement of durable education solutions for the refugee camp population in Thailand by supporting the provision of quality basic education for students in nine refugee camps along the Thailand-Burma/Myanmar border, supporting teachers to build education capacity, and facilitating progress towards sustainable education solutions.

Save the Children (SCI) leads the BEST/PREPS 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.

The BEST/PREPS team developed an integrated teacher professional development framework to improve teacher professional development in the refugee camp context of the Karen camps. The new framework was rolled out in 2017. The evaluation is planned to capture the current state of teacher professional development in light of implemented changes.

Consultancy Description

The purpose of this consultancy is to better understand the experiences of teacher professional development for refugee teachers and teacher competencies in a representative sample of the two refugee education systems (at least 3-4 Karen camps and 2 Karenni camps). This will lead to a participatory work shop to explore potential strategies to empower refugee teachers with effective and sustainable support that continuously improves the system of teacher quality, both in the camps and in light of education convergence. The evaluation should include rigorous observation methodology, the facilitated self-reflection of teaching practice by refugee teachers, and some video recording (if approved by camp authorities and with proper consent protocols).

The key learning questions include:

Data will be collected through primary sources and will be presented as per sex/age/people with disabilities and inclusive of children’s representation;

Methodology will be comprised of the following critical stages: evaluation design and primary data collection methods and tools; data analysis; discussion of findings with groups of experts; and formulating recommendations.

Interviews and consultation with children is strongly encouraged.

The evaluation should include rigorous teacher observation and discussion around relevancy, effectiveness, efficiency, impact and sustainability as per the learning questions;

Objectives and Deliverables  

The consultant will deliver on the following objectives:

 Management

The consultant will report to the BEST/PREPS Project Coordinator and work in close coordination with the SCI Senior Education Specialist, MEAL Coordinator and Officer and members of the BEST/PREPS team.

Time frame

15 May to 15 August 2018.

Budget

The applicant is requested to submit the proposal, work plan, and detailed budget (including number of days required and estimated cost per day) with their application. The quality of the evaluation and financial competitiveness of the application will be considered in the selection process. All costs associated with delivery must be included, SCI will not pay for travel, per diem, translation, supplies, or any additional staff support time needed.

Qualifications

1. Proven experience conducting high quality teacher observation, please provide a CV(s) of lead consultant(s) and team (if any)
2. Masters’ degree in a relevant area
3. Thai or international
4. Proven track record or expertise conducting evaluations in refugee settings preferred
5. Ability to work independently and meet tight deadlines
6. 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
7. Flexibility to travel to remote areas

Submissions for the consultancy

The submission must address the terms of reference and include:

• Name and contact details of applicant
• Resume of consultant or/and term
• A cover letter explaining the candidate’s interest and suitability
• A draft summary proposal of the research scope, design, methods, timeline and field implementation approach
• A detailed quote in THB and USD.

Closing date for submissions:   3 May 2018

Please indicate in the subject as “Apply for Consultant Final Evaluation Teacher Quality_(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.”