Expression of Interest (EOI) for Baseline support

REED Nepal

Rural Education and Environment Development Center (REED Nepal) is a non-governmental organization headquartered in Kathmandu. Our primary goal is to ensure the Inclusive Quality Education. REED Nepal is committed to child safeguarding and the prevention of sexual abuse, exploitation and harassment. Anyone found to have carried out any form of exploitation and abuse of children or any act of sexual harassment, exploitation…

Expression of Interest (EOI) for Baseline support

TOR for M&E and Baseline support

A. Teachers Training Quality Inclusive Education project, 2021-2026 and West Nepal: Sambridhee Khaptad Chhanna (WN) (2022-2025)

The Australian Himalayan Foundation (AHF) and REED Nepal seek the services of a skilled M&E and baseline consulting firm or consultant to support REED Nepal in developing the baseline of both the Teachers Training Quality Inclusive Education (TTQIE) and West Nepal Health and Education projects. A M&E framework has been developed for both projects but monitoring/means of verification tools need to be developed. REED Nepal has a number of tools already in place but, as the M&E frameworks have been amended, those tools need to be reviewed and additional tools will need to be put in place. Both projects also require a baseline to be conducted. Baseline frameworks based on the M&Es have been developed for both projects but need to be finalised. The baseline process needs also to be developed for both projects and the baselines implemented (REED Nepal staff particularly in Solukhumbu where TTQIE is implemented could be asked to assist with this). 

AHF and REED Nepal would welcome the application of a consulting firm or consultant who could be available to either or both projects at particular times for related work through the project cycle – for example conducting yearly review of monitoring processes and amending them as required, or conducting mid-term or end of project evaluations.

AHF and REED Nepal would also welcome the application of a consulting firm or consultant who would be willing to work alongside REED Nepal existing M&E Manager and other staff involved in M&E, support their work and provide capacity strengthening and training when required.

About Australian Himalayan Foundation – Responsible for overall Grant Management of these  projects

AHF is based in Sydney and was founded in 2002. We work with local partners in Bhutan, India and Nepal to:

  • Improve access to education and develop quality and inclusive education programs
  • Ensure healthy lives and promote children’s well-being
  • Support Climate Change adaptation, improve environmental and wildlife conservation
  • Preserve and promote Himalayan cultural traditions.
  • Safeguard vulnerable groups and promote inclusion and gender equality.
  • Strengthen capacity of our development partners to implement best practice and sustainable development programs, and to respond to crises.

AHF has provided funding for the projects, liaised with donors and is supporting REED Nepal in project monitoring and safeguarding.

B. About REED Nepal – Implementing Agency for these projects 

REED Nepal was founded in 2000 with a vision to ensure that all children have an opportunity for quality education. Supported by the Australian and New Zealand trekking community, REED Nepal started with a teacher training focus in upper Khumbu and has since expanded its program to support children in 12 districts with a focus on Education, Water, Sanitation and Hygiene (WASH), Disaster Risk Reduction (DRR), Gender and Social Inclusion (GESI), Learning & Life Skills, Environment and Climate Change, and Child Protection.

REED Nepal’s mission is to ensure that every child living in poverty receives education to achieve positive changes in their lives. REED Nepal is responsible for the daily implementation of the projects with staff based in Kathmandu and Salleri, Solukhumbu, and staff to be recruited for the West Nepal project which is implemented with Action for Nepal for the health component.

Both AHF and REED Nepal maintain close liaison on projects implementation and review.

C. Projects Summary

TTQIE project aims toachieve inclusive and quality education for all children of targeted schools in Lower Solukhumbu region.

This will be measured by:

I.1 The average learning achievement in 100% of TTQIE schools exceeds the national average by at least 12% for grades 1-3 according to GoN integrated curriculum; and by at least 10% for STEMS subjects in grades 4-8, by 2025

I.2 All TTQIE schools achieved at least 90% average student attendance rate (annual average of total students) with gender parity within 10% in all grades by 2025

I.3 100% of basic education level-aged children from school catchment area of TTQIE schools are enrolled and attending school; 100% Basic education level aged children from school catchment area of TTQIE schools are enrolled in school

I.4 At least X% (target set after baseline) of students who have completed basic education (grade 8) retained until grade 10 in all 31 TTQIE secondary schools, and Y% complete Year 10

I.5 In all TTQIE schools, at least 90% of students progressing (not repeating) to the next grade from ECED and Grades 1, 3, 5 and 8 (in line with national exams)

I.6 Enrollment, attendance, progression (year to year) and achievement of disadvantaged students increases over baseline (enrollment by average of X%; attendance by average of Y%; progression by average of Z%; and achievement by average of T%), in each of the 100 TTQIE schools by 2025 (target % set after baseline)

Outcomes and indicators

Outcome1Increased teaching proficiency of teachers in all 100 TTQIE schoolsOC1.1 100% teachers (grade 4-8 teachers) who have undertaken pedagogical training in 100 TTQIE schools who are currently un-accredited at project commencement have been accredited by the Government for Teacher Professional Development (TPD) by 2025
OC1.2 At least 90% teachers trained via TTQIE have demonstrated improved teaching knowledge, competency and practice by end of the project as identified against baseline levels
Outcome 2Strengthened governance and service delivery in all TTQIE schools in 7 municipalitiesOC 2.1 Education Policy, Plans and local curricula implemented by RM/M in 7 RMs/Ms, and school support guidelines implemented by SMC and HT in all 100 TTQIE schools
OC 2.2. 11 NS schools currently in TTQIE program successfully met 100% of milestones target and handed over to the SMC by beginning of Year 3
OC2.3 At least 80% of all TTQIE schools in 7 RMs demonstrate effective school governance and management by 2025
Outcome 3Increased engagement of parents in the education of their children in all 100 schools under the TTQIE project in 7 RMsOC 3.1 At least Y% (set target after baseline) of students from ECED to grade 3 in each of the 100 TTQIE schools report that their parents are more interested in their studies, have made it easier for students to study at home, are more involved in their education from Year 1
Outcome 4Child-friendly and safe learning environment provided in 100 TTQIE schools in 7 RMsOC 4.1 Prevention and reporting mechanisms for GBV and suicide risk, and for safeguarding incidents are in place in at least 85% of the 100 TTQIE schools in 7 RMs
OC 4.2 Trained teachers in mental health in all TTQIE schools in 7 RMs effectively referring students at risk to mental health service providers
OC 4.3 At least Y% (set target after baseline) of students in 100 TTQIE schools report that they feel the school is more child-friendly and safer by the end of the project compared with at the commencement of the project
Outcome 5Inclusive education improved in all 100 TTQIE schools in 7 RMs by 2025OC 5.1 At least 90% (set target after baseline) of trained teachers in each of the 100 TTQIE schools demonstrate use of GEDSI inclusion in teaching and other school activities
OC 5.2 Minimum participation rate forfemales of 33% in SMCs; 40% in PTAs and Child Clubs;PwDs of at least one member wherever possible in SMCs, PTAs and Child Clubsachieved in 100% of TTQIE schools by 2025′
OC 5.2 Minimum participation rate forfemales of 33% in SMCs; 40% in PTAs and Child Clubs;PwDs of at least one member wherever possible in SMCs, PTAs and Child Clubsachieved in 100% of TTQIE schools by 2025
OC 5.3 In at least 80% of TTQIE schools, females and PwD report playing a more active role in decision-making in SMCs, PTAs and Child Clubs by 2025
Outcome 6Continuity of children’s education during emergencies, including COVID-19 lockdowns, assuredOC 6.1 Contingency plans operationalised to ensure continuity of education during emergencies in 7 RMs (in case of new emergency only)

West Nepal project aims to improve health and education outcomes for the population ofKhaptadChhanna RM by 2025.

This will be measured by:

I.1 Average learning outcome of students from 1 to Grade 8 in participating schools increased by at least X% (to be defined after baseline) by the end of the project

I.2 Average retention rate of students from ECED to Grade 8 in participating schools increased by at least x% (to be defined after baseline) by the end of the project

I.3 Average dropout rate of students from ECED to Grade 8 in participating schools decreased by at least x% (to be defined after baseline) by the end of the project

I.4 Increase in % (to be defined after baseline) of institutional delivery by skilled birth attendance at end of project

I.5 Percentage of mothers receiving PNC check-ups as per protocol reach xx% (to be defined after baseline) at end of project (disaggregated by mothers with disabilities)

I.6 Percentage of mothers receiving 4 ANC check ups as per protocol reach xx% (to be defined after baseline) at the end of project (disaggregated by mothers with disabilities)

1.7 Percentage of Contraceptive Prevalence rate (Modern Method) increased by XX%

1.8 Incidence of selected childhood disease (Eg. ARI, diarrhea) in children under 5 years has decreased by xx% (to be defined after baseline) by the end of the project

Outcomes and indicators

Outcome 1: KhaptadChhanna RM education system strengthened to deliver quality, inclusive education.Indicators:OC1.1 Increased % (set target after baseline) of ECED to grade 8 students (at least 75% from children identified as being vulnerable), SMC members, PTA members and teachers report that the school is more inclusive and that they can access and participate to educationOC1.2 Increased % (to be defined at baseline) of students and parents reporting that the quality of teaching in the 38 schools of RM is of a good standard (defined against specific criteria including child centred approach)OC1.3 Local Education Sector Plan and SIPs implemented on time and within budget, including for GEDSI and safeguardingOC1.4 % of SMCs/PTAs and teachers reporting improved school physical environment between beginning and end of project (following construction/renovation and resources provision towards meeting PMEC)
Outcome 2: Strengthened capacity of the RM health system to deliver efficient health care, particularly maternal child health and sexual and reproductive health services, in KhaptadChhanna RMOC2.1 Increased % (set target after baseline) of patients / community members (particularly women, girls and women with disabilities), in Ward no. 1,2,3,4,5  reporting satisfaction with the services, particularly MCH and SRH, provided by HFs and FCHVsOC2.2  Health facilities in Ward 1,2,3,4,&5 have score of at least 85% in MSS standard by end of project, particularly with regard to sexual and reproductive healthOC2.3 Yearly RM and HFOMC annual health plan implemented on time and within budgetOC2.4 % of HFOMCs and health staff reporting improved health centre physical environment between beginning and end of project (following construction/renovation)

These are the outcomes and indicators, but there are also outputs and indicators that need to be measured.

D. Purpose of Consultancy Work

The consultant is asked to budget separately for each component below:

Immediately (upon review of budget, REED and AHF may decide to engage the consultant for only parts of the work noted below)

1) Support REED Nepal and AHF in developing the baseline process and related tools for the TTQIE project (a baseline framework and sampling document have been drafted but need to be finalised*)

2) Conduct the baseline process for TTQIE (this could be done by using the local REED team depending on the tools developed and to reduce costs), analyse the data and develop report (ensuring clean dataset available and shared) in liaison with REED and AHF teams.

3) Support REED Nepal and AHF in developing the baseline process and related tools for the West Nepal project (a baseline framework has been drafted but needs to be finalised*)

4) Conduct the baseline process for West Nepal (this could be done by using the local project team depending on the tools developed and to reduce costs), analyse the data and develop report (ensuring clean dataset available and shared) in liaison with REED and AHF teams.

5) Review the M&E framework for TTQIE*, existing monitoring tools developed by REED* and advise on areas for improvement, support in development of new tools and in ensuring an effective process is in place for data collection and analysis

6) On the basis of TTQIE, review the M&E framework for the West Nepal project*, support in development of additional tools that may be necessary (it is expected however that most tools will be similar to TTQIE).

7) Conduct yearly review of processes and provide recommendations for amendments as required.

* In order for the consultant to estimate the cost of the work, REED and AHF will provide copies of those documents upon request.

Mid-term

8) Work with REED to provide capacity strengthening to M&E Manager and other staff involved in M&E as required. This can be assessed following the work undertaken above.

Long-term

Conduct mid term or end of project evaluations.

E. Methodology

The consultancy should consist of:

  • Review of project documentation: Review of material related to the projects. This will include, but is not restricted to: project design documents, monitoring and evaluation frameworks and activity plans, risk matrices, datasheets, recent monitoring report for TTQIE and evaluation of previous phase, situation analysis for West Nepal project, baseline frameworks, existing tools used by REED, project reports for TTQIE.
  • Development of work approach and data collection tools / methods: this should include
    • Detailed timeline and work plan
    • Outline of any proposed changes to the scope of work
    • Development of processes and tools for areas A-H above as discussed with AHF and REED. 
  • Participate in briefings with REED and AHF (who will join remotely).
  • Field visits as required.
  • Debrief to REED and AHF (who will join remotely) for each area in A to H.
  • Submission of relevant documents related to A-H above (a more specific TOR may be developed upon agreement with the consultant/consultancy firm.
  • Limitations of Study and considerations for sampling and consultation: This is an internal study conducted as part of TTQIE and SambridhiPashim Nepal projects, hence the scope of this study is limited. The findings of this study may be used as reference for the ongoing TTQIE and SambridhiPashim Nepal projects, as well as for other projects by AHF and REED Nepal.

With regard to the selection of schools, there are defined variables to consider namely remoteness of the school, number of students, and, for TTQIE, primary or secondary schools, whether the school is a ‘Namuna’ (model) school or not.

As project works with young and very young children,  participatory tools administered should keep the maturity of the children in mind.

All processes will need to ensure the protection of children. 

I. Deliverables

Deliverables will be dependent on the work agreed upon with REED and AHF and outlined in A to H above.

J. Indicative schedule of activities 

REED and AHF are wanting to recruit the consultant/consultancy firm as soon as possible. Timeline of activities will be agreed upon following confirmation of areas of work the consultant will be engaged to undertake. 

Interested consultants should contact inforeednepal@gmail.com and corinne@ahf.org.au to receive more information about the scope of work and related documents to assist with budget development.

Applications for this consultancy should be emailed to inforeednepal@gmail.com and corinne@ahf.org.au by October 20, 2022, with M&E Consultancy in the subject line.

K. Contract and reporting details

Type of contract: The consultant will be offered a contract covering all or parts of the activities covered under A-H above.  

Reporting: The consultant will report to both the AHF Head of Programs and REED M&E Manager.

L. Qualifications, experience and skills:

Preference will be given to applicants who are resident in Nepal with the following:  

  • At least a master’s degree, in any social science,  preferably including evaluation or social research;  
  • Strong experience in developing and implementing effective baseline and monitoring and impact evaluation processes, including at least 5 years of working experience in carrying out such work;
  • Demonstrated understanding of the education sector in Nepal;
  • Strong knowledge of both quantitative and qualitative techniques for M&E and data analysis skills;
  • Experience working with a range of software and other IT tools to capture and analyse data;
  • Ability to produce well written, analytical documents in English essential;
  • Ability to speak and understand Nepali essential;
  • Ability to walk for a few hours up and down hill should the consultant be engaged in the baseline process.

M. Application submissions

Proposals should be written in English and should be no longer than 5 pages, including CVs. An indicative budget should be provided for each area under A-H above. In addition, an example piece of work should be attached to the application. 

Proposals should include:

  • An up-to-date CV
  • Short overview of how the candidate meets the qualifications, experience and skillsrequirements (no more than one page)
  • Description of proposed approach 
  • Budget for each area of work under A-H.
  • An example piece of work from a similar assignment

N. Safeguarding

AHF and REED are committed to child safeguarding and to the prevention of sexual abuse, exploitation and harassment. The selected candidate will be required to sign REED Nepal’s Codes of Conduct and to provide a police clearance check. Anyone found to have carried out any form of exploitation and abuse of children or any act of sexual harassment, exploitation or abuse will be dismissed.