Final Evaluation for the SERVE children project in Gedo Region, Somalia

Trócaire

Final Evaluation for the SERVE children project in Gedo Region, Somalia

Closing date: 16 Oct 2023

Country: Somalia

Title of Programme: Strengthening education for school aged children in Gedo Region of Somalia (SERVE children project)

Project Start and End Dates: 01/01/2021 – 31/12/2023

Proposed Assessment Dates: 1st to 30th November 2023

LoE of assessment process: 21 Days

Final Evaluation for the SERVE children project in Gedo Region, Somalia

1. INTRODUCTION

1.1 Background

Trócaire is an Irish organisation that works in partnership with communities in over 20 countries to

  • Defend human rights,
  • Achieve climate and environmental justice,
  • women’s girls’ protection, voice and influence,
  • Save lives and protect human dignity and
  • Mobilize the public to achieve global justice

1.2 Context of the project

Since 1992, Trócaire Somalia has been providing comprehensive, safe and inclusive humanitarian and development programme in the Gedo region of the Southern Somalia by integrating health, nutrition, WASH, protection, resilience and basic education to address needs among the most marginalised and vulnerable people during emergencies and building resilience of communities to prepare for and mitigate future emergencies.

Trócaire’s work is best understood as taking a long-term developmental approach in a complex emergency context, creating the conditions for recovery, by linking relief and development. In Somalia and particularly in the Gedo region, Trócaire continues to implement quality, sustainable and harmonised health, nutrition, WASH, education and food security programmes to address acute livelihood and humanitarian needs.

Somalia is one of the most complex and protracted humanitarian crisis in the world. Climatic shocks, combined with other persistent drivers of needs such as armed conflict, protracted displacement have left over 5 million people to face dire protection risks and in need of humanitarian assistance. Humanitarian response has been key to Somalis survival as the country has been subject to humanitarian crisis for decades. Serious protection concerns have arisen due to widespread conflict compounded with climatic shocks that render livelihoods unsustainable and unreliable. Affected populations who are mostly women and children are exposed to multiple risks. Violation and abuses such as gender- based violence and child recruitment remain pervasive features of the protection crisis.

Almost three decades of civil war have stunted the country’s overall development, and hampered the ability of the national government to provide basic services to its population. This has not only created a layer of extremely vulnerable groups who reside in overpopulated and polluted urban areas, but also in remote, difficult to access areas. The poor infrastructure- a lack of all-weather roads, water and sanitation, electricity and regulatory frameworks make it extremely difficult for actors to deliver assistance in a timely manner. This environment has left actors grappling to address growing humanitarian needs with limited resources. More sustainable interventions remain largely underfunded. The Federal Government of Somalia is grappling with a host of issues related to fragility, weak systems, and is still at the very early stages of state building. Many areas remain beyond their reach. Although some minor gains in education can be noted over the past several years, the country faces numerous challenges with strengthening the capacities of education institutions and systems to support continued progress to achieving Sustainable Development Goal 4 education targets, particularly those related to improving access to education and learning outcomes . There remain significant political and social risks with many communities affected by conflict, displacement, trauma, and high levels of poverty.

Somalia has about 4.5 million school-aged children, Approximately 3 million school-aged children are out of schools. Somalia’s education system has been plagued by critical gaps including a lack of trained teachers, irregular salary payment; a lack of classrooms and poor access to basic quality education, these challenges confronting the education sector in Somalia are as a direct consequence of protracted emergencies. The most significant of these include: Low literacy levels especially among women and girls; low enrolment for both primary and secondary school; low survival rates for primary school, and specifically in Grade 5 ; girls education indicators are lower than those of boys depicting serious gender disparities; insufficient access in rural and IDP locations; poor level of teacher qualifications; poor regulation of non-state provision and increased professional standards; underdeveloped education information management systems; and poor education infrastructure with weak capacity for service delivery .

Unfortunately, children in Somalia continue to face complex, multi-factorial vulnerabilities that pose extremely high protection risks, creating an environment that restricts their access to education and health rights.

1.3 Overview of the Project

Trocaire’s efforts have been geared towards contributing to the overall objective: Girls and boys are educated and empowered to claim their rights in a safe environment. This was aligned to the Somalia government’s Education Sector Strategic Plan of expanding access to education for children from marginalized communities such as IDPs, pastoralists and riverine communities, improving the quality of learning outcomes at early grade levels and strengthening management capacities and systems at local levels. In doing so, Trocaire worked with education stakeholders, particularly Community Education Committees, to ensure sustained education services in emergencies. We sought to strengthen the resilience of school communities by mobilizing joint action in overcoming education inequalities and through expanding support to those who have been excluded from basic formal education. Efforts also involved strengthening district and regional government education offices to conduct their supervisory, mentorship, and representation roles in order to ensure that learners are retained in a safe and protective learning environment.

1.4 The Rationale for the Evaluation

As the project comes to a close, a final evaluation is being commissioned to assess the project progress toward achieving its objectives.

The evaluation will be required to track and ascertain progress against the outcomes of the project towards achievement of the overall goal of the project, identify lessons learnt, good practices and provide concrete recommendations for future similar interventions, in order to enhance adaptive programming.

1.5 Main Stakeholders of the Evaluation

The evaluation will involve participation of various stakeholders at different levels to draw lessons, gather data on impact of the interventions, identify challenges and successes and triangulate all information gathered. Stakeholders that will be involved include Trocaire staff, target beneficiaries and their households (e.g. parents and students), community members, local authorities from specific district departments, community education committee (CEC) member and teachers.

2. PROJECT OVERVIEW AND EVALUATION OBJECTIVES

Project Theory of Change

Trocaire’s education programme Theory of Change (ToC) seeks to realize change at the micro, meso and macro levels, by focusing on interventions that encourage positive and lasting change at four levels: Individual, family, community, and institutional levels. Interventions therefore target girls and boys as rights holders and agents of change, interacting with other education stakeholders who are considered to be drivers of change, advocates of education rights, and creators of a safe, learning environment for children.

THEREFORE;

IF boys and girls are aware of their rights, including their rights to basic education, health and protection, and they are empowered to claim these rights, AND, the community education structures, (teachers, CECs, DEOs, etc.) are empowered to work collaboratively with other local, regional, and national education structures, and other public, private and civil society groups to oversee and provide quality basic education in a safe, inclusive environment free from discrimination, THEN, girls and boys will grow up educated and empowered to claim their rights and their safety will be ensured in the context of humanitarian crises.

Project Deliverables

The overall goal of the project: Girls and boys have sustained access to basic formal education in a safe environment

Long-Term Outcome 1: Crises- affected children have sustainable access to quality education in a safe learning environment through the following:

  1. Improve children’s and parents’ levels of satisfaction with education services provided;
  2. Improve the quality of teaching and learning by investing in teacher training and a robust monitoring and evaluation plan that will inform evidence- based programming within school environments and in communities;
  3. Provide sustained access to education despite unforeseen crises;
  4. Improve transition rates in target schools in key grades such as Grade 4;
  5. Retain, or better still increase school retention rates in targeted schools;
  6. Increase school attendance by eliminating barriers to access-to-education services;
  7. Increase the number of children accessing psychosocial and protection support;

Long term outcome 2: The capacity of key education stakeholders to run, manage and deliver on education outcomes is strengthened and promoted through the following:

  1. Improve the capacity of local and regional stakeholders to collectively contribute to positive education outcomes;
  2. Link grassroots organizations such as CECs and teachers to formal education institutions such as the Ministry of Education;
  3. Improve the capacity of CECs to develop, resource and utilize school operational plans;
  4. Improve the capacity of School Matrons to carry out their support and protection function.

Project Logframe Overview

Long-term outcome 1: Crises- affected children have sustainable access to quality education in a safe learning environment

Intermediate outcome 1.1: Vulnerable and marginalized children have continued access to basic formal education

Output 1.1.1: school-going girls and boys are reached with child- friendly material and messaging, and alternative learning options

  • Radio messaging and IEC materials (posters, leaflets, comics, audio jingles, etc.) are developed, printed and translated in a child- friendly and inclusive format and aired/distributed to school communities
  • Alternative education options (Radio education programming) are developed and implemented and radios distributed to marginalized households with school-going children
  • Learning materials for use at home/ out of school environment (including the provision of textbooks) are developed and distributed

Output 1.1.2: School community and stakeholders are mobilized and sensitized on supporting continued access to education (e.g. School heads, teachers, students, parents, CECs)

  • Activity 1.1.2.1: Mobilization and sensitization sessions are held with school community and stakeholders on supporting continued access to education (e.g. School heads, teachers, students, parents, CECs)

Intermediate- Outcome 1.2: Vulnerable and marginalized children have equal access to quality basic formal education in a safe and inclusive environment

Output 1.2.1: Teachers are provided with monthly incentives; are trained on quality teaching methodology and provided with teaching and learning material

  • Provision of monthly incentives to teachers
  • Capacity building of teachers who will be trained on curriculum based pedagogy, psychosocial support, first aid and the MoE Code of Conduct

Output 1.2.2: Safe and inclusive learning spaces are created in schools

  • Construction and/ or rehabilitation of disability- friendly classrooms

Output 1.2.3: School communities benefit from improved WASH knowledge and facilities

  • Construction of gender- friendly sanitation facilities
  • Promote menstrual hygiene in schools targeting adolescent girls
  • Hold monthly hygiene promotion sessions with children’s clubs in schools

Output 1.2.4: Girls and boys in schools benefit from protection promotion knowledge and protection mechanisms

  • Hold protection promotion sessions with girls and boys
  • Identify and train teachers as child protection focal points
  • Create/ re-activate children clubs to support anti-bullying behavior and encourage healthy social conversations

Intermediate outcome 1.3: Vulnerable children are engaged in learning that promotes and protects their well-being

Output 1.3.1: Girls and boys in schools have access to safe spaces and are engaged in activities to improve their well-being

  • Activity 1.3.1.1 Girl- friendly spaces are created

Output 1.3.1 School- going girls and boys, and communities benefit from equipment, knowledge and mechanisms that promote well being

  • Distribution of recreational equipment in schools
  • Safe feedback mechanisms are established where girls, boys, parents, community members can provide feedback and receive timely response

Long-term outcome 2: The capacity of key education stakeholders to run, manage and deliver on education outcomes is strengthened and promoted

Intermediate outcome 2.1: Increased capacity of education stakeholders (CECs, teachers, DEOs, local NGOs) to deliver education services

Output 2.1.1: The capacity of education stakeholders on ensuring provision of quality education services is built

  • CECs are trained on education needs identification, planning and implementation of inclusive education plans, receiving and managing community feedback
  • Provide technical support to CECs in the development, resourcing and implementation of school based education plans
  • Conduct trainings and mentorship to DEOs at district level
  • Hold inception workshop in Gedo to facilitate knowledge exchange among stakeholders

Output 2.1.1.7: Produce 1 document/ learning material on education stakeholder capacity strengthening

  • One research piece on stakeholder capacity produced for learning

Evaluation Objectives

The objective of the evaluation will be to:

  1. Assess the extent to which the project has achieved its purpose based on intended outputs and results
  2. To assess the overall impact and effectiveness of the Basic Education Project in Gedo Region, Somalia.
  3. To evaluate the relevance and sustainability of project activities and outcomes
  4. Draw lessons learnt and good practices
  5. Make recommendations to inform similar future programming
  6. To identify key strengths, weaknesses, opportunities, and threats (SWOT analysis) related to the project.

The evaluation will be guided by the project’s specific objectives and commitments in the proposal document and log-frame.

3. KEY EVALUATION QUESTIONS

Area

Specific Questions

Relevance

  • Were the interventions of the project responsive to the needs of the beneficiaries?
  • Did engagements with and feedback from beneficiaries shape the project design and implementation?

Effectiveness

  • To what extent were the planned outputs and results achieved?
  • Do the project outputs significantly contribute to the achievement of the outcomes?
  • To what extent were activities done within the set timelines?
  • To what extent were services and items delivered in a timely and quality manner?

Efficiency

  • How well were the inputs (funds, people, materials, time) used to undertake activities?
  • Has the scale of benefits been consistent with the cost?

Sustainability

  • To what extent has the programme built on existing resources and capacities of communities?
  • To what extent have the beneficiaries been involved in the project cycle?
  • To what extent did the project work with or support linkages with local and regional authority?
  • Was learning captured and acted upon during the life of the project?

Impact

  • What changes has the project brought about in the lives of the beneficiaries?
  • What changes has the project brought to the wider community?
  • To what extent did the project outputs and outcomes contribute to the overall goal of the project?

Accountability/ Community Engagement

  • Were appropriate systems of downwards accountability put in place and used by the project beneficiaries?
  • Were the available and functional complaint and feedback mechanisms in place?
  • Were beneficiaries aware of and utilizing the available complaint and feedback mechanisms?

Do no harm

  • Did the project effectively assess risks and put mitigations on place to avoid negative effects to the beneficiaries and communities?
  • Were local leaders effectively engaged in the project planning?
  • What other measures did the project put in place to ensure do no harm principles were upheld?

4. METHODOLOGY

The evaluation will be conducted in Gedo region, Somalia in 3 districts – Luuq, Beled Hawa and Dollow.

The evaluation will employ both qualitative and quantitative methodologies. Qualitative data collection methods will include documentation review, focus group discussions, key informant interviews and observations. Quantitative data collection methods will include detailed survey at household level with parents and children in the targeted communities.. The desk review shall include review of various sources of information such as, but not limited to, the project proposal, monthly activity progress reports, project evaluation reports, secondary sources e.g. Ministry of Education and Education Cluster documents. A mixed method approach will ensure proper triangulation and gathering information from beneficiaries and relevant stakeholders.

The evaluation respondents will include, but not limited to project beneficiaries, community members, Trocaire staff, local and regional authorities from specific departments, teachers and CECs.

A sample of households will be drawn from project beneficiaries to participate as respondents to the survey. The KII respondents shall include key members of the community such as village elders, local authority, head teachers, MoE officials, CECs. FGD participants such include parents, children, community members.

The sampling framework will be drawn from the 3 districts of Luuq, Beled Hawa and Dollow. The sampling techniques will include random cluster sampling for the survey and purposive sampling for the key informant interviews and focus group discussion.

The data will be collected digitally through a mobile data collection platform, analyzed, visualized and reported using appropriate software applications. And in line with the logical framework and commitments in the project proposal.

5. SCOPE OF WORK

This evaluation will focus on a review of the following key areas:

  1. Project Implementation: Assess the quality and efficiency of project implementation, including activities, budget management, and adherence to the project’s timeline.
  2. Impact and Outcomes: Evaluate the project’s impact on access to and quality of basic education in Gedo Region, including indicators related to enrolment, retention, and learning outcomes.
  3. Stakeholder Engagement: Analyse the level of community involvement, engagement of local authorities, and coordination with other education stakeholders including clusters.
  4. Sustainability: Assess the sustainability of project outcomes and their integration into the local education system.
  5. Cross-cutting Issues: Consider gender, protection, and inclusivity

Expected tasks and outputs will include:

  1. Inception meeting with project staff, review of key relevant documents
  2. Develop and submit inception report/ protocol which will include an interpretation of the tasks and study design & methodologies, sampling procedures and detailed work plan
  3. Develop appropriate tools and instruments for gathering information and present to Trocaire team for approval
  4. Conduct survey interviews in the field
  5. Undertake KIIs and FGDs with key stakeholders and beneficiaries in the field
  6. General oversight and coordination of the evaluation process including logistical arrangements for data collection in collaboration with the Project and MEAL teams
  7. Provide all data sets of data collected in this evaluation process
  8. Process and analyze the data, and develop a draft report. Revise the report and based on internal Trocaire technical feedback, submit a final report to the Trocaire Team
  9. The final evaluation report will follow report framework below:
    • Executive Summary
    • Background and Context
    • Introduction
    • Description of Methodology
    • Main findings
    • Conclusions
    • Recommendations
  10. Develop actionable recommendations context based which include specific recommendations based on evidence from the evaluation findings
  11. PowerPoint presentation on the evaluation to Trocaire management and programme team

6. REQUIRED COMPETENCIES

  1. An evaluation team with minimum of 5 years’ experience in education evaluations for humanitarian contexts and/or related fields (Experience in Somalia context is desirable).
  2. Demonstrated experience in conducting assessments for education in emergencies programmes (experience of a similar assignment in Somalia will be an advantage).
  3. Proven strong skills and experience in qualitative and participatory approaches is mandatory.
  4. Solid analytical skills with ability to correlate different data sets to actionable conclusions.
  5. Result based planning, report writing, communication and diplomacy skills.
  6. English language skills (report should be written in English). Ability to make clear presentations and disseminate findings to both technical and non-technical audience.

7. TENTATIVE WORK SCHEDULE

Activity

Timeline

Desk review

2 days

Travel to and from the field

2 days

Training and organizing research assistants/ enumerators

1 day

Data collection

5 days

Data analysis

3 days

First Draft Report

5 days

Final Report

3 days

Total

21 days

8. ETHICAL CONSIDERATIONS AND INTELLECTUAL PROPERTY

The evaluators should:

  • Take all reasonable steps to ensure that the evaluation is designed and conducted to respect and protect the rights and welfare of the people and communities involved.
  • Ensure that the evaluation is accurate and reliable, is conducted in a transparent and impartial manner and contributes to organizational learning and accountability.
  • Commit to adhering to Trócaire’s Safeguarding Programme Participant Policy and Code of Conduct.

All products arising from this evaluation will be owned by Trocaire. The evaluators will not be allowed without prior authorization in writing to present any of the analytical results as his or her own or to make use of the evaluation results for private publication purposes.

How to apply

Applications for interested candidates should present an application as follows:

  1. A Technical proposal detailing: The consultant/s profile, understanding of the tasks as stipulated in the TOR, proposed evaluation design and methodology and proposed plan of evaluation execution, evaluation team (including their qualifications, experience, and roles in this evaluation).
  2. A financial proposal with a detailed budget considering the details in this ToR and timelines provided.
  3. Samples of previous similar work done and referees.

The consultant is required to undertake all costs pertaining to the evaluation including travel – flights and field transportation, hiring of enumerators, accommodation, and meals for consultants while in the field.

The application should be submitted to procurement-som@trocaire.org indicating ‘Trócaire Somalia, SERVE Children Project Final Evaluation’ as the subject. Deadline for submission is Close of Business on 16th October 2023.

 

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