Terms of Reference of End of Project Evaluation for Kismayo FFO (SOM Child Protection and Re-Integration into the Somali Education System for Refugee Children from Dadaab)
Terms of Reference of End of Project Evaluation for
Kismayo FFO (SOM Child Protection and Re-Integration into the Somali Education System for Refugee Children from Dadaab)
Kismayo FFO Project Context
The FFO project is a German funded 2-year project implemented in Kismayo. This is implemented as education and child protection integrated project targeting beneficiaries’ refugees, returnees and host communities in Kismayo.
Objectives of the project is to ensure the education, protection and psychosocial wellbeing of refugee children from Dadaab, on the move, and on their return to Somalia.
Key achievements of the project so far include
- Conducted monthly Case management and FTR services to the children from Dadaab repatriation at the Kismayo Way Station and at The IDPS and Returnee camps in Kismayo
- Supported 11 schools in Kismayo where Returnee children from Dadaab were provided with quality Education payed fees for the returnee children, supported teachers incentive payment and provided learning materials
- Supported CFS (child friendly spaces) in Kismayo Town where returnee children were provided with psychosocial support
- Conducted awareness sessions and peace promotion activities including inter schools sports tournament in Kismayo schools.
- Trained community Welfare committees including community Education committees(CEC) and CWCS
- Constructed 10 Temporary Classrooms & 5 Permanent Classrooms to accommodate new influx of IDPS and returnees
- We have fully completed constructing 6 permanent classrooms in Ganane school and 9 temporary learning space in Madina primary school.
- Furnishing the classrooms. Similarly, we have rehabilitated 3 classrooms and school gate in Ahmed bin Hambal School and provided desks and chairs totaling 446 sets to project supported schools
- Constructed gender segregated latrines with hand washing facilities: We have completed construction of 25 gender segregated latrines with hand washing facilities to project supported schools
- Provided teaching and learning materials (blackboard, Chalk, pens, registers, exercise books, pencil, sharpener, hard cover books and rubber) in 10 targeted schools
- We have provided curriculum textbooks comprising of all seven subjects taught in primary schools totaling 35478 copies to project supported schools in Kismayo. We have issued the following: 66240 pcs of exercise books, 24000 pcs of pens, and 160 register books, 6250 boxes of chalk, so that schools can sufficiently accommodates new influx of returnee children.
- We have provided dignity kits and girl child-friendly kits to returnee children in schools. They include 120 cartons of sanitary pads, 65 dozens of long trousers for girls, 65 dozens of short trousers and 65 cartons of laundry soap.
- Conducted assessment on academic records/education attainment of returnee children to allow for proper grade placement
- Provided remedial classes and orientation days for children to catch-up with the formal education system in Kismayo Returnee children who are coming back to their country of origin will centre into a different system of education; different in terms of curriculum, medium of instruction subjects, academic calendar etc. Therefore, returnee children would require some form of orientation on the system to get them better fit to the new formal education system they are joining. FFO project has employed total of 30 teachers conducting intensive remedial classes during evening and weekends for the returnee children on specific subjects like Somali language, Arabic language, social studies and Islamic studies (Tarbiya). This has been highly welcomed by the returnee children who have really shown wonderful performance during the end term exams.
- We have trained 70 (30 female) Community education committee (CECs) on School improvement plan, psychosocial support for the returnee children, community and resource mobilization towards support to returnee children’s enrolment and retention, girl child education, child rights, child protection and child safeguarding issues. Observations made during joint supervisions in schools indicated that Community education committees (CECs) have actively engaged in community mobilization and thus have greatly promoted enrolment and retention of returnee children into the schools.
- Provided orientation for repatriated teachers on Somali curriculum. Save the Children is closely working with the Ministry of Education to encourage and support teachers from Dadaab who have repatriated to Kismayo are registered by the MOECHE and assisted in rejoining the public education system, including recognition of qualification, inclusion in training plans and inclusion in payroll. Therefore, we have signed an MOU with Jubbaland Teachers Training College (JTTC) to provide in-service training to 85 project supported teachers effective from September to December 2018.
- Provided monthly incentives to repatriated teachers
Save the children through FFO project gives incentives to 85 teachers each 100 dollars every month.
The project was birthed basing on the needs assessment conducted in Kismayo where large number of both IDPs and returnees had settled in Kismayo district, located in Jubbaland, which hosts a total of 79 IDP sites, among the largest number in Somalia. Some of the IDP settlements in Kismayo East/West were established immediately after the fall of the Somali Central Government in 1992. IDPs have also started arriving in the area more recently as a result of prolonged drought and pressure from Al-Shabab in their area of origin. In Kismayo East/West, the estimated population size is 20,688 people. 66% of the population is below the age of 17, with a 46% female and 54% male representation of the overall population. Of the households with children (97%), 5% are reportedly accommodating unaccompanied or separated children. 4% of the assessed households reported to have members that have been separated from the household. 5% of the population reported to be returning from dadaab refugee camp in Kenya. Data from an education needs assessment recently conducted by JRIA in Kismayo shows that only 9.37% of the total returnees’ children in the school going age bracket has attended schools, whereas 90.63% are out the schools and have not yet joined any school. The assessment points out that the main factor that has caused the returnees’ children not to join schools is unaffordability of the parents to pay the school fees. Relative to IDPs, data from a multi-sectorial assessment conducted by NRC in Kismayo shows that in most of the IDP settlements assessed 68.8% reported lack of schools in their camps in Kismayo; despite presence of schools in some settlement, not all children in the settlements access education. 46% of the respondents indicated that they had received Quranic education. Stakeholders acknowledged that there is a variety of schools in Kismayo, as well as in other districts, but pointed out that the number of primary and secondary schools is not sufficient, that the number of schools that offer formal education is even more limited.
hence the need for a project evaluation. The impact will be measured against project indicators as follows;
|Goal/impact||To ensure the education, protection and psychosocial wellbeing of refugee children from Dadaab, on the move, and on their return to Somalia.|
|Results/outcome||Result 1: Children have access to quality education.
Result 2: Children are protected from abuse, neglect, exploitation and violence through appropriate and remedial interventions.
|1. proportion children who take a competency test
# of children councils established
# of children enrolled in remedial classes
# CEC/BOMs established and trained
# of class rooms constructed/ rehabilitated and furnished
# of gender sensitive latrines constructed
# of children supported with learning materials
# of teachers trained
# of children, who were reached through resilience activities
# of cross border children communication forums supported
# of awareness sessions conducted in transit centers/IDPS
# of children, who benefitted from PSS and resilience activities
# of children, who benefitted from social cohesion and peace promotion activities
# of CWCs established, trained and functional (ToR in place, coordination and meeting minutes)
# of UASC identified, assessed, and supported with FTR services
Number of children supported through case management
The overall goal of the evaluation is to review the performance and evaluate the overall impact of the project. Specifically, the evaluation is intended to promote ascertain level of accountability, organizational learning, stocktaking of achievements, performance, impacts, good practices and lessons learnt from implementation of the project and provide input to the next project phase design.
2a. Specific Objectives
This final evaluation of the Kismayo FFO Project has the following specific objectives:
- Measure to what extent the Kismayo FFO Project has contributed to meeting the needs of the separated and unaccompanied children, providing the quality education to the returnee children who cannot afford school fees and provide psychosocial support to the returnee children as they integrate with the host community.
- To measure Kismayo FFO Project performance in terms of ascertaining the degree of implementation, efficiency and quality delivered on outputs and outcomes, against what was originally planned or subsequently officially revised
- To measure the impact [against project indicators] of the Kismayo FFO Project towards changing lives of the Returnees, IDPS and the target host community in Kismayo
- To identify and document substantive lessons learnt and best practices on the specific topics and crosscutting issues for education and child protection including gender, sustainability and public private partnerships
- To come up with key recommendations that can be used to inform future programming
- 3. PROJECT Evaluation criteria
Following evaluation questions should be at least included in the evaluation criteria. This evaluation should be conducted based on OECD DAC;
The extent to which the objectives of the Kismayo FFO intervention are consistent with the needs and interest of the people. That is the Returnees from Dadaab, the IDPS and the target host community
- a) To what extent was the Kismayo FFO project activities adapted to meet the needs of particularly vulnerable groups?
- To what extent was the Kismayo FFO project aligned with national development strategies and the Ministry of Gender and family affairs plans at the Federal and State Level and what was their role in solving the problems faced by the Returnees, IDPS and Target host community groups?
- How relevant was the project objectives and outcomes to benefit Kismayo IDPS and Returnees?
- b) Effectiveness
Extent to which the objectives of the Kismayo FFO intervention have been achieved
- a) To what extent did the Kismayo FFO Project attain the project outputs and outcomes described in the Programme document?
- b) What good practices, success stories, lessons learnt and replicable experiences have been identified in Kismayo FFO implementation?
- c) what factors including Line Ministries involvement contributed to the achievement of the Kismayo FFO project objectives and outcomes?
- c) Efficiency
- a) Did the Kismayo FFO project use the financial and human resources as per the project document to deliver the intended results?
- b) Did the Kismayo FFO Project offer better value for money considering the its impact on the lives of the Kismayo IDPS and Returnees?
- d) Impact
- Positive and negative effects of the intervention on development outcomes
- a) To what extent did the Kismayo FFO Project have an impact on the targeted beneficiaries? Were all targeted beneficiaries reached? Which were left out?
- b) What are the key short term and long term changes produced by Kismayo FFO project, positive or negative and what are the key factors behind these changes?
- e) Sustainability
Probability of the benefits of the intervention continuing in the long term
- a) Which mechanisms already existed and which have been put in place by the joint Kismayo FFO Project to ensure results and impact, i.e. policy, policy coordination mechanisms, partnerships, networks?
- b) To what extent has the capacity of beneficiaries (institutional and/or individual) been strengthened such that they are resilient to external shocks and/or do not need support in the long term?
- c) To what extent will the Kismayo FFO project be replicated or scaled up at local or national levels?
- g) Coordination
1) How have the Kismayo FFO project activities have been coordinated within different stakeholders to achieve overall objective?
- h) Scalability/Replicability
1) Is there any likely ability of the project or its components to be scaled or replicated in other programme areas?
2) who are the main actors in the scale-up/replication of the approach in other peri-urban locations/townships and how has the project engaged with them to date?
The lead consultant/Internal evaluator with the other team members will develop the evaluation methodology in collaboration with Child protection and Education programme managers.
The lead evaluator or team is expected to write an inception report following review of literature and reference documents for the Kismayo FFO project.
Such a methodology should define an appropriate sample size and specify mechanisms that will be adopted to avoid selection bias.
As a minimum, the evaluation process will include the following key steps:
- Review of relevant literature related to the Kismayo FFO project (list of reference materials provided below) and drafting an inception report before the evaluation exercise at the field.
- Application of appropriate data collection tools (e.g. questionnaire, checklist etc) for Interviews and focus group discussion;
- Data analysis and Evaluation Report writing; and
- Presentation of key evaluation findings;
4.2. REFERENCE MATERIALS
- Kismayo FFO narrative proposal
- Kismayo FFO project final report
- Baseline report of the Project
- Kismayo FFO project Monitoring and Evaluation plan
- Monthly report (it include all field team report – as “Narrative Report”, Data Collection form from all activities and Funding Source Code Reports – those are formally used in programme implementation side.)
- Kismayo FFO quarterly and Review Reports
4.3 EVALUATION TEAM
- Well-qualified, selected based on competence, by means of a transparent process
- Impartial, with limited) involvement in the design or implementation of the Kismayo FFO project
- Suitably experienced, possess methodological expertise and at least five years of recognized experience in conducting or managing evaluations, research or review of Education and protection programmes, and experience as main writer of an evaluation report
Time frame for the activities will be:
November 20th th – December 15th 2018
5a. Timeframe and activities
The evaluation should be completed over a period of approximately 28 days from November 20, 2018 Illustrative activities and timeline are provided below:
Desk Review – Inception Report
|Review of background documents and consultation with relevant SC staff||(3 days)||10th December|
|Presentation of Inception Report||1 day||15th December 2018|
|Design of assessment methodology and tools for data collection||2 day||20th December 2018|
|Review and feedback on inception report and data collection tools
Field data Collection
|Primary data collection from project beneficiaries||10 days||23rd December 30th December|
Data Analysis and Report writing
|Data analysis and Draft preliminary report with recommendations
|(5 days)||5th January 2019|
|Save the Children Staff review and feedback on the report||1 day||10th January 2019|
|Finalize report (following review/vetting) and presentation)||(2 days)||15th January 2019|
5.1. DURATION OF ACTIVITIES
The duration of the evaluation exercise in the field shall be 28 working days from a mutually agreed date no later than 10th December 2018
The evaluation will follow the key phases:
Phase I – Desk study: Review of documentation and elaboration of field
Study [7 days]
The lead consultant/evaluation team will review relevant documentation from section 5 above (Reference material). Based on this review, they will produce an inception report which will include an elaborate plan, methodology and sampling strategy of the data collection for evaluation study. The evaluation will only proceed to the next stage upon approval of this inception report. An appropriate inception report format will be provided to the team later on.
Phase II: Field Data Collection [10 days]
This phase of the evaluation will seek to collect primary data on the key evaluation questions explained under evaluation criteria. The team will use the agreed plan, methodology and sampling strategy from phase-1 to conduct the field work.
Phase III – Data analysis and production of evaluation report [7 days]
The team will draw out key issues in relation to evaluation questions and produce a comprehensive report.
6.0 OUTPUT AND DELIVERABLES
The following specific outputs are expected –
(i) An Inception report, produced by not later than 13th December 2018
(ii) A draft evaluation report produced by not later than 15th December 2018
(iii) A Final evaluation report including country case studies and recommendations for Country Programme for future use FFO project design and/or alternative solutions to achieve the same objectives produced by 5th January 2018
(iv) Data sets (SPSS, Excel and Stata) – for all collected data (quantitative and qualitative). Qualitative data should be transcribed for future use by Save the Children Country Programmes. The data sets should be in an appropriate format (SPSS, Excel, and Word) and will be submitted together with the final evaluation report on 15th December 2018
(v) PowerPoint presentation, summarizing the key findings from the evaluation submitted together with the final evaluation report on 15th December 2018
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