INVITATION TO BID FOR CONSULTANCY FOR WWI III BASELINEASSESSMENT ON LITERACY AND NUMERACY
- Job category: Consultancy
- Post date:6 Oct 2019
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INVITATION TO BID FOR CONSULTANCY
Save the Children International (SCI) Somalia program hereby invites interested consultants to bid for the consultancy assignment detailed below
|1||Title of Consultancy||Numeracy and literacy assessment|
|2||SCI Contracting Office||Save the Children
|3||Period of Consultancy||13 days (17th -29th , 2019)|
|4||Consultant type required||The project would preferable like to hire indivual as the assignment to be conducted does not require couple of individuals.|
|5||Responsibility for Logistics arrangements and Costs||SCI will cover the logitacal arrangement and transportation in particular, and in addition to tha,t the organization will cover the flight costs and its associated costs , however the consultant should be resposnsible for other associated costs including accommodation, meals etc.|
|6||Taxation Provisions||Consultant shall be responsible for all Taxes arising from the consultancy in line with the local Tax regulations applicable at the SCI contracting office named above|
|7||Travel requirements||The consultant will travel to Garowe and he will based in same towm during exercise and enumerators and other staff will collect data once enumerators and staff are trained.|
|8||Security requirements||Consultant will comply with standard Save the Children Security procedures, including the completion of SCI online security training prior to travel to Somalia|
|9||Qualification and Experience||The consultant is required to have belwo qualification and experience
|10||Evaluation Criteria||The evaluation creteria will be based in hisher:
|11||Application Procedure||Interested consultants should submit their applications via email to firstname.lastname@example.org
The applications should be submitted in PDF format as one document comprising Technical and Financial sections as detailed below.
a) Technical proposal – including but not limited to :
· Consultants understanding of the assignment and context
· Approach to the assignment
· Key staff biodata
b) Financial proposal – providing a breakdown of all charges related to the assignment.
Applicants should also indicate the date they are available to start working on the consultancy
All applications MUST be submitted on or before the closing date below to be considered for the assignment.
|12||Closing date for Applications||Interested consultants shall submit their applications through the email address provided above on or before (18th October 2019.)
Shortlisted candidates will be requested for an interview.
|13||Terms of Reference (ToR)||Complete ToR with details appended below attached herewith as Annex 1.
ANNEX 1 : Consultancy Terms of Reference
TERMS OF REFERENCE FOR WWI III BASELINEASSESSMENT ON LITERACY AND NUMERACY
- Back ground: –
Ever since the devastating civil war of 1988-91, the vast majority of school age children in Somalia and Somaliland have had very limited access to basic services in general and basic education in particular. The protracted war has left the education system nearly dysfunctional. Throughout Somalia and Somaliland the average Gross Enrolment Rate (GER) at primary school level is the lowest in the world with at 30% (based on UNICEF primary education survey 2006 – 2007). This figure hides even lower figures for children in certain geographic areas, and others who are often denied access including girls, children of the pastoralist communities, those with disabilities, and children displaced through drought and conflict. Even where children enrol in school, only about 50% of those entering grade one are likely to complete grade 4 and a mere 18% will complete grade 8.
The most alarming issue in the education system is that, even those enrolled are not learning. Over 40% of active teachers are untrained and mainly practice the conventional teacher centered teaching methodologies because of the failure of the teacher training and support system. There is a weak support for the teachers by the quality assurance officers, as they are neither well trained nor adequate in number. All schools gauge quality of education by the amount of inputs (teacher pupil ratio, pupil text book ratio, etc) instead of learning outcomes. The role of reading in facilitating children’s learning had never been an agenda except very recent when the Minimum Learning Achievement (MLA) is exercised in schools in Puntland and Somaliland.
The recent MLA assessment conducted by African Education Trust (AET) in coordination with the Ministry of Education and Higher Studies (MOE&HS) in Somaliland and Puntland indicated that children’s reading skills are far below the level they need for learning at the specific grades. The overall results suggested that between 15% and 20% of the children in grade 4 remain illiterate, unable to recognise single words or read and understand the most basic sentences. Further the document states that “30 to 40% would seem to be struggling at this level”. With all its limitations this assessment was able to indicate that children are not acquiring the required reading competencies for their respective grades. This vividly indicates a need for systematic intervention in improving children’s reading skills to facilitate learning to happen.
- Purpose of the end line/ midline assessment: –
To systematically address this learning gap in future, Save the children International Somalia/ program is planning to implement Literacy program in the context of Somalia as an evidence based response to rise the number of children completing primary school who are able to read well enough to learn. To benchmark this program, EGRA baseline for WWI II 2018-2021 program will be conducted. The base line assessment will be carried out in grade 1- 3 of WWI III supported schools. The findings are anticipated to establish the reading ability of children in grades from 1-3 in targeted schools, evidences on the existing gaps, areas of strength to build on and generate recommend to be taken towards improving children’s learning outcome.
Establish the existing literacy capabilities and gaps in early grades in WWI III targeted schools to inform program interventions for improving children’s reading and comprehension skills for better learning outcomes and main WWI III program results are as following:
- Result 1: Increased access to quality education and training for all children, youth and adults including vulnerable groups
- Result 2: Strengthened public systems for effective education service delivery
- Conduct EGRA baseline assessment for WWI II 2018-2021 and produce comprehensive report on core reading skills, namely: – letter knowledge, phonemic awareness, reading fluency, vocabulary and reading comprehension of graded 1-3 children using EGRA tools
- Establish factors impacting reading and learning of childre
Scope of the work
- Conduct a literature review that includes a review of literature on neighboring countries that have conducted EGRA and relevant studies on Literacy conducted in Somalia/Somaliland to provide a contextual background for this assessment.
- Conduct EGRA baseline assessment for WWI III and produce comprehensive report,
- In analyzing focus on five core skills that research has shown are central to learning to read: – letter knowledge, phonemic awareness, vocabulary, reading fluency and comprehension.
- The target groups should be children of grade 2&3 in the 2019 – 2020 academic year.
- Conduct interviews/focus group discussions with children and teachers to identify in and out of school factors contributing or/ hindering children’ acquisition of the core reading skills
- Analyze the data and produce a comprehensive report detailing findings on all core reading skills segregated by districts, urban and rural, sex and schools.
- Facilitate verification workshop on the findings and recommendations for key education actors, CECs, teachers, children and MoE staff and incorporate comments, feedbacks and enrich the document
- Use standard EGRA methodology to analyze the data.
- A draft reports for WWI III program schools baseline EGRA assessment report in Puntland
- Revised first draft final reports, incorporating suggestions and recommendations from different counterparts.
- Final Reports (electronic copy in PDF format and DOC format)
- An executive summary report of maximum 3 pages
- Electronic copy of all the data sets used in the data analysis.
Roles and responsibilities
Time frame: –
The assignment will be undertaken in October, 2019 with total number of 13 days.
Required qualification and experience:-
- Post-graduate degree in Education –preferably in language studied or social sciences.
- Evidence on experience in conducting similar assessments and familiarity with the use and interpretation of EGRA tools
- Knowledge of the Somalia context and education system and able to speak and read in Somali language.
- Skill in analytic report writing
- Excellent communication and report writing skills in English and computer literate.
Application Requirements: –
Candidates interested in the consultancy will be expected to provide the following documentation:
- A technical proposal with detailed response to the TOR, with specific focus addressing the scope of work, methodology to be used and key selection criteria.
- Initial work plan based on methodology outlined, and indication of availability
- A financial proposal detailing the daily rate expected and other payment if applicable.
- Company profile or CV including a minimum of 3 references
All interested candidate are encouraged to forward their CVs and applications to: – email@example.com
Women candidates are highly encouraged to apply
 Source: Primary Education Survey 2006-2007 UNICEF Somalia
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