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Terms of Reference (TOR) Baseline Survey services for Waxbar Carurtaada (Educate Your Children) II Project – Banaadir, Puntland, Galmudug, Hirshabelle, Jubaland and South-West states of Somalia

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Job Description

Terms of Reference

Baseline Survey services for Waxbar Carurtaada (Educate Your Children) II Project

Job title Baseline Survey consultant
Location Banaadir, Puntland, Galmudug, Hirshabelle, Jubaland and South-West states of Somalia
Reporting to MEAL Manager who in turn will work closely with the Programme Director –UY, Program Manager – Educate Your Children II, Head of MEAL CARE Somalia (on M&E, partnership, and other PQ issues), MEAL Manager –AGES and CARE USA MEAL Team
Period 31st October 2021 – 30th December 2021
Time input 45 days


  • About CARE International

CARE is a leading humanitarian organization fighting global poverty and providing lifesaving assistance in emergencies. Its programs go beyond meeting basic needs at the onset of an emergency to helping affected communities recover and rebuild their lives long after the crisis ends. CARE has been assisting communities in Somalia since 1981. CARE works in partnership with the government, international NGOs, civil society, community leaders and local authorities in order to bring effective and lasting change to the most vulnerable communities. CARE currently works through three main programs: firstly, the Rural Women program which supports poor, rural women, and girls in addressing long term underlying causes of poverty and vulnerability as well as social, cultural, political, and economic obstacles towards positive change. We help women and girls improve their economic status, access education, and support them to play a greater role in local leadership and conflict resolution. Secondly, the Urban Youth program focuses on job creation and livelihood opportunities for poor youth through interventions such as secondary education, vocational training, small business development and microfinance. Thirdly, the Emergency program provides direct humanitarian relief to victims of drought and conflict in Puntland, Mogadishu, Lower Juba and Galmudug state. This project falls under the Urban Youth programme.

  • About Waxbar Carurtaada (Educate your children) II project

Operating in Somalia since 1981, CARE has an extensive track record in implementing successful education programs focusing on increasing access, improving learning outcomes and boosting completion rates for the most marginalized groups of the population, with a particular focus on girls’ education. CARE commits to support the development of the education system in Somalia, contributing to building inclusive, efficient, and effective systems that support the most marginalized to access school and succeed in their education.

The EAC funded Waxbar Carurtaada II (Educate your Children) project aims to address obstacles to educational access for out of school children affected by instability, displacement, social exclusion, and poverty in Somalia. The project targets to enrol 80,600[1] out of school children from across six regions/ states (Galmudug, Hirshabelle, Jubaland, South West, Puntland and Banaadir) of Somalia. It is implemented by a consortium comprising of CARE (Lead), WARDI and GREDO. Waxbar Carurtaada II Project will strengthen local governance structures and community support around school safety and inclusive and gender-sensitive education, increasing enrolment rates among marginalized groups, including girls and the extremely poor. Through ABE, the project will provide viable options for learners unable to access education or to attend regularly because of seasonal and out-migration, domestic demands, and income-generating activities. The project will work closely with Federal member states MOEs across the six region/states and other education stakeholders to achieve its objective.

  • Projects overall goal/objective

The overall project goal/objective is to ensure that 80,600 out-of-school children affected by instability, displacement, social exclusion and poverty in Somalia have increased opportunities to enroll and complete a quality primary education. The project aims to achieve this goal/objective through the following strategies and interventions:

  1. Outcome 1: 70,600 vulnerable OOSC in Banaadir, Puntland, Galmudug, Hirshabelle, Jubaland and South-West states of Somalia are enrolled and retained in formal primary education
  2. Outcome 2: 10,000 overaged OOSC children in Banaadir, Puntland, Galmudug, Hirshabelle, Jubaland and South-West states of Somalia are enrolled and retained in alternative basic education
  3. Outcome 3: Enhanced quality of education for grade-appropriate learning outcomes
  4. Outcome 4: Community Education Committees and MOE staff are strengthened in capacity to improve the management of schools and ABE Centers
  • Program beneficiaries

The project direct program beneficiaries will include: (i) 57,600[2] out-of-school children (OOSC) from poor marginalized households who face barriers in accessing and attaining education; (ii) 145[3] Community Education Committees; (iii) 300 primary education teachers; (iv) an estimated 50 ABE center managers; (v) an estimated 150 ABE teachers; (vi) 25 education officers who will benefit from professional development to improve skills in planning, coordination, and monitoring.

  • Program scope

The project will be implemented in 23 districts of six region/states. The project will cover rural areas of Puntland (Galkacyo North, Galdogob and Jariban districts) and Galmudug (South Galkacyo, Dhusamareeb, Guriel, Abudwak, Cadaado and Hobyo districts), and urban/ peri-urban areas of South West (Baidoa, Dinsoor, Hudur, Walan weyn and Afgoye districts), Hirshabelle (Beletweyn, Bula Barde, Mataban districts), Jubaland (Kismayu, Baardheere and Dollow districts) and Banaadir (Bondheere, Kaxda and Deynile). Activities will target rural marginalized communities where education access is challenging and where large gaps in enrollment prevail, particularly among girls and pastoralist children.


  • The rationale for the evaluation:

Given the recent establishment of the Federal States and their Ministries of Education, as well as the implications of the ongoing COVID-19 crisis for the education sector, limited information is available to provide a robust baseline for the program. The gross enrolment rates for Puntland, Galmudug, Hirshabelle, Jubaland and South-West States of Somalia, noted in the Performance Monitoring Plan (PMP) correspond to 2017 values, which are likely to have changed substantially due to the recent crises[4]. For certain indicators, there is limited baseline information available currently, so these targets will be updated once more reliable and consistent data are collected through the program baseline. To ensure baseline data is available, an external consultancy will be contracted by CARE to collect missing data on key indicators. The baseline will identify the key drivers of the OOSC condition among targeted populations, testing the validity of the program’s Theory of Change and informing adaptations to increase effectiveness. The baseline will also be used as a capacity-building process for MoECHE and State-level Ministries staff, through which staff will review critical findings, support the interpretation of the results, and reflect on the validity of the program’s original assumptions, the factors affecting the uptake of activities and the actual impact of the ESSP interventions vis-à-vis their expected results. The baseline study will use a mixed-methods approach and a combination of primary data, reviews of secondary data generated by other partners, and desk reviews of existing documentation.

The findings from the baseline will primarily be used to:

  • Establish baseline values for program indicators for assessing progress against expected outcomes and intermediate outputs, identifying potential differences in performance between subgroups and differences in the six region/states.
  • Establish key indicator targets such as gross enrolment rate in the regional states, retention rates of enrolled OOSC, attendance rates and pass rates in formal schools amongst others.
  • Establish the absorption capacity of targeted schools for new enrolment (determined through pupil-teacher ratio) and population – school ratio in targeted areas.
  • Inform design modifications to ensure that program components address factors negatively affecting enrolment, attendance and retention. In order to determine those factors, the baseline will assess the learning environment in targeted schools and ABE centers; school staff/CEC practices to support OOSC; determine knowledge of policies and implementation levels of said policies among education officials; explore current school monitoring procedures, including frequency, barriers and opportunities; and identify household practices affecting education outcomes. Please note that this study will not assess student learning outcomes through standardized learning assessments.
  • Inform the wider policy debate concerning access, equity, inclusivity, and quality in the Somali education system. This will include exploring the effects of COVID 19 pandemic on educational access and retention in schools.
    • Baseline Objective

The program is seeking to procure the services of a consultant to conduct a mixed-methods, gender-sensitive baseline that is inclusive of persons with disabilities and other marginalised sub-groups within the targeted population. The study will establish baseline values for relevant project indicators. It is proposed that the baseline will be conducted immediately after the identification of the first cohort of OOSC, thus allowing for direct sampling of beneficiaries (instead of sampling from the general population of OOSC). The external evaluator will carry out surveys with OOSC and their parents/ caregivers to develop profiles and identify attitudes and practices towards education, as well as a previous education experience. This will enable subsequent longitudinal tracking of all individual OOSC enrolled by the project for the identification of patterns on attendance, retention, and pass rates. It will also enable subsequent evaluations to assess and establish the results of the project at the outcome and output levels as well as inform refinement of the project design to better address OOSC’s needs.


  • Baseline design

The evaluation will use a mixed-methods, complexity-aware and inclusive approach. The quantitative component is expected to use a combination of primary data collected through individual-level (OOSC; school principals; CEC members; household surveys; ABE and primary school teachers) and institutional level (school and MoE/REO/DEO) surveys; and secondary data obtained through EMIS and other sources (Education Sector Analysis[5]; ESPIG and AGES baseline and midline surveys). The evaluator will determine representative sample sizes for respondent groups, adequately powered to identify the expected level of impact on program outcomes. Quantitative data will be triangulated with qualitative data obtained from a variety of stakeholder groups through key informant interviews and focus group discussions. It is expected that the triangulation of quantitative and qualitative data will allow the program to better understand unexpected patterns in quantitative results, as well as to explore the motivations/interests of stakeholders and the challenges and opportunities for the design and implementation of activities. Where appropriate, the project will coordinate with the MoECHE and development partners through the ESC and Education Cluster (particularly those implementing similar projects or those which are carrying out longitudinal tracking of beneficiaries) to obtain secondary data for triangulation, comparison, and validation of results, allowing for a comprehensive analysis of the trends in the education system, and to identify emerging issues and gaps.

In view of the COVID 19 pandemic, the evaluator is encouraged to use adaptive methodologies that will minimise the risk of spreading the coronavirus.

  • Ethical protocols

The baseline approach must consider the safety of participants and especially children at all stages of the process. The bidder will need to demonstrate how they have considered the protection of children and vulnerable individuals through the different data collection stages, including recruitment and training of research staff, data collection and data analysis and report writing.

Bidders are required to set out their approach to ensuring complete compliance with CARE’s Child Protection Policy and Policy on the Protection from Sexual Harassment, Exploitation and Abuse. The evaluator will be responsible for designing and enforcing measures to ensure compliance with the above-mentioned policies and international good practice with regards to research ethics and protocols particularly with regards to safeguarding children, vulnerable groups (including people with disabilities) and those in fragile and conflict-affected states. Consideration should be given to:

  • Administrative, technical, and physical safeguards to protect the confidentiality of those participating in research, including but not limited to a complete ban on photography and video records of respondents and anonymization of data records/ reports.
  • Physical safeguards for those conducting research.
  • Data protection and secure maintenance procedures for personal information obtained from the beneficiaries.
  • Parental consent concerning data collection from children or collation of data about children.
  • A do-no-harm approach for collecting data from women and vulnerable individuals including adherence to the COVID 19 preventive and control measures.
  • Age and ability appropriate assent processes based on reasonable assumptions about comprehension for the ages of children and the disabilities they intend to involve in the research; and age-appropriate participation of children, including in the development of data collection tools.
  • Approaches that ensure equal participation from individuals from marginalized groups, including language; abilities; and adequate representation of women and minority groups.
    • Risk and risk management

Risk management plan: The successful bidder must take all reasonable measures to mitigate any potential risk to the delivery of the required outputs for this baseline. Therefore, bidders should submit a comprehensive risk management plan covering:

  • The assumptions underpinning the successful completion of the proposals submitted and the anticipated challenges that might be faced.
  • Estimates of the level of risk for each risk identified.
  • Proposed contingency plans that the bidder will put in place to mitigate against any occurrence of each of the identified risk.
  • Specific child protection risks and mitigating strategies, including reference to the child protection policy and procedures that will be in place; and
  • Health and safety issues that may require a significant duty of care precautions i.e., the COVID 19 pandemic.
    • Data quality assurance

Quality assurance plan: bidders are required to submit a quality assurance plan that sets out the systems and processes for quality assuring the research process and deliverables from start to finish of the project. This plan should include the proposed approaches to:

  • Piloting of all baseline study tools.
  • Training of enumerators in conducting the mixed-methods primary research, including in research ethics; adherence to sampling guidelines; consistency and completeness of tools; and qualitative probing.
  • Use of electronic data collection tools whenever possible, allowing for overnight checks of data quality and timely resolution of issues.
  • Logistical and management planning.
  • Fieldwork protocols and data verification including back-checking and quality control by supervisors.
  • Verification of data validity (considering the limited accessibility of locations).
  • Data cleaning.
  • Data Analysis

An in-depth approach to data analysis is required. The statistical analysis of the quantitative component is expected to identify factors influencing project outcomes, thus establishing relationships between different variables and the outcomes of interest, as well as validating or challenging assumptions about the current status of access and school structures in the regional states. It is expected that qualitative data will be analysed using emerging codes, thus allowing for identification of unanticipated factors/ patterns. Extensive triangulation of qualitative and quantitative data will be required for validation of results and in-depth understanding of the effects observed. Findings should be disaggregated at multiple levels, including but not limited to gender, disability, location/regional states, type of school, IDP/non-IDP condition and where relevant, most prevalent community livelihood (such as pastoralism, agro-pastoralism, agriculture).

  • Professional Skills and Qualifications

Qualifications: Bidders are required to identify and provide CVs for all those proposed in the team, clearly stating their roles and responsibilities for this baseline.

The proposed evaluation team should include the technical expertise and practical experience required to deliver the scope of work and baseline outputs, in particular, with regards to:

  • Data collection management: The team should include skills and expertise required to design, plan and conduct mixed-methods data collection, including, whenever possible, the use of electronic data collection. Enumerators should be able to collect data across the six region/states (Puntland, Galmudug, Hirshabelle, Jubaland, South West and Banaadir). Enumerator teams should include (i) male and female enumerators and (ii) individuals with adequate linguistic abilities to conduct interviews in the mother tongue of respondents.
  • Relevant subject matter knowledge and experience: Knowledge and experience required on mixed methods data collection and analysis, including advanced statistical skills; researching with children, the education sector, disability, and gender to ensure that the data collection method is applied in a relevant and meaningful manner, given the aims and objectives of the project and the context in which it is being delivered.
  • Primary research: Gender-sensitive management and implementation of primary quantitative and qualitative research in potentially challenging project environments, such as fragile and conflict-affected states – this could include the design and application of household surveys, in-depth interviews and focus groups etc.
  • Country experience: the team must have the appropriate country knowledge /experience and language proficiency required to conduct the research required.
  • Information management: extensive experience in data quality control and database management (including collating multiple large datasets for analysis).
  • Ability to manage English to Somali and Somali to English translation with high quality and accuracy, including for transcription and translation of large volumes of qualitative data.
  • Safety considerations: Ensuring the whole baseline process adhere to best practice for research with children including the implementation of CARE’s Child Protection and Safeguarding Policy, Policy for Prevention from Sexual Abuse, Exploitation and Harassment, and procedures to ensure the safety of participants. Note that all bidders are expected to be able to show that they have child protection and safeguarding policy in place to safeguard children that the research team would come into contact with through the baseline activities. All bidders are expected to comply with CARE’s Guidelines for Responsible Data Management as well.

The MEAL manager, who is the principal point person for monitoring and evaluation for the Waxbar Carurtaada II / Educate Your Children II Project will be responsible for the day–to–day management of the baseline survey. CARE USA’s Senior Research Advisor will provide technical assistance to tool development, data quality control and data analysis, and offer technical feedback on all deliverables.  

  • Expected Tasks

The consultant will receive technical supervision and guidance from the MEAL manager and CARE USA’s Senior Research Advisor and will be accountable to CARE and the MoECHE for quality results and for timely delivery of these. The consultant will be required to conduct the following tasks:

  • Submit an inception report inclusive of the proposed tools, sampling approach, detailed analysis framework, quality control measures and work plan.
  • Submit a detailed work plan as part of the inception report and updated data collection plan following training of enumerators. The work plan should include plans/framework for data collection, data entry, data cleaning, transcription, and translation.
  • Submit a comprehensive risk management plan highlighting all reasonable measures to mitigate any potential risk to the delivery of the required outputs for this baseline.
  • Submit a quality assurance plan that sets out the systems and processes for quality assuring the research process and deliverables from start to finish of the project.
  • Translate data collection tools and training protocols from English to Somali. Note that back translation will be required for accuracy.
  • Develop electronic versions of all relevant data collection tools.
  • Pilot the tools in the respective target region/states, track changes and submit revised tools for approval.
  • Take the lead in training research assistants, following guidelines and training plans outlined in the inception report, as well as quality control protocols and guidelines for researchers.
  • Prepare all resources and related supplies for data collection, including mobile phones/ tablets with e-versions of the tools uploaded into a platform of choice.
  • Undertake data collection in the field following the approach outlined in the approved inception report.
  • Support in data collection related logistics, including but not limited to deployment of researchers to the target region/states, and supervisors; and where required coordination with CARE to access each area with approval from MoECHE and regional states.
  • Upload datasets completed by the team daily for verification by CARE’s technical team.
  • Conduct qualitative data entry and coding.
  • Conduct all necessary data quality and ethical control measures.
  • Analyse the data as per agreed upon data analysis framework.
  • Provide a draft comprehensive technical report; a draft summary report; and a draft presentation of findings for review. Incorporate technical feedback received from CARE, MoECHE and relevant stakeholders and provide revised final versions of all three documents for final approval.
  • Provide a complete set of physical and electronic data collection documents, filed, and organized as per guidelines provided by the CARE, upon completion of data collection and entry. This includes but is not limited to complete datasets (anonymized and non-anonymized versions), script and analysis files; datasets used for analysis; transcribed and translated versions of FGDs and KIIs; filled surveys, questionnaires, FGD/ interview notes, daily survey logs; voice files (for electronic qualitative data collection), pictures (noting that no pictures of respondents will be allowed under any circumstances, including during data collection or before/ after data collection), etc.
    • Deliverables

Project deliverables: the main deliverables for this project are as follows:

  • Inception report.
  • Work plan outlining all tasks to be completed within the duration mentioned for this assignment, responsible persons, timeframe for completion of each task and resources required for each task
  • Detailed data collection and analysis plan, a comprehensive risk management plan and a quality assurance plan as part of the inception report.
  • Translations of survey instruments from English into Somali, to be verified through back-translation (conducted by the evaluator) and secondary spot-checks conducted by CARE.
  • Training plan (including summaries of training sessions and relevant presentations/ exercises).
  • Complete list of enumerators/supervisors per location, including contact details.
  • Training report on the data collection process with recommendations for future data collections. The report should catalogue and include, in annexes, the final survey and training tools used (with translations where available).
  • Complete set of files, hard copies of surveys, audio/ image/ video files and daily data collection reports/ data collection logs signed by enumerators and field supervisors.  
  • Complete transcriptions of qualitative data both in Somali and English.
  • Clean data sets, to be reviewed and approved by CARE (data quality-verified and accepted by CARE). 100% of the planned data is included and the final version of the database should not include any typos, out of range responses for any variable and/or illogical responses.
  • Analysis and script files.
  • Final report, based on the agreed-upon analysis framework. The methodological section should include a discussion of data collection challenges and limitations, including a summary of data collection activities and the timeline of data collection, a number of total surveys collected and the number of refusals to participate for each location, as well as detailed data collection log per region/state.
  • Final summary report.
  • PowerPoint presentation of findings.

Baseline milestones: bidders are required to include in their detailed work plan, the number of days for each milestone set out below, and the deadline.

S/n Milestones Days Deadline dates
1 Inception and briefing meetings in Mogadishu office    
Desk review of project documents and reports    
3 Development and submission of the inception report and data collection tools    
4 Present the baseline design, inception report and data collection tools    
5 Training of research assistants and relevant MOECHE officials    
6 Fieldwork (pre-test of tools, data collection and debriefing)    
7 Data analysis, report writing and submission of the first draft report    
8 Presentation to the Education Sector Committee (ESC) in the Federal Republic of Somalia (chaired by the Director-General of the MoECHE)    
9 Incorporation of comments into the baseline study report    
10 Revision, finalization of the report, submission, and approval    

The evaluator will be expected to identify a team leader for communication and reporting purposes. At the inception meeting, the team leader will be expected to submit a full contact list of all those involved in the evaluation.

The evaluator will be expected to report to the MEAL Manager. The design of the baseline and, regular updates will be presented to the project’s steering committee. The team will be required to submit to the MEAL Manager weekly progress reports (by email) summarizing activities /tasks completed (per cent achieved), time spent etc. Any challenges are expected to be communicated immediately to the project’s MEL Manager prevent any delays.

CARE Somalia will facilitate coordination with state MoEs and the MOECHE on requesting approvals for the activity and seeking feedback on the design. The evaluator is expected to work closely with Regional Education Officers and District Education Officers during this assignment.


The budget prepared by the bidder should cover all the activities outlined above, including baseline training, data collection, data cleaning, transcription and translation, analysis, and reporting. This budget is inclusive of all costs covering team member costs, travel, research costs and any other costs associated with the completion of the work including where required costs for reasonable adjustment.


The technical and financial proposals shall be submitted at the same time. The proposals must be submitted electronically to SOM.Consultant@care.org latest by 17:00 on 15th of October 2021 with the Subject line Consultancy for the Baseline Survey services for Waxbar Carurtaada II (Educate Your Children II) project.

[1] Of which 23,000 OOSC will be enrolled through a co-fund project – Education Sector Program Implementation Grant (ESPIG)

[2] And an additional 23,000 OOSC through co-funding

[3] Estimated to capture potential overlaps between ABE and formal schools

[4] Preliminary drafts of the new Education Sector Analysis estimate a substantial reduction in the GER due to past droughts; no data for the 2020-21 school year is yet available.

[5] Currently in final draft stage



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