Country: Uganda
Closing date: 12 Oct 2018
1.0RIGHT TO PLAY
Right To Play (RTP) is an international humanitarian organization that uses sport and play to promote holistic development of children and youth in the most disadvantaged areas of the world. Right To Play is committed to improving the lives of these children and to strengthening their communities by translating the best practices of sport and play into opportunities to promote development, health and peace. Right To Play programs foster healthy physical, social and emotional development of children and build safer and stronger communities.
2.0PROJECT OVERVIEW
Right To Play has been implementing a three year (October 2015 – December 2018) project locally known as “TUSOBOLA!” which is loosely translated as “Together we can make it!” The project mainly focused on the enhancement of key life skills among children and youths so as to protect and promote their rights in the slummy neighbourhood of Kamwokya and Kyebando. The project interventions targeted seven (7) primary schools and two (2) community centres reached through two key strategic implementing partners namely; Treasure Life Centre (TLC) and Kyebando youth development link (KYDL). The project collaboratively works with teachers and coaches trained in Play Based Learning (PBL) activities to enhance children and youths’ life skills to empower them to realization of their full life potential. The theory of change of the project asserts that by children and youth engaging in sport and play-based learning activities, they develop their social, emotional, cognitive and physical skills that empowers them to thrive amidst their life long challenges. Under the project, school teachers and community coaches are equipped with play based learning skills and appropriate play pedagogical materials to run quality regular sport and play- activities with children and youth. These play based learning activities enhance children’s and youths’ life skills, and are designed to address issues around child protection, gender equality and health. Through regular play based learning activities, mentorship and guidance by trained teachers and coaches, the project natures leadership skills among children and youths to groom junior leaders who use their acquired leadership and advocacy skills to influence, protect and promote their rights in schools and communities. The project also takes a proactive approach to engage community stakeholders such as; parents, caregivers, education authorities, community-based organization and local leadership to sensitize them and hold dialogue meeting with them to address socio-cultural barriers to positive child and youth development.
- Project objectives
a) Increase access to life skills education to enhance healthy and safe child development.
b) Support youth empowerment to contribute actively to addressing key issues within their communities.
c) Strengthen ability and collaboration among key community players to ensure a supportive environment for child and youth development.
Project expected outcomes
Improved social, emotional, cognitive and physical life skills for children and youth.
Improved capacity of teachers and youth coaches to effectively implement sport and play-based approaches for child development.
Improved positive leadership knowledge and skills among youth.
Strengthened capacity of Youth Associations to address key issues in their communities using sport for development.
Improved attitudes of parents and caregivers towards the rights and protection of children and youth.
Increased support of key stakeholders to guarantee a positive environment for children and youth in communities
3.0PURPOSE AND SCOPE OF THE EVALUATION
- Purpose of the evaluation
The purpose of the evaluation is to generate information for Right To Play and its partners for wider learning and to make an informed judgment about the past performance of the project. The evaluation is intended to assess the progress made by the project in fulfilling its agreed objectives through planned activities; to evaluate the relevance of the project to the implementation areas; assess the efficiency and effectiveness with which resources have been used to generate results and achieve project objectives.
- Objectives of the evaluation
The main objective of the final evaluation:
Assess the extent to which the project has achieved its objectives and created the expected and unexpected changes in children’s lives and how the observed change can be sustained.
Assess whether the implementation strategies and mechanisms used were relevant in addressing the identified learning and development needs of children.
Evaluate the effectiveness and efficiency of the different approaches used in the implementation of the project.
Document lessons learned (positive and negative) and good practices observed during the implementation of the project.
Based on the findings of the evaluation, make specific recommendations for the guidance of similar projects in the future.
Scope of the evaluation
The project geographical spread covers two parishes of Kamwokya and Kyebando in Nakawa and Kawempe divisions – Kampala district and targets seven (7) primary schools and two (2) community centers. However, the evaluation process will draw a representative sample from the target population considering proportionality for the target groups.
Targeted Schools and community centers include:
§ Targeted Primary Schools: Good shepherd Project School in Kamwokya; Sharp Nursery & Primary School in Kamwokya; Bright Children Nursery & Primary school in Kyebando; Sunlight Primary School in Kyebando; Winterland Primary School in Kyebando; St.Pauls Church of Uganda Primary School; Kampala Model Primary School in Kyebando.
§ Targeted Community Centers: Treasure Life Centre (TLC); Kyebando youth development link (KYDL) centre.
The evaluation will give special consideration on the relevance, effectiveness, efficiency, sustainability and impact of the project intervention. The evaluation will examine transformational change generated by project intervention in the areas of: Change in children’s life skills, Education outcomes, Changes in Teachers’ and Coaches’ teaching and training practices, Commitment to promote a positive safe learning environment for children and youths, Changing attitudes of parents and caregivers towards the protection and promotion of children rights and Support from government officials towards the integration of PBL into the national education curriculum.
4.0EVALUATION THEMES
The evaluation will measure not only program outcomes, but also aspects of program quality such as sustainability, community participation and ownership, ongoing relevance, effectiveness, efficiencies, and best practices, as well as unintended outcomes. The fundamental questions that the evaluation will address include:
Relevance: To what extent have the project interventions been responsive to the intended beneficiaries and stakeholders’ needs and priorities? To what extent are the strategies employed by the project still relevant in the context within which the project is operating both at national and local level? Have the planned activities and expected output of the project been consistent with the observed effects and impact?
Effectiveness: What stated objectives, expected outcomes, planned outputs and actions have been achieved? Which objectives have been most successful and why? Explore the critical success factors? What changes have been brought about in performance / change in behavior and practices among project children, youths, teachers and coaches? What is the scope or magnitude of the change achieved? What is the significance/ strategic importance of the achievements? What has not been achieved (failures, missed opportunities, challenges) and why?
Efficiency of Planning and Implementation: Which activities were undertaken in order to achieve project results? Were these conducted efficiently (cost efficiency)? Were the activities of the expected quality? Were the activities carried out on time so as to achieve expected results? Was the timing appropriate? Were there any planned activities that were never implemented? If so, why? Were the resources been allocated in the most optimal way? Were the results/ outcomes appropriate to the costs incurred? Could the results have been achieved more optimally? Was the project implemented in the most efficient way compared to the alternative? What roles and responsibilities have each partner, including Right To Play, played and how have these changed over time? How successful were the roles that Right To Play and the partner(s) played as project management (including grant management) and implementing partner(s)? How could it be improved?
Impact: To what extent are the observed results/changes attributed to the project interventions? To what extent are the observed achievements attributed to other external factors? Has there been any effect/impact on people beyond the target groups (for example, in the wider geographical community or the sector as a whole) through learning shared by project participants or as a result of policy work? What are the counterfactual, that is, what would have happened to the beneficiaries if the project had not happened? Would some of the changes have happened anyway?
Sustainability: Are there indications that elements of the project will be sustainable without further external support? What are these and what are the factors which will determine whether or not they will continue? Will the project contribute to lasting benefits and positive change in the lives of children and youths beyond the project life span? Which organizations could/will ensure continuity of project activities in the project area?
Lessons Learned: There are some specific learning questions for this project which need to be considered in the evaluation. These questions are: What is the relationship between the development of key life skills and children academic performance? How effective are school councils in sensitizing and mobilizing parents and community members to engage with their children’s education, participate in school life, and ensure quality education for their children?
5.0EVALUATION METHODOLOGY
The methodology to be adopted by the evaluation shall generate both quantitative and qualitative information and should employ a participatory approach to enable a cross section of stakeholders, including children, youths, teachers, coaches, parents, caregivers, local government officials, implementing partner staff and RTP staff take an active role in the evaluation process. The methodology should enable the comparison of baseline and final evaluation results. Quantitative data collected should include well-developed study tools with proper random selection of participants. Qualitative data should mainly comprise of desk review, use of primary and secondary data and field consultations with the different stakeholders including; children, youths, teachers, coaches and parents focus group discussions as well as key informant interviews with head teachers, local government officials, IP staff, RTP staff, SMC members etc, Case studies and most significant change stories are also expected to be used to document transformative changes attributed to the project intervention. Lessons learned and good practices that can be replicated elsewhere are also expected to be elicited from the entire spectrum of the project reach. The lead researcher (consultant) is expected to develop a detailed and sound methodology and the evaluation tools that respond to the evaluation questions and that show how salient data that demonstrates the project impact will be captured. The final evaluation will utilize a rigorous sampling process proposed by consultants and approved by Right To Play. While an overarching toolkit was developed by Right To Play and used for the project M&E, the tools required for the evaluation might be refined and approved by the Evaluation Steering Committee.
6.0QUALIFICATIONS
This evaluation is opened for both legally registered consultancy firms and individual consultants based in Uganda. The firm/individuals shall consist of professionals with relevant backgrounds. The Evaluator(s) shall have the following expertise and qualifications:
A minimum of Post-graduate degree in development, and/or social science, education or closely related field with sound knowledge in play based learning methodologies.
A consultancy firm/group with 5-10 years of experience in the research and/or evaluation field, including experience in quantitative and qualitative data collection, analyzing quantitative and qualitative data, and report writing.
Proven experience in conducting quality evaluations on a wide and multi-sector education programs in similar context.
Experience in the use of participatory appraisal techniques in data collection.Excellence and proven communication skills and capacity in writing technical evaluation reports.
7.0KEY DELIVERABLES
§ A final evaluation inception report to be approved Right To Play.
§ Relevant data collection tools that will be used to capture both quantitative and qualitative data.
§ Draft report that will be shared with the Right To Play and other relevant stakeholders for inputs/feedback.
§ A validation meeting to be held in Kampala to share findings with Right To Play and other relevant stakeholders.
§ The Final report of the evaluation. The report should be presented in agreed format outlined in the consultant’s proposal with all due tables, graphs and accompanying photographs and/or notes. (25 pages maximum without the annexes)
§ Evaluation summary (in PDF and Word format for communication purpose) that highlights the methodology, keys findings, learning and recommendations.
8.0TIMING
The final evaluation exercise will take place in December 2018. The consultant shall be required to develop detailed work plan in his/ her technical proposal which will be reviewed and approved by Right to Play.
How to apply:
Interested candidates are requested to submit proposals including the following documents:
A cover letter (Maximum 1 page) introducing the evaluators/organization and how the skills, experience and competencies described above are met, with concrete examples.
A technical proposal (no more than 8 pages) and a financial proposal (1 page) outlining the proposed methodology for the evaluation and budget.
The Curriculum Vitae (Maximum 3 pages per CV) of the proposed evaluation team highlighting the education and the relevant experience related to this evaluation.
One recent example of previous evaluation report the organization/individual has lead authorship on (optional)
The proposal must be submitted no later than Friday October 12th, 2018 to embidde@righttoplay.com with aoguniyi@righttoplay.com in copy.
Please note: Applicants are encouraged to send their questions related to the ToR to the addresses mentioned above no later than October 5th 2018. Any questions submitted after that deadline will not be considered.