Consultant for External Evaluation of BMZ Phase I EiE

  • Added Date: Monday, 06 July 2020
  • Deadline Date: Sunday, 12 July 2020

Terms of Reference โ€“ Evaluations
This standard Terms of Reference (ToR) for contracts to evaluators provides guidance for evaluations of private agencies co-financed by the BMZ


BMZ-supported community-based education (CBE) project:
Improved access to quality and inclusive basic education for children from returnee, IDPs and host communities in Kunduz province

(1) Background and Rationale
* Brief description of the (initial) situation in the country/region/sector as well as the project activities and its impact logic, including its previous history and planned continuation, if applicable
* Rationale of the evaluation (concrete reason and need); presentation of the result of preparatory work/preliminary analyses to which the evaluation is linked

The Afghanistan education system has been seriou sly affected by the prolonged conflicts over the past several decades. In the community-based education (CBE) policy guidelines of 2012, the Afghan government estimates that over 3 million school-aged children have never enrolled in school while around one million are permanently absent. Historically, sanctions against girlsโ€™ education, attacks on formal schools, general insecurity, and shortage of qualified and especially female teachers combined with low number and long distances to schools has had negative impacts on childrenโ€™s access to schooling in Afghanistan. The volatile security situation and recurring internal displacements as well as waves of returnees from Pakistan and Iran have further exacerbated the situation.

Kunduz province, and the target district Qala-e-Zal in particular, is one of the most conflict-affected regions in the country and is approximately 98% controlled by non-government actors, with only the center of each district under government control. Kunduz has welcomed a large number of internally displaced persons (IDPs) and returnees due to the ongoing conflicts between government armed forces and armed opposition groups (AOGs). Subsequently, the number of children who need basic education has increased significantly since 2016 due to these clashes and the influx of returnees from Pakistan and Iran. While the formal education system in Kunduz is already facing major difficulties in providing basic access to education to children of host communities, it does not at all have the capacity to provide education opportunities for children of IPDs and returnee populations. Considering the increasing demand for education and the low capacity of the public education sector, CBE has been proven as a recognized and effective solution to provide access to quality education to children in remote and hard to reach areas.

To address the major structural barriers to education in Kunduz province, SC and its local partner Coordi nation for Afghan Relief (CoAR) implemented a two-year (2018-2020) CBE project to provide quality basic education to conflict-affected IDP, returnee and vulnerable host community children aged six to nine years old by establishing 40 CBE classes in the target districts of Qala-e-Zal and Kunduz Centre. In line with SC best practices and CBE model in Afghanistan, the BMZ CBE project design is outlined below.

Phase I Results Framework
* Overall goal (Impact): Improved access to quality and integrative basic education for returnee, IDP and host community children in Kunduz province
* Project goal: 1,400 children (55% girls) have ccess to 40 CBE classes in Kunduz and benefit from quality, community-based education and improved education outcomes
* Result 1: DP, returnee and vulnerable host community children have access to well-equipped educational facilities in Kunduz province
* Result 2:IDP, returnee and vulnerable host community children have access to quality educati on services and teaching
* Result 3:The capacity and motivation of local communities to support education and ensure access for children is strengthened
* Result 4:Partner capacities are built up so that the local partner is able to carry out CBE projects independently according to international standards

In September 2020, a second phase of the BMZ CBE project is planned to begin, which expands the Phase I project design and targets and is informed by lessons learned and a feasibility study conducted by an external consultant.

(2) Purpose, Objectives and Use
* Precise presentation of the objectives of the evaluation in terms of use and benefit of the evaluation results; designation of specific users

The primary objective of the project evaluation is to assess the efficiency and effectiveness of the BMZ-funded CBE project in supporting IDP, returnee, and vulnerable host community girls and boys to gain improved access to quality basic education in Kunduz province of Afghanistan. This evaluation will assess progress made by the project in providing increased access to quality community-based education and in improving the learning outcomes of enrolled children.

The outcome of this evaluation will inform both donor and implementer(s) of the performance of the projectโ€™s design and implementation against the OECD DAC criteria to provide suggestions for ongoing and future (community-based) education programming, specifically for adapting and strengthening Phase II of the BMZ-funded activity.

Note: You will have more details after going to online application link

This vacancy is archived.

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