- INTRODUCTION
1.1. SITUATION ANALYSIS The importance of basic education in Somaliland and the need for reconstruction of the education system is widely acknowledged. Save the Children (SC), with the support of mainly EU and DANIDA, has been involved in improving access to quality education in Somaliland. These interventions include basic/primary education and teachers training through a structured approach to qualify and certify untrained teachers in Somaliland. This work has produced many positive results in both the quality of education offered by schools and the efficiency of education management at regional level.
However, despite the many gains, failure to pay teachers salaries and retain them in the teaching profession is a major impediment in developing a public education sector in Somaliland. It is also a factor fundamentally undermining the impact and effectiveness of other education programmes. Since a large proportion of teachers are not paid by the government, it tends to be difficult for the formal education authorities to hold them accountable in discharging their responsibilities towards providing adequate and quality education to children as per prescribed curricula. In Somaliland the budget allocated for education increased from 4% to slightly above 7% of the total budget in the last financial year 2010/2011. In part this is due to the government’s overall lack of resources. However, it also reflects an inability on the part of communities to hold their government accountable in the delivery of basic services such as education. Most people simply do not even expect the government to provide any education service. Given that the Somaliland government is not internationally recognised, it cannot currently receive direct funding from bilateral donors. Donors have raised concerns regarding capacity of the Somaliland authorities to manage funds as per the required standard. Despite efforts by the government and donors, particularly the EU, to enhance the capacity of the Ministry of Education, the ministry has not yet established the institutional capacity to finance and manage education programs. Linked to this the inability of the government to pay teachers is a major obstacle in the establishment of any sustainable quality primary education system. Over 57% of the teaching cadre in Somaliland is not on the government payroll. Schools are mainly supported privately and some teachers in the system are paid by non-governmental agencies and the private sector. There is a very high turn-over of teachers due low incentives and lack of development opportunities.
1.2. TEACHER SALARY SUPPORT PROJECT IN SOMALILAND: 1.3 1.2.1. OBJECTIVES OF TEACHER SALARY SUPPORT PROJECT: In addressing the above problems, DANIDA funded project of teacher salaries titled “Primary Teacher Salary Support project in Somaliland”. This was launched with the overall objective of contributing to improved capacity of Somaliland Government in financing and managing education. 1.4 1.5 1.2.2. PURPOSE OF TEACHER SALARY SUPPORT PROJECT: The purpose of the project is to ensure Somaliland government assisted to meet financial demands needed to recruit and retain 733 primary teachers.
1.6 1.2.3. PLANNED RESULTS OF TEACHER SALARY SUPPORT PROJECT: The above overall project objective and purpose is intended to be achieved through achieving three interrelated results. These results are:
a. 733 eligible and qualified teachers identified and got recruited/retained by the MOE b. A computerised payroll system institutionalised within the MOE with the support of SC c. Government (MOE) budget increased from the current 4% to 10% by the end of the project
1.7 1.2.4. BENEFICIARIES OF TEACHER SALARY SUPPORT PROJECT: a. Direct beneficiaries: The primary target groups of the project will be 733 teachers and head teachers. Among which 290 will be female primary teachers and head teachers and 443 will be male primary teachers/head teachers.
b. Indirect beneficiaries: • About 58,000 (1:40 teacher/student ratio) primary school children will indirectly benefit from the project as the paid teachers will be motivated to engage in quality teaching learning process. • About 19,000 parents will benefit from the project as it will help at least reduce the school fees to be paid for their children. However, given the fact that there will still be some teachers which will remain unpaid by the MOE or other agencies in schools the contribution of the communities or parents will continue to cover salaries of unpaid teachers but the burden will reduce because of the project. • Family members of targeted teachers will also benefit from the regular and consistent payment of salaries to the head of the families/teachers. The long term beneficiaries are: • Ministry of Education in Somaliland in building their capacity and maintaining wider impact within the project period and when the project phases out • Parents and local communities through the spill over effects of education • The general public in the education promotes peace and security, good governance, democracy and contributing towards human development
1.8 1.3. IMPLEMENTING PARTNERS: The implementation modality of this project emphasizes and ensures local/national ownership of project activities. The project is managed and implemented jointly by the Ministry of Education and Save the Children. Save the children provides organizational policy direction and MOE is responsible for disbursement of the teachers’ salary to the respective Regional Education offices and they jointly monitor the payment to the teachers and head teachers with Save the Children.
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- PURPOSE AND OBJECTIVES OF THE EVALUATION: The evaluation is intended principally for learning and accountability purposes. It is expected to generate relevant findings, lessons, and recommendations which will be shared with key stakeholders of the project and used by the implementing agencies to guide and inform future similar projects and programs in Somaliland. The evaluation will also assess the performance of the project against key parameters including the project’s relevance, effectiveness, efficiency, sustainability, timelines of activity implementation, and its strengths and weaknesses. This information will also be shared with key stakeholders of the project, most importantly the donor (DANIDA), MOE, local education authorities, and other actors in Somaliland.
2.1 2.1. OBJECTIVES 2.2 2.1.1 To assess the performance of the project along the following dimensions; • Relevance (how appropriate has been the project design? To what extent did the stated objectives correctly address the problems and real needs of the target groups?) • Efficiency (how economically were project inputs (funds, expertise, time, etc) converted into results in required quantity and quality and in good time? Was the use of the project resources cost-effective? Could they have been done more cost efficiently?
• Effectiveness (to what extent have the stated project results and purpose been achieved in a sustainable way?) • Impacts (what sustainable changes – positive/negative, intended/un-intended – did the project produce on the target groups – (past and present) as well as MOE, Schools, and other stakeholders?). • Sustainability (what is the likelihood of the project to continue after end of the project? What sustainability measures have been put in place?). • Implementation processes (To what extent were the activities of the project implemented in participatory and empowering manner? How involved were the key stakeholders of the project in planning and execution of activities, and steering the project?)
2.1. 2 To identify the strengths and weaknesses of the project and come up with findings, lessons and recommendations to guide and inform future programme work with special focus on the delivery of financial demands needed to recruit and retain primary school teachers and head teachers and capacity building components at national, regional and local levels. 2.1. 3 Examine and give recommendations on the future expansion of quality primary teacher recruitment and retention taking into consideration the national policies and priorities.
SCOPE OF THE EVALUATION The evaluation will cover the accomplishment of all the expected results as outlined in primary teacher salary support project document and detailed in the annual work plans during the period of January 1, 2011 – December 31 2011. All the different project components and activities stated in the revised and approved logical framework matrix will be assessed.
3.1 EVALUATION CRITERIA: The evaluation will concentrate on the five evaluation criteria elaborated below, namely; relevance, efficiency, effectiveness, impacts and sustainability of the project.
3.1.1 . Relevance: The main focus will be on the appropriateness of the project’s concept and design to the overall situation of Somaliland Education System. In particular: • Extent to which the stated objectives correctly address the problems and real needs of the target groups (MoE, teachers, head teachers, schools, REOs, DEOs). • Relevance of project design within the framework of Ministries of Education programmes and policy guidelines. • Relevance of project design within the framework of the DANIDA principles 3.1.2 . Efficiency: The main focus will be on how well the project activities transferred the available resources into the intended results in terms of quantity, quality, and timeliness through sustainable and participatory processes. In particular: • Whether similar results could have been achieved more or by other means at lower cost in the same time. • Whether project activities were done right i.e. on time, in expected quantity and quality, and through participatory processes. • General implementation and management of the project in terms of quantity, quality, and timeliness of inputs and activities, adherence to work-plans, action-plans, logical framework, and budgets. • Adequacy of management arrangements as well as monitoring and evaluation, technical backstopping support given to the project by all parties concerned coordination and communication. • Institutional set-up through the Central Ministry, the Regional Education Office, and the schools , and the degree to which the project has encouraged full involvement of all the stakeholders; • Responsiveness of project management to changes in the environment in which the project operates; • Co-operation among project partners (SC and the MOE in Somaliland and other key stakeholders) in achieving project results. • Where appropriate make recommendations for improving project efficiency
3.1.3 Effectiveness: The main focus will be on extent to which the project achieved its stated results and purpose in a sustainable way. In particular; • The progress made in achieving the results of the project at all levels. The project Logical Framework will be used as the basis for analysis and assessment. • Efforts made in capacity building of the MOE, REOs and other local project stakeholders and whether the strategies are working or not working and why. • Project’s management of risks taking into view the stated risks and assumptions. • Where appropriate make recommendation for improving project effectiveness
3.1.4 Impact: The main focus will be to establish changes that the project has brought about in the capacity of the Somali land government to finance and manage education, changes in the lives of target groups (teachers, children, etc), and impacts realized or likely to be realized in relation to cross cutting issues such as gender, environment and child protection.
3.1.5 Sustainability: The main focus will be on whether the outcomes and changes brought about by the project is likely to continue after the end of the project and whether they can be sustained at the sector level, and at the National level In particular, • Extent to which the MOE, local education authorities and key education stakeholders own the results of the project and are committed to sustain them beyond the project life. Degree of support given by Save the Children and Ministry if Education in integrating the project objectives and goals into the National Education policy and long/short term strategy plans. • Institutional capacity of the MOE and its local structures to continue the project activities after the end of the project, including good will and financial and technical capacities. • Conduciveness of the political, economic and social environment to the continuity of the project results • Where appropriate make recommendations for further increasing sustainability of project results 3.2 Evaluation sites: The project has been implemented in Somaliland and in all six regions of Awdal, Sahil, and Sool Sanaag. Moredjeh and Todgheer.The evaluation team will select sample regions and schools from the project regions in consultation with relevant stakeholders and using statistically acceptable parameters and select offices/places of various stakeholders identified as sources of information.
3.3 SPECIFIC TASKS: Working closely with the Evaluation Team, the evaluators will undertake the following tasks: • Develop evaluation framework and methodology and refine these with the project team. • Develop the evaluation plan; • Undertake extensive document review to familiarize with the project; • Develop the evaluation tools and train/orient the evaluation team on their application • Conduct field data collection and analysis • Prepare the evaluation draft reports and present the findings in a validation workshop in Hargeisa (Somaliland) for key national and international agencies operating in Somaliland • Prepare and submit final report to Save the Children in three hard copies (bounded) and CD-ROM.
4. EVALUATION APPROACHThe evaluation will be undertaken through a combination of qualitative and quantitative techniques that will be used to gather data and information from main stakeholders of the project mainly target groups, MOEs, schools and other actors engaged in similar programs, and project staff of partners. The data and information gathered will be systematically analyzed and presented following the five evaluation criteria mentioned above.
The methodology for the study is envisaged to cover the following data Collection Techniques: Documents Review: Desk study review of all relevant Teacher Salary Support Project documentation, including but not limited to: • Teacher Salary Support project document and revised logical framework matrix • Interim project reports submitted and approved by the donor • Various policy and strategy documents developed: teacher education policy, teacher’s code of conduct and other MoE related guidelines in Somaliland. • Various proceedings- MoE review and planning meetings • Government policy documents: National Education Policy and education sector strategy document • General guidelines for Grant Administration through DANISH Civil Society Organizations (CSOs)
Primary qualitative and quantitative data collection: The consultant shall apply relevant qualitative (Focus Group Discussions, Semi-Structured Interview (SSI), Observations, Key Informant Interviews, Most Significant change stories) and quantitative data collection methods to generate data that responds to the evaluation TOR
Based on their own understanding of the TOR, the consultant shall propose a detailed methodology specifying for each objective the data collection method, the data source and data collection tools that will be used.
Data Analysis: Data gathered using various methods and tools have to be collated, analyzed, and interpreted systematically. The evaluators will be expected to propose appropriate data analysis methods. It is also expected that the analysis and interpretation shall be made along with the key issues of the evaluation and triangulated to improve its accuracy.
- DELIVERABLES The consultants should deliver the following outputs and services: Detailed evaluation framework/design and implementation plan agreed with the Evaluation team. Evaluation tools Draft reports of the evaluation for review by the SC team
A final evaluation report submitted in three hard copies and CD-ROM to Save the Children in Nairobi.
- EXPERTISE REQUIRED The following attributes are requirements for the selection of the evaluation team: Lead Consultant
• Postgraduate qualification (Masters or above) in Education or in a discipline relevant to this assignment with a minimum of 15 years experience. • Experience in the evaluation of technical assistance project, preferably DANIDA funded projects, particularly those under the education portfolio; • Proven capacity in working across the levels of institutions from policy, to legislation and organizations and ability to assess institutional capacity and incentives; • Excellent report writing skills • Excellent computer skills
Applications for the Consultant can be applied separately or as a team or by a firm. If the Consultant plans to undertake the evaluation together with co-consultant (s) the CV (s) shall be presented during application.
7. TIME FRAME The evaluation is expected to take 20 days starting in the first week of February. Consultants will develop a realistic action plan however the evaluation report is expected to be submitted by the end of February. The dates for executing the evaluation will be jointly agreed between the consultants and SC.
SUPPORT AVAILABLE: On behalf of the MoE, SC will: Facilitate and coordinate the evaluation process with MoE to avail technical staff to be part of the evaluation team and to assist in the collection of the required data; pay the professional fee and other arising costs from the contract; provide logistical support (transport, accommodation, food, etc during the assignment), and review/comment on methods and other outputs of the evaluation.
SUPERVISION AND MANAGEMENT: The overall supervision of the evaluators will rest with SC, the Agency managing this project. The consultants will report to the Country Director (or a designated manager). Whilst the consultants will be expected to work closely with, and interact a lot with implementing agencies and the MOEs. The overall management will be provided by the Save the Children, the Head of Office (Area Representative Somaliland) and Teacher Training Programme Manager based in Hargeisa will provide day-to-day supervision and support to the consultants.
10 TERMS AND CONDITIONS • Logistics: The consultant’s travel from base to the field and back after the end of the contract (including airport tax), food, and accommodation will be covered by SCD, being the lead agency. • Professional fee: The consultants will come up with their own rate as part of their financial proposal.
• Tax: The consultants shall be responsible for their income tax. • Code of conduct: Because Save the Children's work is based on deeply held values and principles, it is essential that our commitment to children's rights and humanitarian principles is supported and demonstrated by all members of staff. Save the Children's Code of Conduct sets out the standards which all staff members must adhere to. The consultant is bound by the principles and conditions of Save the Children’s Code of Conducts. • A contract will be signed by the evaluators upon commencement of the evaluation which will detail additional terms and conditions of service, aspects on inputs and deliverables.
- APPLICATION REQUIREMENTS: All expressions of interest should include: • Cover letter: A short (maximum three pages) letter addressing the evaluation criteria. • Technical Proposal (maximum eight pages) highlighting: brief explanation about the Consultant/s with particular emphasis on previous experience in this kind of work; profile of the Consultant/s to be involved in undertaking the evaluation; understanding of the TOR, the task to be accomplished as well as draft evaluation framework and plan. • Financial Proposal: The financial proposal should provide cost estimates for services rendered including daily consultancy fees excluding: accommodation and living costs; transport cost; stationeries, and supplies needed for data collection; costs related to persons that will take part from consortium partners and government authorities during evaluation process, enrichment workshop. • The financial proposal should also provide cost estimates for services rendered including daily consultancy fees related to the consultant and/or associate consultant who will take part in the final evaluation of the project in Somaliland. • Data collection and data processing costs are on the account of the Consultant. The Consultant should also use his own computer.
Interested and eligible applicants • Can send copies of their CVs, testimonials and at least two copies of reports of similar work, • Technical proposal and Financial proposal
To vacancies@scsom.org before 25th January 2012
To vacancies@scsom.org before 25th January 2012
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