Request for Proposal (RFP)

Consultancy Services to Lead the Impact Evaluation of the Enhancing Quality and Inclusive Education (EQIE) Project in Ethiopia, and Tanzania.

1. Overview of Right To Play

Right To Play (RTP) is a global organization that protects, educates, and empowers children to rise above adversity using the power of play. By harnessing play, one of the most powerful and fundamental forces in a child’s life, we enable 2.3 million children each year to stay in school and graduate, resist exploitation and overcome prejudice, stay safe from disease, and heal from the harsh realities of war and abuse. Right To Play is the only global development organization focussed exclusively on using play to transform the lives of children and youth impacted by poverty, war, disease, and inequality.

Established in 2000, Right To Play is co-headquartered in Toronto, Canada and London, UK and has operations in 15 countries across Africa, Asia, the Middle East and North America. Our programmes are facilitated by over 600 staff worldwide. As a child-centered organization. Our recruitment and selection procedures reflect our commitment to the safety and protection of children in our programmes. To learn more about who we are and what we do, please visit our website at www.righttoplay.com.

1.1 Overview of the Enhancing Quality and Inclusive Education Project (EQIE)

The EQIE project is a five-year quality education initiative being implemented by Right To Play and partners in five countries (i.e., Ethiopia, Lebanon, Mozambique, Palestine, Tanzania) from January 2020 to December 2024. Working with Ministries of Education and other education stakeholders the project aims to use the power of play and creative pedagogies to:

• Improve learning outcomes (in reading and socio emotional skills) among lower primary grade 1- 4 school children,
• Increase enrolment and retention of out-of-school girls and children with disabilities (CwDs)

The implementation strategy of the project is to work with school level actors and education managers at the district level to improve the adoption of play-based pedagogy for enhanced quality of literacy instruction and positive learner-centered experience at school; and to support home/community level actors (such as caregiver/parents, CSOs, and volunteers) to create stimulating home learning environment that reinforces school level efforts and remove barriers to education for girls and children with disabilities.

Both strategies would engage children (girls, boys, CwDs), teachers, school leaders, parents, school management committees and parent-teacher associations (SMC/PTAs), district and sub-national level education officials, teacher trainers/coaches/mentors, and national level agencies under the Ministry of Education.

To deliver on the strategies of the EQIE project, the following core activities are being implemented:

• Teacher professional development: training for teachers and educational staff on play-based learning (PBL) teaching practices to enhance children’s literacy and socio emotional skills
• Supplemental and after-school learning opportunities for children: examples include after-school reading clubs, community reading centres, reading competitions, equipping caregivers with skills and resources for creating stimulating home literacy environments
• Providing additional educational inputs such as reading materials, grade-appropriate story books, teacher manuals, other teacher and learning materials, classroom infrastructure
• Creating safe and inclusive learning environments for all children (including children with disabilities) in educational institutions through community and school structures
• Working with CSOs to address community level barriers to education and learning; and to identify and enrol out-of-school girls and children with disabilities.

Through these activities, the project will contribute to achieving SDG 4, ensuring ‘inclusive and equitable quality education and promoting lifelong learning opportunities for all’, including its underlying principle of ‘leave no one behind’.

2.0 Evaluation Objective/Scope/Deliverables and Specifications

The tender aims to secure the technical and professional services of an evaluation consultant for the impact evaluation of the EQIE project. The appointed consultant (individual or firm) will lead an impact evaluation of the EQIE project in Ethiopia, and Tanzania. A quasi-experimental baseline design for this project was completed in 2020.

2.1 Objective

The impact evaluation seeks to draw causal conclusions about the effects of two critical aspects of the EQIE project on improving teaching quality and students’ learning outcomes (in literacy and SEL skills) in two countries (Ethiopia and Tanzania):

1. In-service teacher professional development through training, coaching, and mentoring, and professional learning communities/communities of practice in play-based learning (PBL) pedagogy
2. After-school supplemental learning activities at the community and household level

2.2 Methodology

To test the impact of the in-service teacher professional development at improving teacher adoption of the PBL pedagogy and the quality of literacy instruction; and the combined effects of this and after-school supplemental learning activities on students learning outcomes, the baseline evaluation collected data from a comparison group (i.e., schools where the EQIE project is not implementing any activities) with similar geographical and socio-economic characteristics as the treatment groups (i.e., schools where EQIE project is directly implementing activities). Midline data for the comparison group will be collected as well to assess the counterfactual by comparing the changes in learning outcomes over time between the treatment and the comparison groups.

To improve stakeholders understanding of how the project was implemented to deliver the resulting outcomes, it is proposed that sequential mixed methods research design is applied. Where this is not feasible the consultant will be encouraged to adopt concurrent mixed methods research design.

The impact evaluation will seek to answer the evaluation questions and track the following indicators including those contained in the project’s PMF (performance management framework):

• Proportion of grade 4 students achieving minimum proficiency levels in reading
• Socio emotional skills among grade 4 students
• Proportion of grade 4 students who regularly participate in supplemental learning activities
• Retention rate of enrolled previously out-of-school girls and children with disabilities
• Proportion of teachers integrating PBL pedagogy in teaching practice for improved literacy instruction

2.3 Evaluation Questions

In line with the above stated objective, the impact evaluation will seek to answer the following five questions:

Impact

1. What is the casual effect of the EQIE project on the midline levels of literacy, and SEL skills among grade 4 students in Ethiopia and Tanzania?
2. What is the state of teachers’ pedagogical practice in the classroom? Is there any marked difference in teacher pedagogical practice between treatment and comparison groups?
3. Does the PBL in-service teacher professional development under the EQIE project lead to improvements in learning outcomes, or intermediate indicators (e.g., teacher literacy instructional quality, positive classroom climate, etc.) towards improved learning outcomes in treatment schools? If so, how?
4. What explains the key characteristics of schools that are able to effectively implement the PBL pedagogy compared to those that are not able to?
5. What is the potential impact of after-school supplemental learning activities on improving learning outcomes in treatment schools?

Sustainability

1. Is there early evidence that local implementing partners and government partners have the capacity (institutional, financial), positive attitude, and ownership mindset to continue the pedagogical practices, and safe/inclusive learning environment activities of the EQIE project?
2. What are the key factors or risks that are likely to affect the persistence of positive effects of the EQIE project in the short, medium, and long term?

2.4 Scope

Working with relevant staff of Right To Play, Implementing Partners and Ministry of Education and its Agencies’ Staff in the two (2) countries, the impact evaluation will review project documents, monitoring data/reports, and conduct mixed method primary data collection to deliver the following activities:

• Use EGRA, ISELA and other adapted tools to measure the literacy and socio emotional learning (SEL) skills of lower primary school grade 4 children in 20 schools each within implementing/treatment and comparison groups, in the two (2) countries
• Implement classroom/lesson observations, observation of supplemental learning activities, and stakeholders’ interviews in both treatment and comparison schools/communities
• Assessment of the project’s pathways through which the outcomes are expected to be delivered and the factors affecting the implementation and the outcomes of the project.
• Review empirical literature on play-based pedagogy and foundational learning outcomes relevant in the evaluation countries and/or within the East Africa region
• Develop/review/refine the evaluation methodology and sampling strategy used at baseline to arrive at most appropriate quantitative and qualitative methods for answering the evaluation questions
• Take lead role in reviewing, revising, developing, and piloting data collection instruments/tools (questionnaires, surveys, interview guidelines, etc.)
• Utilize digital methods for collecting survey data (ideally using SurveyCTO)
• Actively participate in regular meetings with Right To Play, consulting on research plan/methodology/timeframe, discussing results and findings and agreed recommended follow-up actions.
• Undertake project site visits and data collection
• Prepare evaluation reports (draft, and final reports) in accordance with agreed reporting format with Right To Play
• Present final reports to RTP and partners, highlighting key findings, lessons, and recommendations
• Facilitation of and ‘conduct of dissemination’ sessions (including validation workshops in all 2 countries), including the development and delivery of content for the dissemination sessions

2.5 Key Expected Deliverables and Timescale

The expected deliverables for the evaluation will include:

DELIVERABLES and DETAILS Expected Date

1. An Inception Report

• Draft Inception Report detailing final agreements with EQIE team, reviewed literature, the midline evaluation methodology, data collection tools, pre-analysis plan, and refined workplan (i.e., data collection, analysis, validation, reporting, and final dissemination) for the entire assignment Sept 15th, 2023
• Final Inception Report incorporating RTP review comments Sept 28th ,2023

1. Data collection Reports

• Research Assistants/Enumerators Manual including training slide deck Oct 12th, 2023
• Project site visits and data collection reports for all 2 countries Nov 17th, 2023

1. Slide deck of preliminary findings and initial conclusions for validation workshop

• Data placemats on midline results for each of the two countries’ validation workshop (x2). Dec 5th, 2023
• Excel datasets (raw, and cleaned versions with codebook) for all 2 countries

1. Validation Workshop completed

• Facilitate and conduct validation workshop with EQIE stakeholders in each of the three countries. Dec 11-14th, 2023

1. Reporting template for policy brief

• Concise and clear template for developing policy brief and actionable insights from the evaluation data for the 2 countries Dec 18th, 2023

1. 1st Draft Midline Reports

• Consultant submits draft country midline reports for RTP’s review (x 2) Jan 16th, 2024
• RTP submits comments on draft reports to consultant Jan 26th, 2024

1. 2nd Draft Midline Reports

• Consultant submits 2nd draft country midline reports for RTP’s review (x 2) Feb 9th, 2024
• RTP submits comments on 2nd draft reports to consultant Feb 19th, 2024

1. Final Midline Reports

• Consultant submits final country midline reports (x 2) Feb 29th, 2024
• Finalized Excel datasets for all 2 countries
• SPSS or Stata versions of the datasets including analysis scripts with clear, easy to understand notes
• Transcripts of all qualitative data collected
• Clean version of the thematically analyzed qualitative data including clear and easy to understand analysis scripts

1. Policy Briefs

• Consultant submits draft policy briefs (x 2) for review Feb 8th, 2024
• Final policy brief submitted to RTP March 21st, 2024

1. Presentation (virtual) at final dissemination session

• Consultant presents key findings and recommendations at midline review forum to RTP, implementing and government partners March 26th, 2024

2.6 Consultant Qualification and Experience

The evaluation consultant (individual or firm) is expected to have extensive evaluation experience and professional evaluation credentials as well as a strong track record of conducting comparable evaluations. Specifically, the consultant should meet the following:

• Have a multidisciplinary team, with at least 1 educationist and 1 statistician, both must have a minimum of Masters level qualification and at least seven (7) years of education research and evaluation experience.
• Evidence of conducting similar assignments in these countries and/or others within the Africa region (especially at the primary education level), in the past 2 to 5 years. Most recent experience will be highly welcomed.
• The evaluation team put forward for this assignment must include local evaluators/consultants in the region or any of the assignment countries to collaborate on this multi-country project evaluation.
• Experience working in the two countries and an understanding of regional and district level education operations in the two countries will be an advantage
• Legally registered and can obtain permission from the appropriate authorities in the two countries to carry out the services of this RFP.

The Lead Consultant will be expected to meet the following requirements:

• Academic: Advanced Degree in Education, Development Economics, International Development, Monitoring and Evaluation, Public Policy, or related field.
• Experience: Must have strong technical expertise in managing impact evaluations and conducting econometric analysis (including proficiency in analysis tools such as SPSS/STATA, Dedoose/NVIVO will be added advantage), and experience working with country governments.
• Working experience in analyzing, designing and/or monitoring education projects/programs (evidence required).
• Extensive experience in managing project/programme evaluations, conducting mixed-methods research, and EGRA/ISELA assessment (evidence required)
• Technical knowledge of the focal area relating to teacher professional development, play-based learning pedagogy, supplemental literacy/learning programming, and literacy/SEL skills measurement
• Language: Superior written and oral communication skills in English. Proficiency in Swahili and Afaan Oromo or Amharic will be an added advantage
• Excellent writing skills: demonstrated ability to translate complex and technical information into clear, non-technical language that is accessible to a broader audience.
• Strong communication and presentation skills, including ability to translate data into effective and engaging data visualizations and infographics.
• Interpersonal skills: demonstrated ability to work effectively and sensitively in teams, with cross-cultural awareness and flexibility.

3.0 Tender Conditions/Requirements/Instructions

Bidders are encouraged to read the RFP document in its entirety and ensure that their proposal addresses all of the items cited in the proposal instructions and meets the selection criteria. All proposals must be submitted by the deadline stated in this RFP. Proposals received after this due date and time will not be considered.

All questions or clarifications regarding this RFP must be submitted to Eric Opoku: [email protected] copying Zoe Dibb: [email protected]. Only written responses from these two named persons will be considered official and carry weight in the RFP process and subsequent evaluation of proposals. Any responses received from other persons, whether verbally or in writing, from employees of RTP, or any other party, will not be considered official responses regarding this RFP.

3.1 Timescales

Subject to any changes notified to potential suppliers/bidders by Right To Play in accordance with the Tender Conditions, the key milestones below shall apply to this Procurement Process.

By 5th July 2023- Request for Proposal (RFP) issued

By 2nd August 2023- Receipt of Proposals/Tenders ends

By 29th August 2023- Consultant identified and contracted

By 29th August 2023- Inception Meeting regarding deliverables

Right To Play is under no obligations to consider any clarifications / amendments to submitted Proposals/Tenders following the submission deadline (as specified in the Timescales section of this RFP). Any proposed amendments received from a potential supplier/bidder as part its tender response shall entitle Right To Play to reject that proposal/tender and to disqualify that potential supplier/bidder from this procurement process.

3.2 Tender Submission Instructions

Interested evaluation consultants (an individual or firm) are requested to submit complete proposal package to Eric Opoku: [email protected] copying Zoe Dibb: [email protected]; Proposals must be submitted by email only with the subject line “Proposal EQIE Midline” not later than August 2nd, 2023.

The submitted proposal must contain the following information and documentation:

• Technical Proposal

The Technical proposal shall describe how the consultant intends to carry out the requirements of the RFP, including a proposed workplan. It should be concise, specific, complete, and demonstrate a clear understanding of the work to be undertaken and the responsibilities of all parties involved. It must demonstrate the consultant’s eligibility, as well as their capabilities and expertise in completing each step of the activity.

Bidders shall include only information necessary to provide a clear understanding of the proposed action and the justification for it. Greater detail than necessary, as well as insufficient detail may detract from a proposal’s clarity. Minimise or avoid the use of jargon and acronyms as much as possible. If acronyms or abbreviations are used, include a separate page explaining the terms.

• Cost Proposal

A detailed budget including narrative that justifies the costs as appropriate and necessary for the successful completion of proposed activities should be submitted. The budget narrative should clearly describe the project and cost assumptions. All proposed costs must be directly applicable to performing the work under the RFP.

The budget narrative should be of sufficient detail so that someone unfamiliar with your organization or the activity could review and adequately understand and grasp the assumptions, reasonableness and calculation method used.

Budget and narrative must be prepared using Microsoft Excel software. Supporting information must be provided in adequate detail for conducting a comprehensive analysis. All costs must be stated in Canadian Dollars (CAD).

This is an all-inclusive fixed price offering/contract. No additional costs will be considered or can be included after the contract is awarded. All items/ services must be clearly labelled and included in the total offered price. Bidders should submit their most competitive and complete cost proposal.

• Work Samples and CVs

Bidders are required to submit two work samples, ideally reports the consultant/firm has lead authorship on. Clearly label and provide CVs for all individuals proposed to be the core evaluation team, clearly stating their roles and responsibilities for this evaluation. Please note that if the data collection is to be sub-contracted, the evaluation consultant will be ultimately responsible for the third party and will be required to share their qualification with RTP and receive approval for such sub-contracting.

1. 1. Evaluation of Submitted Proposals

Proposals will be evaluated based on the following weighted point scale (totalling 100 points):

No. 1 Criteria- Technical Approach, Methodology, and Implementation plan Points 40

• Comprehensiveness of proposal approach. Clarity and appropriateness of proposed methodology including quality management systems and relationship and risk management.
• Work plan and proposed timeline are realistic and include all proposed elements of the evaluation requirements.
• Responsiveness to the RFP

No. 2 Criteria- Capabilities and Past Performance Points 20

• Organizational, financial, and technical capabilities and resources to implement this work
• Previous successful experience implementing similar activities.

No. 3 Criteria- Proposed Costs Points 30

• Reasonableness of proposed budget based on scope of activities proposed.
• Summary budget, detailed budget, and budget notes included.
• Comparative lowest price

No. 4 Criteria- Deliverable timeframe/Work plan. Points 10

3.4 Terms of Award

This document is a request for proposals only, and in no way obligates RTP or its donor to make any award. Please be advised that under a fixed price contract the work must be completed within the specified total price. Any expenses incurred in excess of the agreed upon amount in the contract will be the responsibility of the contractor/consultant and not that of RTP or its donor. Therefore, bidders are duly advised to provide its most competitive and realistic proposal to cover all foreseeable expenses related to providing the requested services.

All deliverables produced under the future award/contract shall be considered the property of RTP. RTP may choose to award a Purchase Order/sub-contract for part of the activities in the RFP. RTP may choose to award a Purchase Order/sub-contract to more than one offeror for specific parts of the activities in the RFP.

Language

The proposal, as well as correspondence and related documents should be in English.

Negotiations

The bidder’s most competitive proposal is requested. It is anticipated that any award issued will be made solely on the basis of an bidder’s proposal. However, RTP reserves the right to request responses to additional technical, management and cost questions which would help in negotiating and awarding the contract. RTP also reserves the right to conduct negotiations on technical, management, or cost issues prior to the award of the contract. In the event that an agreement cannot be reached with a bidder, RTP will enter into negotiations with alternate bidders for the purpose of awarding the contract without any obligation to previously considered bidders.

Rejection of Proposals

RTP reserves the right to reject any and all proposals received, or to negotiate separately with any and all competing bidders, without explanation.

Incurring Costs

RTP is not liable for any cost incurred by bidders during preparation, submission, or negotiation of an award for this RFP. The costs are solely the responsibility of the bidder.

Right to cancel or modify this Procurement Process

By issuing this RFP, entering into clarification communications with potential bidders or by having any other form of communication with potential suppliers/bidders, Right To Play is not bound in any way to enter into any contractual or other arrangement with you or any other potential bidder.

It is intended that the remainder of this procurement process will take place in accordance with the provisions of this RFP, but RTP reserves the right to terminate, modify or vary (to include, without limitation, in relation to any timescales, scope, or specifications) this procurement process by notice via email to all potential supplier/bidders who have already submitted their proposal. Right To Play will have no liability for any losses, costs or expenses caused to you as a result of such termination, amendment or variation.

How to apply

3.2 Tender Submission Instructions

Interested evaluation consultants (an individual or firm) are requested to submit complete proposal package to Eric Opoku: [email protected] copying Zoe Dibb: [email protected]; Proposals must be submitted by email only with the subject line “Proposal EQIE Midline” not later than August 2nd, 2023.