Right To Play
CONSULTANT TERMS OF REFERENCE:
‘Supportive Educational Engagement for Development (SEED)’ BASELINE STUDY
- RIGHT TO PLAY
Established in 2000, Right To Play is an international non-governmental organization committed to improving the lives of children and youth affected by conflict, disease, and poverty. Headquartered in Toronto, Canada, Right To Play is active in 15 countries across Africa, Asia, and the Middle East, and has fundraising offices in six European and north American countries. Pioneering its innovative child-centered, play-based learning methodology, Right To Play works across the five key outcome areas of quality education, peaceful communities, health and well-being, gender equality, and child protection.
Right To Play has been active in the education and sports for development sectors in Jordan since 2006, training teachers in UNRWA and Ministry of Education schools as well as coaches in local communities to provide engaging interactive sessions that utilize games and sports to promote psychosocial wellbeing, education and gender equality. . Vulnerable Jordanian, Palestinian, and Syrian children who take part play days and tournaments organized by Right To Play are more engaged in school and have vastly improved life skills. In turn, the youth with whom Right To Play works achieve higher grades, experience greater levels of cooperation and cohesion, and are empowered to overcome trauma, adversity, and cultural stigmas to fulfil their dreams.
All RTP projects are gender-responsive, placing particular emphasis on female empowerment. They are also usually supported by a sustainable rehabilitation component whereby school classrooms and play spaces are renovated, football pitches are constructed within underserved communities, or students lead maintenance initiatives within their schools. In 2019, RTP reached a total of 102,848 Jordanian, Palestinian, and Syrian children and youth in schools across Amman, Irbid, Zarqa, Mafraq, and Aqaba. In addition, the organization currently has 2,904 active teachers and coaches, having trained 766 this year.
- ‘Supportive Educational Engagement for Development (SEED)’
School closures in response to the COVID-19 pandemic have placed a considerable burden on the Jordanian education system and caused learning losses among students. The impact of school closures is compounded by pre-existing challenges, including the 2019 teacher strikes and an already overburdened and under-funded education system. Although the Ministry of Education (MoE) launched an online strategy, limited access to basic ICT infrastructure, connectivity and electricity has hampered learning in the country’s most remote areas and among vulnerable communities.
The SEED project, funded by Walter Haefner Stiftung, aims to Help vulnerable community youth overcome learning and developmental challenges resulting from COVID-19 through the provision of supportive educational services, positive learning environments, and play-based learning. The project selected 12 community centers (1 CBO in each governorate per year) on the basis of a needs assessment exercise as well as criteria set by, and recommendations from the Ministry of Youth and RTP. Through SEED, Right To Play will train a total of 48 teachers 16 teachers per year who will conduct the remedial classes in CBOs, covering the subjects, English, mathematics, Arabic and science. Reaching about 2880 students in catch up class over the course of three years.
The project is composed of three main intervention arms:
Outcome 1: Community centers are capacitated and equipped to act as educational support centers for children and youth
The project will follow a three-pronged approach towards the development of community centers as an appropriate space for the provision of educational support.
- Firstly, community centers will be equipped with classrooms and material to host remedial classes.
- Secondly, teachers will be trained as part of Right To Play’s Continuum of Teacher Training (COTT) in the use of play-based methodologies to deliver remedial classes in the subjects of English, Arabic, Maths and Science.
Outcome 2: Children and youth experience improved positive learning environments at home and in the learning centers
Positive associations and engagement in educational services will be fostered both at home and in public settings. Parents and caregivers will learn through example how to implement a small-scale play day geared towards building children’s life skills and positive coping mechanisms through the use of Right To Play’s “Play@Home” manual. Drawing on the available evidence regarding the impact of the crisis on children’s health and psychosocial wellbeing as well as Right To Play’s life skills framework, the “Play@Home” manual provides families with easily simplified and adapted games that teach children how to stay healthy, remain active, and take care of themselves and one other, while developing the skills of parents and caregivers.
- Play days conducted at the learning centers will encourage community children and youth to actively engage in their remedial classes and create positive associations with learning and education.
- Family game days will help the parents to learn how to create positive and supportive learning environments for children to thrive and regain the motivation to learn.
Outcome 3: Children and youth have improved their self-confidence and academic performance through participation in play-based remedial classes
The children and youth will participate in weekly remedial classes in English, Arabic, Maths and Science in the learning centers. Each child will participate in five classes per week over a period of six months. The classes will be delivered by trained teachers using a play-based, interactive approach. Pedagogical studies prove that creative, interactive, and applied learning is more effective for information retention and the promotion of children’s engagement in education. The classes will therefore provide an opportunity for children who have fallen behind on academic learning to regain the same level of knowledge as their peers and build their self-confidence and other life skills for positive child development.
- PROJECT GOAL AND OUTCOMES
IMPACT
Help vulnerable community youth overcome learning and developmental challenges resulting from COVID-19 through the provision of supportive educational services, positive learning environments, and play-based learning.
OUTCOMES
- Community centers are capacitated and equipped to act as educational support centers for children and youth.
- Children and youth experience improved positive learning environments at home and in the learning centers
- Children and youth have improved their self-confidence and academic performance through participation in play-based remedial classes
Target Geographies
Tafilah, Karak, Maan and Aqaba, Jordan
Target Beneficiaries
- Children and youth: 2.880 across 12 Community centers (4 per year)
- Teachers: 48 (in English, Arabic, Science and Mathematics)
Full Project Timeline
36 months (Sep 2022 – Sep 2025)
Baseline Study Timeline
Approximately eight weeks, beginning in mid-August 2022
The project’s outcomes and indicators are as follows:
Ultimate Outcome:Help vulnerable community youth overcome learning and developmental challenges resulting from COVID-19 through the provision of supportive educational services, positive learning environments, and play-based learning.
- % of children and youth reporting improvements in learning (disaggregated by gender, age group, center, and governorate)
- % of children and youth report greater positive association with formal education environment (disaggregated by gender, age group, center, and governorate).
- % of increase in enrollment in formal education
Outcome One:Community centers are capacitated and equipped to act as educational support centers for children and youth.
- % of trained subject teachers which report increased knowledge in theory and application of CoTT & PBL methodologies (as gathered through assessments).
- % of community participants and parents reporting increased positive association with education and formal schooling in their homes and community (as gathered through focus-group discussions).
Outcome Two: Children and youth experience improved positive learning environments at home and in the learning centers
- % of parents engagement in positive learning environments at home
- % of engagement of children and youth in academic sessions
- % of improvement in positive associations with learning and education.
Outcome Three: Children and youth have improved their self-confidence and academic performance through participation in play-based remedial classes
- # of children & youth participants producing increased academic benchmark assessment results (as gathered through end of each remedial class phase).
- % of children & youth participants reporting increased confidence in engagement in formal education institutions (as gathered through focus-group discussions).
4. BASELINE CONSULTANCY OBJECTIVE AND SCOPE OF WORK
The objective of the baseline consultancy is to establish project starting points and benchmarks (indicator values) that will form the basis of a strong monitoring and evaluation framework. This will lay a critical foundation for measuring change, understanding the project’s contribution to achieving this change, and drawing lessons for future direction and project development. Given the lift of restrictions of COVID-19, the SEED baseline is expected to be conducted in person especially the data collection phase.
The baseline consultant will be expected to:
- Perform a comprehensive review of existing project materials, M&E plan, and measurement tools, proposing any adjustments necessary for ensuring conceptual validity and that will feed into regular monitoring exercises until the final evaluation, taking into account limitations expected and safety measures to be adopted as a result of the COVID-19 crisis.
- Design and plan a baseline study that may be implemented in-country, partly online and that complies with Right To Play and governmental regulations concerning the COVID-19 crisis in collaboration with Right To Play staff, holding responsibility for the overall approach and methodology. An inception report must be submitted prior to the start of the study, providing a detailed evaluation plan that gives:
- An outline of the study approach/methodology and COVID-19 safety measures to be undertaken
- The timeline of activities
- Sampling requirements and framework
- The methodology of collecting, triangulating, and summarizing qualitative and quantitative primary and secondary data (if needed, data quality protocols should be developed to guide data collection/entry for Right To Play field staff, including spot checking protocols) and COVID-19 safety measures to be undertaken
- Fieldwork logistics and schedule
- Fieldwork manual including data collectors’ training guide
- Design and/or revise existing data collection methodology and tools to be used during the baseline, as well as for routine monitoring until the final evaluation, outlining COVID-19 safety measures to be undertaken
- Provide training for data collectors and submit the following:
- Data collectors’ training agenda
- Data collectors’ training report
- Provide recommendations and plans for integrating data collection tools and/or other required data sets necessary for monitoring and evaluating the project, considering the possibility of an extended COVID-19 crisis.
- Provide a comprehensive baseline assessment report (both a draft and final version) establishing baseline values for measuring the achievement of the project’s outcomes and impact. Values for all outcome and output indicators must be produced.
5. BASELINE METHODOLOGY
The baseline study should be conducted in-country, with in person data collection. It should employ a variety of tools, including, for example, surveys, focus group discussions, and key informant interviews, to collect both qualitative and quantitative data, ensuring in-depth analysis of the project starting points and providing baseline indicator values.
As for the students’ performance, pre and post assessments should be conducted to evaluate the students starting point before implementing the remedial classes and after. As this tool would be developed by the consultancy company, extensive experience in education, and the subjects of the implemented remedial classes is essential.
A review of project and organizational documents, as well as Right To Play’s current data collection tools must be undertaken, and all data collection practices must be in line with child safeguarding principles and both Right To Play and governmental COVID-19 safety regulations.
The baseline will be conducted with the communities where the project is being implemented. Right To Play will support the consultant in making any logistical arrangements for data collection and meetings with key stakeholders.
Right To Play will review the consultant’s submitted inception report prior to data collection and will provide guidance for the baseline report. All raw data must be submitted to Right To Play prior to submission of the final report.
6. ROLE DURATION
The baseline study should be started by mid August 2022, with design, data collection, analysis and reporting lasting approximately eight weeks. We expect data collection to begin in as soon as the first semester starts in schools (September 2022), with the report submitted by the Mid October 2022.
7. DELIVERABLES
Deliverables are illustrated in the table below; the specifics and timeframe should be negotiated with Right To Play upon confirmation of the consultancy.
DELIVERABLE DETAILS AND Timeframes
- Right To Play consultations
- An initial online kick-off meeting will be held with RTP to finalize plans for the study.
14 August 2022
- Submission of Inception Report with evaluation and fieldwork plan
- Evaluation plan:
- An outline of the study approach/methodology and COVID-19 safety measures to be undertaken if any needed
- The timeline of activities
- Sampling requirements and framework
- The methodology of collecting, triangulating, and summarizing qualitative and quantitative primary and secondary data (if needed, data quality protocols should be developed to guide data collection/entry for Right To Play field staff, including spot checking protocols) and COVID-19 safety measures to be undertaken
- Fieldwork plan:
- Fieldwork logistics and schedule
- Fieldwork manual including data collectors’ training guide
21 August 2022
- Training of data collectors and submission of report
- Data collectors’ training agenda
- Data collectors’ training report
28 August 2022
- Data collection
- Ensure that both quantitative and qualitative data is collected in-person, or, if not possible, online.
4 Sep 2022 – 18 Sep 2022
- Data submission
- Cleaned, raw data in two formats: Excel and a statistical analysis software format (e.g. SPSS or STATA) if possible.
25 Sep 2022
- Validation Workshop
- Online consultation with key stakeholders for revision and validation of findings.
2 Oct 2022
- First Draft Baseline Evaluation Report
- Revised data analysis framework document
- Excel spreadsheets, or SPSS/Stata scripts with clear, easy to understand notes
- Ensure that all values for outcome and output indicators are provided (filled in on the PMF) and decide on final target values in collaboration with RTP.
- Draft baseline report.
5 Oct 2022
- Final Baseline Evaluation Report
- PowerPoint presentation with summary findings for formal presentation to key stakeholders.
- Copies of original and cleaned data sets including any field notes, as well as annexes of processed results tables (with all levels of disaggregation, including geographical areas breakdown).
- Final report
12 Oct 2022
- De-briefing meeting with RTP
N/A
- QUALIFICATIONS
- A consultant/consultancy firm/group with at least 3-8 years of experience in the research and/or evaluation field, including experience in quantitative and qualitative data collection, analyzing quantitative and qualitative data, and reporting.
- Extensive experience managing and designing evaluation studies in diverse contexts (e.g. Middle East context, with children and young people, in urban settings, etc.).
- Extensive experience creating measurement frameworks, refining indicators, and creating measurement tools for education-focused programs.
- Experience in education, and the subjects of Mathematics, Arabic, English and Science.
- Experience in Positive Youth Development (PYD), life skills measurement and behavioral change measurement, and youth psycho-social wellbeing.
- Experience using participatory methodologies and following OECD-DAC principles for evaluation and measurement.
- A relevant degree in social sciences, international development, statistical sciences, or another related field.
- Excellent skills in, and experience with, data analysis using statistical computing tools (Excel, SPSS, STATA, NVIVO).
- Proficiency in Arabic and in English.
- Experience conducting online studies is desirable, though not required.
How to apply
9. PROPOSAL APPLICATION SUBMISSION
Interested organizations should submit proposals with the following documents:
- Cover letter including the consultant’s/firm’s suitability for the assignment and current contact information.
- Registration document for the consultancy company/group
- CV including contact details of two references. If the lead consultant is planning to recruit enumerators in Jordan to support the data collection, data entry, and dataset development, please state this in your application and if possible, provide details (cost, expertise, expected role of each consultant, etc.).
- Include one or two samples of previous evaluation work.
- A detailed response to the ToRs, including: a technical proposal addressing the purpose and objectives of the assignment; plans for in-person data collection as well as COVID-19 contingency plans in the event of new restrictions, and key sampling criteria.
- Financial proposal with a detailed budget breakdowns for each methodology based on expected daily rates and an initial work plan.
- Initial drafts of the proposed workplans for each methodology in the form of a Gantt chart.
Both the financial and technical proposals must be submitted to Logistics Officer Fakhri Al Syouri [email protected] the 14th of July 2022 Please also copy Heba Al Qaisi, Monitoring, Evaluation, and Learning Officer, at [email protected]
All offers should be valid until at least until the 30th August 2022. If you are applying as an international organisation, please ensure that you include all travel costs in your financial offer. All enumerator and training costs must also be included.
The selected candidate must adhere to both Right To Play and governmental standards regarding health and safety in light of the COVID-19 crisis, including all required social distancing measures.
Right To Play is a child-centered organization. Our recruitment and selection procedures reflect our commitment to the safety and protection of children in our programs.
Note: Final candidates will be contacted by RTP and only the ones who make it to the final phase (Interview phase) of the recruitment process will be notified whether they have been selected or not.