United Nations International Childrens Emergency Fund Tender

Assessment Of The Impact Of Scaling Learning Through Play (ltp) In Rwanda's In-service Teacher Training Program & Type Of Contract Institutional Consultant      Title     Assessment Of The Impact Of Scaling Learning Through Play (ltp) In Rwanda's In-service Teacher Training Program.       Purpose To Assess The Impact Of The Learning Through Play (ltp) Program On Teachers’ Competencies And Learning Outcomes For Children      Type Of Consultancy: ·    Time-based ·    Delivery Based      Delivery Based.      Location  Country-wide In Sampled Schools    Duration  5 Months Start Date     January 2024   Reporting To   Unicef On Behalf Of The Ministry Of Education (mineduc) And Rwanda Basic Education Board (reb)           1.   Background Rwanda Has Made Significant Progress In Improving Access To Education, With Primary School Enrolment Rates Reaching Over 98 Percent For Both Girls And Boys. However, The Quality Of Education Remains A Challenge. This Is Evident In The Persistent Failure Of Children To Achieve Grade-appropriate Learning Competencies. The Most Recent (2022) Learning Assessment Data Indicates That Only 10 Percent Of Children (8 Per Cent For Girls) In P3 Achieved The Expected Proficiency Benchmark In English (which Was Recently Adopted As The Official Language Of Instruction At All Levels Of Education). P3 Students Performed Better In Mathematics, With 61 Percent (59 Percent For Girls) Meeting The Expected Proficiency Benchmark. However, Only 16 Percent Of Students Met Proficiency Benchmarks When The Tests Were Taken In English, Underscoring The Poor Proficiency In The English Language.   The Ministry Of Education Has Recognized The Need For Innovative Teaching Methodologies To Address Learning Challenges. As A Result, Learner-centered, Play-based Learning Approaches Have Been Highlighted In The Competence-based Curriculum Framework As A Key Pedagogical Approach.   Learning Through Play (ltp) Is An Evidence-based Approach That Promotes Active Engagement, Critical Thinking, And Problem-solving Skills Among Learners. It Emphasizes The Use Of Play-based Activities To Facilitate Learning And Development Across Various Subjects. Ltp Has Been Recognized As An Effective Strategy To Enhance Learning Outcomes And Promote Holistic Child Development.   In Rwanda, Ltp Has Been Introduced To Teachers In Collaboration With Unicef And The Lego Foundation, Through The In-service School-based Mentorship Program, Which Aims To Enhance The Professional Capacity Of Teachers On Effective Teaching Methods. By Integrating Ltp Into In-service Teacher Capacity Development, The Ministry Of Education Seeks To Equip Teachers With The Skills And Knowledge Needed To Effectively Implement Ltp Pedagogy In Their Classrooms As They Implement The Competence-based Curriculum. This Initiative Reflects The Government's Commitment To Improving The Quality Of Education And Ensuring The Holistic Development Of Learners.   While The Benefits Of Ltp Are Well Recognized, Several Challenges Need To Be Addressed For Its Successful Implementation. These Challenges Include Insufficient Awareness And Understanding Of Ltp Effectiveness Among Teachers, The Lack Of Materials To Support Play-based Learning Activities, And A Need For Ongoing Support And Monitoring To Ensure Consistent Implementation. Unicef Initiated The Ltp Program In Collaboration With The Lego Foundation In 2020 To Address These Challenges. Implementation Of The Program Was Initially Delayed By The Covid-19 Pandemic, But Momentum Was Regained In 2022. Since Its Inception, The Program Has Supported The Capacity Building Of 2,068 School-based Mentors (972 Males, 1096 Females) On Ltp Pedagogies. The School-based Mentors In Turn Trained 43,500 Teachers In 2,900 Primary Schools To Apply This Approach To Support Improved Learning For Children.   Unicef Plans To Support An Assessment Of The Impact Of Scaling Up Ltp Pedagogies On Teachers’ Competencies And Learning Outcomes For Children.   The Assessment Will Provide Valuable Insights Into The Effectiveness Of Ltp In Enhancing Teacher Performance And Children’s Learning Outcomes Using Available Tools Such As The Early Grade Reading Assessment (egra) Among Others. Furthermore, It Will Help The Ministry Of Education Understand The Extent To Which Ltp Has Been Integrated As One Of The Pedagogical Approaches Used By Teachers To Deliver The Competence-based Curriculum For Basic Education. By Addressing The Challenges And Leveraging The Strengths Of Ltp, Rwanda Can Further Strengthen Its Education System, Improve Teaching Practices, And Ensure The Holistic Development Of Children, Facilitating Them To Achieve Intended Learning Outcomes.       2.   Justification Learning Through Play (ltp) Is Widely Recognized As An Effective Pedagogical Approach For Children's Learning, Supported By A Growing Body Of Evidence. Studies By The Lego Foundation, Hirsh-pasek, Solis,  Whitebread, And Marbina Et Al Hirsh-pasek, Solis, & Whitebread (2017), Marbina Et Al., (2011), Lego Foundation, 2017; Vygotsky, 1978. Highlight The Benefits Of Ltp, Such As Enhanced Problem-solving, Creativity, Collaboration, And Language Skills Development. Through Play-based Activities Like Role-play, Problem-solving Games, Art, Songs, And Outdoor Play, Ltp Provides A Fun And Engaging Learning Environment In Sub-saharan Africa And Beyond. Based On This Evidence, Rwanda Is Well-positioned To Benefit From Ltp In Primary Education With The Support Of The Lego Foundation And Unicef.   The Impact Assessment Of The Ltp Program Is Crucial For Several Reasons. Firstly, It Will Provide Evidence-based Insights Into The Effectiveness Of Ltp In Improving Teacher Performance And Children’s Learning Outcomes In Rwanda.   Secondly, The Assessment Will Help Identify The Strengths And Weaknesses In The Implementation Of Ltp Within The In-service Teacher Training Program. It Will Give Insight Into The Extent To Which Ltp Has Been Integrated Into Teachers' Pedagogical Practices And The Challenges They Face In Implementing Play-based Activities Effectively. This Information Will Be Invaluable In Designing Targeted Interventions And Support Mechanisms To Address Any Gaps And Improve The Implementation Of Ltp.   Lastly, The Assessment Will Provide The Ministry Of Education With Valuable Data On The Overall Impact, In Terms Of Improvements In Teacher Competencies And Learning Outcomes For Children, And Sustainability Of Ltp As A Key Pedagogical Approach. By Understanding Impacts Of Ltp On Children’s Learning, Engagement, And Holistic Development, The Ministry Of Education Will Be Better Equipped To Make Informed Decisions About The Long-term Benefits Of Scaling Up Ltp In Rwanda's Education System.     3.   Objectives / Target The Assessment Is Intended To Provide A Comprehensive Analysis Of The Outcomes Of The Ltp Program, Contributing To A Better Understanding Of Its Impact On Teachers’ Competencies And Children’s Learning. The Findings Will Inform Future Strategies, Interventions, And Policy Decisions Aimed At Strengthening The Implementation And Scaling Of Ltp In Rwanda's Education System.   Specific Objectives Of The Assessment Are:   1.   To Assess The Extent To Which Ltp Has Been Embedded In The Government's Primary School Teachers Training Program. The Assessment Will Analyse The Extent To Which Ltp Has Been Integrated In Curriculum Delivery, The Availability Of Resources And Support For Ltp Implementation, And The Overall Institutionalization Of Ltp As A Key Pedagogical Approach.   2.   To Examine The Level Of Support For Ltp Within The School System. The Assessment Will Document And Analyze Guidelines, Administrative Instructions And Practices At The School Level That Promote And Facilitate Ltp Implementation. The Analysis Will Inform Understanding Of The Extent Of Collaboration And Coordination Between School Administrators, Teachers, And Other Stakeholders In Creating An Enabling Environment For Ltp.   3.   To Assess The Effectiveness Of The Training Provided In Equipping And Empowering Teachers To Use Ltp. The Assessment Will Measure Teachers' Knowledge, Skills, And Confidence In Implementing Ltp, As Well As Their Understanding Of Its Benefits And Relevance To The Competence-based Curriculum. It Will Also Identify Any Gaps Or Challenges In The Training Program And Provide Recommendations For Further Capacity-building Initiatives.   4.   To Assess The Level Of Sensitization And Support Among Parents Towards Ltp. The Assessment Will Gauge Parents' Awareness, Understanding, And Acceptance Of Ltp As An Effective Teaching And Learning Approach. It Will Determine The Extent To Which Parents Are Involved In Supporting Ltp Activities At Home And In Their Engagement With Teachers And Schools To Promote The Use Of Ltp.   5.   To Measure The Engagement Of Children In Ltp And Improvement In Learning Outcomes. The Assessment Will Determine The Extent To Which Children Are Actively Participating, Interacting, And Benefiting From Ltp Activities. It Will Analyze The Extent To Which Ltp Practices Contribute To Children’s Learning Outcomes. It Will Further Identify Any Barriers Or Constraints That May Hinder Children's Engagement In Ltp.   4.   Of The Assignment (scope Of Work) / Specific Tasks Scope Of The Consultancy   4.1  Overview Of Activities Of The End-line Assessment   I.   Inception Report And Context Analysis A.   Inception Report Combined With Literature Review And Context Analysis. • Comprehensive Literature Review Summarizing Existing Research And Evidence On The Impact Of Ltp In Teacher Training Programs, The Delivery Of Competency-based Curriculum And Its Relevance To The Rwandan Context. • Analysis Of The Education Landscape In Rwanda, Including Relevant Policies, Initiatives, And Previous Interventions Related To Ltp And In-service Teacher Training.   Ii.  Design Of The Sampling Strategy, Data Collection And Relative Tools. B.   Assessment Framework And Methodology • A Detailed Assessment Framework Outlining The Objectives, Research Questions, And Indicators To Be Used In The Assessment. • Methodological Approach Including Data Collection Methods (surveys, Interviews, Observations, Etc.), Sampling Techniques, And Data Analysis Procedures. • Ethical Considerations And Data Protection Measures To Ensure The Privacy And Confidentiality Of Participants. C.   Research Permits • Protocols For Data Collection Clearance. • Application For All Relevant Research Permits For Rwanda.   Iii. Baseline Data Analysis Analyze The Baseline Data, Establishing The Status Of Ltp At The Time The Data Was Collected In 2021. This Will Involve A Desk Review, Cleaning And Analysis Of Quantitative And Qualitative Data Collected During The Baseline Survey.   Iv.  End Line Assessment Data Collection: ·    Develop Survey Questionnaires For Teachers, School Administrators, And Parents, Designed To Assess Their Knowledge, Attitudes, Practices, And Perceptions Regarding Ltp And Its Impact. ·    Develop Key Informant Interviews And Focus Ground Discussions Protocols For Consultation With Key Stakeholders, Including Policymakers, Teacher Trainers, And Education Experts, To Gather In-depth Insights And Perspectives On Ltp Implementation And Its Outcomes. ·    Data Collection Including Surveys, Interviews, Focus Group Discussions And Lesson Observations To Assess Teaching Practices, Children's Engagement, Participation, And Learning Outcomes   V.   Analysis Of Findings And Draft Report Preparation I.   Data Analysis And Interpretation: • Analysis Of Quantitative Data Collected Through Surveys Using Appropriate Statistical Methods, Such As Descriptive Statistics, Inferential Statistics, And Correlation Analysis. • Thematic Analysis Of Qualitative Data Gathered Through Interviews And Observations To Identify Key Themes, Patterns, And Emerging Issues Related To Ltp Implementation. • Integration Of Quantitative And Qualitative Findings To Provide A Comprehensive Understanding Of The Impact Of Ltp In The In-service Teacher Training Program.   Vi.  Report Writing, Validation And Finalization I.   Ltp End-line Assessment Report: • Comprehensive Assessment Report Presenting The Findings, Analysis, And Interpretations Of The Assessment Across The Specific Objectives. • Clear Presentation Of The Key Analysis, Findings, And Recommendations Ii.  Specifically, The Report Will Present Findings Around Ltp Program Outcomes: Outcome 1: Ltp Is Embedded In The Government's Primary In-service Teacher Training. Outcome 2: The School System Supports Ltp. Outcome 3:  Teachers Are Equipped And Empowered To Use Ltp. Outcome 4: Parents Are Sensitized And Supportive Of Ltp. Outcome 5: Children Are Engaged In Ltp. Iii. Recommendations For Policy And Practice, Based On The Assessment Findings, To Enhance The Integration And Sustainability Of Ltp In The In-service Teacher Training Program.   Vii. Executive Summary And Presentations: I.   Summary Of Key Findings And Recommendations In An Executive Summary Format Suitable For Dissemination To Policymakers, Educators, And Other Stakeholders. Ii.  Powerpoint Presentations And Other Visual Aids To Effectively Communicate The Assessment Results To Different Audiences, Including Policymakers, Educators, And The Public.   4.2  Details Of Activities Of The End-line Assessment   1.   Analyze Baseline Data The Initial Task Of The Consultant Is To Analyze Existing Raw Baseline Data Sets Collected For The Scaling Learning Through Play (ltp) Program As A Reference For Assessing Impact Compared To The Endline Assessment. The Deliverable For The Baseline Data Analysis Will Be A Summary Report Focused On Key Indicators, Against Which Endline Data Will Be Analyzed To Assess The Impact Of The Ltp Program On Teachers’ Competencies And Learning Outcomes For Children. Having A Clear Understanding Of The Baseline Status Is Essential For Two Reasons: A)   Firstly, It Provides A Benchmark Against Which The Progress And Changes Achieved Through The Ltp Program Can Be Measured. By Analyzing The Baseline Data, The Consultancy Will Establish The Initial Levels Of Embedding Ltp In The Government Primary In-service Teacher Training, The Support From The School System, The Readiness Of Teachers To Implement Ltp, The Level Of Parental Sensitization And Support, And The Engagement Of Children In Ltp. This Background Understanding Of The Baseline Status Will Enable The Consultant To Effectively Track And Evaluate The Extent Of Change And Progress Achieved Over The Course Of The Program. Specifically, The Baseline Summary Report Will Present Key Findings Around Ltp Program Outcomes: 1- Ltp Is Embedded In The Government's Primary In-service Teacher Training. 2- The School System Supports Ltp. 3- Teachers Are Equipped And Empowered To Use Ltp. 4- Parents Are Sensitized And Supportive Of Ltp. 5- Children Are Engaged In Ltp.   2.   Assess The Extent To Which Ltp Has Been Embedded In The Government's Primary In-service Teacher Training Program. The End-line Assessment Will Evaluate The Integration Of Ltp Within The Primary School Teaching And Learning System, The Availability Of Resources And Support For Ltp Implementation, And The Overall Institutionalization Of Ltp As A Key Pedagogical Approach. The Consultant Will Undertake A Comprehensive Assessment To Evaluate The Extent To Which Ltp Has Been Embedded In The Government's Primary In-service Teacher Training Program. The Following Specific Tasks Should Be Accomplished:   A)   Assess Availability Of Resources And Ltp Support Materials: Assess The Availability And Adequacy Of Support Materials For Ltp Implementation. This Includes Assessing Whether Appropriate Support Materials, Such As Lesson Planning And Locally Resourced Teaching And Learning Materials, Have Been Refined And Are Accessible To Teachers. Additionally, Assess The Availability Of A Directory Of Games That Can Be Utilized In The Learning Process.   B)   Assess Institutionalization Of Ltp: Examine The Extent To Which Ltp Has Been Institutionalized As A Key Pedagogical Approach In Primary Schools. Assess The Level Of Awareness, Understanding, And Support Among National And Local Government Officials Regarding The Importance Of Ltp. Determine The Extent To Which These Officials Have Demonstrated Improved Confidence And Support Towards Ltp.   C)   Assess Integration Of Ltp Within The School-based Mentoring Program: Evaluate The Integration Of Ltp In The School-based Mentoring Program. Assess The Extent To Which Ltp Principles And Practices Are Incorporated Into The Mentoring Activities And Whether Adequate Guidance And Support Are Provided To Teachers In Implementing Ltp. Based On The Assessment Findings, Provide Clear And Actionable Recommendations To Enhance The Integration Of Ltp Within The Primary In-service Teacher Training Program. These Recommendations Should Address Any Identified Gaps, Challenges, Or Opportunities For Improvement In Terms Of Teacher Capacity Development, Resources, Support Materials, Institutionalization, And Mentoring.   3.   Examine The Level Of Support For Ltp Within The School System. The Assessment Will Examine Guidelines, Administrative Instructions And Practices At The School Level That Promote And Facilitate Ltp Implementation. The Consultant Will Conduct A Comprehensive Assessment To Examine The Level Of Support For Ltp Within The School System. It Seeks To Understand The Extent Of Collaboration And Coordination Between School Administrators, Teachers, And Other Stakeholders In Creating An Enabling Environment For Ltp.   The Following Specific Tasks Should Be Accomplished:   A)   Assess Guidelines: Review Existing Guidelines At The School Level That Pertain To Ltp Implementation. Assess The Clarity, Comprehensiveness, And Alignment Of These Guidelines With The Objectives Of Ltp. Identify Any Gaps Or Inconsistencies That May Hinder Effective Implementation.   B)   Assess Implementation Practices: Examine The Actual Practices And Implementation Of Ltp Within Primary Schools. This Includes Observing Classroom Activities, Interviewing Teachers, And Reviewing Lesson Plans To Assess The Extent To Which Ltp Is Incorporated Into Daily Teaching Practices. Evaluate The Availability And Utilization Of Appropriate Teaching And Learning Materials That Support Ltp.   C)   Assess Collaboration And Coordination: Assess The Level Of Collaboration And Coordination Between School Administrators, Teachers, And Other Stakeholders In Creating An Enabling Environment For Ltp. This Includes Conducting Interviews And Focus Group Discussions With Head Teachers, Directors Of Studies (dos), Teachers, Parents, And Community Members To Understand Their Awareness, Attitudes, And Engagement Towards Ltp. Determine If There Are Mechanisms In Place To Foster Collaboration And Support Among Stakeholders.   D)   Assess Capacity-building Efforts: Establish The Training And Capacity-building Initiatives Provided To School Administrators And Teachers Regarding Ltp. Assess The Effectiveness Of These Initiatives In Enhancing Their Knowledge, Skills, And Confidence In Implementing Ltp. Identify Any Gaps In Training And Professional Development Opportunities. Based On The Assessment Findings, Provide Practical Recommendations To Improve The Level Of Support For Ltp Within The School System. These Recommendations Should Address Policy Improvements, Capacity-building Needs, Collaboration Mechanisms, And The Creation Of An Enabling Environment That Supports The Effective Implementation Of Ltp.   4.   To Assess The Effectiveness Of The In-service Teacher Training Program In Equipping And Empowering Teachers To Use Ltp. The Assessment Will Measure Teachers' Knowledge, Skills, And Confidence In Implementing Ltp, As Well As Their Understanding Of Its Benefits And Relevance To The Competence-based Curriculum. The Consultant Will Undertake An Analysis To Assess The Effectiveness Of The In-service Teacher Training Program In Equipping And Empowering Teachers To Use Ltp. It Also Seeks To Identify Any Gaps Or Challenges In The Training Program And Provide Recommendations For Further Capacity-building Initiatives.   The Following Specific Tasks Should Be Accomplished: A)   Assess Training Content And Delivery: Evaluate The Content And Delivery Methods Of The In-service Teacher Training Program Related To Ltp. Review Training Materials And Resources Provided To Teachers. Assess The Effectiveness Of The Training Sessions In Enhancing Teachers' Knowledge And Understanding Of Ltp Principles, Strategies, And Their Relevance To The Competence-based Curriculum. Identify Any Gaps Or Challenges In The Training Content Or Delivery.   B)   Measure Teachers' Knowledge, Skills, And Confidence: Conduct Assessments To Measure Teachers' Knowledge, Skills, And Confidence In Implementing Ltp. This May Include Classroom Observations And Interviews With Teachers. Evaluate Their Understanding Of The Benefits And Relevance Of Ltp To The Competence-based Curriculum. Identify Areas Where Teachers Excel And Areas Where Further Support Or Training Is Needed.   C)   Assess Mentoring And Support Mechanisms: Assess The Effectiveness Of The Mentoring And Support Provided To Teachers During And After The Training Program. Review The Role Of School-based Mentors (sbms) In Supporting Teachers' Implementation Of Ltp. Evaluate The Training And Support Provided To Sbms And Their Impact On Enhancing Teachers' Knowledge, Attitudes, And Behaviour Related To Ltp.   D)   Identify Challenges And Gaps: Identify Any Challenges Or Barriers Faced By Teachers In Implementing Ltp. Assess The Level Of Support And Resources Available To Teachers For Effective Ltp Implementation. Identify Any Gaps In The Training Program Or Support Mechanisms That Hinder Teachers' Ability To Effectively Integrate Ltp Into Their Teaching Practices. Based On The Evaluation Findings, Provide Practical Recommendations For Further Capacity-building Initiatives For Teachers On Ltp. These Recommendations Should Address The Identified Gaps, Challenges, And Areas Where Additional Support Is Needed. Propose Strategies For Improving The Training Program, Mentoring Processes, And Support Mechanisms To Enhance Teachers' Knowledge, Skills, And Confidence In Implementing Ltp.   5.   Assess The Level Of Sensitization And Support Among Parents Towards Ltp. The Assessment Will Gauge Parents' Awareness, Understanding, And Acceptance Of Ltp As A Teaching And Learning Approach. The Consultant Will Conduct An Assessment To Evaluate The Level Of Sensitization And Support Among Parents Towards Ltp. It Seeks To Determine The Extent To Which Parents Are Involved In Supporting Ltp Activities At Home And In Their Engagement With Teachers And Schools To Promote The Use Of Ltp. The Following Specific Tasks Should Be Accomplished:   A)   Gauge Parents' Awareness, Understanding, And Acceptance Of Ltp As A Teaching And Learning Approach. The Assessment Should Assess Parents' Knowledge Of Ltp Principles, Their Perception Of Its Benefits For Their Children's Learning And Development, And Their Involvement In Supporting Ltp Activities At Home. The Assessment Should Also Gather Information On Parents' Engagement With Teachers And Schools Regarding Ltp And Their Level Of Confidence And Support For Ltp Implementation.   B)   Assess Parental Engagement: Evaluate The Extent To Which Parents Are Involved In Supporting Ltp Activities At Home. Determine The Frequency And Quality Of Interactions Between Parents And Teachers Regarding Ltp. Assess Parents' Participation In School Events Through The School General Assembly, Or Training Sessions Related To Ltp. Identify Any Barriers Or Facilitators That Influence Parental Engagement With Ltp Initiatives. Based On The Assessment Findings, Provide Recommendations For Enhancing Parental Involvement And Support For Ltp. Propose Strategies To Increase Parental Awareness And Understanding Of Ltp Principles And Benefits. Suggest Ways To Strengthen Communication And Collaboration Between Parents, Teachers, And Schools To Promote The Use Of Ltp. Identify Potential Initiatives Or Activities That Can Further Engage Parents In Supporting Ltp At Home And In The School Community.   6.   Measure The Engagement Of Primary 3 And Primary 5 Children In Ltp. The Consultant Will Assess The Extent To Which Children Are Actively Participating, Interacting, And Benefiting From Ltp Activities. The Consultant Will Assess To Measure The Engagement Of Children In Ltp. It Aims To Assess Their Level Of Participation In Learning Activities And Learning Outcomes. It Will Also Identify Any Barriers Or Constraints That May Hinder Children's Engagement In Ltp.   The Consultant Will Assess Literacy And Numeracy Learning Outcomes Using Egra And Egma Tools Adapted Accordingly To Assess Improvements In Children’s Learning. In Addition To The Learning Outcomes, The End-line Assessment Will Assess Children's Participation During Learning Activities By Employing Observation Techniques And Interviews To Understand Their Experiences, Perceptions, And Attitudes Towards Ltp. Assess Their Level Of Active Participation And Interaction And Capture Their Feedback On The Benefits And Enjoyment Derived From Ltp.   7.   Based On The Assessment Findings, Provide Recommendations For Enhancing Children's Engagement In Ltp. Propose Strategies To Further Promote Active Participation, Interaction, And Motivation During Ltp Activities. Identify Potential Interventions Or Adjustments In Teaching Methodologies, Resources, Or Classroom Practices To Optimize Children's Learning Experiences.   5.   Methodology The End-line Assessment Aims To Assess The Impact Of The Ltp Program On Teachers' Competencies, Capacity To Support Learning, And The Practice Of Ltp Pedagogy. It Will Provide Valuable Insights To The Ministry Of Education On The Effectiveness Of Ltp In Enhancing Teaching And Learning, As Well As Its Alignment With The Competence-based Curriculum In Primary Schools. The End Line Included The Following Major Tasks:   I.   Methodological Approach: The Endline Assessment Is Expected To Adopt Mixed-method (quantitative And Qualitative) And Use Participatory Data Collection Methods By Involving Key Stakeholders At Mineduc, Reb, District, School, And Community Levels Who Have Been Involved Or Supported Implementation Of The Program In One Way Or Another. The Selected Vendor Will Propose Detailed Methodology After Analysis Of The Baseline Data. The Proposed Methodology Should Allow Before And After Type Of Comparison To Estimate The Impact Of The Project Including But Not Limited To Changes In: ·    Knowledge, Attitudes, And Practices Related To Ltp Among System-level, School-level, And Community-level Stakeholders. ·    Changes In Teachers' Pedagogical Approaches. ·    Children’s Involvement And Participation In Teaching And Learning ·    Learning Outcomes That Can Be Attributed To The Application Of Ltp Approaches   Ii.  Data Source: ·    Collect Primary Data From Ltp Intervention Classrooms, Teachers, Parents/caregivers, And Administrative Representatives. ·    Consider Baseline Data As Secondary Data And Propose Methods For Assessing Changes In Pedagogical Approaches And Children’s Participation, Particularly Learning Through Play.   Iii. Sampling: ·    Design A Sampling Strategy Considering Gender And Geography That Will Allow Informative Interpretation Of Findings. ·    Employ Random Sampling In Selected Primary Schools. ·    Sampling Strategy Should Consider The Methodology Used At Baseline To Enable Before And After Comparison As Much As Possible.   Iv.  Qualitative Data Analysis: ·    Gather Key Information From Primary-level Stakeholders Through Interviews And Discussions. ·    Focus On Understanding Stakeholders' Knowledge, Attitudes, And Practices Related To Ltp.   V.   Quantitative Data Analysis: ·    Conduct Descriptive Analysis And Advanced Multivariate Regression Analysis. ·    Develop Adjusted Questionnaires For The Rwandan Context, Taking Into Account Standardized Assessments Such As The Early Grade Reading Assessment (egra) And Learning Achievement In Rwandan Schools (lars). ·    Evaluate Intended Outcomes And Embedding Of Ltp In The Education System.   6.   Expected Deliverables All Deliverables Will Have To Meet Expected Quality And Standards As Elaborately Indicated In This Terms Of Reference. Should The Institutional Consultant Fail To Deliver As Per Expected Quality And Standards, Unicef Reserves The Right To Amend The Payouts Accordingly Or To Delay Them Until A Satisfactory Submission Has Been Received.   Based On The Scope Of The Assignment, The Consultant Will Deliver The Key Tasks And Deliverables Indicated Below Table:   Tasks     Expected Deliverables    Time Frame     Estimated Budget      I.   Inception Report And Context Analysis ·    Inception Consultation Combined With Literature Review And Context Analysis. ·    Assessment Framework And Methodology. ·    Research Permits.   Approved Inception Report With Context Analysis Work Plan, Methodological Approach, And Research Permit (deliverable 1)     First – Second   Month (10 Percent)     Ii.  Baseline Data Analysis ·    Baseline Data And Analysis. ·    Design Of The Sampling Strategy, Data Collection, And Relative Tools For Endline.       Baseline Report Establishing The Status Of Ltp At The Time The Data Was Collected. (deliverable 2)     Second – Third Month     (20 Per Cent)    Iii. Draft Endline Report ·    Endline Data Collection, Analysis, And Draft Report Writing. ·    Presentation Of Preliminary Findings To Unicef And Partners.     Draft Report And Powerpoint Presentation  (deliverable 3)        Third – Fifth     Month  (45 Per Cent)    Iv.  Final Assessment Report ·    Finalization Of The Assessment Report Incorporating Feedback From Stakeholders.       Final Report; Including Executive Summary And Powerpoint Slides (deliverable 4)     Sixth Month    (25 Per Cent)        The Final Report Should Be In Line With Government And Unicef Research Standards, Presenting Verifiable, Substantial Evidence And Very Focused On Practical And Implementable Recommendations. Specifically, The Report Should Include At Least The Following Sections: An Executive Summary, A Description Of The Research Methodology (as Per The Agreed Inception Report), An Assessment Of The Methodology (including Limitations), Findings, Analysis, Conclusions, Lessons Learned And Recommendations For Improvement. The Annexes To The Report Should Contain The Tor, The Approved Data Collection Instruments, And Any Other Relevant Information. The Report Template Should Include, But Not Be Limited To: ·    Title Page And Opening Pages ·    Executive Summary ·    Program Description ·    Role Of Unicef, Iee And Other Stakeholders In Program Implementation ·    Purpose Of Research ·    Objectives ·    Research Design Methodology, Including Sampling Strategy And Methodological Limitations, And Research Criteria ·    Ethical Issues ·    Analysis Of Findings ·    General Conclusions ·    Recommendations ·    Lessons Learned ·    Annexes: Tor, Tools Of Data Collection Used   The Language Of The Report Is English. Complete Data Sets (tools, Database, Filled-out Questionnaires, Records Of Interviews And Focus Group Discussions Etc.) Should Be Provided To Unicef At The End Of The Research And Will Remain The Property Of Unicef.  Any Use Of Datasets And Publications Emanating From The Research Is Subject To Prior Approval Of Unicef Rwanda.   Dissemination Of Results: Findings Of The Research Will Be Summarized And Discussed With Government Stakeholders, Members Of The Basic Education Technical Working Group And Other Relevant Stakeholders.   7.   Reporting Requirements And Taking Instructions This Institutional Consultant Will Report To Unicef On Administrative Matters And All Technical Matters Will Be Taken Up By The Ministry Of Education/ Rwanda Basic Education Board, And Unicef. The Selected Institution Will Need To Develop A Detailed Plan That Outlines The Roles And Responsibilities Of Each Team Member And How They Will Collaborate To Achieve Deliverables In This Task. All Materials Developed By The Consultant Will Remain The Copyright Of The Ministry Of Education, Who Will Be Free To Adapt And Modify The Strategy And Any Other Related Materials For Any Other Purposes.   8.   Project Management The Institutional Consultant Will Be Contracted By, And Report To Unicef Rwanda (see Section 6 Above). The Institutional Consultant Is Expected To Use Their Own Hired Vehicles, And Equipment, Including Computers.   9.   Duration The Duration Of The Consultancy Will Be Up To 7 Months. Throughout The Process, The Consultant Will Maintain Regular Availability To The Ministry Of Education/ Rwanda Basic Education Board And Unicef, Providing Necessary Support And Updates. Effective Communication Channels And Protocols Will Be Established To Ensure Clear And Efficient Information Sharing. The Institutional Consultant Task Manager Will Oversee The Team's Activities, Monitor Progress, And Ensure The Timely Achievement Of Objectives.   10.  Payment Schedule The Payment Will Be In Four Installments As Follows: ·    10 Percent - Inception Report And Context Analysis (deliverable 1) ·    20 Percent - Baseline Report Establishing The Status Of Ltp At The Time The Data Was Collected. (deliverable 2) ·    45 Percent - Draft Endline Report (deliverable 3) ·    25 Percent - Final Assessment Report (deliverable 4)   11.  Qualification Requirement. The Selected Consultancy Firm Will Be Responsible For The Creation Of A Research Team. The Minimum Request Is That The Team Consists Of At Least Two Experts (one Expert In Quantitative Research And Impact Research, And A Further Expert Team Member For Qualitative Research). The Team Composition Should Include National (rwandan) Experts. The Exact Division Of Work Will Be Decided By The Consultant, But In General, The Team Leader Will Be Responsible For Discussions, Negotiations, Final Decisions, And Shape Of The Research, While Further Team Members Will Be Tasked With More Technical Issues (revision Of Technical Reports, In-depth Interviews With Service Providers, Decision-makers, Parents, Revision Of Existing Research Reports Etc.). The Team Will Preferably Include The Following Profiles: Technical Expert And Team Leader; Qualitative Research Expert; Statistician ‐data Entry And Analysis Staff; Data Collection Assistants. The Qualifications And Skill Areas Required Include: Technical Expert & Team Leader: ·    Extensive Quantitative And Qualitative Research And Impact Research Expertise And Experience, Including Expertise In Data Collection And Analysis; Demonstrated Skills In Similar Research; Demonstrated Technical Report Writing Skills. ·    Minimum 10 Years Of Relevant Work Experience Of Which Two At National And International Levels In Field Programs Relevant To Education.      Understanding Of Technical Aspects Of Ltp, In-service Teacher Training, And Primary-level Education. ·    Advanced University Degree In One Or More Of The Disciplines Relevant To The Following Areas: Research Expertise, Economics And Social Sciences. ·    Knowledgeable On Institutional Issues Related To The Provision Of Global Public Goods. ·    Experience Working With/in The Un Or Other International Development Organizations In The Social Sector Or National-level Development Assistance And Partnership Support To Government Programs And Priorities Is An Asset. ·    Fluency In English Is A Must And Knowledge Of French And Kinyarwanda Is An Advantage. Qualitative Research Expert: ·    Extensive Qualitative Research Expertise And Experience, Including Qualitative Tool Development And Data Collection Skills; Demonstrated Skills In Similar Research. ·    Experience In Training Research Assistants In Qualitative Data Collection Tools. ·    Knowledge Of Education-system In Rwanda. ·    Good Understanding Of The Cultural And Social Context Of Rwanda. ·    Knowledge Of Technical Aspects Of Similar Programs. All Members Of The Team: ·    Language Proficiency: Excellent Writing Skills In English. ·    Advanced University Degree In Education Or Social Science. ·    Work Experience In Different Countries: At Least Eight Years Of Field Experience For Team Leader And Research Expert; At Least 10 Years Of Field Experience For All Other Team Members. Experience In Working With Un Agencies (desired). ·    Experience In Research: Knowledgeable On Un Research Policy, Recommended By Unicef Regional Or Global Research Advisors Or Other Senior Managers, Skilled In Performing Structured Interviews, Facilitating Focus Group Discussions And Other Relevant Qualitative Research Methods. ·    Analytical Skills: Demonstrated Analytical Skills Related To The Use Of Quantitative And Qualitative Data For Decision-making. ·    Process Management Skills: Demonstrated Skills And Experience In Conducting And Presenting Research. ·    Good Communication And Advocacy Skills: Ability To Communicate With Various Stakeholders, And To Express Ideas And Concepts Concisely And Clearly In Written And Oral Form. Evaluators Should Be Sensitive To Cultural Peculiarities And Act With Integrity And Respect To All Stakeholders. Evaluators Should Protect The Anonymity And Confidentiality Of Individual Interviewees.   12.  Evaluation Criteria A Two-stage Procedure Shall Be Utilized In Evaluating Proposals, Starting With The Technical Proposal Followed By The Financial Proposal.   I.   Technical Evaluation Of Proposals Evaluation Of Technical Proposals Will Represent 70% Weighting.   Ii.  Financial Evaluation Of Proposals Financial Proposals Whose Technical Proposals Meet Technical Expectations Will Be Assessed, For A Consolidated Score Of The Overall Proposal, Based On Which The Offer Will Be Made To The Qualified Institutional Consultant. The Financial Criteria Will Represent 30% Of The Weighting. The Cumulative Weighted Average For The Two Proposals Will Then Apply In Determining The Best Value-a For-money Proposal. Applications Shall Therefore Contain The Following Required Documentation: A.   Technical Proposal: The Consultant Institution Should Prepare A Proposal Based On The Tasks And Deliverables (as Per The Tor). The Proposal Should Include: I)   Of Experience, Reflecting Why The Institution Is Suited To Fulfil This Scope Of Work. Ii)  The Technical Proposal Shall Also Include Updated Cvs, Including Their Intended Role In This Consultancy And The Amount Of Time They Intend To Commit To This End-line Assessment. Copies Of 2 Reports Of Previous Research Conducted By The Consultants Should Also Be Included. Iii) Approach And Methodology With A Detailed Breakdown Of The Inception Phase Proposed Scope And Data Collection Methodology And Approach That Will Be Used By The Consultant. Moreover, A Brief Explanation Of The Data Analysis And Report Writing, And A Possible Dissemination Plan Should Be Included Along With A Draft Work Plan And Timeline For The Research.   B.   Financial Proposal: Expected Financial Offer With A Cost Breakdown Of Consultancy Fee, Travel, Daily Subsistence Allowance (dsa), And Any Other Costs, During The Fieldwork In Rwanda.  The Proposal Should Include A Breakdown Of Prices, For Each Component Of The Proposed Work, Based On An Estimate Of The Time Needed.  The Financial Proposal Shall Be Submitted In A Separate File, Clearly Named The Financial Proposal. No Financial Information Should Be Contained In The Technical Proposal As This Will Lead To Proposal Cancellation. Financial Proposals Should Be Filled As Per The Table Below: Deliverable    Time Frame     Costs     Inception Report And Context Analysis- Deliverable 1            Baseline Data Analysis (deliverable 2)                Draft Endline Report (deliverable 3)              Final Assessment Report (deliverable 4)                Operational Costs (a Detailed Addendum Budget Required)           Total                 The Evaluation Of Bids Will Be Based On The Following:   Technical Proposal  Points    1.   Experience Of The Institution The Successful Consultancy Firm Will Be Able To Demonstrate Skills In: ·    Experience In Evaluating Education Programs. ·    International Exposure To Developing Countries. ·    Prior Work With Government And Non-government Partners. ·    Excellent Qualitative And Quantitative Research Analytical Skills. ·    Experience And/or Capacity To Work In Rwanda (preference Given To Rwandan Consultancy Firms Or Firms Bidding With National Experts). ·    Demonstrable Experience In Convening Multi-stakeholder Processes And Building Consensus On Research. Team Members Should Demonstrate The Following: ·    At Least 10 Years Of Experience In Research And Analysis With Quantitative And Qualitative Data. ·    At Least 8 Years Of Experience In Education. ·    Fluency In English, And Kinyarwanda (preferred). ·    Excellent Writing Skills. ·    Demonstrated Experience In Developing Reports.  30   2.   Proposed Methodology And Approach ·    Quality Of Previous Work Done In Research, And Education Research, Specifically. ·    Quality Of Proposed Methodology And Approach (including Sampling Framework And Proposed Tools). ·    Quality Of The Proposed Process And Timeline With A Division Of Tasks Towards The Final Report.       30   3.   Technical Capacity For Management ·    Realistic And Timed Plan Of Action. ·    Provide The Ability To Conceptualize, Plan, And Execute Research. ·    Good Management, Interpersonal, Planning, And Coordination Skills. ·    Experience Working In Sub-saharan Africa, With A Preference For Experience In Rwanda. 10     Financial Proposal  Points    ·    The Costs Should Be Broken Down For Each Component Of The Proposed Work, Based On An Estimated Time Frame. ·    Separate Cost Table. ·    Budget Narrative To Explain The Assumptions Behind All Cost Estimates. 30   The Financial Proposal Will Be Opened Only For Those Entities Whose Technical Proposal Achieved The Minimum Technical Threshold Of 50 Points Of The Obtainable Maximum Score Of 70 Points And Are Determined To Be Compliant. The Contract Shall Be Awarded To The Proposal Obtaining The Overall Highest Score After Adding The Score Of The Technical Proposal And The Financial Proposal. Proposals Not Complying With The Terms And Conditions Contained In This Tor, Including The Provision Of All Required Information, May Result In The Proposal Being Deemed Non-responsive And Therefore Not Considered Further. Non-compliant Proposals Will Not Be Eligible For Further Consideration. Confidentiality Unless Otherwise Specified, The Consultant Shall Keep Confidential All Information And Documentation Being Shared By Unicef Rwanda And Other Partners. Contract Management And Administrative Matters Unicef Will Manage The Contract For The Consultancy, While The Institutional Consultant Will Handle All Logistical Arrangements Related To The Contract. The Institutional Consultant Will Also Bear Responsibility For Additional Expenses Such As International And Local Travel, Visas, Banking/cash Services, And Office Space And Equipment, Including Computers And Photocopiers. Unicef Will Be Under No Obligation To Pay For Additional Operational Costs Related To This Assignment.  All Costs Required To Operationalize This Assignment Shall Be Borne By The Hired Institutional Consultant And Should Be Included In The Proposed Financial Proposal.   13.  Administrative Issues, Including Consulting Firm’s Workplace And Travel The Institutional Consultant Is Responsible For Providing An All-inclusive Cost In The Financial Proposal, Which Covers All Expenses Related To The Assignment, Including Travel To Rwanda If The Consultant Is Based Outside The Country. Unicef Will Not Provide Office Space Or Electronic Equipment To The Consultant. The Consulting Firm's Workplace And Necessary Electronic Equipment Are The Responsibility Of The Institutional Consultant.   14.  Policy Issues I)   No Contract May Commence Unless The Contract Is Signed By Both Unicef And The Institutional Consultant. Ii)  The Institutional Consultant Will Not Have Supervisory Responsibilities Or Authority Over The Unicef Budget. Iii) Unicef Will Conduct Reference Checks (persons/institutions) For Feedback On Services Provided By The Bidding Institutional Consultant.   Qualified Institutions Are Requested To Submit A Full Proposal, Consisting Of Two Separate Parts (technical And Financial), To Rwasupply@unicef.org. By 03 January 2024.