Uganda: EQUAL project (Early Years Education Quality in Uganda: Advancing Learning) Baseline Study - 2015

Organization: Build Africa

Country: Uganda

Closing date: 28 Jan 2015

Terms of Reference for baseline study

1. Background

1.1 Background to Build Africa

Build Africa is an international NGO with over 30 years of experience working in rural areas of Uganda, focusing specifically on two programme areas; Education & Livelihoods. Build Africa Uganda (BAU) is supporting projects in Kumi, Bukedea, Ngora, Palisa and Kibuku in the East and Masindi, Kiryandongo, Oyam and Buliisa in the West. BAU’s work in schools looks at a whole school approach. BAU has recently started implementing a project in Western Uganda which focuses on improving the learning of children in their first three years of primary school, by working with teachers, parents and older children to support the young children’s education.

1.2 Project context

The impact of good quality learning in a child’s early years is undeniable; studies demonstrate that early years education does not only facilitate the progression of children through the education system but it also strengthens their position on the labour market; their productivity and their income generation capacity¹. Children who are well supported with early years’ learning continue to outperform their peers at school with the benefits of this support seen well into adulthood. However, across Uganda many young children do not receive the support they need in these early years. Teachers and parents struggle to meet young children’s needs, preventing them from reaching their potential. This lack of early years’ support has a detrimental effect on children’s health, nutrition, academic achievement and well-being.

1.3 Project Description

EQUAL is working with children, parents and teachers in 15 schools to ensure P1 to P3 school children in rural West Uganda have the fundamental skills that they need for future learning and achievement.

Outcome 1

Young girls and boys receive both academic and social support for their learning, in and out of school, ensuring that they acquire the fundamental skills they need in order to achieve a good level of educational attainment.

Outcome 2

Teachers are skilled and inspired, which ensures they provide child friendly and good quality teaching, improving children’s engagement in class.

Outcome 3

Older children are empowered to mentor younger children, becoming an additional source of help to younger children resulting in improved learning and emotional support for those younger children at school.

Outcome 4

Parents are equipped to champion their children’s education, ensuring children are prepared for school and their learning is nurtured resulting in a positive learning culture for children at home.

2. Baseline purpose and scope

The objectives of this baseline are to:

a) provide benchmark measures against the project’s logframe indicators

b) pilot project indicators and data collection tools

This project has been developed following an extensive assessment of the needs of children in schools in the implementation area, including a review of existing research, analysis of Build Africa’s own learning and a consultation exercise with pupils, teachers and parents. As a result, this baseline will not include a needs assessment component.

3. Intended use of study results

Beyond the scope and timeline of this consultancy, the data provided from the baseline exercise will be used throughout the project as a point of comparison against the most recent data collection to assess progress.

The data that is collected and analysed during the baseline exercise will be used immediately to report to the project donors and may be used by Build Africa to review the current sequencing and frequency of activities, based on the baseline findings.

Based on the experiences of the baseline study; indicators, data collection tools and project milestones may be revised.

4. Methodology

The baseline study will take a mixed methods approach, as the project logframe includes both quantitative and qualitative indicators.

All data – both quantitative and qualitative – collected by the baseline study must be disaggregated by sex, beneficiary group and age group (for children only); i.e., data records should include whether each response was provided by a male or female respondent and whether that person is a child in the first three years of primary school, an upper primary school child, a parent, or teacher.

The baseline study will include the following research methods:

a) Quantitative

• Literacy and numeracy assessments for children in the first three years of primary school


• Participatory sessions with young children, resulting in statistically reliable quantitative data


• Participatory sessions with older primary school children, resulting in statistically reliable quantitative data


• Questionnaires for parents, particularly on knowledge, attitudes and practice with regard to supporting young children’s development of literacy and numeracy skills


• Observing a statistically significant sample of teachers’ lessons and classroom environment


• Questionnaires for teachers, regarding their use of teaching and learning materials and the availability of such materials


• Life skills questionnaires with young children

b) Qualitative

• Participatory sessions with young children, exploring sensitive subjects


• Participatory sessions with older primary school children, exploring sensitive subjects

c) Secondary

• Reviewing school records to extract data on pupil registration and teacher attendance

Data analysis will be guided by the indicator definitions in the project logframe. Quantitative data analysis will require statistical calculations. Qualitative data analysis will require a rigorous approach, likely a thematic network analysis.

It will be necessary for the appointed consultant to calculate scientifically valid sample sizes for key direct beneficiary groups, such as parents and young children.

5. Tasks, deliverables and suggested timeframe

The required consultancy deliverables are:

• A detailed inception report, including a detailed workplan, detailed methodology for both data collection and analysis, sample size calculations, all data collection tools, and outline of the baseline report.


• Training of data collectors


• A draft baseline report, including accurately analysed data against each of the project indicators, evidence-based findings regarding the usefulness of indicators and data collection tools, lessons learned and recommendations.


• All typed data sets from both quantitative and qualitative data collection.

The consultant will also be responsible for:

• Holding an inception meeting with BAU staff and reviewing any relevant documentation to gather background information


• Drafting an inception report (as above)


• Incorporating feedback on inception report into planned approach and activities


• Organising the logistics for field travel


• Recruiting and training data collectors who will collect high quality data


• Supervising field data collection and entry, assuring the quality of these activities


• Conducting participatory data collection in sampled schools


• Providing the typed raw data to BAU and BA-UK contact staff (as above)


• Analysing and synthesising both qualitative and quantitative data and preparing report


• Submitting draft report, with accompanying data analysis to BAU and BA-UK contact staff for feedback


• Incorporating feedback and submitting a final report that responds to the key objectives of the baseline study and provides clear measures against the indicators and evidence-based findings, as well as robust recommendations which can be directly applied to Build Africa’s programming

Build Africa UK and Build Africa Uganda will be jointly responsible for:

• Preparing relevant documentation and making it available to the consultant


• Holding an introductory Skype call with the consultant to provide background information and to finalise timelines and expectations


• Supporting the identification of key informants


• Reviewing the inception report and providing the consultant with specific and timely feedback


• Providing support to the recruitment of data collectors if necessary


• Reviewing the draft baseline report and providing the consultant with specific and timely feedback


• Managing and supporting the consultant throughout the baseline study

Below is a proposed timeline for this consultancy work. The tasks and deadlines for key deliverable are fixed; however, the number of consultancy days and some interim deadlines can be used as a guideline and applicants may adjust these in their proposals.

Activity Expected number of consultant days Timeframe

(to be completed by)Briefing meeting in Kampala/over Skype 0.5 Friday 30^th January Review of TOR, project documents and reports 1.5 Tuesday 3^rd February Development and submission of the inception report (including detailed methodology and all data collection tools) 3 Wednesday 11^th February Revision of data collection tools (if necessary) 1 Wednesday 18^th February Field work (training of data collectors, data collection, de-briefing and data input) 15 Friday 13^th March Data analysis and writing of draft report 5 Friday 20^th March Revision and finalisation of the report and delivery of data sets 1 Wednesday 25^th March TOTAL 26 days

6.Budget

The total budget for this consultancy, including all expenses and taxes, is UGX 28,000,000.

Please note that fees for daily rates should be in line with previous work undertaken. References will be taken.

7.Skills and qualifications of consultants

The consultancy team should consist of one or more consultants who meet the following requirements:

§ 3 – 5 years’ experience of working in senior management roles in education projects in similar contexts (essential);

§ Masters’ degree in a relevant Social Science discipline coupled with advanced skills in Research Methodologies (preferred);

§ Demonstrable experience of leading baselines and/or evaluations of development projects (essential); Significant skills and experience in quantitative data collection and analysis (essential);

§ Excellent communication skills including report writing (essential);

§ Experience of collecting, analysing and synthesising qualitative data using a rigorous approach (essential);

§ Experience of overseeing and training data collectors, including providing a quality assurance function (essential);

§ Experience of working with children, facilitating participatory approaches to data collection (essential);

§ Able to reliably access the Internet, as well as relevant national policy/planning documents and surveys (essential);

§ Experience of working in Uganda or East Africa (preferred);

§ Fluent English in both writing and speaking (essential); Willingness to familiarise self with, and sign up to abiding by, Build Africa’s Child Protection Policy (essential).

1 UNICEF, 2013, Early Childhood Development: A Solid Investment in Uganda’s Future – Research Brief

How to apply:

1. Interested consultants must submit the following documents:

a. Cover Letter

b. CV including reference details of previous clients

c. Sample of previous work in similar consultancy work (assessment/survey/baseline assessment), with contact details for commissioning client.

d. Technical proposal including:

i. Outline of methodology and data collection tools to be used, including how the consultant will work safely and appropriately with children;

ii. Proposed sampling strategy within 15 schools;

iii. A timeline of consultant workplan (guided by Section 5 of this document) iv. Full budget based on activities of the consultant, as well as any consultant and data collector fees If an applicant intends to work in a team, they should indicate all team members and attach their CVs. Clearly highlight the Team leader (whose minimum qualification should be Masters’ level).

All documents must be submitted no later than Wednesday 28^thJanuary at 9:00am via email to babirye@build-africauganda.org, copying semyalo@build-africauganda.org***