Request for Proposal For End Term Evaluation Of Self-Paced Chps Elearning Study

Request for proposals for End Term Evaluation of Self-Paced Chps Elearning Study: Closing Date: 9 Sep 2025 Type: Consultancy An endline evaluation to assess the efficiency & effectiveness of the eLearning platform in improving knowledge and competence of CHWs Location: Matayos & Teso South Busia Pilot Period: January 2025- August 2025 Reporting to: Director, Program Strategy & Excellence, and dotted line to Director, Evidence & Insights 1.0 Background The eLearning study in Busia County, Kenya, was initiated to determine the extent to which the capacity of Community Health Promoters (CHPs) can be enhanced through a digital learning platform on their mobile phones. The initiative forms part of a broader effort to modernize and strengthen community health service delivery by leveraging cost efficient, affordable easily scalable approaches/platforms like digital technology for training, performance tracking, and knowledge retention. CHPs play a critical role in maternal and child health service provision, including antenatal care (ANC), postnatal care (PNC), and disease prevention such as pneumonia and diarrhea management. However, traditional in-person training models are very expensive, unsustainable and thus have shown limitations in consistency, accessibility, and cost-effectiveness. This has prompted the need to explore alternative, scalable, and sustainable training modalities that mitigate logistical barriers and ensure equitable access continuous capacity building. The study is guided by the Monitoring, Evaluation, and Learning (MEL) Framework, which outlines six key pathways: enhanced learning and retention, improved knowledge translation, increased accessibility and cost-effectiveness, strengthened capacity of CHWs, strengthened feedback loops, and scalable and sustainable digital learning solutions. Using a Theory of Change (ToC) and Diffusion of Innovation (DoI) approach, the study seeks to understand how different groups of Community Health Promoters (CHPs) engage with the digital platform and what factors influence their adoption and sustained use. By mapping the expected outcomes and underlying assumptions, the ToC framework will guide the analysis of how key inputs such as digital training, supportive supervision, and platform usability contribute to improved CHP performance and service delivery. Additionally, the study will explore how to optimize training delivery through the Learning Management System (LMS) to improve accessibility, cost-effectiveness, knowledge retention, and service quality across diverse user groups. The evaluation will measure progress against clear indicators such as exam pass rates, course completion, ANC/PNC coverage improvements, user satisfaction, and cost-efficiency. Ultimately, the goal is to determine whether the eLearning model can serve as a viable alternative or complement to in-person training, and how it can be optimized for national scale-up within Kenyas digital health ecosystem. 2.0 Purpose and Scope of Work 2.1 Purpose of the evaluation The purpose of this evaluation is to assess the effectiveness, relevance, cost effectiveness and scalability of the eLearning platform introduced for Community Health Promoters (CHPs) in Busia County, Kenya. Specifically, the evaluation will assess: The extent to which the platform has improved learning and knowledge retention, skill application, and service delivery outcomes. The alignment of the platforms content, usability, interface and delivery with the learning needs of CHPs, supervisors, and communities they serve. Factors influencing adoption and usage of the platform, including the applicability of the Theory of Change (ToC) and Diffusion of Innovation (DoI). The comparative value of digital learning to traditional in-person methods. The platforms cost-effectiveness, operational feasibility, and potential for scale, and integration within the MoH system. This evaluation is guided by the Monitoring, Evaluation, and Learning (MEL) Framework, baseline assessment and adheres to recognized evaluation criteria; including relevance, effectiveness, efficiency, impact, sustainability, consistency, and participation. 2.2 Scope of Work 2.2.1 Targeted Population The evaluation focuses on: Community Health Promoters (CHPs) Government workers): 205 CHPs (100%) from Matayos Sub- County and 60 CHPs from Teso South Sub- County. Supervisors/ Peer Coaches and Trainers (Living Goods Staff): Key actors involved in planning, delivering, and monitoring digital learning content. Community Health Assistants (CHAs) (Government staff): Support personnel who assist CHPs with field-based learning and technical navigation of the LMS. 2.2.2 Geographic Coverage Matayos Sub- County (Learning Site): CHPs with higher digital literacy and prior LMS experience. Teso South Sub- County (Implementation Site): CHPs with lower digital literacy and limited prior LMS experience. 2.2.3 Timeframe Covers the entire pilot phase of the eLearning initiative up to January 2025- August 2025, as per project framework indicators. The evaluation study should run September 2025 for 21 days, subject to alignment based on the consultant workplan. 2.2.4 Methodology The evaluation will adopt a mixed-methods approach to comprehensively assess the performance, impact, and scalability of the eLearning platform for Community Health Promoters (CHPs) in Busia County. This approach ensures triangulation of findings by combining quantitative data analysis with qualitative insights, enabling a robust understanding of program outcomes across different sub-counties and user groups. Quantitative Methods To measure effectiveness, efficiency, and impact, structured pre- and post-training assessments will be analyzed using descriptive and inferential statistics. These will include: Exam pass rates: Proportion of CHPs achieving 80% score in module quizzes and final assessments. Course completion rates: LMS logs will track module access, time spent, and completion status. Service delivery indicators: ANC attendance (first trimester), PNC coverage within 24 hours, pneumonia diagnosis accuracy, and referrals for malnutrition will be extracted from health registers and compared before and after training. Usage analytics: Metrics such as login frequency, module revisit rates, quiz attempts, and average time per module will be extracted from the LMS backend. Cost-efficiency: Cost per CHP trained via eLearning will be compared against historical costs of in-person training using MoH expenditure records. Data will be analyzed using SPSS, Stata, or R, applying statistical tests (e.g., t-tests, chi-square) to detect significant changes over time and between early and late adopters**.** Qualitative Methods To understand adoption patterns, user experience, barriers/facilitators, and sustainability potential, the following methods will be employed: Key Informant Interviews (KIIs): Conducted with supervisors, CHAs, and CHPs representing innovators, early adopters, and laggards. Focus Group Discussions (FGDs): Separate sessions with male and female CHPs in Matayos and Teso South to explore contextual challenges and peer dynamics. Thematic coding: Qualitative responses will be transcribed, coded using NVivo, and thematically analyzed based on DoI constructs (relative advantage, compatibility, complexity, trialability, observability). User feedback surveys: Structured surveys capturing satisfaction levels, perceived usability, and recommendations for improvement. Measurement Framework Each evaluation criterion will be linked to specific metrics: Effectiveness: Measured through improvements in knowledge scores (pre/post), service delivery consistency (ANC/PNC), and diagnostic accuracy. Impact: Assessed through community-level health indicators (e.g., increased first-trimester ANC, improved referral rates). Sustainability: Evaluated via the cost-effectiveness analysis (comparing in-person and e-learning factoring in ongoing technical support systems, and LMS revisit behavior.) Adoption: Classified using LMS usage patterns mapped against DoI categories and validated through interviews and self-reporting. Equity: Analyzed through subgroup comparisons between Matayos and Teso South, focusing on digital literacy, device access, and learning outcomes. And any additional evaluation metrics. Role of the Consultant The Consultant will lead all aspects of the evaluation including: Designing and finalizing data collection tools (KII guides, FGD protocols, survey questionnaires). Conducting fieldwork, managing data quality, and ensuring ethical compliance. Performing data analysis and interpretation and drafting reports in line with OECD-DAC standards. Presenting findings and recommendations to stakeholders and revising based on LG feedback. Role of Living Goods (LG) LG will provide: Technical and logistical support during field visits. Access to LMS usage data, baseline and midline results, and existing documentation. Coordination with county health officials and CHP supervisors for participant mobilization. Review and feedback on draft and final reports to ensure alignment with program goals andimplementation realities. 3.0 Objectives 3.1 Overall objective The purpose of this evaluation is to assess the effectiveness, relevance, cost effectiveness and scalability of the eLearning platform Community Health Promoters (CHPs) in Busia County, Kenya. 3.2 Specific Objectives To determine whether the eLearning initiative is appropriate, contextually relevant, and responsive to the needs of CHPs, supervisors, and the communities they serve. To evaluate the extent to which the eLearning platform has achieved its stated learning and service delivery outcomes as defined in the MEL Framework. To understand how efficiently resources were used to implement the eLearning program compared Tender Link : https://reliefweb.int/job/4172636/terms-reference-tor-end-term-evaluation-self-paced-chps-elearning-study