Tenders Are Invited For Midterm Project Evaluation: Education-The Rights For Every Single Child

Tenders are invited for Midterm Project Evaluation: Education-The Rights for every single child Deadline: Friday, 21/11/2025 10:00 TERMS OF REFERENCE FOR MIDTERM PROJECT EVALUATION Summary Name of the project Education- The right for every single child Implementing organization Childrens voice Donor organization Vitol Foundation Location of the project All 15 partner schools in Goma and Kibati, North Kivu, DRC. Period of the project From April 2024 to March 2027 (3 years) Time of the evaluation 15 days from the 1st of December to 22nd of December 2025 1. About Chance for Childhood We are a centred international non-governmental organization supporting children and young people in Africa who face inequalities such as lack of access to education and safe spaces, providing them with the tools and skills they need to build their own futures. We dont work alone. Together with partners, supporters, children, and their communities, we protect, educate, and create lasting change for every child threatened by violence, neglect, and conflict. We believe that no childshould have to fight for a safe, happy childhood. We exist to ensure that every child in Africa can thrive from their early years to adulthood. Our interventions in Africa are currently focused on Rwanda, Uganda, Kenya, Ghana, and the Democratic Republic of the Congo (DRC). 2. About the Project In 2022, UNICEF estimated that more than 800,000 children aged 3-17 who were displaced in North Kivu, had experienced interrupted education (UNICEF, June 2022), mostly due to the resurgence of regional violence and natural disasters, leading to future developmental and behavioural problems. As a response to this alarming call, in March 2024, Chance for Childhood initiated a 3-year project entitled Education-Rights for every child to provide quality, inclusive education to the out-of-school children affected by the war and conflict in North Kivu. This project is being implemented in partnership with the Childrens Voice, a local NGO based in Goma. The project operates in 15 school centres (primary schools and catch-up centres) in Goma and Nyiragongo, North Kivu, Eastern DRC, in partnership with Childrens Voice, the local implementing partner NGO based in Goma. The project targets Conflict-affected school children aged 6 to 16 years. The foundation of the project lies in four project outcomes: Outcome 2: Improved inclusive learning environment for 5,000 children, including girls and those with disabilities in 15 project schools via the recruitment and training of LSAs and the training of teachers already in situ in the principles of child protection, safeguarding and inclusive education. Outcome 3: Increased incomes for 200 vulnerable families, including families of children with disabilities/SEN Outcome 4: Improved attitudes amongst parents and community members regarding education, especially for girls and children with disabilities/SEN Each of the outcomes has a set of performance indicators, totalling 13 performance indicators for the entire project. These indicators will be subject to mid-term evaluation to track their progress towards the targets. 3. About the Assignment 3.1 Project Midterm Evaluation In order to learn from the experience, CfC is looking for a consultant to evaluate the project and produce a 15-page (maximum) report. The evaluation will take place in both Goma city and Kibati territory in the North Kivu province, DRC, for a maximum of 15 days, between 1st and 23rd of December 2025. The consultant is expected to evaluate how the project has performed against the pre-defined performance indicators dispatched across the 4 project outputs. 3.2. Aim and objectives of the Evaluation This mid-term evaluation aims to generate evidence and insights that will support learning, accountability, and adaptive management. The evaluation will help assess whether the project is on track, how it is being implemented, and what improvements can be made to maximize its outcomes before completion in March 2027. Objectives The Mid-Term Evaluation will: Measure progress toward intended outcomes Assess the extent to which the project has achieved its planned outcomes so far, based on the logframe, indicators, and baseline data. Identify key successes and best practices Highlight what is working well in the project implementation, including innovative approaches, effective partnerships, or successful strategies that could be scaled or replicated. Examine challenges and limitations Analyze the obstacles encountered during implementation, including internal and external factors that may have hindered progress or affected the quality of outcomes. Provide actionable recommendations Offer practical, evidence-based suggestions to improve project delivery, resource allocation, stakeholder engagement, or monitoring practices during the remaining project period. 3.3. Evaluation Questions Evaluation criteria Evaluation questions Relevance · To what extent do project objectives respond to the needs of children and communities in Goma and Kibati? · Are the projects approaches still appropriate considering the evolving local context (e.g., conflict, displacement, education, and political system dynamics)? Coherence · To what extent is the project aligned and coordinated with other interventions, policies, and actors working in disability inclusion, education, and child protection sectors in North Kivu? Effectiveness · What progress has been made toward project outcomes? · Are the planned activities being implemented as intended? · How effective are project strategies in addressing barriers to inclusive education (e.g., for children with disabilities, girls, displaced children)? Efficiency · Are resources (financial, human, time) being used efficiently to produce results? · Are project partnerships and coordination mechanisms functioning effectively? Learning & Adaptation · What lessons have been learned during the first half of implementation? · What adjustments are necessary to improve performance and sustainability? 3.4. Evaluation Methodology The Mid-Term Evaluation will adopt a mixed-methods approach, integrating both qualitative and quantitative data collection techniques. This approach will ensure a comprehensive understanding of project progress, effectiveness, and areas for improvement. The methodology will be participatory and inclusive, ensuring that the opinions of children and families supported by the project, Teachers, Learning Support Assistants, and community members are meaningfully represented. The consultant will be expected to use the following key methods: 3.4.1 Documents Review: A thorough review of existing project documentation will form the foundation of the evaluation. Key documents will include the original project proposal, logical framework (logframe), baseline report, quarterly and annual progress reports, monitoring and evaluation (M&E) tools, beneficiary data, and relevant national education policy documents. This desk review will allow the evaluator to understand the projects intended outcomes, implementation strategy, targets, and progress to date. It will also help in refining evaluation questions and identifying any gaps in existing data. 3.4.2. Key Informant Interviews (KIIs): Interviews will be conducted with a range of stakeholders who are directly or indirectly involved in the project. These will include project staff from Childrens Voice, children supported by the project and their parents, LSAs, teachers and head teachers in 15 collaborating schools, and community members. These interviews will explore project stakeholders perceptions regarding the change in their lives and challenges faced during the implementation. KIIs will provide valuable insights into the strategic and operational aspects of the project that may not be captured through documentation or quantitative tools. 3.4.3. Focus Group Discussions (FGDs): FGDs will be conducted with key beneficiary groups, including children (segregated by age, disability, residence, and gender), parents through their VSLAs, teachers, and members of the community. These discussions will explore community-level perceptions of the projects relevance, inclusivity, impact on childrens learning, and the extent to which the project has addressed existing barriers to inclusive education in North Kivu. 3.4.4. Surveys Quantitative surveys may be administered to a sample of beneficiaries, including children, parents, LSAs, teachers, and head teachers, to gather measurable data on indicators such as school attendance, inclusion of children with disabilities, change in Household income, and change in attitudes. Surveys will complement qualitative findings and enable the evaluator to track changes towards the projected target. 3.4.5. Site Visits: The site visits will include visits to each of 15 partner schools to collect data. During these visits, the consultant will assess the condition of the inclusive practices of trained teachers, class attendance of enrolled out-of-school children, as well as their retention in the school. Furthermore, site visits may target the income-generating project initiated by supported parents to provide tangible evidence of the projects progress towards the desired outcomes. Tender Link : https://www.jobinrwanda.com/job/terms-reference-midterm-project-evaluation-0