• Overdue May 13, 2018

    External Consultant for conducting a final evaluation of project’s activities -Federation Handicap International -

    Employer: HUMANITY & INCLUSION
    Posted: 3 May 2018
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    Federation Handicap International is looking for External Consultant for conducting a final evaluation of his project’s activities

    Project : “Promoting Inclusive Learning (PIL) for children with disabilities in Rwandan schools”

    Activity : End-line evaluation

    Time : From May to June 2018

    Study area : Districts of intervention:
    Ruhango, Nyarugenge, Ngororero, Rulindo, Nyagatare, Kayonza, Bugesera, Gasabo, Nyamasheke, Rusizi, Rubavu, Rwamagana, Burera and Kamonyi districts;
    16 Teacher Training Colleges
    5 resource/ special schools

    Closing date for application : On Sunday13th May 2018 at 00:00

    Funded by : UNICEF

    Background

    Since July 2017, Federation Handicap International has been implementing a national programme entitled ‘’ Promoting Inclusive Learning (PIL) for children with disabilities in Rwandan schools, phase II” through the financial support of UNICEF. This programme intends to support MINEDUC/REB to advance inclusive education in Rwanda to achieve the Education Sector Strategic Plan (ESSP) outcome 2 and to ensure that children with disabilities and/or special educational needs are enjoying equitable, friendly and inclusive learning.
    Inclusive education is a key component of the Education Sector Strategic Plan (ESSP) and the overall vision of expanded access and quality in education in Rwanda. One of the key principles of this primary curriculum framework is that schools should be inclusive and have a responsibility to ensure learning is organized so that every child is valued. When talking about inclusive education we are not only referring to just the access of students with disabilities within the mainstream school but also to quality inclusive education. It is true that we are thinking about physical accessibility of school compound and buildings that facilitate the inclusion of students with disabilities, but we are also thinking about the curriculum, methods and strategies that respect the needs of each student in the classroom, trainings of teachers and other educational authorities in inclusive education, the provision of educational materials to enhance the learning process and improving learning outcomes as well. Furthermore, the inclusion of children with disabilities is more effective when parents and the whole community accept students with disabilities, support them and value them as other typical children.
    It is in this regard that the project has planned different activities aimed at promoting inclusive education in Rwandan schools.
    These activities include but are not limited to the following:
    • Revision of the program of the teacher training colleges (TTCs) by embedding inclusive principles and approaches,
    • Development of an educators’ guide to facilitate the implementation of an adapted curriculum for children with severe intellectual disabilities,
    • Trainings of pre and in-service teachers and educational authorities in the implementation of the new competence based curriculum ( national) and in inclusive education,
    • Reinforcement of model sectors through enabling peer exchange and learning forums between model schools and nearby cluster schools,
    • Reinforcement of resource rooms that respond to different needs of students, and which house a range of inclusive and accessible learning materials
    • Reinforcement of accessibility development and management in schools,
    • Empowerment of parents’ groups through initiated activities to support education.
    An end line evaluation for the first phase (July 2016-June 2017) was conducted in June 2017 to assess the level of implementation of inclusive education in 18 pilot schools and its impact on the education of children with disabilities by ascertaining that they are enjoying equitable, friendly and inclusive learning. After this evaluation, some recommendations were drawn and taken into account in the 2nd phase. The latter focused on reinforcing the inclusive education model developed for Rwanda. This model is meant to promote the following components: i) Resource rooms, ii) Technical resources, iii) Involvement of parents, iv) Inclusive pedagogy, v) Inclusive teaching and learning materials, vi) Accessible environment, vii) Inclusive curriculum and viii) Children’s participation.
    In order to evaluate the achievements of this proposed model, a final evaluation is planned in May 2018.
    1. Objectives
    The end-line evaluation aims to achieve the following objectives:

    1.1. General objective
    Assess the level of implementation of the inclusive education model in the 18 inclusive schools, the application of inclusive education in 16 Teacher Training Colleges and the adaptability of the curriculum developed for children with intellectual disabilities in five special schools.

    1.2. Specific objectives
    The following specific objectives will be achieved:

    • Assess the extent to which the programme outcomes have been achieved and the likelihood of impact they have had on children’s learning outcomes through assessing the impact of Individual Education Plans (IEPs), improvement in promotion, retention and reducing drop- out rates;
    • Evaluate to what extent the 18 inclusive schools have applied the full package of an inclusive education model and met indices of inclusion (culture, policy and practice) based on standards set by REB.
    • Assess the level attained by 18 inclusive model schools while demonstrating effective, equitable, inclusive and friendly learning approaches (number of CwDs assessed, number of teachers applying inclusive pedagogy & learner-centered methods, number of school resource rooms which are operational and the level of parents’ and children’s involvement and participation).
    • Assess pre-service teachers’ capacities and readiness to handle children’s diverse learning needs in classroom.
    • Ascertain the programme’s indices of relevance, efficiency, effectiveness and sustainability in relation to the implementation of the national competence based curriculum.
    • Assess the relevance and the adaptability of the curriculum developed for children with disabilities in 5 special schools.
    • Identify best practices, case studies and success stories noted throughout the programme implementation which are evidence based (parents and children’s testimonies, teachers’ classroom observable best practices, head teachers’ witness on school overall changes, etc).
    • Identify any challenges encountered and propose significant recommendations and solutions for a way forward.

    2. Results

    By the end of the evaluation, the following results will be achieved:

    • The achievement of the fixed programme outcomes and their impact on children’s learning outcomes assessed.
    • The implementation of the inclusive education model in the 18 inclusive model schools evaluated based on ad hoc REB standards.
    • The level of implementing the inclusive and friendly learning approaches (number of CwDs assessed, number of teachers applying inclusive pedagogy & learner-centered methods, number of school resource rooms which are operational and the level of parents’ and children’s involvement and participation) ascertained in all 18 inclusive schools.
    • Pre-service teachers’ capacities and readiness to handle children’s diverse learning needs in classroom assessed.
    • The programme indices of relevance, efficiency, effectiveness, sustainability ascertained.
    • The relevance and the adaptability of the curriculum developed for children with disabilities in 5 special schools assessed.
    • Inclusive education best practices, cases studies and success stories identified.
    • Outstanding challenges encountered throughout the implementation of programme sorted out and appropriate recommendations to act upon set.

    3. Study area

    The evaluation will be conducted in the 18 inclusive schools, 5 Teacher Training Colleges and 5 special schools:

    A) List of 18 inclusive model schools and name of District

    1. Ngororero : Muramba A
    2. Rulindo: GS Rukingu
    3.Ruhango: GS Ruhango cath
    4. Nyagatare: GS Rwisirabo
    5. Nyarugenge : GS Burema & GS Kanyinya
    6. Bugesera : GS Murama & GS Nkanga
    7.Gasabo: GS Rubingo & Gasanze PS
    8.Nyamasheke : GS Shangi
    9. Rusizi: GS Gihundwe
    10. Rubavu : Rubona PS
    11. Kayonza : GS Kawangire Catholic
    12.Rwamagana:GS Bicumbi & Gishari
    13. Burera : Tumba PS
    14.Kamonyi :GS Nyamiyaga

    B) List of Teacher Training Colleges

    1.Burera: Kirambo
    2.Muhanga : Muhanga
    3.Rubavu : Ubumwe community center (UCC)
    4.Nyagatare : Matimba
    5.Rwamagana Bicumbi

    C) Five special schools

    1.Kicukiro: AMIZERO Center
    2.Muhanga: HRD/Muhanga
    3.Rubavu :Ubumwe Community Center (UCC)
    4.Rustiro : KOMERA
    5. Kamonyi: CEFAPEK

    4. Methodology

    The consultant will strictly respect the following:

    4.1. Nature: the evaluation will follow a mixed methods approach (MMA), thus quantitative and qualitative.
    4.2. Sampling strategy: develop a clear sampling strategy to determine who participates in the evaluation keeping in mind that all categories of beneficiaries are touched.
    4.3. Data collection methods: Desk review, questionnaire, interview and focus group discussion.
    4.4. Data entry and analysis: Scientific research methods and adapted software will be required.
    4.5. Ethical considerations: The consultant will respect ethical issues and principles. More particularly, he/she will be required to respect the principles of beneficence, respect and dignity for persons with disabilities.

    4.6. Other requirements

    • The consultant will have to select competent and qualified enumerators.
    • The consultant will have to ensure that the tools are tested before use.
    • He/she will present the findings to the National IE Task Force for approval and validation.
    • The consultant will closely work with the Programme Manager (PM), the Person in charge of Quality, Monitoring and Evaluation (QME) and the Technical Assistant to REB (TA) for technical guidance.

    5. Profile of the consultant (experience and qualification required)
    • At least a bachelor’s degree in education or related field, with proved experience in the field of special and inclusive education;
    • Experience and knowledge in the field of inclusion and disability
    • Strong expertise in evaluation of education projects, ( 3 years minimum)
    • Experience conducting evaluation of inclusive education projects (provide at least 3 recent examples).
    • Knowledgeable, available and trusted;
    • Competent in dealing with institutional bodies;
    • Familiar with the Rwandan Education context in a wide sense; ( or countries in the region)
    • Strong personal and team organization skills;
    • Proven track record of producing clear, quality reports in English (provide at least 1 sample report);

    6. Duration of the consultancy

    The consultancy will be conducted in four weeks from May to June 2018 including time for report delivery.
    7. Deliverables

    At the end, the consultant will hand over the following:
    • A detailed report: one soft and one hard copy;
    • An upright statistical data base;
    • Signed consent forms
    • List of interviewees/respondents;
    • Tools used to collect data.

    7. Organization of Bids

    Interested individual or consultancy firms are expected to submit a detailed proposal with the following components:

    • Technical offer (details of methods, approaches, techniques, instruments, samples, capacity analysis, technical resources to be involved, practical tips, work plan, etc.);
    • Financial (details of cost in a logical manner and in Rwandan francs).
    • Application letter, academic certificates, CV of the consultant or the team leader if the applicant has a company, previous contracts or subcontracts that justify the applicant’s past experience and Photocopies or scan of identity card or passport in sealed envelopes.

    Please send a proposal to the HI Country Director, on the address below:

    • FEDERATION HANDICAP INTERNATIONAL,KK 15 RD /KK 10 Ave, Kicukiro, IMELA House, Kigali city, B.P747 Kigali

    • Or by e-mail: recrutement@rwanda.hi.org with subject: CONS-PIL-ENDLINEVAL-HI-201804.

    Done at Kigali, 26th April 2018.

    Jean-Francois MICHEL
    Country Director

    Please click here for original document

    Posts:
    External Consultant

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