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Since 2017, Mary Mackillop Today (MMT) has implemented projects in Liquica Municipality through the partnership with Child Fund Timor-Leste on supporting School-based Reading Project. In FY1819, MMT piloted the Mobile Learning Centre, which led to the introduction of a two-year project in FY1920, namely HAKAS - Hau Kontente Aprende no Susesu or I am Happy to Learn and Succeed in Liquica municipality. The project covered a total of 81 schools – 6 Pre-schools and 42 Primary Schools covered by Child Fund and 10 pre-schools, and 23 primary schools covered by MMT in Maubara, Liquica and Bazaretete admin posts.
The HAKAS project was developed for 3 years through FY1819, FY1920, and FY2021 (hereinafter “HAKAS Phase 1 Project”) aimed to provide fun and engaging educational activities, through teacher training and increase parental and caregivers’ support. These activities seek to foster a love of learning amongst students and support teachers to use child-friendly teaching methods in the classroom. The HAKAS Phase 1 project provided stimulating activities such as puppetry, educational resources, and storytelling to improve literacy skills of student in Grade 1, 2 and 3. During the implementation period in Phase 1, the project has trained 184 teachers of 6 preschools and 42 primary schools (combined figures for FY1819, FY1920, FY2021). The quality of teaching, according to teachers pre-and post-test results from the second year has a sampling showed that the teachers skills improved by 21.3% of 24 schools of the last two years of FY 1920 and FY 2021. The schools covered by the project have been equipped story books, and other teaching material which gave the ability to the teachers to provide more creative and participatory education in schools. Additionally, the project also focused on raising the awareness and building capacity of parents to attend their children’s home learning.
The HAKAS Project was developed in response to low rates of reading literacy amongst students in early grades. The 2009 and subsequently 2011 Early Grade Reading Assessment (EGRA) surveys carried out by World Bank revealed that reading results in the first three years were very low, indicating that students failed to develop the essential basic skills. The EGRA report showed that low literacy levels of children contribute to high dropout rates. According to the statistics published by UNESCO, as of 2019, over 47% of students (aged 8-18) are behind by at least 2 grades. With over 30% of the population aged 15 years and older being illiterate as of UNESCO’s 2015, for the past decade, all the national policies in Timor-Leste has emphasized the need to improve the quality of education standard. The new national primary level curriculum (the New Curriculum) developed in 2015 called to provide consistency early basic education, through the provision of textbook, lesson plans and pedagogical guide. However, a 2017 World Bank evaluation on the New Curriculum revealed that improvements need to be in place to increase teacher ability in implementing the curriculum, as teachers have weak pedagogical skills. The World Bank evaluation also analyzed that the Professional Learning and Mentoring Program (PLMP) introduced in 2016 to guide schools on best practices in education and management has resulted in stronger teacher performance and delivery of lessons in the classrooms.
HAKAS Phase 2 project focus on improving the teacher quality and of learning of students in Grade 1-3 in Liquica Municipality and Digital Library for in Grade 1-4 in Liquica and Manatuto Municipality. Teachers will be provided ongoing professional development in the form of training, support, and mentoring, as well as peer support via Teacher Learning Circles (TLC). All key stakeholders involved in
supporting teacher’s performance including the school management, district officials and PTA are involved in the discussion in establishing their roles and commitment for the project.
Additionally, the project also focusses on building capacity and raising awareness of parents to attend their children’s home learning. Parental support continues to be a focus on Phase 2 project, by strengthening the Parent-Teacher Association’s (PTA) capacities on playing a more active role in schools and individual children’s development, as well as the PTAs’ ability to involve parents to support the reading program through the reading awareness campaign.
Purpose of the Position
The selected consultant will undertake a summative end of project evaluation of the project in June 2023, prior to its official end date on 30 June 2023 and the new Phase Project Design. The objective of the evaluation is to understand the effectiveness, sustainability, successes and challenges of the main approaches of the project and provide recommendations for how technical approaches and project implementation could be improved in future education projects. The results and report may also be shared back with project stakeholders and government in the interests of learning and accountability.
The evaluation will assess the followings that are driven by OECD-DAC Criteria:
4. Scope of Evaluation
The evaluation will take place toward the end of the project period (May- August 2023, with the project ending on 30 June 2023). It will assess the whole project in 12 Schools include schools for the Digital Library activities in 10 schools in Manatuto and Liquica (5 in Liquica & 5 in Manatuto) Municipalities, however the consultant should suggest an appropriate sampling methodology to ensure data is collected efficiently, yet representative of the target areas.
The evaluation team is required to:
Review relevant primary and secondary sources of information associated with the project proposal documents, bi-annual and annual reports, baseline report and tools, HAKAS monitoring data and other relevant project-related materials.
Develop and submit an inception report outlining:
Include qualitative and quantitative data collection, with the consultant responsible for design, leading and documenting Focus Group Discussions (FGDs), key informant interviews, recording of change stories/short case studies from key stakeholder groups, and oversight of the KAP survey.
Design the evaluation and data collection with consideration of the views of different genders and person with or without disability and from diverse backgrounds (Tetum native speakers and non-Tetum native speakers)
Ensure quality of the data collection, data entry, data cleaning and data analysis process to meet this evaluation’s expected objectives. Data collection and entry should ensure confidentiality of respondents is respected.
Produce a draft, and then final report according to the provided report format, and in line with workplan timelines. The final report shall incorporate feedback from ChildFund and key partners.
To observe ChildFund’s Child Safeguarding policy and the core values of ChildFund Timor Leste.
Table of contents
Executive summary(maximum 3 pages, including recommendations)
Evaluation methodology and limitations
Discussion and Recommendations
Attachments (additional charts or data, final data collection tools, interview notes and consent forms, full copies of data sets and statistical analysis, and any other relevant attachments).
Management and Reporting Arrangements
The Consultant will report to the ChildFund Timor Leste Program Manager. All reports must be written in English and provided in an electronic format (Microsoft Word). Data sets to be provided in Microsoft Excel.
Selection Criteria for Consultant
At the minimum, the lead consultant must possess the following:
The Consultant must be available for distance (skype, zoom or MS Teams) and face-to-face meetings, as necessary, Qualified national candidates, women and persons living with disability are encouraged to apply.
The Expression of Interest should include:
Please Click on POSITION DESCRIPTION to find more information about the ToR of this consultancy job.
Submission of Application
ChildFund welcomes applications from qualified applicants or consultancy firms by 8 June 2023.
All interested candidates should submit a cover letter in English describing their suitability based on the above required qualifications and experiences. The candidate should include a recent CV with referees, principles and approach that will be used to achieve the purpose/objectives of this Consultancy work and a financial proposal.
NOTE: The financial proposal should specify a total lump sum amount and a breakdown of a daily professional fee and communication costs etc. Applications without a financial proposal will be regarded as incomplete and will not be considered for further assessment.
How to apply:
Please click on the Apply for This Job button on the right-hand side of your screen above to submit your application.
Note that only shortlisted candidates will be contacted.
For further information, please contact Manuel Marques at email@example.com (don’t use this email to submit the application)
ChildFund is an equal opportunities employer and has a strict child safeguarding policy and background checks will be undertaken prior to any offer of employment.
ChildFund is an Equal Employment Opportunity (EEO) employer and strongly encourage people from all backgrounds, abilities, and identities to apply for any vacancies.