1. Organisational context
ChildFund in Laos is the representative office of ChildFund Australia – an independent international development organisation that works to reduce poverty for children in developing communities.

ChildFund Australia is a member of the ChildFund Alliance – a global network of 12 organisations which assists almost 23 million children and their families in 70 countries. ChildFund Australia is a registered charity, a member of the Australian Council for International Development, and fully accredited by the Department of Foreign Affairs and Trade which manages the Australian Government’s overseas aid program.

ChildFund began working in Laos in 2010 and works in partnership to create community and systems change which enables vulnerable children and young people, in all their diversity, to assert and realise their rights. Projects are implemented in the capital of Vientiane, as well as Huaphanh and Xiengkhouang Province, some of the country’s poorest regions with significantly high unexploded ordnance contamination.

With a focus on upholding child rights and improving access to quality education, ChildFund in Laos also prioritises projects which focus on child nutrition, sexual reproductive health and rights, media literacy and job readiness.

2. Background
Sopbao District is a mountainous rural district located in Huaphanh Province, where rice farming is the primary economic activity, and over one third of the population (37%) lives below the national poverty line. The district is ethnically diverse, with only 9% of the population identifying as ethnically Lao, with the majority identifying as Taideng (50%) or Hmong (32%), and smaller populations of other groups including Iu Mien and Khmu. Based on statistics from provincial and district education officials, school dropout rates remain high, with about 5% of students dropping out in primary school, 11% in lower secondary school, and 8% in upper secondary school.

Girls and boys with disabilities are particularly at risk of not receiving the quality education they need. Awareness of disability and disability rights is low across most of the country, and underreporting is likely, since statistics on disability are collected by district-level government officials who have not been specifically trained to do so. The recent needs assessment found that in Sopbao, fewer than half the children with disabilities (CWD) were enrolled in school, and some of those who were enrolled attended only irregularly.

Better Outcomes for Inclusive Learning (BOIL) project begun July 2020 and is a 3 year project implemented in 15 target schools in Sopbao district, Huaphanh province. The project has also partnered with Aid for Children with Disability Association (ACDA) who carried out research and deliver training on inclusive education for project participants. The project will be formally finished by June 2023.

The goals, three outcomes and performance indicators of the project are as follows:

PROJECT GOAL: To create inclusive, quality learning environments for vulnerable girls and boys with different learning needs, including those with disabilities.

Outcome 1: DPOs and male and female primary teachers have improved capacity to provide inclusive engaging education for all girls and boys (including CWD)
Performance Indicators Target Means of Verification
- No and % trained primary teachers (women and men with and 80% (35/44) Pre and post training survey

without a disability) that have increased knowledge and skills to

teach children with varying abilities and needs

- Teachers report evidence of having applied knowledge and skills 20 Teacher Observation Checklist of teaching children with varying abilities and needs

Outcome 2: Government officials and school managers develop capacity to plan, monitor and support quality, inclusive education for boys and girls, including those with a disability.
Performance Indicators Target Means of Verification
- Evidence of trained school managers/DOET officials (women and 15 In depth interview

male with and without a disability) that have increased capacity in

to create inclusive, supportive learning environments for all girls and

boys (inc CWD)
- Reported participation of school governance bodies in school 10 In depth interview

improvement plans, including development, implementation and

review stages

Outcome 3: Mothers, fathers, and other caregivers engage with providing inclusive quality and supportive learning environments for boys and girls, including those with disabilities.
Performance Indicators Target Means of Verification
No and % supported parents/caregivers that have increased 70% (40/60) Pre and post training survey

understandings of CWD and supporting those with different

learning needs

3. Purpose
This project requires an external, independent end-of-project evaluation of its performance. Evaluation questions should be driven by the OECD evaluation criterion of relevance, efficiency, effectiveness, impact, and sustainability, as well as cross-cutting issues including gender inclusion, disability inclusion, youth participation and inclusive of marginalised groups. In the findings, the consultant will also help to highlight the potential lessons learnt, challenges, solutions, and recommendation. The consultant will further advice on the management of this project and present key results and findings that will enable ChildFund in Laos to improve future project design and programmatic strategy.

This evaluation is to undertake an outcome evaluation which will assess the:

OECD-DAC criteria

Relevance: The extent to which the project design and project outcomes responded to the needs of individual, group and organisational participants. Addressing the questions relating to hindering and facilitating factors; relevance of interventions to the target groups; utilising the most appropriate interventions.
• Did this program reach the more vulnerable communities?
• Did the project address the highest priority needs of the most struggling students?
• Was the intervention appropriate and its implementation relevant to the operational context?

Coherence: The extent to which the project complemented other ChildFund in Laos projects that share similar programmatic aims as well as the extent to which the project complemented the work of broader NPA and government actors with similar programmatic aims (external coherence)
• To what extent does the interventions carried out under this project complements ChildFund’s Laos education portfolio, strategic plan and program approach? (internal

coherence)
• To what extent does the interventions carried out under this project complements the work of broader NPA and government actors with similar programmatic aims?

(external coherence)

Efficiency: The extent to which all project activities and outputs outlined in the project design were achieved on time, within budget and with quality. This includes an analysis of the cost-efficiency and value for money of the project interventions versus the benefits from the project and the number of people reached.
• Was adequate human, financial and logistical resources applied to delivering project outcomes? (operational efficiency)
• Was the program sufficiently adaptable to a fluid and insecure context to deliver outputs in a timely fashion? (timeliness)

Effectiveness: The extent to which the project objectives and associated key performance indicators(outlined above) were achieved, citing quantitative and qualitative evidences (e.g., change stories), contributing and hindering factors in all project components at all levels of implementation and project management.
• To what extent the project has achieved its intended outcomes, in relation to the key performance indicators of the project?
• Were the monitoring mechanisms effective in providing timely data to inform programming decisions?

Sustainability: The extent to which the capacity of the project stakeholders and partners was built to enable the benefits of the project to continue with/without support from CFL and other external actors. This will also examine what sustainability measures were put in place and what measures should be included should there be a next phase.
• What are evidences showing that project achievements will continue/sustain upon project completion?
• Which components of the project are owned and driven by the communities, partners and relevant government authorities?
• What are the sustainability factors and strategies that needs to be in place, should there be a next phase in the project?

Impact: By presenting concrete evidence, show extent to which this project has contributed to the enabling environment for children with disability to study in schools.
• What are the most significant changes the project has contributed towards the education experience for children with disability?
• Are there any evidence of impact of a personal level through success stories or case studies about individuals involved in the project?

Cross-cutting issues
Gender inclusion - The extent to which barriers to participation were identified and addressed, such as promoting gender equality, empowering girls and women, LGBTQ, gender roles and power relations. How specific activities impacts the welfare of girls and whether any activities provided opportunity for empowering girls?

Disability inclusion - The extent to which barriers were identified and addressed, such as access to
services, participation in activities and decision-making. How are the interventions contributing towards tackling inequality faced by people with disability?

Inclusion of vulnerable groups - The extent to which barriers were identified and addressed of identified vulnerable groups, such as access to services, participation in project design, project briefings, activities, decision-making and project feedback. How inclusive the intervention has been for different vulnerable groups?

Organisational Learning
Drawing from the above two areas, an assessment of project implementation challenges and evidence of promising practices and lessons learnt, ultimately resulting in a set of recommendations to inform both future project design and ChildFund’s Education programming.

4. Scope of Evaluation
a) To conduct a desk-review in order to gather and review relevant literature, project documents and reports including the Baseline Report, from ChildFund in Laos,

government (including second data from the MoES, PESS and DESB) and other sources.
b) Prepare a detailed inception report for submission to ChildFund for review and approval. This shall clearly describe research methods in detail, data collection tools and

formats, work plan to undertake the assignment etc.
c) Focusing on outcomes and their performance indicators (as mentioned above); review and develop existing tools including the Focus Group Discussions, School

Observation-Checklists and Key Informant Interview approaches in order to capture the targeted groups, its objective and performance indicators.
d) Train enumerators on both quantitative and qualitative data collection methods.
e) Conduct field level data collection based on agreed assessment tools, maintain quality and accepted norms and standards, lead the data entry and analysis.
f) Write a comprehensive draft report on findings/results of the study with input from ChildFund/project team.
g) Present/share the findings of the endline study to and with ChildFund and relevant stakeholders through a workshop.
h) Incorporate comments and suggestions forwarded and produce final report as per the agreed timetable.

5. Methodology
The consultant, in consultation with ChildFund in Laos and ChildFund Australia Education and MEL advisors, is expected to develop the appropriate methodology to collect data.
The methodology and tools have to:
• Strongly support the active participatory approach and engagement from the project stakeholders including children with disability, school principals and teachers,

government counterparts from district to national level, NPA partner staff and ChildFund in Laos staff.
• The methods, data collection and analysis should also consider and include the perspectives of different genders and people living with disability (PLWD).
• Data collection methods should be guided by the project SMART indicators and other useful information to give a clear picture of the project. The consultant is

expected to develop a clear guideline to assist the process.
• Both qualitative and quantitative data should be collected and reported, and data sources clearly cited.
• Tools and methods must coherently respond to the project objectives and performance indicators.
• Produce at least one case study.

Report:
- The report and relevant working documents must be written in both English and Laos, provide in an electronic format (Microsoft Word and PDF). Raw and analysed data can be submitted by Excel or Word file.
- The actual evaluation report is limited to 30 pages excluding annexes. A maximum 3-page executive summary should be included as part of the report.
- Report format:
o Table of contents
o List of Abbreviations
o Executive summary of the main findings including the major indicators of the project - 3 pages
o Introduction providing background information about the project and objectives of the project
o Methodology and limitations
o Evaluation Findings for each Outcome including 1 case study
o Learning and good practices identified, or highlighting particular needs or weak areas requiring more support.
o Conclusions and Recommendations
o Annexes including all tools used

6. Deliverable and Indicative Timetable
Note: this is subject for negotiation with the Consultant
Indicative dates Outputs and Activities Number of Days
November – December 2022 - Consultant Recruitment -
- Negotiation and signing the contract -

01st March 2023 - Consultant prepares the Inception Report 2

to CFL and Sydney Technical Advisor

- Work in collaboration with the Senior MEL

coordinator, Sydney-based Education and MEL

Technical Advisors to develop methodology and tools

10th March 2023 - Submit the inception report -

17th March 2023 - Revise and get approval on inception report including 1

methodology and tools

20th – 31st March 2023 - Training and Data Collection:

1. Traveling to Sopbao District (1 day)
2. Enumerator training in Sopbao district 10

(2 days) and piloting tools (1 day)
3. Data collection in 5 schools in Sopbao district (5 days)
4. Travel from Sopbao to Vientiane capital (1 day)

24th April 2023 - Debriefing 1

5th May 2023 - Data analysis
Report writing 7
Submit the 1st Draft Report in English

30th May 2023 - Feedback and finalise the report
- Submit the final report (English) 2
Total number of days 25 days

7. Management and Reporting Arrangements
The Consultant will report directly to Education Program Manager, and keep Senior MEL Coordinator and the Acting Country Director – Program, copied to the communication chain. The consultant will work closely with the Project Coordinator and Project Officer from Xamnuea district, Huaphanh Province. All reports must be written in English providing in an electronic format (Microsoft Word). Reports and tools will additionally be reviewed by Education and MEL technical advisors at ChildFund Australia.

8. Confidentiality
All discussions and documents relating to this ToR will be treated as confidential by the parties.

9. Child Safeguarding
The successful applicant will be required to comply with ChildFund Australia’s Child Safeguarding Policy and Procedures and to sign a Code of Conduct. The consultant will also have in place an Australian Federal Policy Criminal Background Check and Working with Children Check.

10. Counter-Terrorism
ChildFund Australia acknowledges its obligation under the Australian laws relating to counter-terrorism. In order to meet its obligation, the consultant’s name will be reviewed against Department of Foreign Affairs and Trade (DFAT) and National Security Australia lists at the onset of any financial relationship.

11. Conflict of Interest
The Consultant must declare any financial, personal, family (or close intimate relationship) interest in matters of official business which may impact on the work of ChildFund

12. Fraud and Corruption prevention and awareness
ChildFund Australia has a zero approach to fraud and corruption act. The successful consultant will be required to comply with ChildFund Australia’s fraud and corruption prevention and awareness Policy and act against any form of fraud or corruption and not offer, promise, give or accept any bribes.

13. Insurance
The successful applicant will be required to have in place insurance arrangements appropriate to provision of the requirement in this TOR including (without limitation) travel insurance.

14. Acknowledgment and Disclaimer
ChildFund, its Board and staff make no express or implied representation or warranty as to the currency, reliability or completeness of the information contained in this ToR. Nothing in this ToR should be construed to give rise to any contractual obligations or rights, expressed or implied, by the issue of this ToR or the submission of Expression of Interest in response to it. No contract would be created until a formal written contract is executed between ChildFund and a selected consultant.

Selection Criteria for Consultant
Core Competencies
• Commitment to ChildFund Australia’s values, vision and mission;
• Teamwork;
• Communication;
• Accountability and integrity; and
• Adaptability and flexibility.

Essential Qualification and Experience:
• University degree in Health, Social Sciences, International Development, Monitoring and Evaluation, or related disciplines with strong experience in conducting similar research works in developing countries particularly in South East Asia.
• Relevant experience in development sector around INGOs’ work or relevant agency
• Experience in monitoring and evaluation, and conducting end-of-project evaluation, impact studies, utilizing quantitative and qualitative research methods including data collection techniques and analysis
• Strong experience in community health development
• Familiarity with child‐focused programming;
• Flexible and able to adapt to a multi-cultural environment and complex situations, with demonstrable high-level interpersonal and cross-cultural skills especially with ethnic minorities
• Familiarity with the development context of Lao PDR including relevant language skills;
• Good experience in collaboration and interaction with communities and government bodies from local to national level, especially the Ministry of Health of Laos.
• Strong facilitation skills, particularly with children, youth and ethnic women;
• Self-driven, strong organizational and planning skills, with the ability to work independently or in a group, as well as under pressure
• Fluent in both Lao and English, and showing ability to communicate ethnic languages; Hmong and Khmu would be an asset.

Submission Procedure:
ChildFund in Laos welcomes applications from qualified applicants residing in Laos including Laos national. Applicants should consider and explain the necessary adjustments to the mode and cost of delivery due to possible restrictions from Covid 19 in their application.

The successful candidate is expected to start by 1st March 2023. All interested candidates should submit a CV and cover letter in English describing their suitability based on the above required qualifications and experiences.

ChildFund will ONLY accept applications that include a CV, a cover letter and technical proposal this end-of-project evaluation that address the criteria above as well as a financial proposal.

ChildFund in Laos will not return any applications and does not require interested candidates to submit copies of certificates, ID cards or any other information.
ChildFund in Laos is an equal opportunity employer and has a strict child protection policy and background checks will be undertaken prior to any offer of employment. All candidates should submit two professional referees including their current or most recent employer.

APPLICATIONS SHOULD ONLY CONTAIN A CURRENT CV AND A COVER LETTER IN ENGLISH ADDRESSING THE CRITERIA OUTLINED FOR THE POST ALONG WITH A FINANCIAL PROPOSAL.

Please send all applications to ChildFund office before 4:30 pm of 1st December 2022.