Local Consultant for Child and Youth Empowerment for Climate Change Action Project (CYECCA) End-of-Project Evaluations

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 11 child-focused development and humanitarian organisations reaching nearly 32 million children and their family members 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 Houaphanh, Xieng Khouang, Phongsaly, Sayabouly, Luang Prabang, Khammouane, Savannakhet, Sekong Provinces and Vientiane capital.

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.

Background

In 2020, the Global Green Growth Institute (GGGI) and Vientiane City Office for Management and Services (VCOMS) initiated a project entitled “Waste Recycling Bank (WRB)” as a part of the waste-to-resource initiative in Vientiane Capital, Lao PDR. The WRB project aims to create and strengthen the value chain of recyclable materials such as glass bottles, plastics, paper, and cans by establishing waste collection points at the schools located in the urban area. The first phase of the project was implemented in 10 schools which showed successful results in terms of awareness raising, waste separation and collection by engaging students and waste recycling actors. Encouraged by this successful implementation of the project, GGGI and VCOMS plan to expand the project to more than 60 schools in 2022 and onwards.

ChildFund in Laos (CFL) agreed to join WRB project as a co-implementing organization through a matching fund mechanism with a focus on soft skills development on life skills for climate action, as well as waste and climate change-related awareness-raising targeting the students and teachers in schools that are identified for the scale up phase. Women’s Union of Vientiane Capital (WU) will jointly deliver CFL’s activity as a partner. Also, ChildFund Korea (CFK) agreed to join the project by providing project funding to CFL, and supervising CFL’s project activities.

The WRB project will be scaled up in 68 more schools in Vientiane Capital where GGGI will be mainly responsible for provision of the hardware i.e. waste recycling bin and waste recycling application while CFL will focus on capacity building and training. To ensure effective and efficient cooperation among the key stakeholders including GGGI, VCOMS, CFL, WU, and CFK, clear understanding and agreement upon (i) roles and responsibilities of each party (ii) work scope (iii) budget implications, and (iv) timeline are necessary and in place.

In June 2020, GGGI launched a waste recycling bank project in 10 schools at Sikottabong district in Vientiane Capital to supplement Laos’ developing National Green Growth Strategy (NGGS). The project focuses on engaging students to create positive change in their homes and communities by bringing recyclable materials from their homes to the waste banks in their schools. Recycling bins were installed in schools, separating glass, plastics, and aluminum. Every month, the glass recycling company, Keowlao, would collect and buy glass waste from schools – this extra income went to the school management, and some were used for student incentives. Other recyclable materials were collected by middlemen or other recycling companies, depending on the school arrangement.

In 2022, ChildFund in Laos (CFL) was approached to scale up this initiative and add educational campaign and social-behavioral change communication (SBCC) components to ensure sustainability. CFL is now implementing the Child and Youth Empowerment for Climate Change Action Project (CYECCA), funded by ChildFund Korea (CFK). The project works with 35 schools (30 in Vientiane and 5 in Houaphanh) to integrate climate education with Social and Emotional Learning components of CFL’s Ready for Life National Guidelines for student empowerment to measure SBCC. The project’s one-year pilot phase is from September 2022 to November 2023. whilst the comprehensive implementation of the national guideline on life skills development is not rolled out, the project working team (GGGI, CFL and government partners (Women Union in Vientiane Capital and Houaphanh province) are collaborating to ensure that there will be an adequate provision of the induction to teachers and students who will take lead in the waste recycling bank in each school including the training to how to run and manage this waste recycling bank in school and how to connect with the recycling company. Moreover, the project working teams have been providing monthly monitoring and support to ensure this activity is active in each target school. Aligning to the organisation’s mission to reach the most vulnerable and marginalized communities.

This initiative introduced by GGGI to the ten pilot schools eases Lao communities to the concept of circular economy by enhancing student, parent, and teacher understanding of waste management and its link to climate change, and awareness raising. The feedback from schools, project outcomes, and student empowerment together forms a good foundation for climate action, including government advocacy.

The project’s goal and outcomes[1].

Goal:

Children and young people are empowered to participate, act and lead life skill

development and climate change actions in their schools and communities.

Outcome 1: Recycling systems established for 68 schools in Vientiane Capital

% of the schools practicing waste recycling

No. of schools practicing waste recycling / total schools participating in WRB(CYECCA) project Schools. Refer to "the schools participating in WRB (CYECCA) project and received at least one awareness-raising activity organized by GGGI or CFL"

Waste recycling practice refers to "the schools participating in WRB (CYECCA) project collect and sell the non-organic recyclable waste to the waste collectors and generate revenue"

% of collected waste segregated and collected for recycling

Outcome 2. Student leaders and teacher coordinators are equipped with key life skills and climate change awareness in 30 schools in Vientiane Capital and 5 schools in Houaphanh

% of student leaders report they are confident to lead activities that promote life skills and climate change awareness in their schools · % of student leaders report they are confident to lead activities that promote life skills in their schools (segregated by male and female)· % of student leaders report they are confident to lead activities that promote climate change awareness in their schools (segregated by male and female)% of school teacher coordinators report they are confident to support student development in life skills and climate change awareness· % of school teacher coordinators report they are confident to support student development in life skills · % of school teacher coordinators report they are confident to support student development in climate change awareness

Outcome 3. Children and young people lead advocacy and awareness campaigns for sustainable recycling programs in their schools and community

Changes to waste management/recycling practices influenced by children and young people Examples of advocacy campaigns

· Examples of sustainable recycling activities conducted in schools and communities

· Changes to waste management/recycling practices influenced by children and young people

· % of children of the target schools that actively participated in climate change actions.

3. Purpose

The baseline survey for this project was conducted internally. Towards the end of the project, this project requires an external, independent end-of-project evaluation. The evaluation questions should be driven by the OECD evaluation criterion of relevance, coherence, efficiency, effectiveness, Sustainability and impact as well as cross-cutting issues including children’s right, gender inclusion, disability inclusion, community participation and inclusive of marginalised groups. In the findings, the consultant will also help to highlight the potential lessons learnt, challenges, solutions, and recommendation for scaling up project activities. 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.

The data collection will be in 30 schools in Vientiane Capital and 5 schools in Houaphanh Province. Data collection for project outcomes 1 has been conducted throughout project implementation, data collection for outcome 2 and 3 is required.

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 project reach target the most vulnerable groups?
Did the project address the highest priority needs of the targeted groups, including vulnerable children?
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 did 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, outputs and outcomes 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, outputs and activities? (operational efficiency)
To what extent did the project adapt the intervention, approaches and methodologies in response to the changing context over the course of the project (response towards project learnings)?

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 school’s recycling system is 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?
What are the sustainability factors and strategies that needs to be in place, should there be a next phase in the project?

Impact: What are the most significant changes the project has contributed towards empowerment of children and young people to participate, act and lead life skills development and climate change action in their school and communities.

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 and advocacy to relevant stakeholders.

Sample size

Since the data collection for the baseline was conducted in all target schools and with all target groups for outcome 2 and outcome 3, it is expected the same for the endline evaluations. The data collection for outcome 1 will be in 68 schools.

Target schools

Target group

Baseline tools used

35 schools with Soft Skills Training

VTE capital – 30 schools

Houaphanh province – 5 schools

Group 1: Teacher Coordinator

All 2 teacher coordinators per school.

A total of 70 teacher coordinators to be surveyed.

Teacher coordinator questionnaire

Group 2: Student leaders

160 primary student leaders (age 10 – 12)

120 secondary student leaders (age 16-18)

A total of 280 student leaders to be surveyed.

Student leader questionnaire

School names and locations

Province

District

VTE capital

(30 schools)

4. Scope of Evaluation

To conduct a desk-review in order to gather and review relevant literature, project documents and reports including Baseline Report from ChildFund in Laos, government and other sources.
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.
Focusing on the project outcomes and their performance indicators, the effectiveness OECD-DAC criteria will be using the baseline tools to reassess. For other OECD-DAC criteria, the consultant should 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.
Train enumerators on both quantitative and qualitative data collection methods.
Conduct field level data collection based on agreed assessment tools, maintain quality and accepted norms and standards, lead the data entry and analysis.
After fieldwork, organise a debriefing session for ChidFund team and donors.
Develop a comprehensive draft report on findings/results of the study with input from ChildFund/project team.
Present/share the findings of the endline study to and with ChildFund and relevant stakeholders through a workshop.
Incorporate comments and suggestions forwarded and produce final report as per the agreed timetable.
Methodology

The consultant, in consultation with ChildFund in Laos and ChildFund Korea and technical advisors, is expected to revise baseline tools and develop the appropriate tools and methodology to collect qualitative data to measure Performance Indicators.

The methodology and tools have to:

Strongly support the active participatory approach and engagement from the project stakeholders including teacher coordinator and student leader, government counterparts from district to national level 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 disabilities (PLWD). The tools used during baseline assessment should be utilised or modified, wherever relevant.
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.

Report:

The report and relevant working documents must be written in English, 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:
- Table of contents
- List of Abbreviations
- Executive summary of the main findings including the major indicators of the project - 3 pages
- Introduction providing background information about the project and objectives of the project
- Methodology and limitations
- Evaluation Findings for each Outcome including 1 case study
- Learning and good practices identified or highlighting particular needs or weak areas requiring more support.
- Conclusions and Recommendations
- Annexes including all tools used

Deliverable and Indicative Timetable

Note: this is subject for negotiation with the Consultant

Indicative dates

Outputs and Activities

Number of Days

20 October 2023

§ Consultant Recruitment

§ Negotiation and signing the contract

25 October 2023 is 4 days

§ Consultant prepares the Inception Report to CFL and Sydney Technical Advisor

§ Work in collaboration with the Senior MEL coordinator, Sydney-based Education and MEL Technical Advisors to revise/ develop methodology and tools

31 October 2023

§ Submit the final inception report

2 November 2023 is 1 days

§ Revise and get approval on inception report including methodology and tools_ 1 days

3-17 November 2023 is 11 days

Training and Data Collection:

· Training on the data collection for enumerators

Piloting the tool in Vientiane Capital 1 day

· Data collection*

2.1 Data collection in 30 schools in Vientiane Capital (5 days)

2.2 Data collection in 8 villages in Sopbao District and Xiengkhor District district (5 days).

19-20 November 2023 is 8 days

§ Data analysis

§ Report writing

§ Submit the 1st Draft Report in English

Week 1 – 3 of Dec is 4 days

§ Feedback and finalise the report

§ Submit the final report (English)

Total number of days

28 days

**CFK as a donor will also review the Inception report.

7. Management and Reporting Arrangements

The Consultant will report directly to Project Officer, and keep Senior MEL Coordinator and the Program manager, copied to the communication chain. The consultant will work closely with the Project Officer. All reports must be written in English providing in an electronic format (Microsoft Word). Reports and tools will additionally be reviewed by project officer and MEL technical advisors at ChildFund Australia and ChildFund Korea. All tools created and data collected for this project is expected to be provided in an electronic format that allows future editing.

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:

Master Degree in Education, Social Sciences, International Development, Monitoring and Evaluation or related disciplines with minimum five (5) years’ experience in conducting similar evaluation and/or research works.
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
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.

Submission Procedure:

Applications can be made by email to Bamboo HR (linked will be identified when the announcement is launched); all other applications will be rejected. Interested applicants should submit

CV of the lead consultant and their team (if any) and a cover letter
Technical proposal
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.

ChildFund in Laos 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.

Please submit your application via https://teamchildfund.bamboohr.com/careers/424 before 4:30 pm of 12 October 2021

ChildFund is an Equal Employment Opportunity (EEO) employer and strongly encourage people from all backgrounds, abilities, and identities to apply for any vacancies.

[1] More details available in the project M&E tracker.