ANNEX B

TERMS OF REFERENCE FOR INSTITUTIONAL CONTRACTS

PROVISION OF EVALUATION SERVICES
Final Evaluation of Increasing Access to Integrated and Inclusive Education and Child
Protection Services for Crisis-Affected Children Programme with a deep dive on the Bete
approach

1. BACKGROUND

Country Context

The education system in Ethiopia has been threatened by the compounding impact of conflict,
insecurity, health emergencies, and climate events. This has put significant pressure on the existing
education sector, which is taking in hundreds of thousands of children each year because of the
nation’s rapid population growth. In addition, according to the Displacement Tracking Matrix of the
International Organization for Migration, 2,272,533 people, including children, were displaced due to
conflict, and an additional 820,870 people were displaced due to climate events as of May 2024.1
Based on the MOE/UNICEF study, an estimated 6 million pre-primary-aged children across Ethiopia
were out of school in 2020/2021 and close to 7.3 million school-aged children (out of which 4.5
million primary school-aged children and the rest secondary aged) were out of school (MOE/UNICEF
National Study on Out of School Children, 2022).3 Based on the World Bank study (June 2023: A
Flagship Report on Out of School Children) estimates are slightly higher: 7.8 million pre-primary
aged out of school children (dropped out or never attended) and 12.7 million school aged out of
school children (out of which 7.6 million primary school aged children and the rest secondary aged).
Overall, the World Bank study estimates that one out of three 7–14-year-old children are out of
school. The magnitude of the challenge is increased when adding those at risk of drop out with more
than 20 million primary to secondary aged out of school and at-risk children in total.

A relative calm after the 2022 peace agreement allowed the resumption of teaching and learning
services in parts of Amhara, Afar and Benishangul-Gumuz regions as well as the resumption of
educational services in Tigray, after a three-year disruption. Yet the situation remains volatile and
new conflict is impacting education delivery in 9,150 schools being closed as reported by the
education cluster in December 2023 and more than 7 million students impacted. In relation to the
gendered dimension of the conflict and the Covid-19 pandemic, it was evidently observed to have
resulted in increased rates of child marriage in some regions, exposure of risks to gender-based
violence as well as increased household responsibilities at home for girls, which have altogether
hampered girl’s access to and progression in education.

Education is a fundamental component of the UN's children's rights framework as articulated in the
Convention on the Rights of the Child (CRC). Article 28 of the CRC recognizes the right of every
child to education. Article 29 further elaborates on the goals of education, highlighting that it should
be directed towards the development of the child's personality, talents, and mental and physical
abilities to their fullest potential. Education should also foster respect for human rights and prepare
the child for a responsible life in a free society, promoting understanding, peace, and tolerance. 2
Furthermore, recognizing education’s potential to improve lives, reduce inequalities and empower
people has been identified as a sustainable development goal (Goal 4). In addition to its standalone
presence, it crosscuts into other targets, including SDGs on health, growth and employment,
sustainable production and production, and climate change.3

1
See: https://dtm.iom.int/reports/ethiopia-national-displacement-report-19-november-2023-may-2024
2
See: https://www.unicef.org/child-rights-convention/convention-text
3
See: https://www.un.org/sustainabledevelopment/sustainable-development-goals/
The Government of Ethiopia has developed and is implementing an education strategy (ESDP VI)
2020/21 to 2024/25 which provides a comprehensive roadmap for the education sector. It focuses
on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities
for all. It aims to address key challenges such as access, equity, quality, and relevance of education.
Key strategies include expanding early childhood care and education, improving primary and
secondary education quality, enhancing technical and vocational education and training (TVET), and
strengthening higher education institutions. The plan emphasizes the importance of teacher
development, curriculum reform, infrastructure improvement, and the integration of information and
communication technology (ICT) in education. Additionally, ESDP VI underscores the need for
robust monitoring and evaluation systems to track progress and ensure accountability in achieving
its ambitious goals.4 The FMOE’s Education Statistics Annual Abstract for the year 2021/22 has
identified both progress and challenges. Strides have been made in expanding access, curriculum
reform, and teachers’ development. Nevertheless, gaps remain in quality, equity, and infrastructure.5

Protecting children’s rights is crucial to their survival, health, and well-being, yet millions of children
remain at risk of violence, exploitation and abuse, and harmful practices. Children cannot focus on
learning if they do not feel safe and protected. The displacement caused by the conflict, particularly
in Northern Ethiopia led to widespread family separation, affecting primarily children but also,
teachers and parents.

Overall, it is estimated that there are 8,000 children in street situations in Amhara and 5,000 in Tigray.
This caseload is part of the UASC caseload with higher protection risks (GPC 23/06/2022).
According to an assessment conducted by child protection partners on the situation of children
attached to street in Tigray and Amhara, ongoing conflict was the major reason for displacement,
disruption of livelihood, loss of their families, lack food and other factors. Only 1% of the street
children mentioned that they joined street life due to family disagreement/divorce.
Noting the protective role of education for children including reaching girls and boys at scale, in April
2020, the Ministry of Women, Children and Youth (MoWCY) initiated a more formal connection to
the Ministry of Education to further strengthen the linkages and formalize the referral pathways
between schooling and child protection services, and as part of the national child protection case
management framework comprising a social service workforce, case management and information
management system (IMS) and referrals to relevant sectors for enhanced prevention and protection
of children from exploitation, abuse, neglect, harmful practices and violence (including GBV).

In the UNICEF strategic plan 2022- 2025, aiming to renew efforts towards underserved commitment,
envisions a world where in all contexts every child, including adolescents, learns and acquires skills
for the future, among other rights. Through the strategic plan UNICEF’s work contributes to achieve
increased primary and upper secondary school completion rates; improve equity of learning
outcomes; and decrease the global learning poverty rates. 6
UNICEF Ethiopia through its country programme document for 2020-2025 and its education,
Learning and development programme has prioritized key areas of support. The overarching vision
of the Learning and Development Programme is that by 2024, Ethiopia will have significantly
increased the numbers of children in school and learning at pre-primary and general education
levels, with accelerated progress achieved for girls and the most marginalized, and with education
policies, plans and budgets that are more equity focused. The three outputs from the programme
strategy note are 1) Early learning and early primary: Building foundation for learning; 2) Learning
for Out-of-School children; 3) In school and learning building: Building knowledge & skills. UNICEF
Ethiopia is well placed in the education landscape of the country with its active role in multiple
national cooperation platforms, such as the education sector working group and the pooled sector
programme, as well as co-leading the Ethiopian education cluster.

4
See:https://moe.gov.et/storage/Books/Ethiopian%20Education%20Sector%20Development%20Program%206%20(ES
DP%20VI).pdf
5
See: https://moe.gov.et/storage/Books/ESAA%202014%20EC%20(2021-22%20G.C)%20Final.pdf
6
See: https://www.unicef.org/reports/unicef-strategic-plan-2022-2025
Disrupted education and weakened protection: a vicious circle 7
Lack of access to education directly impacts children’s safety and wellbeing. All children are exposed
to threats during and after emergencies; however, girls and boys who are out of school are at much
higher risk of violence (including gender-based violence), exploitation, abuse and neglect.
Additionally, child protection concerns can prevent children from accessing education or diminish
educational outcomes. Moreover, through learning, protection needs of children can be better
identified, addressed, and referred. In conflict zones, access to education is barred not only by
general insecurity but also by targeted attacks against students, teachers, and educational facilities,
which all diminish the life sustaining and lifesaving interventions related to education and child
protection, which are essential to the nurturing of a child’s potential and development. Schools
hosting displaced children also experience lack of learning spaces, shortage of teachers, and
learning materials. Insecurity, fear, discrimination, and trauma also represent other barriers to school
children’s attendance and retention. Conflict-affected teachers and other education personnel need
mental health and psychosocial support for themselves and their students, due to exposure to
violence and activity of security forces including unidentified armed groups, and there is a growing
demand for greater support to capacitate teachers, peers, communities to provide a caring and
supportive environment to learning in and around learning facilities for children displaced. Research
on violence affecting children confirms its universality (with aged and gendered dimensions),
including at home and in schools and communities.

Since 2017, based on reports from the affected populations, a body of evidence from UN, inter-
agency and cluster assessments on the humanitarian situation affecting parts of the country indicate
growth in the scale and severity of conflict-associated violence (including physical and sexual and
gender based), child marriage (particularly affecting girls), family separation (including
unaccompanied and separated children), and psychosocial distress of children and caregivers. A
mapping conducted by UNICEF in 20198 of the existing mental health and psychosocial support
(MHPSS) response indicate 91 per cent of the assessed internally displaced persons (IDP) sites did
not have any form of MHPSS interventions and activities. Evidence across a variety of contexts in
Ethiopia show barriers to reporting and help-seeking behavior for social welfare, justice, mental
health and MHPSS and health services for reasons that include cultural and social norms that favor
resolution at family and community level, preference of non-formal support networks over formal
services in part due to low satisfaction with formal services provided. Girls and boys need age and
gender-appropriate promotive, preventive and response services linked to communities and
provided by a frontline workforce equipped with tools for their own MHPSS wellbeing.

Safeguarding education and enhancing child protection: a virtuous circle9

Safe learning can help mitigate conflict and disasters by giving children and families a sense of
normalcy, stability, structure, and hope for the future. Toxic stress in children arises from loss of
loved ones, natural disasters, or conflict situations, including for example exposure to violence.
Supportive, responsive relationships with caring adults as early in life as possible can help prevent
or reverse the damaging effects of toxic stress. Addressing toxic stress quickly can prevent the long-
term impact on a child’s cognitive, behavioral, and emotional development. Furthermore, when
children go to school, carers have time to rebuild their livelihoods, re-establish sources of income,
or simply come to terms with their experiences. What’s more, education makes children safer: higher
levels of girls’ education are associated with delayed childbirth and marriage, lower fertility rates,
significantly higher prenatal care, and lower child mortality. A child in a safe school is less likely to
be sexually or economically exploited or exposed to other risks, such as being recruited or used by
armed forces or groups, often linked to organized crime. Finally, education helps secure the future.

7 The MOE/UNICEF study uses data from 2020 and does not include the final 2 years of secondary school. The
education cluster reports that in December 2023, there were 7,651,368 conflict and crisis affected out of school
children, out of which 49% girls and 51% boys. ECW estimates over 18 million children school aged out of
school in 2023. From “Bete – learning, growing, being safe – Guidance note”, UNICEF Ethiopia, February 2021
8 See: https://www.globalprotectioncluster.org/wp-content/uploads/Ethiopia-4Ws-MHPSS-mapping-August-2019.pdf
9 From “Bete – learning, growing, being safe – Guidance note”, UNICEF Ethiopia, February 2021
It can give young people the necessary skills for decent employment, earn a living and become
productive and responsible citizens. The positive effects that education has on threats such as
recruitment, abduction, child labor and gender-based violence mitigate the need for responsive
services later. Education can do more than patch up the damage caused by conflict; it can help with
long-term processes of peacebuilding, strengthening social cohesion as well as provide essential
building blocks for future economic stability.

Evidence shows effective prevention of and response to exploitation, abuse, neglect, harmful
practices and violence against children (including gender-based violence) and at scale requires a
systems approach. This necessitates, inter alia, promotion of child protection as a basic service on
par with other basic services such as education including life skills and health. This includes a social
service workforce for child protection, strengthened coordination among sectors including social
welfare and education and quality services for prevention and response. In acute emergencies,
establishing safe learning and protective spaces with speed and quality is critical to securing the
seeds of life-sustaining education and protection. Moreover, life skills are critical for children,
particularly those who survived the war and living in the conflict affected areas to build their
resilience, self-confidence, decision making and self-care for their overall development. To achieve
this aim, at the speed and quality that is needed in such circumstances, UNICEF EDCP are
proposing a standardized package of interventions that can be implemented via a wide range of
partnerships.

2. THE OBJECTS OF EVALUATION

This is a dual-focus evaluation, with two evaluation objects that intricately relate to each other but
also have some different components. Therefore, the evaluation team needs to understand both
carefully. First is the Government of Finland funded programme titled ‘Increasing Access to
Integrated and Inclusive Education and Child Protection Services for Crisis-affected Children
Programme, generally known as the Finnish programme (that we also use in this ToR) and the
details below under 2.1. The Finnish programme uses the ‘Bete approach’, a cross-sectoral
approach for programme implementation, which is the second focus of this evaluation (details under
2.2). It is to be noted that UNICEF uses the Bete approach, as a cross-sectoral programme
implementation approach in multiple programmes being run in various regions of Ethiopia. Under
the Finnish programme, the Bete approach has been implemented in two regions (Amhara and
Tigray) while it is also being used in other programmes in many other regions. The Finnish
programme includes school system strengthening, school meal programme, and school
infrastructure maintenance in addition to providing non-formal education to the Out-of-School
Children by offering accelerated learning adapting the Bete approach. Since the Finnish programme
uses the Bete approach but also covers more programme interventions beyond that approach, the
evaluation will focus on the entire programme covering all its component under the OECD-DAC
criteria in Amhara and Tigray regions.
In evaluating the Finnish programme, the Bete approach is one of the key components of the overall
evaluation. Consequently, the data collected for Bete approach in Amhara and Tigray for the Finnish
programme can be used to assess the effectiveness of the Bete approach in those regions. However,
since the Bete approach is being used by various programmes in different regions, the evaluation is
expected to have a deep dive on the Bete approach beyond the Finnish programme areas and
provide a nuanced view on its relevance, efficiency, coherence and effectiveness as a programme
implementation approach for various groups of vulnerable and marginalised girls and boys, men and
women. Therefore, Oromia region has been included in the evaluation to widen and enrich the data
collection for Bete approach. More details are provided under section 2.2 to help the evaluation team
understand the Bete approach.

2.1. Increasing Access to Integrated and Inclusive Education and Child Protection Services
for Crisis-affected Children Programme (aka the Finnish programme)
The Government of Finland has been supporting the “Increasing access to integrated and inclusive
education and child protection services for crisis-affected children” in Amhara and Tigray Regions.
Also known as the Finnish programme, it is aligned with the Education Cannot Wait (ECW) Multi-
Year Resilience Programme (MYRP) in Ethiopia. It is committed to delivering education and child
protection results for emergency-affected children in coordination with the child protection sector and
other sectors, leveraging10. The Theory of Change for the ECW MYRP is placed as Annex 1.
The Finnish programme was leveraged through the ECW MYRP platform. The Multi-Year Resilience
Programme (MYRP) is a multi-partner programme submitted through the Education Cluster, led by
the Ministry of Education, Save the Children International (SCI) and UNICEF, on behalf of the Multi-
Year Resilience Programme Task Team. The programme was developed under the leadership of
MOE and Education Cluster in consultation with multiple Education in Emergencies (EiE) partners
and stakeholders. The Ethiopia 2020-2023 Multi-Year Resilience Plan (MYRP) aimed at improving
learning through equitable access to relevant, crisis-sensitive and quality education for emergency-
affected children in Ethiopia under four key outcomes: 1) equitable and inclusive access; 2) crisis-
sensitive relevant quality education; 3) retention/transition; 4) and institutional and community
capacity building. The program was planned to address critical learning needs of emergency-
affected children with a special focus on girls and children with disabilities and their distinct
educational and protection needs.

As resources committed by ECW under its seed money (USD 27 million against the need of USD
165,215,678) towards MYRP implementation were limited, the scope of the seed funding provided
by Education Cannot Wait (ECW) was implemented in limited woredas of Amhara, Oromia and
Somali regions. As per the recommendation of the MYRP Coordination Unit, the Government of
Finland initially supported UNICEF with two million EURO for each region, Tigray and Amhara, in
2021 and 2022 as a contribution to address the funding gaps to ECW MYRP. The funds in both
regions were topped up by three million EURO in Tigray and 1.3 million for Amhara in 2022 and
2023.

The Finnish programme is implemented using the Bete/My Home approach, which is described
under section 2.2 of this ToR. However, the programme has a few additions to the Bete approach
that include education system strengthening (education management information system (EMIS);
school furniture; capacity building of Parents, Teachers, Students Association (PTSA); and
child/gender club); school feeding; and maintenance of school infrastructure and WASH facilities.
There are slight differences in programme implementation among the two regions (Tigray and
Amhara), such as provision of high energy biscuits in Tigray and school feeding programme in
Amhara, the goal/impact, outcomes and outputs of the programme in both regions are similar.11
Goal: Improve learning through equitable access to resilient and quality education for emergency-
affected children in Ethiopia

Outcome 1: Equitable access to safe, protective and conducive pre-primary and primary learning
environments for emergency-affected girls and boys, including children with disabilities, is increased,
maintaining the nexus between education in emergencies (EiE) and education sector development
Outcome 2: Quality and relevance of education for emergency-affected girls, boys, including
children with disabilities is enhanced
Outcome 3: Retention and transition for emergency-affected girls, boys, including children with
disabilities is improved
Outcome 4: Strengthened education service delivery systems

The main outputs of the programme are:

Output 1.1: A learning environment that is safe and protective is created in targeted IDP-hosting
and return/relocation schools
Output 1.2: Children benefit from nutrition-sensitive school feeding programmes
Output 1.3: School infrastructure rehabilitated and equipped with gender-sensitive and inclusive
facilities in targeted IDP-hosting and return/relocation schools

10 From the project annual report to the donor (2024).

11 From the project annual report to the donor (2024).
Output 1.4: Children’s school & learning readiness is enhanced in targeted IDP-hosting and
return/relocation schools
Output 2.1: Learning and teaching practices in the classroom improved
Output 3.1: Gender-sensitive and inclusive protection mechanisms established in targeted schools
and communities
Output 3.2: Increased active engagement between parents/caregivers, schools, and the wider
community to ensure that communities and parents/caregivers have the capacity and confidence to
support crisis-affected children and their development
Output 4.1: Capacity of school leadership to respond to crisis strengthened
The programme begun in September 2021 in Tigray and in April 2022 in Amhara. It will close on
December 2024 in both regions.
Budget: The total budget of the programme was 5.25 million EUR in Amhara and 4.95 million EUR
in Tigray.

To give a sense of the magnitude of the intervention, in about two years (and with all the delays and
challenges due to the insecurity in the two regions), in Amhara the initiative has reportedly reached
31,326 children (15,392 girls, 475 CWD of which 199 are girls), which is 89 per cent of the targeted
35,000 conflict-affected children, with a specific focus on formal and non-formal education
programmes integrated with child protection, including accelerated learning and life skills; in Tigray,
41,413 [(51% girls), 380 children with disabilities (183 girls)] children out of the total programme
target of 45,500 conflict affected Internally Displaced People (IDP) and host communities benefited
from learning opportunities12.The results framework for the programme with key achievements for
both regions are attached in Annexes 2 & 3.

The age groups of children participating in the programme are 7-14. The main implementing partners
are Save the Children International (SCI) for Tigray, World Vision Ethiopia (WVE) for Amhara and
Imagine 1 Day (I1D) for both regions13 - the same partners implement Bete also in other regions in
Ethiopia; for sustainability of the programme interventions, UNICEF and partners are delivering
education services in close collaboration with the Regional Education Bureau (REB) and regional
Bureaus of women and social affairs (BoWSA).

2.2. The Bete Approach

‘Bete’ meaning ‘My Home’ in Amharic, is a joint education and child protection initiative designed to
provide a safe space for boys and girls living amid humanitarian emergencies in Ethiopia by
integrating accelerated learning, child protection and skills development. To provide hard-to-reach
out-of-school children including IDPs, refugees and children in host communities from ages 6-18
with accelerated education and skills development. The Bete, as a programmatic approach was
initially designed and executed by UNICEF Jordan for Syrian refugee response. Based on its
successful implementation, the approach is adapted to the context of Ethiopia.

The three pillars of the approach are:

1. Education (accelerated learning for catching up and being admitted to age-appropriate class
in the formal system. The approach is implemented slightly differently in different regions, the
original approach being to cover the first three years of primary school in one year, so that
than the child can directly join class 4).
2. Child Protection (Mental Health and Psychosocial Support (MHPSS), case management).
3. Life skills (the 13 skills are: communication, empathy, respect, participation, self-awareness,
decision making, critical thinking, negotiation skills, creativity, planning, resilience, problem
solving and cooperation).

12 From the project annual report to the donor (2024).

13 From the project annual report to the donor (2024).
Selection of Regions for Bete approach: Ethiopia has a diversity of populations in different regions
in terms of lifestyle, livelihood and culture, which impacts the lives of vulnerable and marginalized
children. UNICEF is implementing the Bete approach in the majority of the regions in the country
including Amhara, Oromia and Tigray under different grants since 2021. A detailed map of all
woredas where Bete approach is being used is placed at Annex. 5. To ensure that the current
evaluation can assess the Bete approach more comprehensively, UNICEF has included different
regions to cover all children belonging to different communities, leaving no one behind. Since,
Amhara and Tigray may not be able to represent effectiveness of Bete for the Out of School Children
in pastoralist communities in Afar, Somali or Oromia, UNICEF has added Oromia region to ensure
including the children of pastoralist communities.
As explained above, in Amhara and Tigray regions, Bete approach has been implemented through
the Finnish grant under the ‘Increasing access to integrated and inclusive education and child
protection services for crisis-affected children programme’, whereas in Oromia, the approach has
been supported by the DP World UAE. The DP World UAE has other components too; however, this
evaluation will only cover the Bete approach in the Oromia region. In Oromia, the programme is
implemented in 10 woredas and 32 schools (by the Imagine One Day). The programme is underway,
running from 1 April 2022 to 31 March 2025, aiming to reach 34, 700 children between the age of 7-
18 years under the Bete approach.

Bete Theory of Change/results framework: Since the Bete approach has been embedded into
various programmes supported by different donors in different regions, there are different results
matrices for the programmes instead of a single, unified Theory of Change. The Results Matrices,
with more detailed information on Bete implementation in Amhara and Tigray regions with Finnish
funds, and in Oromia region with DP World –UAE funds are annexed as Annex 2, 3 and 4.
Extensive information on Bete is available on the Bete guidance note, which will be shared with the
evaluation team along with other project documents.
 3. PURPOSE, OBJECTIVES & EXPECTED RESULTS
3.1. Purpose of the Evaluation
The evaluation is timely as it stands at a crossroads between the Finland supported programme
closing in December 2024 and UNICEF planning the design of a new phase using the Bete
approach. The evaluation will use the OECD-DAC criteria to assess the relevance, coherence,
effectiveness, efficiency, and sustainability of the Finnish Programme and the Bete approach.
Having used the Bete approach since 2021, UNICEF Ethiopia is currently planning the next phase,
therefore, the evaluation will help look at the needed changes in the Bete approach to make it more
effective for different audiences to enhance reduction of OOSC and improve the lives of children in
different settings.

The evaluation is expected to examine effectiveness of Finland financed programme in line with the
result frameworks as indicated in the project agreement signed by the Government of Finland and
UNICEF (mentioned above). Moreover, it is expected to identify key lessons from design and
implementation of Bete in different contexts, including its implementation in Oromia which can inform
its responsiveness and relevance to national needs.

In a nutshell, the evaluation has a dual purpose to have in depth assessment of the Finnish
programme and also additionally review and assess the Bete approach beyond the Finnish
programme. Moreover, the evaluation aims at addressing both learning and accountability needs.
A) Assessing the achievement of intended outcomes of the Finnish programme titled “increasing
access to integrated and inclusive education and child protection services for crisis-affected children
programme” in Amhara and Tigray. The evaluation will assess the overall progress in achieving the
programme’s results and measure its impact on the lives of beneficiaries that it intended to serve.
B) Assessing the adaptation and effectiveness of the Bete approach in Ethiopia and using the
learning for improving its implementation in the country. The evaluation aims to learn key lessons
gained during its implementation that could help strengthening the current approach and inform
similar future programming.

Use of evaluation: The evaluation will serve UNICEF, the government of Ethiopia, implementing
partners and the donor in various ways for learning and accountability. The evaluation will be used
mainly for learning and for informing UNICEF’s and partners’ way forward, in various regions
spanning the entire country. For the Finland-funded programme, the evaluation will be used to
identify the best practices and challenges, proposing the mitigation strategies, and informing the
designing of the next phase of the Finland-funded programme in other regions. The evaluation will
also be used for accountability purpose to assess if the funds were utilised in the most efficient and
effective manner to achieve the intended results for the intended beneficiaries.
Furthermore, it is intended to be used by UNICEF and partners for learning. The findings from the
evaluation will be used by the Bete stakeholders as input to improve the implementation of the
approach, to inform advocacy efforts and to draw and document lessons on the multisectoral
approach to implementation.
Primary users of this evaluation are i) UNICEF who will use the evaluation to inform the future
development and adjustments needed to improve the Bete Approach and its outcomes and use
findings for advocacy purposes and ii) the Government of Finland who will review the findings both
as learning and as part of the overall donor accountability and cost efficiency framework.
Secondary users are right holders, communities, government counterparts (including the Ministry of
Women and Social Affairs (MoWSA), and Ministry of Education (MoE)), implementing partners
(including Imaging 1 Day, Save the Children International, World Vision), other key stakeholders,
and the wider global community working on bringing Out of School Children to school and make sure
they learn – including through accelerated learning programmes, mental health and psychosocial
support (and child protection more in general), and life skills.

3.2. Objectives of the evaluation

The overall objective of this final evaluation is to examine the Finnish programme (in Amhara and
Tigray) and the Bete approach (in Amhara, Tigray and Oromia), assess their coherence,
effectiveness, efficiency, and sustainability14. It is aimed to provide learning through constructive
critical analysis and provide concrete recommendations through assessing the achievement of
intended results of the Finnish programme and Bete Approach in selected regions. In addition, it will
help in identifying the best practices, looking at challenges and mitigation strategies to inform future
adaptation in different regions/contexts, and support advocacy efforts for scale-up. Overall, it will
assess the Finland financed programme and Bete approach's success in establishing a safe and
inclusive learning environment, enhancing community valuation of education, and providing
essential protection services for children.
The specific objectives of the evaluation are:
1. Examine the “Increasing access to integrated and inclusive education and child protection
services for crisis-affected children programme” and measure the achievement of its
objectives and intended outcomes. The evaluation shall provide insights into whether and to
what extent the intended goals and objectives of the programme have been achieved.
2. Assess the achievement of the Finland-funded programme and its role in mitigating the
number of Out of School Children in Amhara and Tigray.
3. Measure the contributions of the Finland-funded programme toward achievement of results
for girls’ education, children with disability and marginalized students with protection
concerns.
4. To investigate the Bete approach's success in establishing a safe and inclusive learning
environment, enhancing community valuation of education, and providing essential
protection services for children.
5. To evaluate the extent to which Bete contributes to the psychosocial wellbeing 15 and
competencies of learners, including dealing with trauma in children.
6. To assess the design and implementation strategy of Bete approach and propose
improvements, by examining what worked well, what did not work well and why.
7. To provide a thorough analysis of the results framework especially on the linkages between
the output and outcome level results and the linkages with the other interventions including
Education in Emergencies (EIE programme).
8. To examine whether life skills have contributed to promoting mental well-being and
competencies of children to deal effectively with the demands and challenges of everyday
life by balancing knowledge, attitude, and skills.
9. To evaluate the unit cost per child, resource optimization, and success in transitioning
accelerated education beneficiaries to formal schools.
10. To assess the sustainability of interventions and net benefits post-programme support, and
the effectiveness and scalability of the Bete approach across diverse humanitarian contexts.
11. To produce actionable recommendations to inform the Government of Finland, UNICEF
Ethiopia in their current and future programmatic planning for the Finland-funded programme.
Also, provide recommendations for strengthening and improving of the implementation of
Bete approach in the country.
12. To propose a comprehensive and effective Theory of Change for the BETE approach in
Ethiopia informed by the evaluation’s critical analysis, stakeholder engagement process and
evaluation findings that can be used in the scale-up of the approach.

14 The evaluation criteria can be adjusted during the inception phase.

15 Childhood wellbeing is defined in many different ways, and so can be measured in different ways, from asking a single question
(such as “how satisfied are you with your life as a whole (these days or past month)?”) to several satisfaction scales and well-being
indexes (see for example Understanding child subjective well-being: A call for more data, research and policymaking targeting
children, UNICEF, 2021, chrome-
extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.unicef.org/globalinsight/media/2116/file/UNICEF-Global-Insight-
Understanding-Child-Subjective-Wellbeing-2021.pdf; more in the methodology paragraph).
13. Provide two evaluation reports: one focusing on the Finland-funded programme to fulfil the
accountability needs toward the government of Finland and the other on the Bete approach
to support the review, improvement, and upscaling of the approach in the country.

3.3. Expected results

An ethically and standards compliant evaluation process resulting in a high quality report with
credible evidence and actionable recommendations for programme improvement.

4. DESCRIPTION OF THE ASSIGNEMENT

4.1. Evaluation Scope

Thematic scope: The evaluation will examine the effectiveness, efficiency, relevance, coherence,
and sustainability of the “Increasing access to integrated and inclusive education and child protection
services for crisis-affected children programme”, assess its contribution to provide access to
education for out of school children and document lessons from the implementation of the Bete
approach. While the Bete approach is implemented in almost every region in Ethiopia, with funds
from different donors and through different implementing partners, the scope of this evaluation is
Bete as implemented through Finland grants in Amhara and Tigray, and in Oromia through a different
grant.
Therefore, the evaluation will look into the three pillars of the approach and how they contributed to
the expected changes in the children in terms of learning and well-being. Gender, equity, and child
rights dimensions will have to be given adequate consideration, and the evaluation will ideally look
at Bete with a gender and disability lens (for example in looking at how programmatic activities
address gender dynamics and children with disability related to OOSC).

Temporal scope: The Finnish Funded programme started in September 2021 in Tigray, in April
2022 in Amhara, and the Bete programme in Oromia began in April 2022. Though there might be
issues with the recalling time, the temporal scope of evaluation will cover the whole programme from
September 2021 to October 2024, especially for what concern children retention at school and
completion on the primary education cycle.

Geographic scope: The ambition of the evaluation is to reflect on effectiveness of Finland supported
programme implemented in Tigray and Amhara, with an equal importance to start a reflection on
Bete in Ethiopia, the evaluation will focus on Finland-financed Bete in Amhara and Tigray, and one
of the Bete programmes implemented in Oromia funded by the DP World - UAE. So, the scope of
the evaluation is the Finland programme being implemented in six woredas (and Debark town) in 62
schools in Amhara, in three woredas (and Mekelle town) in 41 schools in Tigray, and the DP World
funded Bete approach implemented in ten woredas in 32 schools in Oromia.

4.2. Evaluation questions and criteria

In line with the OECD/DAC evaluation criteria of relevance, efficiency, effectiveness, coherence, and
sustainability, this evaluation aims to address the following key evaluation questions to meet the
evaluation objectives. It is to be noted that each criterion will also need to be assessed through a
gender and disability lens.

The following, suggested evaluation questions will be reviewed and revisited during the inception
phase, and additional, more detailed sub-questions are anticipated. The evaluation team is expected
to review each question for evaluability and potentially narrow down the list. The final criteria and
questions should be designed to ensure the collection of data related to disability-inclusion, human
rights and gender responsiveness. The evaluation report will contain best practices (what worked
well, what need to be improved), key challenges, lessons learned and recommendations for future
programming.
Evaluation To cover Evaluation Questions
Criteria
RELEVANCE Both To what extent is the “Increasing access to integrated and
inclusive education and child protection services for crisis-
affected children programme” responsive to the needs of the
targeted Out of School Children in Amhara, Tigray and Oromia,
in particular girls, students with disabilities and children having
to travel under dangerous circumstances to school and children
from pastoral communities?
Finnish To what extent did the intervention design continue to remain
programme sensitive to the needs of the target groups and to the context of
target areas under changing circumstances?
COHERENCE Bete To what extent has the integrated approach and synergies
approach between Bete’s three pillars contributed to psychosocial
support, creating safe learning spaces, and holistic
development to Out of School Children?
Bete Has the Bete approach worked well with other interventions
approach under the Finland-financed program?
To what extent and in what ways is the bete approach different
in Oromia than in the regions covered by the Finnish
programme? Are the changes helping to achieve better results
or not?
Finnish How well is the intervention aligned with other Education in
programme Emergency (EiE) interventions?
EFFECTIVENESS Finnish To what extent “Increasing access to integrated and inclusive
programme education and child protection services for crisis-affected
children programme” has achieved its intended or unintended
outcomes? Are the programme interventions successful to
improve access to education for OOSC in an effective and
sustained manner?
Bete To what extent the Bete approach proved effective in creating a
approach safe and protective learning environment for children, including
with disabilities and from marginalized background, in different
settings?
Both To what extent and how have the perceptions of the
communities in different regions changed towards value of
education for the children due to the programme interventions?
Bete Are the children, including those with disabilities and from
approach marginalised, pastoral communities, receiving need-based
protection services that enable them to feel safe on the way to
and from school, in family and community?
Finnish To what extent are the programme interventions inclusive for
programme children with disabilities and girls in school? What has been
achieved, what is still missing in terms of access and
participation? Are there differences in attendance between
different impairment types?
Bete Is the Bete approach feasible and cost effective to gain
approach foundational literacy and numeracy for Out of School children,
including those with disabilities and from marginalised and
pastoral communities? If not fully, why?
Bete How has the life skills pillar contributed to shape children’s
approach development and empowerment including those children with
disabilities and from marginalised, pastoral communities?
 Finnish What level of contribution has the programme made to improve
programme school management through Parents Teachers Students
Associations?
EFFICIENCY Bete What is the unit cost per child while implementing the Bete
approach approach? How optimally have resources been utilized?
Finnish To what extent is the programme successful in transitioning
programme accelerated education graduates to the formal schools?
SUSTAINABILITY Finnish To what extent are the net benefits from the programme likely
programme to continue after the programme support ends and under which
circumstances?
Bete How effective is the Bete approach in scaling demonstrated
approach educational and protective outcomes across diverse
humanitarian contexts, and what factors contribute to or hinder
its scalability?

4.3. Methodology

Evaluation Approach
The evaluation is expected to use mixed methods approach using both quantitative and qualitative
methods through a non-experimental approach, focusing on measuring outcomes and process
tracing of programmes. Therefore, design based on the Most Significant Change (MSC) or Outcome
Harvesting (OH), as well as Theory-based approaches are strongly recommended. Furthermore, the
evaluation should have a sound methodology to shed light on the results achieved by the Finland
project in the two regions and Bete approach in the three regions.
It is recommended to employ context conscious, innovative, participatory and child-friendly
evaluation methods to effectively engage adolescents and children (the group affected by lack of
access to school and learning) throughout the evaluation process. It is proposed that they can be
involved in all aspects of the evaluation as advisors, peer researchers, documenters, active
respondents, reviewers, and change agents. However, there are ethical considerations that need to
be observed when determining how best to engage adolescents and children in the process.
UNICEF Guidance Note: Adolescent participation in UNICEF monitoring and evaluation must be
consulted - this guidebook provides concrete tools and suggestions for adolescent participatory
evaluation, along with practical examples from UNICEF Country Offices.

4.4. Methods and data collection

Depending on the approach chosen, it is expected that the evaluation team use at least one or
several of the following data collection methods with both duty bearers and right holders:
• Key Informant Interviews (KIIs) with implementing partners and key stakeholders as key
informants (KIs) including UNICEF programme teams – both during the inception and the
data collection phases
• Individual interviews with community leaders and relays and key stakeholders at local level,
including education professionals
• Focus Group Discussions (FGDs) with community members including teachers, parents and
students’ association. It is also expected that child- and adolescent-friendly methods be used
with rights-holders.
• Observation methods with clear and explicit criteria and data collection tools
• Secondary analysis of programme planning documents and project proposals/concept notes,
monitoring and financial data (at output level, targets achieved) mainly from implementing
partners reports and field visits monitoring, training manuals and other relevant toolkits,
relevant law and government policies and strategies, UNICEF strategic documents available
UNICEF and publicly available sectoral research reports and studies and national data (EMIS
data from the Regional Education Bureaus)
 • Quantitative data collection may be envisaged through a school-based or target group survey
– depending on the chosen methodology and the nature of secondary data available

In Amhara the programme is implemented in six woredas and Debark town in 62 Schools (Education
in 26 schools, and food programme in 62 school); and three woredas (Abi Adi, Adwa, and Shire) and
Mekelle town in 41 schools in Tigray. In Oromia region, 6 Zones – Guji (Liben, Goro Dola Woredas),
West Guji (Hambela Wamena, Birbisa Kejowa Woredas), West Wellaga (Boji Dermeji woreda), East
Wollega (Kiramu, Gida Ayana Woredas), East Bale (Raiytu, Sawena Woredas) and Bale (Meda
Welabu woreda) are targeted.

Considering time, budget, and security constraints, it will not be possible for the evaluation team to
visit all of the schools which are part of the Finish programme. For this reason, two woredas have
been identified in each region as promising for a telling analysis during the evaluation, and thus to
be visited by the evaluation team for an in-depth field visit. The woredas proposed and the rationale
for selection are in the table below. However, during the inception period the evaluation team can
discuss the approach with UNICEF programme and evaluation managers.

Region Woredas16 Rationale for selection

Amhara 02 - Adiarky Adiarky: This is only the woreda having joint education and school
and Gondar meal programme.
Kebro meda Gondar Kebro Meda: The number of out-of-school children enrolled
in this progrmme is higher than any other woredas.
Tigray 02 - Abi Adi Abi Adi: majority of schools are from Abie Adi -the programme
and Adiet or started from 2022 OR
Mekelle Adiet: Current programme site – the programme is under
implementation since 2023.
Mekelle: IDP camp; this can also be taken but the support tis limited
to the non-formal school in IDP camp.
Oromia 02 - Raiytu Raitu: Accessible in terms of security and having more children
and Meda benefited from the Bete programme.
Welabu Meda Welabu: Accessible in terms of security and having more
children benefited from the Bete programme

In each woredas, few schools (and possibly alternative learning sites) will be selected for the
fieldwork – the evaluation team will select based on a map drafted by the programme teams and
prevailing security conditions.

Considering that the suggestion of this ToR is to do fieldwork in six woredas, in three regions, and a
couple of schools in each woredas, KIIs are expected to cover key informants at the regional,
woredas and school levels17 and FGDs are expected to engage stakeholders at school level. While
child-sensitive evaluation approaches will have to be proposed for engaging groups of children at
school/learning space level, with photovoice/body mapping being existing options among several –
specific methods should be proposed in the bidding.

The bidding proposal is expected to elaborate on how the evaluation intends to ask key questions
about children’ learning, well-being, and adoption of life skills. Childhood wellbeing alone, for
example, is defined in many different ways, and can be measured in different ways; subjective well-
being is commonly measured by asking people a single question, such as “how satisfied are you

16
Woreda in the Ethiopian administrative structure correspondes to a district.
17
Potential KIs include director of regional Bureau of Education, director of regional Bureau of Women and Social
Affairs, directors of woreda office of Education, directors of woreda offices of Women and Social Affairs, NGOs staff,
parent Teacher Students Association, representatives of gender/ child clubs, and school principals, and school meal
committees.
with your life as a whole (these days or past month)?”, but it can also be used using a number of
well-being scales and indexes18. The increase in research on these topics has led to a proliferation
of methodologies and scales, including the following that have been used widely with children: The
Self-Anchoring Striving Scale, also known as Cantril's Ladder; Students’ Life Satisfaction Scale
(SLSS); or Personal wellbeing index (PWI). For this specific evaluation it would be discouraged, in
principle, to tackle well-being as the full fulfillment of basic rights (including health, nutrition, shelter,
etc.) because the focus of Bete, beyond education, is mainly on psychosocial stability/improvement
and resilience.

The data analysis methods expected are mainly narrative and thematic analysis (and possibly
content analysis) of the primary data collected through KIIs and FGDs, as well as descriptive
statistics of secondary data19. The bidding company are expected to suggest data analysis methods
to answer the evaluation question in their proposal, and to refine them during the inception phase.
Life histories may be considered as a powerful way to convey learnings.

The consulting firm will review the documentation related to the Finland-funded programme and the
Bete approach, can revise questions or propose additional evaluation questions, and may suggest
a different design method and tools to answer the proposed evaluation questions for both evaluation
objects. The team will propose a provisional methodological design within the bid (including detailed
cost estimates). The methodological design will include: an analytical framework; sampling, a
strategy for collecting and analysing data; a series of specifically designed tools; and a detailed work
plan. It is expected that evaluation approach and data collection and analysis methods are human
rights based, child rights based and gender sensitive, and that evaluation findings/analysis will be
disaggregated as much as possible (by gender, ethnicity, age, disability, etc.).

The main elements of the method will be further developed during the inception phase in line with
the agreed evaluation questions (including assumptions to be assessed, indicators, data collection
tools and analysis approach) and analytical framework in consultation with the stakeholders.

4.5. Limitations and Risk Mitigation

While the Finland supported programme is implemented in late 2021, both Tigray and Amhara were
highly affected by conflict and thus the kick-off of the programme implementation as affected
differently based on access to the programme woredas.
The Finland supported programme implemented in Tigray and Amhara are having slightly different
interventions, for example there is a hot meal provision for Bete beneficiaries in Amhara supported
by WFP under UN-UN agreement with UNICEF; while in Tigray programme the food component is
in limited scale implemented directly by UNICEF partners. Similarly, the Bete programme has a
difference in target age group between Finnish Bete targeting beneficiaries aged between 7 and 14
while Bete in Oromia targets children aged 7-18, with additional ICT and transferrable skills for ages
15-18.
The Bete approach is very ambitious, and it is adapted to different contexts – which means that
different schools/learning places might have been “treated” differently, and magnitude of long-term
changes might not be immediately appreciable. However, this is a final evaluation of a programme,
but also forward looking and the focus should be on whether the changes in learning are promising
for the acceleration of progresses in reducing Out of School Children.

The Bete approach is implemented nation-wide, with partnership at federal and states levels, with
the units of implementation being the schools in the kebeles (groups of villages, the lowest/more
grassroot administrative level in the country); in the framework of this evaluation, however, it will be

18 Understanding child subjective well-being: A call for more data, research and policymaking targeting children, UNICEF, 2021,
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.unicef.org/globalinsight/media/2116/file/UNICEF-Global-
Insight-Understanding-Child-Subjective-Wellbeing-2021.pdf
19 “Taxonomy for Defining and Classifying UNICEF Research, Evaluation & Studies”, UNICEF Office of Research, September
2014.
impossible to cover all the schools/learning spaces in Amhara, Tigray and Oromia, and
representativity and generalizability of findings and recommendations will have to be carefully
considered.

4.6. Risks and mitigation strategies

The current situations of conflict and drought in the country represent a risk for programme delivery,
and hence to evaluation as well. Accessibility to certain areas might become an issue. The mapping
of interventions will help in redirecting the fieldwork, if needed. Secondary data and remote
interviews should help cover inaccessible areas. However, there is a risk that secondary data may
not be available or where available, it is not of credible quality. Therefore, it would be helpful to have
an overview of the secondary data and ensure adapting and using the qualitative data collection to
cover for the gaps.
Moreover, the changing situation in the country is a threat to the efforts to accelerate the reduction
of OOSC and improve the learning. Moreover, regional education bureaus might have preferences
for different approaches to mitigate OOSC. This should be taken in consideration while evaluating
Bete funded by Finland.

4.7. Dissemination
All the key stakeholders will be involved and engaged in the evaluation process from the outset. This
will help strengthen the ownership of the evaluation process. At the end, a workshop with key
stakeholders will be organised to disseminate the evaluation findings and recommendations.
Ensuring participation and inclusion of all key stakeholders to whom the recommendations are
addressed, will help in co-creating the recommendations and also develop the Evaluation
Management Response (EMR). A larger event with secondary users will also be organised. Creative
dissemination methods such as the use of performing arts will be considered to disseminate findings
to the larger audience.

As a standard process, the evaluation report will be uploaded in EISI, and at UNICEF Ethiopia
website and SharePoint sites. UNICEF will encourage partners to disseminate it on their websites
and social media.

Under the expert direction of UNICEF communication section, and guided by the needs of
management, the education and child protection sections, videos will be produced, for
communicating visually and effectively to various audiences (including youth, persons with hearing
impairment, non-readers, etc.). Ideally young activists will be involved as well in the dissemination
of findings and recommendations to peers and to the communities of rights holders.

Since there are two key objects of this evaluation, for ease of communication to the key stakeholders,
it requires to produce two summary reports: one on the Finland supported programme in Tigray and
Amhara (covering all its components); and the second on the effectiveness of the Bete approach as
implemented in Tigray, Amhara and Oromia.

4.8. Ethical Standards

Ethical clearance is to be obtained from an internationally recognised Ethical Review Board prior to
training and fieldwork implementation and in line with the international standards20, The ‘Criteria for
Ethical Review Checklist’ used by an international ethical review board must be complied to. UNICEF
CO will support the Evaluation Team in this task, in collaboration with Regional Office and using the
available LTA. The evaluation team is expected to refer to UNEG ethical guidance to evaluation21 as

20 https://www.unicef-irc.org/research/ethical-research-and-children/
21 http://www.unevaluation.org/document/detail/2866
 guiding principle to ensure quality of evaluation process. The evaluation will also follow the UNEG
Norms and Standards22, as well as UNICEF ethical guidelines23.

For data collection in Ethiopia an authorization will have to be requested also from a federal or
regional board. The firm needs to manage this process and the related costs. It is vital that the
Evaluation consultants at all levels fully comply with the precautionary measures put in place by
UNICEF and the Government of Ethiopia to protect the women and children we serve. It is of utmost
importance that the ‘do no harm’ principle consistently guides this evaluation. The bidding
consultants should ensure that a detailed description of measures will be implemented to protect the
women, children, and stakeholders we serve.

5. DELIVERABLES / REPORTING REQUIREMENTS

The following are expected to be submitted by the consultant based on the agreed upon timeframe.
All deliverables will be produced in English.

S/No. Major Task Deliverables Expected Tentative Tentative Responsibility Estimated

duration timeline evaluation travel
after service required for
contract provider’s completion of
signature workload deliverable
(in days)
1. Kick off and - 2-3 days 1 week 7 Evaluation
scoping (as manager with
discussions needed evaluation team
by the
ET)
2. Inception report Report Four 5 weeks 28 Consultants
(with a weeks
comprehensive
design to cover
both evaluation
objects
effectively)
3. Endorsement of Three 8 weeks Evaluation
inception report24 weeks manager / RO /
reference group
6. Field work and Seven 15 weeks 49 Consultants Travel to
preliminary weeks Amhara,
analysis Tigray, and
Oromia
Expected
duration 3-4
weeks

22 http://www.unevaluation.org/document/detail/1914
23 https://gdc.unicef.org/resource/unicef-procedure-ethical-standards-research-evaluation-data-collection-and-analysis;
https://www.unicef.org/media/reporting-guidelines
24 In case the report is not accepted, an additional commenting process might be necessary.
7. Preliminary Presentation One day 16 weeks 1 Consultants
findings and
recommendations
workshop
8. Draft report Draft reports Four 20 weeks 28 Consultants
weeks
9. Quality Two 22 weeks Evaluation
assurance25 weeks manager / RO
10. Commenting Two 24 weeks Evaluation
process weeks manager to
coordinate
11. Response to the Final Three 27 weeks 21 Consultants
comments / Final reports’ weeks
report / Copy PowerPoints
editing and
26
design
Two power point
presentations of
the evaluation for
the two evaluation
objects
12. Dissemination Workshop One day 28 weeks Evaluation
workshop by manager to
MoWSA and coordinate
UNICEF -
Evaluation report
presentation and
management
response
134 days

5.1. Details of key deliverables

5.1.1. Inception report

The firm will prepare, submit, and present a brief inception report which details understanding of the
task and how the evaluation questions will be addressed. This will ensure that the consultant,
UNICEF, and major stakeholders have a shared understanding of the evaluation. An outline for a
standard UNICEF evaluation inception report can be found in Annex 6.
The inception report is expected to reflect and elaborate on scope of work, approach, methodology,
design, analysis, ethical considerations (and eventually sampling procedures and sample size). It is
expected to include annexes such as an evaluation matrix (which questions will be answered, how,
what are the data sources), data collection tools, received ethical clearance, clear descriptions of
activities, work plan with a proposed schedule of tasks, and timeframe. The report will be discussed
and agreed upon with UNICEF and key stakeholders.

25 In case the quality is not satisfactory, the process might take longer and the company to invest extra time.
26 In case the quality is not satisfactory, the process might take longer and the company to invest extra time.
 The inception report is expected to have a standalone chapter on Bete evaluation in Tigray, Amhara,
and Oromia in addition to the Overall Finland supported programme evaluation.

5.1.2. Fieldwork debriefings and draft evaluation report

Immediately following the fieldwork, UNICEF expects a debriefing on preliminary findings and
recommendations. This is to receive immediate feedback after data collection before diving in data
analysis to clarify vague areas if any and agree on the format of reporting on Finland supported
programme evaluation as well as the general Bete evaluation.

The firm is expected to submit a comprehensive draft evaluation report covering; 1) Finland
supported programme evaluation report of maximum 40 pages (excluding annexes); and 2) a
comprehensive chapter on Bete approach of maximum 20 pages. The report must answer all the
evaluation questions confirmed in the final inception report for both evaluation objects. UNICEF will
share the draft report to all relevant stakeholders and the regional office. Comments from the
stakeholders will then be collected and provided to the firm for incorporation or amendment, as
deemed necessary.

5.1.3. Final report and overall deliverables

The content, structure and quality of the final, comprehensive evaluation report should meet the
requirements of UNICEF standards (see annex 7). However, two separate power point presentations
will be required for the two evaluation objects. Also, two separate summary reports will be required
for the two evaluation objects. The structure of the final evaluation report is given in the annex 7.

5.1.4. Overall evaluation process and milestones and deliverables:

In summary the firm is expected to follow the indicated evaluation process with below milestones:
i. Develop an inception report with high standard methodologies as per the TOR
ii. Secure the necessary ethical clearance and other prerequisites to conduct the study
iii. Finalize data collection tools
iv. Conduct data collection
v. Data entry, cleaning and analysis
vi. Write preliminary and final comprehensive report (including 2 pages executive summary of
the Finland supported programme evaluation report and two pages executive summary of the
Bete evaluation)
vii. Consult with UNICEF and other partners throughout the various stages of the assessment
viii. Ensure high-quality implementation is achieved
ix. Following the completion of data collection, cleaned raw data must be submitted to UNICEF
x. The firm will develop 02 PowerPoint presentations and two summary reports covering the
main findings and recommendations for the two evaluation objects.
xi. The firm will support the dissemination of the evaluation report.

5.1.5. Quality standards and Guiding Principles

UNICEF evaluation process and reports are expected to comply with UNICEF evaluation standards
and are assessed through the GEROS Quality Assessment System27, the evaluation team is
expected to familiarize themselves and comply with the expected standards.

The key guiding documents that the evaluation team must use and integrate in the entire process
and final analysis and reporting can be found on the links below:

• UNICEF-Adapted UNEG Evaluation Reports Standards28

• United Nations Evaluation Group (UNEG) Norms and Standards for Evaluation in the UN
System
• UNEG Ethical Guidelines for Evaluations
• UNEG Code of Conduct for Evaluation in the UN system
• UNEG Gender and Human Rights Guidelines
• UNICEF Guidance on Gender Integration in Evaluation
• UNICEF procedure for ethical standards in research, evaluation, data collection and analysis
• UNICEF Guidance Note: Adolescent participation in UNICEF monitoring and evaluation
• GEROS Quality Assessment System
• Disability-inclusive evaluations in UNICEF: Guidelines for achieving UNDIS standards

In addition, the evaluators will be expected to submit evidence of completion of the UNICEF
Prevention of Sexual Exploitation and Abuse (PSEA) training found here:
https://agora.unicef.org/course/info.php?id=7380
• UN Secretary General’s Bulletin on Special measures for protection from sexual Exploitation
and Sexual Abuse
• United Nations Protocol on Allegations of Sexual Exploitation and Abuse Involving
Implementing Partners

Below are additional links only accessible to UNICEF Staff. They will be shared once a consultancy
firm has been chosen.
• UNICEF Style Book 4.0
• UNICEF Brand book
• Universalia Checklist for Inception Report
• Universalia Checklist for Final Evaluation Report
• GEROS Checklist for Final Evaluation Report

Quality assurance
The company that will be awarded the evaluation contract is expected to assure the quality of the
key milestone documents delivered by the evaluation team leader; the evaluation team leader is
expected to assure the quality of the members’ contributions. At the UNICEF level, the evaluation
manager assures a first level of quality assurance of key deliverables (mainly inception and final
reports) and shares them with the Regional Office for a second level of quality assurance. Once the
deliverables are cleared, they are shared with the Evaluation Reference Group / Steering Committee
for commenting and advise, as well as with other bodies such as the Programme Management Team
(PMT) – inception report – and Country Management Team (CMT) – draft reports. Also, the ambition
is to be able to compete, with the evaluation report, to the UNICEF Best Evaluation , hence very
high standard are sought.

27 https://www.unicef.org/evaluation/global-evaluation-reports-oversight-system-geros
28
The final report is expected to meet the UNEG Evaluation reports standards as well as benchmarks used in UNICEF’s
Global Evaluation Reports Oversight System (GEROS)
Governance of the evaluation, reporting and supervision
The firm will report to the UNICEF Ethiopia Country Office Evaluation Specialist, who is the
evaluation manager.
A Reference Group / Steering Committee which is composed of relevant UNICEF, donor, (possibly)
government and other main stakeholders (including youth) is established to serve on an advisory
capacity / steer the process; the group will be engaged mainly to comment at key milestones
moments such as draft evaluation ToR, inception report and draft final report. The members of the
reference group / SC agree on a ToR that outlines the group’s role and responsibilities.

The consulting firm will be remunerated based on satisfactory completion of deliverables as specified
in the above table. The final payment to the consultancy firm is dependent on the completion of all
deliverables and submission of a full report.

6. LOCATION AND DURATION

The evaluation is expected to start in October 2024 upon recruitment of a suitable firm and contract
award. It is estimated to last for a total of 7 months. Putting the utility function of all evaluation outputs
at the forefront, the timeframe for the assignment could be negotiated only when absolutely
necessary.
The evaluation team will travel to the programme implementation sites in Amhara, Tigray, and
Oromia for data collection and interaction with right holders and primary duty bearers.

7. QUALIFICATION REQUIREMENTS (Not required when linked to an LTA*)

Required: The international firm should have demonstrated experience in conducting evaluations
using qualitative and quantitative approaches as well as participatory methods. The international
firm should have good experience in evaluating integrated programmes including (accelerated)
education, child protection (MHPSS, case management), life skills when developing the proposal.
The team leader must be an experienced evaluator and have an advanced degree (at least master,
PhD preferred) in a Social Science and at least 10 years of experience conducting evaluations in
this area. The international firm should partner with a reputable local firm/university. The team leader
or the local key expert should have experience facilitating evaluation involving children and
adolescents. The team leader should have a solid understanding of child rights, education, child
protection, adolescent issues as well as gender, inclusion, and development issues in Ethiopia, and
be very familiar with qualitative and quantitative research methods in development context including
in engaging adolescents and children in evaluations. The team leader should be fluent in written and
spoken English.

Qualitative researchers should have a minimum of a bachelor’s degree and extensive experience in
qualitative data collection, including gender-sensitive and participatory methods and reporting. And
preferably experts who has done extensive research on the field of study.

Desirable: Experience conducting similar evaluations; excellent analytical and communication skills;
ability to work in complex partnerships with researchers, government, and development partners.

The evaluation company will have to ensure that any possible conflict of interest is assessed and
avoided (for example by avoiding hiring evaluators who have been involved in the planning or
implementation of the programme). Moreover, the contractors are required to clearly identify any
potential ethical issues and approaches, as well as the processes for ethical review and oversight of
the evaluation process in their proposal.

Team composition
The below sets out the requirements of the different specialists, as well as the required skills for the
different team members. Ideally the team would need to be diverse in terms of gender, cultural
backgrounds, thematic and language skills, international and national experts. The team should
have experience covering evaluation, education, child protection, gender and other UNICEF
strategic priorities.

Team leader ➢ Relevant master’s degree (evaluation, education, sociology,

law, development studies, social and/or gender studies,
public health, etc.).

➢ Experience in leading evaluation teams in political

environments.

➢ Experience in managing evaluations in the UN system.

➢ Been evaluation team leader of at least 7 evaluations.

➢ Good understanding of the child rights agenda and of

UNICEF programmes.

➢ Good understanding of integrating gender, disability, human

rights into evaluations.

➢ Experience in evaluating education, child protection (better if

MHPSS, case management), community-based
programmes.

➢ Experience in evaluations in the region (better if in Ethiopia).

➢ Experience, passion and willingness to lead and mentor

young evaluators/researcher.

➢ Strong interpersonal skills.

➢ Ability to work with senior officials.

➢ Cultural sensitivity.

➢ Language skills - Proficiency in English; Amharic desirable.

Thematic ➢ Relevant master’s degree (sociology, gender studies, public

expert health, qualitative and quantitative methods, education, law,
etc.).

➢ Experience in analyzing UNICEF programmes.

➢ Experience in working on education and child protection and

on child-sensitive research.
 ➢ Experience, passion and willingness to guide and mentor
young evaluators/researcher.

➢ Strong interpersonal skills.

➢ Ability to work with senior officials.

➢ Cultural sensitivity.

➢ Language skills - proficiency in English and Amharic is a

requirement; languages of the targeted regions desirable.

Young ➢ University or recently graduated students from faculties of

evaluators / sociology, anthropology, law, …
students
➢ Qualitative research methods in their curriculum of study.

➢ Fieldwork / qualitative data collection experience (right

holders’ interviews, focus group discussions) desirable;

➢ Capacity to interact with communities, adolescents, children.

➢ Cultural sensitivity.

➢ Language skills - proficiency in English; knowledge languages

spoken in the targeted regions are a requirement.

8. EVALUATION PROCESS AND METHODS (Not required when linked to an

LTA*)
Bidders are expected to submit both Technical and Financial proposals (separately). The criteria for
evaluation are summarized below and will be scored using a ratio between the technical and the
commercial criteria of 70:30. Sum of technical and commercial will equal to 100 points.

Item Technical Evaluation Criteria Max.

Points
1 Proposed Methodology and Approach
1.1 Overall response and understanding of ToR clearly explaining the evaluation 15
approach to cover the wo evaluation objects
1.2 Proposed methodology and workplan (with an emphasis on child-sensitive 15
evaluation approaches)
1.3 Using context conscious, innovative, participatory and child-friendly 5
evaluation methods (with an emphasis on children’s participation)
1.4 Ability to engage young evaluators/students for specified tasks related to 5
evaluation
SUB-TOTAL ITEM 1 40
2 Experience of Company and Key Personnel
2.1 Organizational capacity to deliver the work - previous work history with 15
UNICEF evaluations (a good GEROS score will be an advantage)
2.2 The strength of the proposed team including the related experience of lead 10
and key local consultants (conducting evaluations in child rights, gender
equality, education, child protection, adolescent development and
participation, and early childhood development).
 2.3 Level of expertise with conducting evaluation involving adolescents – 5
demonstrable expertise from previous evaluations will be an advantage)
SUB-TOTAL ITEM 2 30
TOTAL TECHNICAL SCORES 70

8.1 Technical Evaluation Criteria

Technical offers will be scored out of 70 points. Offers with scores less than 49/70 will be
disqualified. A reference check and site visit will be conducted on companies meeting the minimum
technical requirements.

8.2 Financial Proposal Structure

Weighted scoring (bid) evaluation approach :

Financial offers will be scored out of 30 points. 30 points will be allocated to the lowest offers among
the technical acceptable offers. All other price proposals receive scores in inverse proportion
according to the following formula:

Score for price A = (30*Price of lowest priced proposal)/Price of proposal A

➢ The Proposer achieving the highest combined technical and price score will (subject to any
negotiations and the various other rights of UNICEF detailed in this RFPS) be awarded the
contract

9. ADMINISTRATIVE ISSUES
➢ The bidder should provide an all-inclusive cost in the financial proposal. Bidder should factor
in all cost implications for the required service / assignment.
➢ When travel is expected as part of the assignment, the bidder should include the estimate
cost of travel in the financial proposal.
➢ Unexpected travels shall also be treated as above.
➢ Resources and facilities to be provided by UNICEF, e.g. access to printer, office space…etc.

10. PROJECT MANAGEMENT

The evaluation contract will be managed by the evaluation unit in UNICEF led by the Evaluation
manager Mussarrat Youssuf (myoussuf@unicef.org) and technical support from the Evaluation
officer Maryamawit Solomon (massefa@unicef.org).

11. PAYMENT SCHEDULE

The schedule of the payment will be as follow:
1. Upon submission of signed inception report, PPT and an endorsement meeting, 30 per cent of
payment at this stage.
2. Upon collection of data and draft evaluation report, 30 per cent of payment at this stage.
3. Upon submission of signed final reports (including a two-page executive summary of the Finland
supported programme evaluation and two-page executive summary of the Bete evaluation), PPT,
soft copy of data, 40 per cent of payment at this stage.
Annex 1: Theory of change- ECW MYRP
 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
Annex 2: Results matrix - Amhara

Impact / outcome / Indicator Link to Baselin Project Achieve Means of Assumptions

output Partner' e target ment of verification
s result the
framew project
ork target
IMPACT: Improve learning through equitable access to resilient and quality education for emergency-affected
children in Ethiopia
MYRP Outcome 1: Equitable access to safe, protective, and conducive (pre-primary and primary) learning
environments for emergency-affected girls, boys, incl. CWDs are increased, maintaining the nexus
between EiE and education sector recovery in Amhara region
Output 1.1. # children 0 35,000 31,326 Enrolment
A learning environment enrolled ECW- (15,392 records
that is safe and supported formal girls, 475 School
protective is created in and/or non- CWD (199 assessments
targeted IDP-hosting formal education girls)) Periodic
and return/relocation in target woredas monitoring
schools (by sex, CWDs) Field reports

UNICEF high
frequency
indicators:
# children
accessing formal
or non-formal
education,
including early
learning

Girls to boys ratio 0 1:1 1:1 Monthly

in ECW- attendance
supported records
learning facilities School
assessments
Periodic
monitoring
Field reports
# average attend 0 100% 100 per Monthly
ance cent attendance
rate (girls/boys, records
CWDs) School
assessments
Periodic
monitoring
Field reports

ToRs for Evaluation P a g e 27 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
Impact / outcome / Indicator Link to Baselin Project Achieve Means of Assumptions
output Partner' e target ment of verification
s result the
framew project
ork target
# girls and boys 0 31,326 31,326 Monthly In the reporting
completing the (15,392 attendance period, 31,326
programme girls) records (15,392 girls)
School supported and
assessments completed
Periodic grade level in
monitoring the last
Field reports academic year.
29
Output 1.2. # of children 0 25,000 19,830 Distribution
Children benefit from supported by (52 per children reports, Field
nutrition-sensitive School Feeding cent (9,926 monitoring
school feeding programme girls) Girls), reports
programmes including
163 (66
girls)
children
with
disabilities
# of school 0 At least 17 Distribution
feeding 15 schools reports, Field
materials/utensil schools (758 monitoring
s procured items) reports
# of regional and 0 10 17 Distribution
woreda officials (2 female reports, Field
trained & 15 monitoring
Male) reports
# of cooks and 0 At least 227 (83 Distribution
school 150 female reports, Field
management member and 144 monitoring
committee s male) reports
members trained
in food
preparation,
storage and
handling

29 The school feeding output was added later in the lifecycle of the program and thus is not mentioned in the initial donor project
document.

ToRs for Evaluation P a g e 28 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
Impact / outcome / Indicator Link to Baselin Project Achieve Means of Assumptions
output Partner' e target ment of verification
s result the
framew project
ork target
Output 1.3 # 0 16 Three Completion In the reporting
School infrastructure (schools/classro permanen reports period, all
rehabilitated and oms) supported t and six School rehabilitated
equipped with gender- (blackboards, semi- assessments schools and
sensitive and inclusive maps, school-in- permanen Periodic TLS are in
facilities in targeted a-box, WASH t schools monitoring progress. Still,
IDP-hosting and facilities, etc.) (50 per Field reports planned
return/relocation through MYRP- cent rehabilitation
schools. supported completed was not
programmes ) completed due
to market
inflation, a
shortage of
rehabilitation
materials, and
security issues
in the region.
# gender- 0 8 6 (in Completion In the reporting
sensitive latrines progress) reports period, all
constructed or School rehabilitated
rehabilitated assessments latrines were in
through MYRP- Periodic progress. Due to
supported monitoring market inflation,
programmes Field reports the region's
rehabilitation
materials
shortage, and
security issues,
planned
rehabilitation
was not
completed.

ToRs for Evaluation P a g e 29 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
Impact / outcome / Indicator Link to Baselin Project Achieve Means of Assumptions
output Partner' e target ment of verification
s result the
framew project
ork target
Output 1.4 # children and 0 35,000 21,929 Distribution
youth receiving children records
individual (10,766 School
learning girls), 475 assessment
materials CWDs Periodic
(textbooks, (199 monitoring
notebooks etc.) girls)) Field reports
through MYRP-
supported
programmes

UNICEF high
frequency
indicator:
# children
receiving
individual
learning
materials
MYRP Outcome 2: Quality and relevance of education for emergency-affected girls, boys, including
CWDs is enhanced
Output 2.1: Learning # teachers and 0 350 393 (181 Training reports
and teaching practices facilitators in (175F female) Teacher
in the classroom ECW-supported and assessment
improved schools trained 175M) Field reports
on distance
learning, instructi
onal planning
/pedagogy, INEE
MS, etc.
# children 0 35,000 21,929 Enrolment
benefitting from (50 per records
improved cent girls) School
instructional assessments
methods in ECW- Periodic
supported monitoring
schools Field reports

MYRP Outcome 3: Retention and transition for emergency-affected girls, boys, incl. CWD is improved

ToRs for Evaluation P a g e 30 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
Impact / outcome / Indicator Link to Baselin Project Achieve Means of Assumptions
output Partner' e target ment of verification
s result the
framew project
ork target
Output 3.1: Gender- # teachers/ 0 600 533 (144 Training reports The target (an
sensitive protection administrators female) Teacher additional 100
mechanisms trained (in teachers assessment teachers) is
established in targeted psychosocial Field reports increased based
schools and support, peace on a top-up
communities education, life budget.
skills, etc.)
through ECW-
supported
programmes, by
gender
Output 3.2: Increased # 0 600 550 Training reports The target
active engagement parents/caregive School increased.
between rs and enrolment
parents/caregivers, community progress
schools, and the wider members trained
community to ensure on positive
that communities and parenting skills,
parents/caregivers Back-to-School
have the capacity and Campaigns
confidence to support (BTSC), etc.
crisis-affected children # Community-led 0 3 2 The WEO report, Back-to-school
and their development Back-to-school UNICEF partner campaign
campaigns and report and the conducted in
events to event pictures September -
promote BTS, October 2022
girls’ education and 2023
MYRP Outcome 4: Capacity of education institutions and communities to provide crisis-sensitive education for
emergency-affected girls, boys, incl. CWDs is strengthened
Output 4.1: Capacity # education pers 0 250 273 (30 Training reports The total target
of school leadership to onnel and parent female) Teacher of the project is
respond to crisis teacher PTA assessments increased based
strengthened association members Field reports on the revised
(PTA) scope of the
members trained project with top-
on EiE prepared up funds.
ness, response
plans, monitoring
tools, etc.

ToRs for Evaluation P a g e 31 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
Annex 3: Results matrix - Tigray
Impact / Outcome / Indicator Link to Baselin Project Achieve Means of Assumption
Output Partner' e target ment as verification
s Result of 2023
Framew
ork
Impact: Improve learning through equitable access to resilient and quality education for emergency-affected
children in Ethiopia

MYRP Outcome 1: Equitable access to safe, protective, and conducive (pre-primary and primary) learning
environments for emergency-affected girls, boys, incl. CWDs is increased, maintaining nexus between EiE and
education sector recovery in Tigray region
Output 1.1: A learning # Children UNICEF 0 45,500 41,413 Enrolment The remaining
environment that is enrolled ECW- high- [(21,122 records target will be
safe and protective is supported formal frequenc girls), 380 School reached by
created in targeted and/or non- y children assessment October 2024
IDP-hosting and formal education indicator with Periodic considering that
return/relocation in target woredas s: disabilities monitoring the security
schools (by sex, CWDs) # (183 girls)] Field reports situation will be
children improved or
accessin remains stable
g formal
or non-
formal
educatio
n,
including
early
learning
Girls to boys ratio 0 50: 50 51: 49 Enrolment
in ECW- records
supported School
learning facilities assessments
Periodic
monitoring
Field reports
# average attend 0 96% 94% Monthly The target will
ance attendance be reached if the
rate (girls/boys, records drought and
CWDs) School food insecurity
assessment challenges are
Periodic improved
monitoring
Field reports

ToRs for Evaluation P a g e 32 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
Impact / Outcome / Indicator Link to Baselin Project Achieve Means of Assumption
Output Partner' e target ment as verification
s Result of 2023
Framew
ork
# girls and boys 0 44,500 41,413 Monthly With the
completing the (21,122 attendance assumption that
programme girls) records public schools
School opened as of the
assessment reporting period
Periodic will continue to
monitoring remain
Field reports operational
during the
remaining
project period.
Output 1.3: School # 22 41 primary Completion
infrastructure (schools/classro schools reports
rehabilitated and oms) supported were School
equipped with gender (blackboards, supported assessment
sensitive and inclusive maps, school-in- with Periodic
facilities in targeted a-box, WASH different monitoring
IDP-hosting and facilities, etc.) materials. Field reports
return/relocation through ECW-
schools supported
programmes
# gender 0 16 16 latrines Completion
sensitive latrines were reports
constructed or repaired School
rehabilitated and made assessment
through ECW- functional Periodic
supported (2 monitoring
programmes schools) Field reports
Output 1.4: Children’s # children and UNICEF 0 45,500 41,413 Distribution
school & learning youth receiving high (21,122 records
readiness is enhanced individual frequenc girls) School
in targeted IDP-hosting learning y assessment
and return/relocation materials indicator Periodic
schools (textbooks, : monitoring
notebooks etc.) # Field reports
through ECW- children
supported receivin
programmes g
individua
l learning
material
s

ToRs for Evaluation P a g e 33 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
Impact / Outcome / Indicator Link to Baselin Project Achieve Means of Assumption
Output Partner' e target ment as verification
s Result of 2023
Framew
ork
# children and 0 45,500 32,103 Distribution The remaining
youth provided (16,051 records 14,407 children
with learning girls) School will be
materials in a assessment supported with
language they Periodic learning
understand monitoring materials by
through ECW- Field reports second quarter
supported of 2024
programmes

# children UNICEF 0 12,495 13,800 Distribution

receiving high [10,644 records
personal frequenc (5,473 School
protective y girls) assessment
equipment (PPE) indicator children Periodic
and hygiene : received monitoring
promotion # PPE kits Field reports
supplies schools and 6800
impleme adolescen
nting t girls
safe received
school dignity kits
protocol twice
s (13,600
(infectio kits)]
n
preventi
on and
control)
MYRP Outcome 2: Quality and relevance of education for emergency-affected girls, boys, including CWDs is
enhanced
Output 2.1: Learning # Teachers and 0 500 566 Training reports
and teaching practices facilitators in teachers Teacher
in the classroom ECW-supported and assessment
improved schools trained facilitators Field reports
on distance (246
learning, instructi Female)
onal planning
/pedagogy, INEE
MS, etc.

ToRs for Evaluation P a g e 34 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
Impact / Outcome / Indicator Link to Baselin Project Achieve Means of Assumption
Output Partner' e target ment as verification
s Result of 2023
Framew
ork
# Children 0 45,500 41,413 Enrolment
benefitting from (21,122 records
improved girls) School
instructional assessment
methods in ECW- Periodic
supported monitoring
schools Field reports
MYRP Outcome 3: Retention and transition for emergency-affected girls, boys, incl. CWD is improved

Output 3.1: Gender # teachers/ 0 500 556 Training reports

sensitive protection administrators (243 Teacher
mechanisms trained (in female) assessment
established in targeted psychosocial Field reports
schools and support, peace
communities education, life
skills, etc.)
through ECW-
supported
programmes, by
gender
Output 3.2: Increased # 0 1,500 1,051 Training reports The parents and
active engagement parents/caregive parents Periodic caregivers from
between rs and and monitoring public schools
parents/caregivers, community caregivers will also be
schools, and the wider members trained (588 targeted in the
community to ensure on positive female) second quarter
that communities and parenting skills, of 2024
parents/caregivers Back to School
have the capacity and Campaigns
confidence to support (BTSC), etc.
crisis-affected children
and their development
# Community-led 0 3 3 FGDs, KIIs
Back-to-school Periodic
campaigns and monitoring
events to Field reports
promote BTS,
girls’ education
MYRP Outcome 4: Capacity of education institutions and communities to provide crisis-sensitive education for
emergency affected girls, boys, incl. CWDs is strengthened

ToRs for Evaluation P a g e 35 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
Impact / Outcome / Indicator Link to Baselin Project Achieve Means of Assumption
Output Partner' e target ment as verification
s Result of 2023
Framew
ork
Output 4.1: Capacity # education pers 0 500 148 (52 Training reports More teachers
of school leadership to onnel and parent Female) Teacher and education
respond to crisis teacher assessment personnel will
strengthened association Field reports be trained on
(PTA) EiE and
members trained emergency
on EiE prepared preparedness
ness, response during 2nd
plans, monitoring quarter of 2024
tools, etc. as the additional
teachers were
planned under
top-up fund.

ToRs for Evaluation P a g e 36 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
Annex 4: Results matrix – Oromia

Achieveme
Result Result statement Performance indicator/s Target
nt
Out-of-school girls Education: 004: 'By HAC: # children
and boys, with a 2025, girls and boys accessing formal or non-
focus on the most in Ethiopia, in formal education and/or
disadvantaged and particular the most skills development
those affected by disadvantaged and trainings, including early
humanitarian those affected by learning
situations, access humanitarian HAC: # children accessing
education and/or situations, benefit schools implementing safe
skills development from an equitable school protocols (infection
programmes and resilient prevention and control)
education system HAC: # children receiving
enabling them to learning materials
acquire relevant
knowledge and
skills.
Programme Strengthen access # of girls and boys 15,500 (50% 14,427
Output 1 to education accessing accelerated girls; 10% (6,842 girls)
services in safe and learning programmes CWDs)
protective learning # of girls and boys 15,500 (50% 14,427
environment for girls accessing accelerated girls; 10% (6,842 girls)
and boys internally learning programmes CWDs)
displaced and in host Average attendance rate 95% 94.5%
communities, with a # IDP and host community
focus on accelerated Out-Of-School girls and
learning programme boys at risk of dropout
for 7250 out of retained and linked to 98% 98%
school children existing government
(50%girls) to enter / schools at the end of the
re-enter formal program
education 9,000 (50% 6,797
# girls and boys
girls)- (3,309 girls)
completing the
assuming 90%
programme
completion
15,500 (50%
# girls and boys receiving girls, 10%
14,427
essential learning CWDs, 20%
(6842 girls)
materials host community
children)
Programme Provide skills # female and male 45 (50% girls) 72 (25 girls)
Output 2 development facilitators trained on child-
opportunities for friendly gender sensitive
7250 out of pedagogy and
schoolgirls and boys Comprehensive life-skills
(50 per cent girls) in including MHPSS/PSS,
safe and protective COVID-19 protection,

ToRs for Evaluation P a g e 37 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
learning gender, and child
environment for protection
learning, personal
empowerment,
active citizenship
and / or # girls and boys accessing 18,477
employability transferable skills training 20,050 (50% (9,038 girls)
in their schools/learning girls)
programmes
# of girls and boys 17,959
completing the skills 19,048 (95% (8,495 girls)
development programme completion,
demonstrating 50% girls)
transferable skills acquired
# of girls and boys, women 18,477
and men in IDP/Returnee (9,038 girls)
and host community 20,050 (50
members trained on females)
Peace Building and social
cohesion
Programme Promote community # of community-led coffee
Output 3 dialogues on positive conversation and
gender norms (e.g., enrollment campaigns 4,800 4,032
equal opportunity for conducting to promote
participation and girls’ education
leadership, GBV free # girls and boys 6,144
environment, participating in children / (2,961 girls)
5,564 (50%
challenging negative gender clubs that promote
girls)
stereotypes) through girls’ education and their
school / learning participation
programme-based # of volunteer champion 40 (50% girls) 40 (50%
children / gender peer support group girls)
clubs with the recruited and trained on
participation of life-skills including gender
teachers / and child protection, as
facilitators, well as COVID-19
guardians, and girls protection
and boys # girls and boys / female 41,873
themselves as and male community (7,661 G,
change agents members observing 14,227 W,
positive changes as a 7,594 B,
50,000 (50%
result of children / gender 12,391 M)
girls/Women)
clubs and community
participation in girls’
education campaigns /
events

ToRs for Evaluation P a g e 38 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
Programme Ensure an integrated # IDPs and community 40,344
Output 4 approach to members participate in (8,146 G,
empowerment and sensitization workshop on 11,001 W,
protection of girls CP/GBV mitigation and 50,000(50% 9,446 B,
and boys through reached strengthening of girls) 11,751 M)
strengthening of linkage with Mental Health
linkage with Mental and Psychosocial Support
Health and and MHPSS
Psychosocial # of vulnerable and
Support – conflict-affected children
796(360
MHPSS,12,000 linked with lifesaving 500 (50% girls)
Girls and
(50%girls) and child services through case
436 Boys)
protection services management services
(3500 – 50 per cent # teachers/ facilitators 170 (50% 170 (76
girls) trained on MHPSS/PSS female) female)
# girls and boys accessing 15,500 (50% 14,427
MHPSS in their girls) (6,842 girls)
schools/learning
programmes
# girls and boys reached
by health, social work or
500 74 (63 girls)
justice/law enforcement
services
40,344
#of girls and boys (8,146 G,
50,000 (50%
accessing GBV risk 11,001 W,
girls/ women)
mitigation, prevention or 9,446 B,
response interventions 11,751 M)
# of UASCs identified
reunified with family and
placed in appropriate 297(158
500 (50% girls)
alternative care girls)
arrangements in
coordination with BOWCY.
MHPSS for # of children and 26,980(652
34,700 (50%
vulnerable children, caregivers accessing 5 G, 7068
girls and
including access to mental health and W, 6159 B,
women)
individual psychosocial support 7228 M)
Programme
psychological first
Output 5
aid structured group
906(454
socio-emotional 500 (50%
Women and
learning sessions, # of parents/caregivers women,)
452 Men)
and positive who participate in
parenting sessions. parenting session
Safe, accessible, 42,023
Programme and child-sensitive # of people with access to 50,000 (50% (8,560 G,
Output 6 reporting safe channels to report girls and 11821 W,
mechanisms are in sexual exploitation and women) 9739 B,
place for PSEA abuse 11903 M)

ToRs for Evaluation P a g e 39 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
% of survivors of GBV
referred and received
100 (100%) - 30
Children and Adults multisectoral response
are provided Risk services
mitigation, # of adolescent girls and
500
prevention, and women who received 512
Programme response dignity kits.
Output 7 interventions to Several adolescent girls
address gender- participated capacity
based violence development package of
(GBV) including child mentorship, and life skills
260 209
marriage and female and engaged in peer-to-
genital mutilation peer to eliminate GBV
including VAC, FGM, and
child marriage

ToRs for Evaluation P a g e 40 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
Annex 5: Bete woredas map

ToRs for Evaluation P a g e 41 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
Annex. 6: Table of contents for an inception report

List of Acronyms
List of tables and figures
1. Introduction
2. Evaluation Context
2.1 National Context
2.2 UNICEF Programme under evaluation in Country/Region, and Bete approach
2.3. Theory of Change and results framework of programme and approach under
evaluation
3. Evaluation Purpose
4. Evaluation Objectives
5. Evaluation Scope (Thematic, Geographic Scope, Chronological Scope)
6. Evaluation Framework
7. Methodology
7.1 Evaluation Approach
7.2 Data collection methods and tools
7.3 Sampling strategy
7.4 Data analysis and quality assurance
7.5. Evaluation Matrix (with details on criteria, questions, indicators, date sources etc.)
8. Dissemination and Communications Strategy
9. Evaluation Workplan
10. References
11. Annexes

ToRs for Evaluation P a g e 42 | 43

 UNICEF Ethiopia
UN UNECA Compound
Zambezi Building
Addis Abeba, Ethiopia
www.unicef.org
Annex 7: Table of contents for a final evaluation report

List of Acronyms
List of tables and figures
1. Title page
2. Table of contents
3. Executive Summary, including the purpose of the evaluation, key findings, conclusions
and
4. recommendations in priority order (3-4 pages)
5. Background/context of the evaluation, including a description of project interventions, log
6. frame/results matrix (Theory of Change)
7. Purpose and objectives of the evaluation
8. Scope of the evaluation
9. Limitations and mitigation strategies
10. Evaluation criteria and key questions
11. Methodology (including ethical review)
12. Findings per criteria
13. Lessons learned
14. Conclusions and recommendations, explicitly linked to the findings

ToRs for Evaluation P a g e 43 | 43

ANNEX- C - EVALUATION PROCESS AND METHODS

Bidders are expected to submit both Technical and Financial proposals (separately). The criteria
for evaluation are summarized below and will be scored using a ratio between the technical and
the commercial criteria of 70:30. Sum of technical and commercial will equal to 100 points.

Item Technival Evaluation Criterea Max.

Points
1 Proposed Methodology and Approach
1.1 Overall response and understanding of ToR clearly explaining the evaluation 15
approach to cover the wo evaluation objects

1.2 Proposed methodology and workplan (with an emphasis on child-sensitive 15

evaluation approaches)
1.3 Using context conscious, innovative, participatory and child-friendly 5
evaluation methods (with an emphasis on children’s participation)

1.4 Ability to engage young evaluators/students for specified tasks related to 5

evaluation

SUB-TOTAL ITEM 1 40
2 Experience of Company and Key Personnel
2.1 Organizational capacity to deliver the work - previous work history with 15
UNICEF evaluations (a good GEROS score will be an advantage)
2.2 The strength of the proposed team including the related experience of lead 10
and key local consultants (conducting evaluations in child rights, gender
equality, education, child protection, adolescent development and
participation, and early childhood development).
2.3 Level of expertise with conducting evaluation involving adolescents – 5
demonstrable expertise from previous evaluations will be an advantage)

SUB-TOTAL ITEM 2 30

70
TOTAL TECHNICAL SCORES
ANNEX-D
TECHNICAL PROPOSAL - CONTENT & FORMAT
Please note that the format presented in Annex D is a guiding format. Bidders are allowed to
use their own format during proposal preparation and are not limited to with this format.

The Technical Proposal

The technical proposal of the bidders should contain the following minimum information.

The Technical proposal comprises of four (4) key components background, technical approach,
methodology and business plan /work plan and economic capacity. Bidders are urged to present
their proposals using the suggested subtitles. UNICEF welcomes new ideas and innovative
approaches therefore Bidders are also free to provide, any other information that they deem fit and
relevant in support of their bid or solution.

1. Background
1.1 Contractor’s company/firm
In this section the contractor should highlight about their company, how it is organised (organisation
structure), its capability and a brief about its key personnel.

1.2 Contractor’s Experience

a) In this section, list maximum 10 names of the clients for whom the contractor has undertaken
similar assignments along with the name of the contact person and contact details of its clients.

b) Out of the above list, provide information of 3-5 assignments for which your company and your
company’s personnel were legally contracted as a corporate entity or as one of the major companies
within an association, for carrying out consulting services similar to the ones requested under this
assignment. You can either use the format specified in Annex-C or provide all the information in
your own format with accompanying CD for sample work.

2. Description of the Approach, Methodology and Work Plan

2.1 Technical Approach and Methodology.

In this chapter you should explain your understanding of the objectives of the assignment,
approach to the services, methodology for carrying out the activities and obtaining the
expected output, and the degree of detail of such output. You should highlight the problems
being addressed and their importance, and explain the technical approach you would adopt
to address them. You should also explain the methodologies you propose to adopt and
highlight the compatibility of those methodologies with the proposed approach.
2.2 Quality Assurance.
The proposal should include the bidder’s plan or program for the systematic monitoring and
evaluation of the various aspects of the project to ensure that standards of quality are being met.

3. Business Plan or Work plan

 3.1 Business Plan or Work plan
In this chapter the bidder produce a comprehensive Business Plan /Work plan to deliver the overall
requirement (ToR). This will include the main activities of the assignment, their content and duration,
phasing and interrelations, milestones, key performance indicators (including interim approvals by
the Client), and a list of deliverables (reports, drawings, activities) with the estimated delivery
dates.
The proposed business plan or work plan should be consistent with the technical approach and
methodology, showing understanding of the ToR. This should also be inclusive of the level of
effort for each team member and explicitly lay out staff input throughout various
stages/components.

The plan MUST identify and present specific steps, components activities in a chronological
manner ensuring that quantity is presented clearly, and MUST have attached, a flow chart/ Critical
Path Analysis/, Activity Plans etc.

3.2 Organization and staffing of the team for this assignment.

In this chapter you should propose the structure and composition of your team which will be deployed
for this assignment. You should list the main disciplines of the assignment, the key expert responsible
and proposed technical and support staff along with their curriculum vitae (CVs

4. Economic and Financial Capacity

Bidders must also provide proof of their economic and financial capacity by enclosing with their
bid the one or more of the following documents:-

i) Appropriate statements from banks;

ii) Most recent audited financial statement;
iii) Balance sheets or extracts from balance sheets for at least the last two years for
which accounts have been closed;
iv) A statement of overall turnover concerning the services covered by the contract
during the last three financial years.

The Technical Proposal should not contain any price / cost information
ANNEX-E

CONTRACTOR’S EXPERIENCE – FORMAT

Please note that the format presented in Annex E is a guiding format. Bidders are allowed to
use their own format during proposal preparation and are not limited to with this format.

Assignment name: Country:

Location within country:

Name of Client: Address:

Duration of assignment (months): Total No of staff-months of the assignment:

Start date (month/year):
Completion date (month/year):
Approx. value of the contract (in current US$): Approx. value of the services provided by your firm
under the contract (in current US$):

Name of associated Contractors, if any: No of professional staff-months provided by associated

Contractors:

Name of associated Contractors, if any: Name of senior professional staff of your firm
involved and functions performed (indicate most
significant profiles such as Project
Director/Coordinator, Team Leader etc):
Narrative description of Project:

Online link to the assignment (if available) :

Description of actual services provided by your staff within the assignment:
 ANNEX-F
DECLARATION FORM

To be attached with both the technical and financial proposals

To be submitted in the letter head of the company/firm submitting the proposal

[Location, Date]
To: UNICEF,

We offer to provide the consulting services for Provision of Evaluation service in accordance with
the terms of reference, the general and specific terms and conditions specified in your Request for Proposal
No. LRPS-2024-9193597 dated 14 October 2024 and our technical and financial proposals submitted to
you separately under a sealed envelope.

We understand that any contract resulting from this bid will contain the terms of reference, the
general and specific terms and conditions specified in the request for proposal and is non-negotiable.

We herewith confirm that all the information and statements made in the technical and financial
proposal are true and accept that any misinterpretation contained in it may lead to our disqualification. Our
technical and financial proposal is binding upon us and subject to the modifications resulting from contract
negotiations. Our technical and financial proposal is valid for a period of 120 days from the bid opening
date.

We undertake, if our Proposal is accepted, to initiate the consulting services related to the
assignment within [***] days/week of signing of the contract.
We understand you are not bound to accept any Proposal you receive.
Name of authorized representative:

Title:

Signature:

Date:

Organization Name:

Postal Address:

Telephone/Mobile No.:

Fax No.: Email Address:

ANNEX-G

CHECK LIST

Checklist for submission of proposals

 Bid form filled in and signed

 Envelope for technical proposal

o Technical proposal
o Technical proposal does not contain prices
o Envelope is sealed
o Envelope is marked as follows:
Name of company, RFP number - technical proposal

 Envelope for price proposal

o Price proposal
o Envelope is sealed
o Envelope is marked as follows:
Name of company, RFP number - price proposal

 1 outer enveloped
o Containing  bid form,  envelope for technical proposal, and  envelope for price proposal
o Envelope is sealed
o Envelope is marked as follows

Name of company
RFP number
UNICEF
Address