TERMS OF REFERENCE

Mid-line Assessment – of Pankh Project “Enhancing Health/Reproductive Health and Counseling component of Adolescent Girls through School Health Programme in Kasturba Gandhi Balika Vidyalaya(s) in Rajasthan”.

Introduction

Investing in Adolescent Girls and ensuring they remain in school contributes to the realization of the human rights of the girls, especially in achieving gender equality in education and also enabling girls to overcome harmful practices like child marriage and child labor. Rajasthan in the last few decades has shown considerable improvement in various socio-economic indicators. But due to deeply entrenched patriarchal mindset, challenges remain in achieving gender equality in terms of education and health Indicators. In terms of gender disparities, Rajasthan is grappling with low Child Sex Ratio (891 females for 1000 males; NFHS-5) and high Child Marriage prevalence which reflects the gender-based discrimination that is prevailing in the society. As per the NFHS-5, 25.4% of women age 20-24 years were married before age 18 years. Gender discrimination that is prevalent before the birth of the girl child is perpetuated throughout the life cycle of a female, and manifests in diminished access to nutrition, health, education and gainful employment and other opportunities for development and access to better life options.

About the Pankh Project

CECODEOCN with technical and financial support from UNFPA is implementing a project on “Enhancing Health/Reproductive Health and Counselling component of Adolescent Girls through School Health Programme in Kasturba Gandhi Balika Vidyalaya(s) in Rajasthan”. The Project is named as Pankh Project.

Kasturba Gandhi Balika Vidyalaya(s) are established in the backward blocks of the state where female literacy is low and adolescent girls from poor socio-economic background stays. In Rajasthan, there are 319 KGBVs and out of these 186 schools are in the blocks where there is higher drop out of adolescent girls resulting in lower literacy rate of women. Similarly, 14 KGBVs are in places where there is a higher percentage of minority population.

The project initiated in 2022 with the objective of reaching out to adolescent girls from marginalized communities on age-appropriate gender based life skills information related to health, especially sexual reproductive health. The intervention is based on the life skills approach and include participatory, learner centric pedagogies. Further, counselling support is being provided to adolescent girls.

It is expected that the intervention will help to strengthen the capacities of adolescent girls to make informed decisions related to their health and well-being, solve problems, think critically and creatively, communicate effectively, build healthy relationships, empathize with others, challenge discrimination and manage their lives in a healthy and constructive manner.

Objective of the Project:

• To build capacities of the key stakeholders (teachers, wardens and peer educators) to transact the health curriculum using life skills approach to provide age-appropriate information on health and related topics
• To enhance the knowledge among the adolescent girls on information on health, nutrition and sexual & reproductive health and services related to it
• To establish mentoring system for enhancing knowledge and skills of teachers, wardens and peer educators for high quality transaction of the curriculum through identified mentors
• To enhance the access to the counselling services for the adolescents through multiple strategies through a combination of both online and onsite counselling approaches

Expected Output of the Project:

1. Training and resource materials developed that deal with adolescent health comprehensively, an inventory of participatory, learner-centric methodologies made available to KGBVs
2. Capacities of the teachers enhanced on responding to adolescent health and life skills related materials in a learner-oriented manner.
3. Access to counselling services enhanced for the adolescent girls in KGBVs of 10 identified districts
4. Access to counselling services for boys and girls in all the schools enhanced through the State Helpline established at the State level for provision of counselling services through trained counsellors.
5. Adolescent girls are aware about their overall health and are able to make informed decisions and choices with respect to their health and well-being
6. The girls have financial assets and know the basics of savings, expenditure and creation of assets

Geographical Local and Target Group:

1. Geographical Location:

• 319 KGBV Schools across the state

       2. Target Group:

• Primary: Adolescent Girls
• Secondary: Principals, Teachers, Wardens and such others

Overview of Baseline Assessment

In 2022, a baseline assessment was conducted in 34 schools covering 2032 adolescent girls and 84 teachers to understanding their Knowledge, Attitude and Practice regarding various life skills. The assessment was conducted using qualitative and quantitative tool.

B. Scope of Work

The agency is entrusted with the responsibility of conducting the Mid-Line Assessment of the Pankh Project, with the overarching objective of comprehensively evaluating the transformative changes and consequential impact initiated by the intervention within the designated target group. This assessment aims to meticulously chart the evolving landscape and assess the tangible effects brought about by the intervention among the identified demographic. This includes:

• Assess Knowledge, Aptitude and Practice (KAP) of students and key stakeholders (Principals, Teachers and Wardens) across following themes: – a) Growing up Healthy; (b) Emotional Wellbeing & Mental health; (c) Interpersonal Relationship; (d) Values and Responsible Citizenship; (e) Gender Equality; (f) Nutrition, Health & Sanitation; (g) Prevention and Management of Substance Misuse; (h) Promotion of healthy lifestyle; (i) Reproductive health and HIV Prevention; (j) Safety and Security against Violence; (k) Promotion of Safe use of Internet and Social Media Behaviours.
• Evaluate the process indicators related to sessions conducted by trained teachers utilizing diverse resource materials (including posters, FAQs, training manuals, Audio Visuals, trained teaches, life skills corners), as well as peer group sessions. Additionally, assess the facilitating environment, such as access to counselling services.
• To map and document the innovations, effective approaches, shift in practices such as convergence and partnership among local platform, Peer learning mechanism, availability of tools and resource material around LSE etc. being reflected at the schools, teachers, adolescents and other stakeholder level.
• To identify and measure persistent gaps and issues concerning adolescents to provide insights into areas requiring additional focus or intervention to maximize the project's impact and effectiveness. Thorough analysis of the current realities faced by adolescents, enabling targeted strategies for improvement and optimization.

The assessment will help to assess the changes in knowledge, aptitude and practice regarding SHP / life skills programme compared to baseline assessment conducted at the beginning of the project. Furthermore, it will assist in strategizing, planning, and implementing the program more effectively in its subsequent phases to maximize its impact.

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Specific Task to be undertaken

• Undertake literature review such as socio-economic indicator of the adolescents, baseline assessment report and data collection tools, Project related document (proposal, plan, progress report, stories etc.)
• Finalise research design including methodology of data and information collection, assessment and analytical tools, identifying sample size in consultation with CECODECON and UNFPA. It is expected to include districts/schools (n-34) where baseline assessment was conducted (attached in Annexure) for the mid-line assessment.
• (Kindly note that the 319 schools are divided in nine zones/divisions and sample size should be representative of the nine zones/divisions. The division/zone wise list of schools is enclosed at Annexure.)
• Finalizing evaluating indicators in consultation with CECODECON and UNFPA. The Indicators will serve as navigational tools, guiding the assessment process and enabling evidence-based decision-making to ensure the project stays on track toward its goals..
• Develop data collection tool (Quantitative & Qualitative) along with consent form, structure of report (framework) in consultation with CECOEDECON and UNFPA. Pilot test the tool and incorporate the feedback
• Execute the assessment by implementing the predetermined research design and methodology. This involves:

1. Conducting data collection activities, including surveys, interviews, and observations, in accordance with the developed data collection tools. Gather data systematically and comprehensively from the identified sample population, ensuring data quality and integrity throughout the process.
2. Compile all gathered information, organizing it in a structured and coherent manner. This compilation process involves systematically arranging the data, verifying its accuracy, and ensuring completeness.
3. Subsequently, perform thorough analysis on the compiled data using appropriate statistical and analytical techniques. This analysis aims to extract meaningful insights, identify patterns, trends, and relationships within the data, and interpret findings in relation to the project objectives and evaluation indicators.

• Share a detailed draft report of the entire assessment with CECODECON and UNFPA for their review and feedback.
• Incorporate the received feedback to finalize the report.
• Prepare Executive summary to provide a quick overview of project progress and impact.
• Prepare presentation sharing the overall research methodology and findings

C. Support from CECOEDECON

• Provide the list of selected 319 KGBV schools across the state and list of schools where baseline assessment was conducted
• Provide all required relevant documents to the agency such as project plan, progress, reports, list of key stakeholders and contact details.
• Nominate one person responsible for overall coordination between agency and UNFPA, CECOEDECON
• Coordination support during the data collection from KGBV schools, including access to facilities, and necessary permissions.
• Providing any additional support or information required by the agency for the successful completion of the assessment.
• Facilitate in piloting the tools, data collection and coordination support, if any, in the field
• Coordination with UNFPA on getting timely feedback

D. Ethical Issue/Consent:

The selected agency will respect the confidentiality of respondents, undertake the interview only upon receiving the consent and adhere to ethical related issues

E. Required Qualifications and Experience

The service provider will be required to have the following:

• More than 5 years of experience of evidence building research project, Impact and outcome assessment, baseline and endline studies for social impact intervention.
• Extensive experience and understanding of working with young people and adolescents on issues related to Sexual and Reproductive Health, Menstrual Health, Hygiene and Management, Gender Equality, agency building
• Indepth knowledge and understanding of Rajasthan’s demographic, geographic conditions and familiarity with local language.
• Technical capacities on Life skill education, Comprehensive sexuality education will be an added advantage

F. Time Frame:

60 working days from the award of contract.

G. Deliverables

1. Assessment design including methodology, data collection tool and indicators
2. Filled in Questioners, consent forms, & Interview recordings etc.
3. Final Report – Three Hard Copy and Soft Copy
4. Executive Summary: A concise summary highlighting the key findings, conclusions, and recommendations of the assessment, providing a quick overview of the assessment outcomes.
5. Final Presentation

H. Proposal submission

Applicants must send following documents:

• Letter of Interest setting out: A statement of how the applicant has prior experience of successfully completing similar assignments.
• Detail technical proposal Detail technical proposal stating why you consider your service suitable for the assignment and a brief methodology on the approach and implementation of the assignment and a tentative timeline.
• Financial proposal given in the following proposal link.

https://drive.google.com/drive/folders/1QQGpQOfbmwz_mxS7l5Fqh72TIe0_MPlp?usp=drive_link

Consultancy Proposal should be sent via email to cecojobs@gmail.com no later than DD/MM/2024 clearly stating the title of consultancy applied for. Any proposals received after this date/time will not be accepted.

1. Financial Proposal, Payment Terms and Schedule

Financial proposal indicating consultancy fee and a breakdown of expenses related to the assignment. The total amount quoted shall be all-inclusive and include all costs components required to perform the deliverables identified in the TOR, including professional fee, travel costs, living allowance (in case of outstation travel) and any other applicable cost to be incurred by the agency in completing the assignment.

The contract price will be fixed output-based price regardless of extension of the herein specified duration. The payments will be made in instalments based upon outputs/deliverables specified in the TOR (under payment schedule) and upon certification of satisfactory work as per work plan and endorsed by UNFPA.

Payment Schedule

• 50% on signing the contract and submission of a blueprint of work plan of assignment.
• 20% on completion of Assessment activities and sharing of preliminary findings.
• 30% on submission of final report along with the Presentation.