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(GRP4ECE) 2020-2021 South Africa TERMS OF REFERENCES for the End of Term Evaluation of the programme Gender-Responsive Pedagogy for Early Childhood Education (GRP4ECE) 2020-2021 South Africa Negotiation procedure with restricted notification APPLICATIONS TO BE SENT TO: [email protected] and [email protected] BY: 6 November 2020, 23:00 UTC+1 VVOB www.vvob.org Terms of Reference - End Evaluation GRP4ECE programme 20 20-2021 in South Africa 1/15 SUMMARY OF CONSULTANCY Programme Key Information Country South Africa Title Gender-Responsive Pedagogy for Early Childhood Education – GRP4ECE Location KwaZulu-Natal Province and Pretoria Period 01/01/2020– 31/12/2021 Programme Budget € 908,358 Donor Belgian Government, Directorate General for Development Cooperation Subsector Early childhood education Focus Professional development of teachers (INSET) and school leaders; gender; equity Evaluation Key Information Type End of term evaluation Objective External appreciation of the programme’s effectiveness, efficiency, relevance, potential sustainability, impact, and transversal themes gender and environment Timeframe Start Desk study: April 2021 Field study: Aug-Oct 2021 Final Report: Dec. 2021 Methodology Inception phase: documentation review & initial interviews with VVOB staff Field study: briefing, interviews & observations, debriefing meeting Reporting: draft report, validation workshop, final reporting Evaluation Budget 200.000 ZAR – 240.000 ZAR (max.) Profile Evaluation expert or team with profound knowledge of the education sector and extensive proven experience in the country Deadline Proposals 6 November 2020, 23:00 UTC+1 Terms of Reference - End Evaluation GRP4ECE programme 2020-2021 in South Africa 2/15 Content SUMMARY OF CONSULTANCY _____________________________________________________________ 2 Programme Key Information _______________________________________________________________ 2 Evaluation Key Information ________________________________________________________________ 2 1. General Provisions _____________________________________________________________________ 4 1.1. Tendering Organization _______________________________________________________________ 4 1.2. Organisational background ____________________________________________________________ 4 2. Technical Provisions ____________________________________________________________________ 5 2.1. Programme background ______________________________________________________________ 5 2.2. Purpose, use and objectives of the evaluation ______________________________________________ 6 2.3. Evaluation criteria and key questions_____________________________________________________ 6 2.4. Methodology and expected outputs (deliverables) ___________________________________________ 8 2.5. Timeline of key activities and deliverables ________________________________________________ 11 2.6. Profile of the consultant(s) ____________________________________________________________ 11 2.7. Budget ___________________________________________________________________________ 12 3. Administrative provisions_______________________________________________________________ 12 3.1. Eligibility criteria ____________________________________________________________________ 12 3.2. Application requirements (How to apply) _________________________________________________ 12 3.3. Awarding criteria and procedure _______________________________________________________ 13 3.4. Questions _________________________________________________________________________ 13 Annex: VVOB’s Generic Theory of Change___________________________________________________ 14 Terms of Reference - End Evaluation GRP4ECE programme 2020-2021 in South Africa 3/15 1. General Provisions 1.1. Tendering Organization This call is issued by VVOB South Africa, represented by its Country Programme Manager, Dr. Wilfried Theunis. Address: Brooklyn Forum Building, 1st Floor, Lobby 1, 377 Veale Street, Pretoria 0181, South Africa The call will be followed up by Loran Pieck, Education Advisor Monitoring, Evaluation & Capacity Development South Africa and by Kristine Smets, M&E Advisor at Head Office (Belgium, Brussels). All correspondence regarding the content and procedure of this call should be sent to [email protected] and to [email protected] 1.2. Organisational background VVOB is a non-profit organisation with over 35 years of experience in improving the quality of education systems from a rights-based perspective. VVOB has currently long-term partnerships with education actors in 9 countries in the South (Cambodia, DR Congo, Ecuador, Rwanda, South Africa, Suriname, Vietnam, Zambia and Uganda) and in Belgium/Flanders. Its annual budget is around 13 million euros. VVOB’s vision is to strive for a sustainable world based on equal opportunities through quality education. For VVOB quality education means: “… one that provides all learners with capacities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual wellbeing.” In pursuit of quality education, VVOB works on two components, professional development of teachers and professional development of school leaders in four subsectors with following goals: • Teachers and school leaders in early education (and in the transition to primary education) provide an equal start to all learners to ensure their full development during their future education; • Teachers and school leaders in primary education use appropriate pedagogical and didactic methodologies to improve literacy, numeracy and life skills in all learners; • Teachers and school leaders in general secondary education (and in the transition to it) ensure all learners acquire the necessary 21st century skills; • Teachers and school leaders in technical and vocational education and training prepare all learners to the needs of society and decent work. To realise these objectives, VVOB focuses on capacity development of its operational partners: ministries of education, teacher training institutions and organisations focusing on professional development. Partners range from national and regional governments to institutions, individual schools, school leaders, teachers and students. VVOB’s 5-year programme 2017-2021 funded by the Belgian Federal Government, Directorate General for Development Cooperation (DGD) comprises 10 ongoing programmes in the South which focusses on following subsectors: • early education: Vietnam, Zambia, South Africa • primary education: Cambodia, Rwanda, South Africa • secondary technical & vocational education & training: Ecuador, Suriname, RD Congo, Uganda In South Africa, VVOB is currently implementing the following programmes/projects: - Leadership and Teaching for Diversity (LT4Diversity), funded by the Belgian Federal Government, Directorate General for Development Cooperation (DGD) - Gender-Responsive Pedagogy for Early Childhood Education – GRP4ECE (2020-2021), funded by the Belgian Federal Government, Directorate General for Development Cooperation (DGD) - Keep It Cool (2019-2022), funded by the Government of Flanders - Supporting children's post-COVID learning (2020), funded by The Lego Foundation Terms of Reference - End Evaluation GRP4ECE programme 2020-2021 in South Africa 4/15 This call focusses on the second DGD-funded programme (GRP4ECE) that started in 2020 and will be completed in 2021. 2. Technical Provisions 2.1. Programme background Research shows that the concept of gender takes shape between the ages of 3 and 7. By the age of 7, gender identities form and stereotypes become set. Early childhood education (ECE) therefore holds exciting potential to develop in learners a gender-sensitive view of self and others, impacting on their (self-) expectations and the choices they make in their lives, for themselves and others. In other words, gender-responsive pedagogy in early childhood education could be key for young children to develop to their full potential according to their unique and valuable talents and interests, irrespective of their sex. While the number of children enrolled in pre-school in South Africa has increased significantly in recent years, many children do not benefit from age-appropriate quality preschool education provision. Very often, caretakers in ECE centres and preschool teachers lack the practical skills, experience, and concepts to provide play-based early childhood education. While gender-responsive ECE can play a crucial role in reducing gender inequalities, many early childhood teachers do not know how to deal with these stereotypes in their classrooms and very often reinforce them unknowingly through their teaching practice The GRP4ECE programme is therefore aimed at “improving the competences of ECE school leaders and teachers to create and promote gender-responsive pedagogy (GRP) in play-based teaching and learning”. More specifically, the programme will develop and test a South African approach to gender-responsive early childhood education, based on the international GRP4ECE toolkit (https://www.vvob.org/en/news/grp4ece-toolkit), developed by VVOB and the Forum for African Women Educationalists (FAWE) and endorsed by the African Union and the UNESCO International Institute for Capacity Building in Africa (IICBA). The programme started in 2020 with a focus on one province (KwaZulu-Natal) and is built around four pillars: • Contextualisation of the international GRP4ECE toolkit to the South African context; • Development of open educational resources; • Professional development on
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