REPUBLIC OF CÔTE D'IVOIRE -------------------------------------------- Union, Discipline, Labor MINISTRY OF NATIONAL EDUCATION, TECHNICAL EDUCATION AND VOCATIONAL TRAINING Terms of Reference (ToR) FINAL EVALUATION OF THE FIRST PHASE AND BASELINE EVALUATION OF THE SECOND PHASE OF"SUPPORT FOR THE INTEGRATED SUSTAINABILITY PROGRAM FOR SCHOOL CANTEENS" IN COTE D’IVOIRE. WFP COTE D’IVOIRE 1 | P a g e Summary 1. Introduction ...................................................................................... 4 2. Reason for evaluation ........................................................................ 4 2.1. Logic ................................................................................................................................... 4 2.2 Goals................................................................................................................................... 5 2.3 Stakeholders and users ................................................................................................. 5 3. Context and subject of the evaluation ................................................ 9 3.1. Context .............................................................................................................................. 9 3.2. Subject of the evaluation ............................................................................................. 13 4. Evaluation approach ........................................................................ 16 4.1. Scope ................................................................................................................................ 16 4.2. Evaluation criteria and questions .............................................................................. 16 4.3. Data available ................................................................................................................. 17 4.4. Methodology .................................................................................................................. 17 4.5. Quality assurance and quality assessment ............................................................. 19 5. Phases and expected products.......................................................... 20 6. Organization of the Evaluation ..........................................................21 6.1. Conduct of the Evaluation ........................................................................................... 21 6.2. Team composition and skills ...................................................................................... 21 7. Security considerations .................................................................... 22 8. Ethics .............................................................................................. 23 9. Roles and Responsibilities of Stakeholders ........................................ 23 10. Communication and budget ............................................................. 25 10.1. Communication ............................................................................................................. 25 10.2. Budget .............................................................................................................................. 25 Annex 1: Mapping of the McGovern-Dole school canteen program ........... 26 Annex 2: Evaluation schedule ................................................................. 27 Annex 3: Key characteristics of the operation ......................................... 28 Annex 4: Members of the internal evaluation committee ........................ 30 Annex 5: Members of the Evaluation Reference Group (ERG) .................... 31 Annex 6: Evaluation criteria and questions ............................................. 33 Annex 7: MGD Program Results Framework ............................................ 37 Annex 8: Bibliography ............................................................................ 44 Annex 9: List of deliverables ................................................................... 45 2 | P a g e Annex 10: Some results achieved in 2020 ................................................ 46 Annex 11: Communication and Learning Plan ..................................... 48 Annex 12: Program Results Framework (Phase 1) .................................... 55 Annex 13: Program Results Framework (Phase 2) .................................... 58 Annex 14: Abbreviations ........................................................................ 63 3 | P a g e 1. Introduction 1. These Terms of Reference (TOR) relate to two concurrent evaluations: the final evaluation of the first phase of $ 35 million (September 2015- June 2021) of US government support (through McGovern-Dole funding) to the integrated program of sustainability of school canteens in Côte d'Ivoire and the baseline evaluation of the second phase (2021- 2025) of this support funded up to $25 million. The McGovern-Dole “food for education” program in Côte d'Ivoire is a school feeding and literacy program implemented in seven regions in the West, North and North-East from September 2015 to June 2021 for its first phase. The second phase will cover the same area and the same schools. It aims to improve the achievements of the program and facilitate a gradual handover of the program to the government of Côte d'Ivoire. It is a program that aims to support the country's national goals to improve schooling, retention, primary education, relevant skills, food security, nutrition, and school health. This evaluation is an activity evaluation (school canteens) commissioned by the WFP country office in Côte d'Ivoire in accordance with the evaluation plan submitted to the donor. The evaluation mission will take place from May 2021 to April 2022 all phases included. This will involve, on the one hand, the final evaluation of the 2015-2021 phase and, on the other hand, the baseline evaluation of the second phase covering the period from 2021 to 2026. 2. These ToRs were prepared by the evaluation committee comprising the WFP country office in Côte d'Ivoire, the Ministry of National Education of Technical Education and Vocational Training (DCS, DPFC, DAENF, DAPS-COGES, DSPS), the Ministry of Agriculture and Rural Development, the Ministry of Health and Public Hygiene (PNN), the NGO AVSI and with the support of the WFP regional office on the basis of a documentary review and the standard template specific to WFP's TOR. 3. The purposes of the TORs are: (a) to provide key information on this evaluation to key stakeholders. b) to inform and frame the evaluation team on the objectives and expectations of this evaluation. 4. The ToRs are based on the WFP Evaluation Policy and the USDA Monitoring and Evaluation Policy. This evaluation should therefore follow and meet the requirements described in these policies. 2. Reason for evaluation 2.1. Logic 5. Within the framework of the McGovern-Dole program financing agreement, three types of evaluation are commonly planned during the lifetime of the program: a baseline evaluation before the start of the program in order to establish baseline values of the program indicators, a mid-term and a final evaluation in order to assess respectively the performance of the program at mid-course and at the end of the program. 4 | P a g e 6. Thus, at the end of the implementation of the first phase of the McGovern-Dole program, the organization of a final evaluation is fully justified. In addition, as a prelude to the launch of the second phase of the same program, the establishment of a baseline situation is also necessary. In addition, the impact analysis to be conducted as part of the final evaluation (phase I) will be crucial to shed lights on the progress made and will serve as a baseline study for phase II while highlighting gender related issues through a cross-sectional approach. The results of these two evaluations will be used to better understand the success factors and the constraints in the implementation of the previous program with the aim to maximize the success for the second phase through the lessons that will be learned. There will therefore be a link and complementarity between these 2 phases. In order to comply with deadlines, to mitigate the risks of exposure to the coronavirus disease and to optimize the operational capacities of the Country Office, the final and the baseline evaluations will be conducted simultaneously but with separate deliverables in terms of reporting. In these ToRs, the term "evaluation" will be used to refer to both combined evaluations. 2.2 Goals 7. WFP's evaluations serve two mutually reinforcing objectives: accountability and learning. • Accountability- The evaluation will allow reporting to the national authorities of Côte d'Ivoire, donors, and partners, on the performance and results of the school feeding program supported by the McGovern-Dole funding. The evaluation of the impact of phase I will be key for accountability’ purposes as part of the current phase. The appraisal of the program’s achievements should include the perspectives of the different groups of beneficiaries during data collection. • Learning -The evaluation will analyze the significant results achieved (within the current program) along with their determinants, draw lessons and good practices that will be widely disseminated within the organization to inform operational and strategic decisions. According to the McGovern-Dole learning agenda, a collective effort to generate knowledge on the impact of school feeding programs will improve their design and