Terms of Reference: Feasibility and baseline Study

Project Title: Community mobilization for a better education in Solukhumbu district

Country: Nepal

Project partner: Group of Helping Hands (SAHAS)

Project area: Solududhkunda Municipality and Thulung Dudhkoshi Rural Municipality in Solukhumbu District

Project Timeframe: March 2025 to December 2028

Funding partners: Childaid Network, Germany and German Federal Ministry for Economic Co-operation and Development (BMZ)

1.    Background and rationale of the project

The Municipalities being targeted, Solududhkunda Municipality and Thulung Dudhkoshi Rural Municipality, are situated in the Solukhumbu District of eastern Nepal. These areas struggle with a variety of challenges, including poverty, high migration rates, increased school dropouts, high illiteracy rates, and a lack of quality education, particularly in Early Childhood Development (ECD).

Despite teachers in the region receiving training from various organizations, the application of this training in classrooms remains limited. Insufficient resources, outdated teaching methods, and inadequate infrastructure underscore the need for innovative, student-centered educational approaches. Given these obstacles in the educational landscape of Solukhumbu, intervention in these municipalities is imperative to improve student learning outcomes.

Moreover, the alarmingly high dropout rates of 3.4% and 3% in these rural municipalities exceed the district average of 1.6%. Girls dropping out around menarche is a notable trend, highlighting the importance of providing adolescent and life skills education beyond traditional academics.

The intertwined issues of poverty and limited income only compound the existing challenges. Although agriculture, including the cultivation of crops, vegetables, and fruits, serves as a crucial economic driver for the targeted Municipalities, the lack of budget allocation and technical support resources poses a significant hurdle that must be addressed to ensure sustainable growth and development in the region.

Planned project intervention

Aligned with national priorities such as the School Education Sector Plan (SESP) and Sustainable Development Goals (SDGs, the project intervention is centered on advancing the quality of education in the targeted municipalities, with a specific emphasis on Early Childhood Education (ECED). This will be achieved through improvements in school environments, ECED classrooms, teacher competencies, and extracurricular activities. Additionally, the initiative seeks to establish a conducive learning atmosphere at the community level through educational camps led by empowered and trained young women.

In an effort to combat poverty, the project will offer livelihood support to underprivileged parents and scholarships to students in the project working areas, Solukhumbu District. This comprehensive approach aims to uplift children, parents, farmers, and community organizations. Through a combination of empowerment initiatives, advocacy efforts, and capacity-building programs, the initiatives of CBOs and SAMVAD, the project envisions a transformed educational landscape where every individual has equitable access to quality education, fostering a path towards a brighter future.

Project objective:

Result 1: Children enjoy learning and improve academically through enriched learning environments and upgraded educational facilities.

Result 2: Youth thrive as leaders with strengthened leadership skills and increased opportunities for development.

Result 3: Communities are empowered through improved socio-economic conditions and enhanced advocacy skills.

Result 4: The local government is reinforced to elevate educational standards and enhance the quality of education in the region.

For this project Childaid Network intends to apply for government funds with the BMZ. The latter requests for a feasibility study as prerequisite for the funding application.

2.        Objective of the Study

The external feasibility study will be conducted to establish a solid foundation for evaluating the project concept while identifying its prerequisites, opportunities, and risks. Simultaneously, the study will assess and potentially refine the project and logframe design. Its primary objective is to optimize the effectiveness of the planned project’s interventions and prevent erroneous investment decisions from the outset. The focus, scope, and depth of the feasibility study should align with the project's complexity and scale, taking into account the political, economic, and cultural context. The study must analyze the situation, associated problem(s), as well as the target group and stakeholders. It should include a comprehensive baseline study as an annex and offer a critical assessment of the planned project based on the OECD/DAC criteria of relevance, effectiveness, efficiency, impact, and sustainability .

On that basis, the study should provide recommendations for the project concept and project measures.

3.      Study results

-        an analysis showing the technical, economic and financial, institutional and management, environmental and sociocultural feasibility of the proposed project following the OECD/DAC criteria 

-        comprehensive baseline data regarding schools, targeted communities and government structures and plans

-        listing local potentials, existing structures such as institutions, networks, and social mechanisms, as well as system gaps

-        identification of outcomes of previous and running development measures conducted by other I/NGOs in the region

-        analysis of the proposed schedule on project timing as well as financing plan and suggestions

-        recommendations any further action to secure project implementation and sustainability

4.        Outputs and deliverables

-        Work Plan outlining detailed methodology; data collection tools; and outline of feasibility report

-        Feasibility report of maximum 15 pages, structured as indicated in Annex 1

-        As Annex to the feasibility report: baseline report as indicated in Annex 2

5.        Process

Phase 1: Desk Study and Inception

A kick-off meeting between Childaid Network Nepal, SAHAS and the contracted consultants will clarify all open issues related to this assignment. The consultant will be provided with all the relevant project data and project context related documents to get familiarized with the planned project objectives and activities. The work plan developed at the end of this phase will finalize the methodology, data collection tools and site visit schedule.

Phase 2:  Data Collection for the new proposed project

The field mission will start with a briefing by SAHAS followed by a multi-day trip to the proposed project area of Solukhumbu to gather information and data from the target group, community stakeholders and the local government representatives and relevant unit heads. Accommodation and travelling can be facilitated by SAHAS. Where required, SAHAS staff will facilitate access to the target group and logistics.

At the end of the field mission the preliminary findings will have to be presented to and discussed with SAHAS and CAN.

Phase 3: Data Analysis and Reporting

Analyzing the collected data and preparing the assessment report and annexes. Developing suggestions for 46-month BMZ project.

Phase 5: Summarizing all findings in feasibility study

Presenting the findings and final draft report to the contracting organizations; commenting of draft by CAN and SAHAS; joint meeting to validate feasibility results; inclusion of feedback, where appropriate, and submission of final report; approval of report by Childaid Network.

6.        Application

On the basis of the proposed time schedule outlined, the consultant will prepare an offer including:

-        Applicant ́s methodological and project cycle management expertise

-        Applicant ́s experience conducting studies of a similar type

-        Applicant ́s approach on conducting the study (methodology)

-        Timetable

-        Detailed Budget

-        CVs with references

-        Example of previous similar work / report if available

7.        Requirements of consultants

-        Extensive knowledge and expertise in governmental and private education, agriculture/livelihood, and community development.

-        Ideally, well-established networks within the project region.

-        Demonstrated experience in conducting a minimum of three feasibility studies or project evaluations related to pedagogical training, education, and social mobilization programs, preferably for projects funded by BMZ.

-        Proficiency in both English and Nepali languages, especially in English writing skills.

The general study can be performed by a single consultant or a consultant team. However, detailed knowledge on quality education projects, livelihood and community development approaches is necessary to perform the study.

The consultancy team is to be independent and impartial with no liabilities to any other organization or government entity regarding this evaluation.

8.        Tentative Timetable

·         Applications to be submitted by July 7^th, 2024

·         Selection and contracting till July 10^th, 2024

·         Kick off Meeting by July 11^th, 2024

·         Submission of work plan and methodology by July 17^th, 2024

·         Workshop and finalization of 46-month project plan by August 15^th, 2024, incl. Further hand holding after 1st revision from CAN till September 15^th, 2024

·         Feasibility report to be submitted by September 15^th, 2024

9.        Management of the Feasibility Study

A contract will be concluded between the consultants and Childaid Network. The latter will be responsible for payment according to the invoices. The consultant may further down delegate individual tasks to others within the scope of the agreed budget. INGO team will facilitate the study on the ground and provide the necessary background and documents to carry out the study in coordination with local partner.

Complete applications should be submitted via Email to childaidnepal@gmail.com by 7^th July 2024 by 5:00 pm.

Annex. 1: Template and key questions for feasibility study

1.      Purpose, objectives and utilization of the study

-        What is the project objective (outcome) that will be assessed for feasibility? How conducive is the context (sector, components, project regions) with regard to the projects’ objective?

-        What additional questions should the feasibility study address concerning the design and implementation of the intended project?

-        How does the feasibility study fit into the project plan in terms of shared learning?

2.      Methodology

-        What participatory methods, tools, and resources will be used for data collection and analysis?

-        Which, and how many stakeholders will be involved? What are their backgrounds and interests?

3.      Initial situation and problem analysis, on macro- meso- and micro-levels

-        What current problems of the beneficiaries have been identified relevant to the proposed project? Which of the causes of these problems will be prioritised and addressed in the project?

-        What existing local potential, structures (institutions, networks, umbrella organizations etc.) and social mechanisms can be built on? What gaps have been identified in the system?

-        Are there any approaches or results from previous development measures? If yes, how can they be extended?

-        What other circumstances, for example conflict dynamics, must be taken into account in the context of?

4.      Beneficiaries and other stakeholders (on a micro-, meso- and macro-level)

-        How are the direct beneficiaries selected, and by whom? What criteria exist for selecting these beneficiaries?

-        What is the composition of each beneficiary group? How homogeneous or heterogeneous is the beneficiaries with regard to factors such as gender, ethnic origin, age, sexual orientation,                      language, and capacity, and to what extent must the project take this into account?

-        What potential does each group of beneficiaries have for self-help? How well are the beneficiaries equipped for self-help? How can local problem-solving capabilities be improved?

-        Do the beneficiaries and other stakeholders have a common understanding of the problems, prioritising process and objectives of the project? Do the interests of other stakeholders align? Do           any conflicts of interest exist?

-        How strong is the various stakeholders’ support for the project, for example, in terms of their own contribution? In what ways might they influence the project?

Annex. 2: Required data for the baseline study

Educational Quality Improvement:

-        Current status of educational quality in the target area.

-        Existing educational interventions and their effectiveness.

-        Training needs for teachers and educators.

-        Availability and quality of educational materials and resources.

-        Student performance metrics and assessment methods.

Livelihood:

-        Economic status of the families in the target area.

-        Food and nutrition security in the target Households

-        Types of livelihood activities parents are currently engaged in.

-        Availability of livelihood support programs and their effectiveness.

-        Challenges faced by parents in sustaining livelihoods.

-        Potential impact of livelihood support on students' education.

-        Municipality and Rural Municipality priority and programme on Livelihood specially Agriculture and Non-agriculture (On-farm and Off-farm) sector

Conducive Learning Environment:

-        Existing learning environments in schools and communities.

-        Infrastructure and facilities available for learning camps.

-        Attitudes and perceptions of students, parents, and teachers towards learning camps.

-        Success factors and challenges of previous learning camps.

-        Strategies to create a safe and supportive learning environment.

Empowerment of youth through SAMVAD Approach:

-           Current status of girls' education and empowerment in the target area.

-           Social and cultural barriers to girls' education and empowerment.

-           Existing programs and interventions focused on girls' empowerment.

-           Awareness and understanding of the SAMVAD approach among stakeholders.

-           Potential impact of the SAMVAD approach on girls' education and overall empowerment.

Stakeholder Engagement and Collaboration:

-           Key stakeholders involved in education, livelihood support, and girls' empowerment.

-           Existing partnerships and collaboration mechanisms.

-           Stakeholder perceptions and expectations from the project.

-           Potential areas for strengthening stakeholder engagement and collaboration.

Monitoring and Evaluation:

-        Current monitoring and evaluation practices for educational and livelihood programs at local level.

-        Strategies for effective monitoring and evaluation of the project.

Annex. 3: Assessment of the planned project based on OECD/DAC criteria
(see http://www.oecd.org/dac/evaluation/49756382.pdf)

a) Relevance

The extent to which the aid activity is suited to the priorities and policies of the target group, recipient and donor.

In evaluating the relevance of a programme or a project, it is useful to consider the following questions:

-        To what extent are the objectives of the programme still valid?

-        Are the activities and outputs of the programme consistent with the overall goal and the attainment of its objectives?

-        Are the activities and outputs of the programme consistent with the intended impacts and effects?

b) Effectiveness

A measure of the extent to which an aid activity attains its objectives.

In evaluating the effectiveness of a programme or a project, it is useful to consider the following questions:

-        To what extent were the objectives achieved / are likely to be achieved?

-        What were the major factors influencing the achievement or non-achievement of the objectives?

c) Efficiency

Efficiency measures the outputs -- qualitative and quantitative -- in relation to the inputs. It is an economic term which signifies that the aid uses the least costly resources possible in order to achieve the desired results. This generally requires comparing alternative approaches to achieving the same outputs, to see whether the most efficient process has been adopted.

When evaluating the efficiency of a programme or a project, it is useful to consider the following questions:

-        Were activities cost-efficient?

-        Were objectives achieved on time?

-        Was the programme or project implemented in the most efficient way compared to alternatives?

d) Impact

The positive and negative changes produced by a development intervention, directly or indirectly, intended or unintended. This involves the main impacts and effects resulting from the activity on the local social, economic, environmental and other development indicators. The examination should be concerned with both intended and unintended results and must also include the positive and negative impact of external factors, such as changes in terms of trade and financial conditions.

When evaluating the impact of a programme or a project, it is useful to consider the following questions:

-        What has happened as a result of the programme or project?

-        What real difference has the activity made to the beneficiaries?

-        How many people have been affected?

e) Sustainability

Sustainability is concerned with measuring whether the benefits of an activity are likely to continue after donor funding has been withdrawn. Projects need to be environmentally as well as financially sustainable.

When evaluating the sustainability of a programme or a project, it is useful to consider the following

questions:

-        To what extent did the benefits of a programme or project continue after donor funding ceased?

-        What were the major factors which influenced the achievement or non-achievement of sustainability of the programme or project?