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Tenders are invited for External Evaluation of the Education, Experimentation, Learning Program Agreement Phase 2 (CP EEA2) EXTERNAL EVALUATION OF THE PROGRAMME CONVENTION EDUCATION, EXPERIMENTATION, APPRENTICESHIPS PHASE 2 (CP EEA2) Terms of Reference PRESENTATION OF ESSOR HISTORY AND CONTEXT JUSTIFICATION FOR THE EVALUATION PRESENTATION OF THE PROJECT PRESENTATION OF THE KEY METHODOLOGY FOR THIS EVALUATION EVALUATION OBJECTIVES METHODOLOGY / AREAS / RESOURCES / INDICATIVE SCHEDULE EXPECTED DELIVERABLES EVALUATION GOVERNANCE & MONITORING PROFILE OF CANDIDATES AND APPLICATION PRESENTATION OF ESSOR Founded in 1992, ESSOR is an international solidarity association that develops, implements, and supports development projects for the most vulnerable populations in Brazil, Mozambique, Chad, Guinea-Bissau, and the Republic of Congo, in close partnership with local NGOs. These projects are financed by public institutions (European Union, French Development Agency, Local Authorities) and benefit from numerous private supports from foundations, companies, individuals, etc. Website: http://www.essor-ong.org/ HISTORY AND CONTEXT ESSOR is entering its maturity phase (30 years) and, thanks to the path traveled, now possesses know-how, methodologies, and skills recognized by many technical actors and development funders. In this context and through this program, ESSOR wishes to implement the necessary means to allow other actors to benefit from its recognized methodologies. The situation of populations in ESSORs intervention countries remains very precarious and, despite an improvement in access to education worldwide, many obstacles persist in guaranteeing the right to schooling and the quality of learning for vulnerable children and adolescents, particularly for girls. Improving access to quality education (SDG4) is nevertheless a decisive component in reducing inequalities. In Chad, Mozambique, Guinea-Bissau, as well as in Brazil, almost continuous political and security instability keeps part of the population in precariousness. School dropout, lack of professional opportunities, and the weight of social norms persist and accentuate inequalities, especially those related to gender. Thus, it is essential to implement inclusive and citizenship-based methodologies that support children in their schooling and prepare adolescents for their social, civic, and professional integration. JUSTIFICATION FOR THE EVALUATION This evaluation takes place as part of the closure of the second phase of the EEA program (Education, Experimentation, Apprenticeships), a program designed with a 9-year perspective divided into 3 phases, each of 36 months. ESSOR, in conjunction with its main financial partner AFD, implements external final evaluations at the end of each phase with the aim of improving its practices. This evaluation will inform the writing and implementation of related activities for phase 3 of the program. In this logic, ESSOR intends to carry out a more specific evaluation than classic external final evaluations, focusing not on the entirety of the project, but more specifically on the impact of the early childhood development stimulation methodology intended for children with learning difficulties or delays. The final evaluation will be carried out in 2026 by an evaluator or a team of evaluators, with the support of the program manager at ESSOR headquarters, the education sector, project managers, and the education technical teams of all the countries involved. This work will also involve partner organizations, beneficiaries and their families, public services in the countries concerned, and all other actors participating in the project. The consulting team will be required to travel to 2 countries, Brazil and Mozambique, if health and entry conditions permit. PRESENTATION OF THE PROJECT The Experimentation, Education, Apprenticeships program aims to make inclusive and citizenship-based education a lever for strengthening the empowerment of communities, civil society, and public authorities. During this second phase, 2,785 children, adolescents, and young people from vulnerable families in Brazil, Guinea-Bissau, Mozambique, and Chad, and 1,200 young people from Hauts-de-France will participate in education programs enabling them to become agents of change within their community: children will benefit from comprehensive support combining preschool care, child development stimulation pathways, and family support, while Youth Clubs and SDG Living Labs will be strengthened as opportunity spaces for adolescents in the Citizenship Pathway. To support these activities, ESSOR and its partners rely on training facilitators and educators, supporting CSOs in implementing sustainable and innovative educational methodologies, and strengthening consultation spaces bringing together private and public education actors. Logical Framework: This logical framework is an extract from the CPEEA2 logical framework focusing on the intervention logic related to preschool and child development stimulation methodologies: Result 2 of Specific Objective 1, which deals exclusively with youth methodologies, has been removed. Overall Objective: Contribute to making inclusive and citizenship-based education an essential lever for strengthening the empowerment of communities, civil society, and public authorities in five countries. SO1: Stimulate the potential of children, adolescents, and young people from vulnerable families to enable them to become agents of change in their community. Result 1: Preschool-aged children from socially vulnerable families acquire the cognitive and socio-emotional skills necessary for their development, autonomy, and social integration. · A.1.1.1 Develop a diagnosis of child development stimulation needs in Guinea-Bissau with civil society partners and public authorities. · A.1.1.2 Implement active pedagogy methods with preschool children in community schools in Guinea-Bissau and Mozambique. · A.1.1.3 Carry out development stimulation pathways for preschool children with learning difficulties or delays in Brazil and Mozambique. · A.1.1.4 Support the families of children through awareness-raising sessions and home visits. Main Quantitative Objectives: 1. 1 diagnosis carried out in Guinea-Bissau 2. 1,100 preschool children have benefited from active pedagogy and development stimulation methods in Guinea-Bissau, Mozambique, and Brazil 3. 90% of children have improved their cognitive and socio-emotional skills to be able to enter primary school 4. 60% of children who participated in a child development stimulation pathway have caught up with their learning delay. 5. 50% of families have benefited from an awareness-raising pathway and at least 80% of families from home support. SO2: Promote the empowerment and collective engagement of education actors with a view to the sustainability of inclusive and citizenship-based educational actions. Result 1: Civil society organizations and public actors are strengthened in the implementation of sustainable inclusive and citizenship-based educational methodologies. · A.2.1.1 Carry out strategic support for implementation partners in the appropriation and sustainability of active and inclusive pedagogy methods. · A.2.1.2 Train the technical teams of civil society partners and public authorities in the implementation of active pedagogy or child development stimulation in all intervention countries. · A.2.1.3 Create support groups for educators on the well-being and mental health of technical teams faced with situations of social vulnerability. Main Quantitative Objectives: 1. 100% of partners have a strategic sustainability plan and have benefited from two annual sustainability workshops. 2. 210 facilitators, educators, and coordinators from at least 20 public and private organizations have benefited from initial training and 50% from continuous training (all methodologies combined, including youth). 3. 100% of facilitators and educators who implement SO1 activities have participated in at least one support group on well-being and mental health. Result 2: Private and public education actors collectively engage in consultation spaces and educational innovations. · A.2.2.1 Consolidate and revitalize consultation spaces and networks of public and private education actors for the implementation of a local or national action plan in all intervention countries. · A.2.2.2 Organize a multi-country expertise exchange with ESSOR teams and partners on educational methodologies and sustainability strategies. · A.2.2.3 Develop a child protection policy based on the rights-based approach applicable to all intervention areas. · A.2.2.4 Produce a manual on the child development stimulation methodology within the framework of community schools. · A.2.2.5 Develop a competency framework for educators and facilitators who implement preschool active pedagogy programs. Main Quantitative Objectives: 1. 100% of public and private actor networks are structured and dynamic. 2. 1 international exchange is organized. 3. 1 Policy on Protection against Exploitation, Abuse, and Sexual Harassment is created. 4. 1 methodology manual is developed. 5. 1 competency framework for educators and facilitators is developed. Beneficiaries of the "Preschool Child Development Stimulation" Axis: · 230 children beneficiaries of the EDI program in Beira and Patos. · 200 families of children benefiting from the EDI program in Beira and Patos. · 8 educators and therapists implementing the EDI program in Beira and Patos. · Operational and institutional team of kindergartens and Tender Link : https://www.coordinationsud.org/appels-doffres/?_localisations=afrique%2Casie%2Cmoyen-orient
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