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Tenders are invited for Evaluation of the Inclusive Quality Education and Community Well-Being. Location: KIGALI Deadline: Friday, 11/09/2026 23:59 Evaluation Purpose : - 1. Objectives of the Final Evaluation.The overall objective of the Final Evaluation is to provide project management, donors, and key stakeholders with a conclusive, independent assessment of the projects total achievements and ultimate impact. Unlike the mid-term assessment, this evaluation focuses on the entire implementation lifecycle from October 2023 to October 2026.Specifically, the Final Evaluation aims to: Determine Achievement of Results: Provide a definitive assessment of the projects performance and the extent to which it reached its intended results across the 10 sectors of Kicukiro District and the City of Kigali. Measure Outcome Fulfillment: Evaluate the final extent to which all project objectives, outputs, and outcomes were achieved by the projects end. Validate Organizational Learning: Promote learning by documenting final good practices and challenges that occurred throughout the three-year period to inform future project designs. Inform Future Programming: Generate high-level lessons learned and provide strategic recommendations to guide future interventions and potential scaling of the project model. 2. Evaluation Criteria and Key Areas of Final Assessment.The Final Evaluation will provide a closing analysis against the following criteria, with an increased emphasis on legacy and impact: Relevance and Appropriateness: Assess whether the project remained aligned with the evolving needs and priorities of beneficiaries and stakeholders throughout its duration. Quality of Project Design: Evaluate the final validity of the projects theory of change and whether the initial strategies were sufficient to achieve the desired goals. Coherence: Review the projects long-term alignment and successful complementarity with national policies and other stakeholder initiatives. Effectiveness: Provide a final accounting of the extent to which all planned outputs and outcomes were fully realized. Efficiency and Cost-Effectiveness: Analyze how effectively project resources were managed over the full three-year period to achieve the results. Impact: Document the evidence of lasting positive changes, intended or unintended, that can be attributed to the project intervention. Sustainability: This is the primary focus of the final report. It will assess the high likelihood that project benefits and outcomes will continue independently now that the implementation period has concluded. 3. Cross-Cutting Themes and Strategic Integration.The final report will conclude how successfully the following themes were woven into the projects fabric: Safeguarding: A final review of the long-term effectiveness of measures used to protect children and vulnerable adults from harm. Gender Equality: A summative assessment of how gender considerations were integrated and the degree to which gender equity was promoted. Environmental Considerations: A final evaluation of the projects environmental footprint and the sustainability of its ecological mitigation efforts. Equality and Inclusion: Measuring the ultimate success of the project in fostering meaningful participation for marginalized groups, including persons with disabilities. Networking and Collaboration: Evaluating the strength and longevity of partnerships built at the national, district, and community levels. 4. Conclusion and Recommendations.The findings will culminate in actionable recommendations for stakeholders, intended to maximize the projects legacy and strengthen future accountability to beneficiaries, partners, and donors. 2. Project Description (max 1 page). CBM has been in partnership with HVP Gatagara since 2020. HVP Gatagara is a Rwandan institution working to improve the lives of persons with disabilities. Established in 1962 by Father Joseph Fraipont NDAGIJIMANA, the institution seeks to radiate Gods love to persons with disabilities through healthcare and special education. Its mission is to provide high-quality and sustainable education, orthopaedic, and rehabilitation services to all persons with disabilities in partnership with other stakeholders. CBM is an international Christian development organization committed to improving the quality of life of persons with disabilities in low- and middle-income countries. With more than 115 years of experience working alongside persons with disabilities worldwide, CBM strives to remove the barriers that marginalize them and promote their full inclusion in society. The European Union (EU) is an economic and political union of 27 European countries. It is founded on the values of respect for human dignity, freedom, democracy, equality, the rule of law, and respect for human rights, including the rights of persons belonging to minorities. Through its global partnerships, the European Union promotes the sustainable development of societies, economies, and the environment to ensure that everyone can benefit. Through funding from the European Union, CBM and HVP Gatagara are implementing a three-year action titled Enhancing Access to Inclusive Quality Education and Community Well-being for Children with Intellectual Disabilities and Their Families in Kicukiro, City of Kigali. The overall objective of the project is to improve the living conditions and promote the rights of persons with intellectual disabilities in Rwanda. The specific objective is to strengthen inclusive and equitable education systems for children with disabilities living in the 10 sectors of Kicukiro District, Kigali City. The target groups for the action are: 341 children with intellectual disabilities, at least 1,000 family members, 72 teachers (32 from HVP and 40 from neighboring mainstream schools, 27 medical and 18 rehabilitation staff who provide required rehabilitation and health care services, 60 local authorities, CSOs (15 OPDs and 3 HROs), and 782 community health workers (CHWs). The implementation of the action employs different methods to achieve the intended outcomes. Following the signing into law of the Discrimination Against Persons with Disability (Prohibition) Act, 2018, the project is utilising a disability mainstreaming approach. Other approaches employed include Advocacy, community-based inclusive development (CBID), Participatory process, Human Rights Based Approach and Gender Equality. To achieve the specific objective, the project`s action plan considers the following outputs: Output 1: The awareness of community members, leaders of faith-based organizations, and local government leaders on disability rights and inclusion is enhanced. Output 2: The access to education without discrimination for children and youth (3-18 years) with intellectual disabilities is increased. Output 3: The capacity of parents, community members, faith-based organizations, and local leaders to advocate for the promotion of disability rights is improved. Output 4: The access to psychosocial support for children with intellectual disabilities is increased. Output 5: The capacity of civil society organizations (CSOs) to promote and monitor human rights implementation is increased. To achieve the desired outputs, the project`s action plan includes the following activities: Output 1: The awareness of community members, leaders of faith-based organizations, and local government leaders on disability rights and inclusion is enhanced. A1.1: Raise awareness of approx. 179,780 community members, local leaders, and FBOs on disability rights and inclusion. A1.2: Technical support including capacity building, facilitation, and empowerment to anti-discrimination Inclusive Education Clubs in 10 mainstream schools to conduct awareness raising on disability inclusion in education. A1.3: Bi-annual special needs and inclusive education technical committee meetings. A1.4: Lobbying positively influences implementation of policies and legal frameworks on the rights of children with intellectual disabilities. Output 2: The access to education without discrimination for children and youth (3-18 years) with intellectual disabilities is increased A.2.1: Assessment and placement of children with intellectual disabilities. A.2.2. Setting and evaluating the IEP for each learner with intellectual impairment. A2.3: Training teachers, technical/administrative staff, and medical professionals on disability inclusion in a workplace (school, rehabilitation centre) setting. A.2.4: Talent detection and orientation in vocations for 30 learners with intellectual disabilities. A.2.5. Organize inclusive sports activity competitions on HVP Gatagaras school (accessible) playground. A2.6: Teachers home-based observation and interaction with the parents/family members of the learners with intellectual disabilities. Output 3: The capacity of parents, community members, faith-based organizations, and local leaders to advocate for the promotion of disability rights is improved. A3.1: Training of at least 500 parents, caretakers, and household members on disability management (specifically regarding children with intellectual disabilities)/disability rights and inclusion, conflict management, nursery, positive parenting, child sexual development, HIV and Aids, etc. A3.2: Training 60 local leaders and faith-based organizations on disability management and inclusion. A3.3: Conduct the accessibility audit in 2 schools, 2 government offices, 2 commercial places, 2 Health Centres, and 2 families (having persons with disabilities as family members). A3.4: Training 782 CHWs on intellectual disability and coaching them on the use of the tool to identify (and follow-up) a child with a suspected disability. A3.5: Family home visits by community health workers and CBR staff. Output 4: The access to psychosocial support for childre Tender Link : https://www.jobinrwanda.com/job/terms-reference-evaluation-inclusive-quality-education-and-community-well-being
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