ECD/LS End of Project Evaluation
Terms of Reference
Design Monitoring and Evaluation Unit
World Vision Haiti
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Table of Contents
A. INTRODUCTION ........................................................................................................................ 3
B. PROJECT DESCRIPTION ......................................................................................................... 3
i. Context ..................................................................................................................................... 4
ii. Summary of the Project………………………………………………………………………………………………………………………..….4
C. END OF PROJECT EVALUATION ............................................................................................ 7
i. Purpose of the study ................................................................................................................. 7
ii. Specific objectives ................................................................................................................... 7
iii. Indicators to be measured ...................................................................................................... 8
iv. Performance factor ................................................................................................................. 8
v. Suggested research methodology ........................................................................................... 9
vi. Key stakeholders .................................................................................................................... 9
vii. Evaluation limitations ............................................................................................................. 9
viii . Report outline ..................................................................................................................... 10
ix. Evaluation timeframe ............................................................................................................. 11
C. EXPRESSION OF INTEREST .................................................................................................. 11
i. Required expertise, skills and experience .............................................................................. 11
ii. Application procedures .......................................................................................................... 11
ANNEXES .................................................................................................................................... 12
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A. INTRODUCTION
This document aims to give clear instructions on the process of the evaluation of the ECDLS Project. It has been
elaborated by the team of DME as well as revised and corrected by the project team. It contains information on the
objectives of the study, the deliverables, the methodology, the resources and the schedule proposed. The consultant will
work with the program manager and the DME team.
B. PROJECT DESCRIPTION
Project title:
Early Childhood & Development Learning Spaces (ECDLS)
Goal
Earthquake-affected Children in Haiti have improved access to quality holistic
early childhood education and learning programs
Geographical area targeted:
Type and no. of beneficiaries
targeted:
Sectors:
Departement de l’Ouest, Haïti : Communes of Delmas, Pétion-Ville
500 former ECDLS/ CFS beneficiaries aged 3-8 years old
30 schools based in Petionville and Delmas, 100 early childhood classes
WaSH and Education
Implementation Period:
Budget
October 2011 – December 2012
1,970,000 $US
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i.
Context
Early Childhood Education (ECE) is the term commonly used to describe the formal teaching and care of young children
by people other than their family or in settings outside of the home. ECE focuses on providing a solid foundation for
social, physical, intellectual, creative, and emotional development. Early Childhood has been defined as a period of life
between 0 to 6 years of age. This is the period of greatest growth and development, when the brain develops most
rapidly, almost at its fullest. It is a period when walking, talking, self-esteem, vision of the world and moral foundations
are established. Child development is the basis of human development. It is connected with living with dignity and
achieving quality of life. The early years of life are critical to the development of intelligence, personality and social
behavior. Research on brain development attests to the importance of key mental, physical and social capabilities. If
these fundamental capabilities are not well established from the start, and especially if neurological damage occurs, the
learning potential is adversely affected.
Early Childhood Education focuses on children learning through play. UNESCO advocates for Early Childhood Care and
Education (ECCE) programs that attend to health, nutrition, security and learning and which provide for children's holistic
development. World Vision’s ECD Learning Spaces are part of a range of programs that promote inclusive education
and child protection.
ii.
Summary of the project
Immediately following the earthquake, World Vision began to establish Early Childhood Development Learning Spaces
in various camps throughout Port Au Prince. For the past year and half, WV supported over 1,100 boys and girls ages 3
to 8 years old. The ECD LS’s provided a safe space to learn while meeting the psychological and emotional needs of
children directly affected by the earthquake. With the help of community members, parents, and local animators, children
benefited from the services offered by the ECD Learning Spaces.
However, families have to move back into their home or new host communities since camps are closing down. Many
parents are still facing problems sending their children back to school, with money being their number one constraint.
In order to continue to support and protect these former beneficiaries in their new living environment WV implements
since October 2011 a project in 30 schools of Petionville and Delmas entitled: Early Childhood Development and
Learning Space. The main objective of this project is: to improve access to quality to holistic education programs in
Petionville and Delmas for children, and the specific objectives are: to increase access to Early Childhood Education for
children aged between 4 to 7 years old who are currently not in school, to improve capacity of parents, teachers and
communities to undertake, participate and better manage Early Childhood Development Learning, to improve access
and knowledge in appropriate sanitation and hygiene practices among ECD children in school. To achieve these
objectives the project go through the realization of several activities including: rehabilitation and construction of
classrooms, installation of tanks for water supply, installation of hand-washing station, construction or rehabilitation of
latrines in targeted schools, distribution of school supplies and educational material to 30 schools, training of teachers of
ECD classes, training for parents, members of the schools committee on participation and management of ECD
education, awareness session for parents and members of communities on the right to education, and finally the training
of children on basic hygiene practices.
This project is being implemented in 30 schools providing: ECD furniture, construction, rehabilitation, didactic materials,
training, 500 ECD students aged 4 to 7 years old (no tuition fee, didactic materials distribution, and sensitization), 100
ECD teachers (training on Tipa Tipa ECE teaching method) and 500 parents (training on children rights to education).
To enable a better implementation of the project, WV has established partnership with the directors of 30 schools and
with a firm specializing in educational training on Early Childhood Education for teachers, parents, school directors and
other institutions: Tipa Tipa. Tipa Tipa has to train teachers to its ECE classes teaching method, support them by
providing adequate tools to monitor children behavior and learning. Tipa Tipa also has to train parents on children rights
to education.
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This project for a total cost of US 1,870,000 is funded by WV Germany and WV Netherland. It extends from October
2011 to December 2012.
Ultimate
Outcome
Earthquake-affected Children in Haiti have improved access to quality holistic early childhood education and learning
programs
Immediate
Outcome
Increased access to formal
early childhood education
for children aged between
4 to 7 years old who are
currently not in school and
have previously benefited
from WV ECDLS activities
in camps
Capacity of parents and
teachers from targeted
schools to engage in,
participate in and better
manage Early Childhood
Development Learning is
improved
Access and Knowledge in
appropriate sanitation
and hygiene practices
improved among ECD
children in targeted
schools
Output
ECD
classrooms
constructed
and
rehabilitatio
n of schools
supported in
30 schools,
with priority
being given
to
ECD
need
30 schools
provided
didactic
materials
following
the Ministry
of
Education's
guidelines
Tipa Tipa
training
in ECD
conducte
d for 100
teachers
from 30
targeted
schools,
with
preferen
ce
for
ECD
teachers
Ageappropriate
ECD and
other
school
furniture
provided to
30 schools
500 former
WV ECDLS
beneficiaries
aged 4-7 are
registered
and enrolled
in
formal
ECD classes
in Ministryapproved
schools
Tipa Tipa
has
conducted
Awareness
sessions on
children’s
right to
education
especially
early
childhood
development
for parents of
former camp
children
enrolled in
targeted
schools
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Water
tanks
installed
in
30
schools
Latrines
constructed
and
rehabilitated
in
23,
including
handwashing
stations and
rain-water
harvesting
systems in 9
schools
where
indicated
Children
benefiting
from ECDLS
education in
targeted
schools
sensitized to
improved
hygiene
practices
Key activities include:
Schools
Education
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WASH
Students (aged 3-7)
Work with school directors to identify existing
needs in term of furniture and didactic
materials
Obtain official Government list of ECD
materials
Buy and distribute didactic materials in 30
schools
Buy and distribute furniture in 30 schools
Monitor and verify school attendance records
on a weekly basis
TipaTipa to Conduct Trainings for teachers
Tipa Tipa to carry out an end of year
evaluation of the teachers
Assess school needs for construction and
rehabilitation
Obtain approval from relevant Government
authorities
Obtain approval from relevant Government
authorities for classrooms construction and
rehabilitation
Initiate procurement and select contractors
 Supervise construction and rehabilitation
process, paying attention in particular to
national standards and child protection
considerations
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Assess school needs for construction and 
rehabilitation of latrines
 Obtain approval from relevant Government
authorities
 Obtain approval from relevant Government
authorities for latrines construction and
rehabilitation
 Initiate procurement and select contractors
Supervise construction and rehabilitation process,
paying attention in particular to national standards
and child protection considerations
 Procure 30 400 galloon tuft tanks

Deliver the Tuft Tanks
 Support schools who do not have sufficient
funds to install the tanks on their own
 Distribution of hygiene kit.
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Place 500 former ECDLS beneficiaries in 30
school free of charge
Distribute didactic materials kit)
Conduct mini-training for teachers on ECD
materials
Tipa Tipa to Conduct/train parents on child rights
to education
Tipa Tipa to conduct initial assessment of children
placed in the schools
Tipa Tipa to develop foundational life skill domain
checklist for teacher reports based on approved
ECD materials from MENFP
Tipa Tipa to conduct end of year assessment of
children
ECDLS coordinators demonstrate and explain
good hygiene practices to ECDLS children
C. END OF PROJECT EVALUATION
Evaluation type:
End of Project Evaluation
Period to be covered by October 2011 – December 2012
evaluation:
Proposed methodology:
WV proposes the use of qualitative and quantitative research methods in
gathering information from a wide array of sources.
i.
Purpose of the Study
The proposed study is an End of Project Evaluation of the ECDLS project.
It will evaluate the project in its different components: distribution of furniture and didactic materials, training of the
teachers, parents and children construction and rehabilitation of class rooms, construction and rehabilitation of latrines
and will provide an analysis of the extent to which the project met its objectives. The evaluation will also assess the
project’s overall performance using criteria such as Impact, Relevance and Appropriateness, Productivity, Community
Participation, and Integration of interventions.
Findings from the evaluation will be shared with WV Netherlands and WV Germany and used to report on the project’s
impact. This evaluation will further inform World Vision Haiti’s future programming with earthquake affected populations
in the Port au Prince Area and raise lessons and best practices for future projects carried out within the World Vision
partnership on ECDLS programming.
ii.
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13.
Specific Objectives
Evaluate and validate the project’s achievements with regards to implementation targets and milestones;
Examine the effectiveness of the project in terms of its purpose and intended outcomes;
Evaluate the relevance and appropriateness of the strategy and activities implemented;
Investigate the project’s coherence to in-country policies and practices, as well as humanitarian and
internationally recognised norms and practices;
Investigate the level of coordination with internal and external actors in terms of planning, resource
management and implementation.
Evaluate the project’s implementation efficiency and document constraints and challenges faced by the
implementation team;
Evaluate the project’s coverage in terms of reaching the most vulnerable groups of children;
Ascertain the impact (positive, negative, intended, unintended etc) the project had on target communities;
Examine to what extent crosscutting themes were integrated into the project and results achieved;
Together with various stakeholders, document important lessons learned and best practices;
Suggest strategic and operational recommendations that can be used by WVI in ongoing and future projects.
Evaluate how the WV code of conduct and other standards were mainstreamed in the project.
Evaluate the relationship between the standards of education in emergencies INEE compared to the ECD/LS
project.
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iii.
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Indicators to be measured
% of targeted schools offered appropriate early childhood education by project end (age-appropriate
classrooms / furniture / didactic material, ECD-trained teachers)
% of ECD teachers in targeted schools utilizing improved tools to monitor physical, social, cognitive and
emotional foundational life skill domains.
% of trained parents reporting improved knowledge on child rights to education
% of targeted ECD students that can tell at least 3 times when it is critical to wash hands.
% of targeted ECD students that report they have used the latrines and hand-washing stations at their school
within the past two days.
iv.
Performance factors
The project will be evaluated based on the following performance factors:
Impact
Relevance
- To what extent did the project reduce the vulnerability of earthquake affected individuals in early
childhood education
- To what extent was this directly due to the intervention and / or other factors?
- What were some of the unplanned and/or negative impacts of the project and how did these
affect the overall impact?
- How did the integration of several technical components/sectors impact of the project?
and
Appropriateness
Productivity
Participation
Recommendation for
- To what extent did the project respond to the education needs of the population
- Was the assistance provided adapted and timely?
- To what extent were project resources, capabilities and selected strategies adapted to the needs
and local context?
- To what extent did the project adhere to international and national standards?
- To what extent did the project harness, develop the capacities and address the different needs,
interests and vulnerabilities of affected women and men, girls and boys?
- Describe any new or innovative ideas or approaches that the project explored or implemented to
achieve its expected results?
- To what extent were activities’ costs justified by their outputs/results?
- Were there any implementation delays and why?
- To what extent did the project identify and mitigate risk in the implementing environment?
- To what extent were the individuals and groups reached consistent with the program's intended
beneficiaries?
How were vulnerable communities and beneficiaries identified?
How were vulnerable communities and beneficiaries selected, and who selected
Them?
Was the selection process transparent, fair and free from interference?
Was the beneficiary verification process adequate/appropriate?
- To what extent did World Vision involve beneficiaries in the design, delivery and monitoring of the
project?
- To what extent did World Vision cooperate with local actors?
- To what extent did World Vision coordinate its activities with other Non Governmental
Organization and State Actors?
- How would you recommend continuing to work with this group of beneficiaries?
future programming
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v.
Suggested research methodology
Attached to this Term of Reference are key project documents, assessments and strategy documents for desk review.
The consultant is expected to spend the evaluation period in country and present a draft report as well as collect primary
data from key project stakeholders before departure.
World Vision recommends that the consultant uses both qualitative and quantitative methods to collect this data.
The consultant is expected to submit a work plan within the first 3 days of assignment and to confirm the study
methodology, tools and sample size with the project manager and DME unit.
The consultant will have the sole responsibility for the hiring, training, supervision and payment of the enumerators’
needed for this study. Upon request, World Vision may recommend people who were engaged in similar studies
previously, but it will be the responsibility of the consultant to select and manage these enumerators. Logistical support
such as transport and office use will need to be agreed upon before the study is initiated.
vi.
Key stakeholders
It is expected that the consultant(s) will consult various stakeholders for this study. Suggested stakeholders include:
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Project Manager: The Project Manager has led the project since its beginning and will be a key source for background
information, data and key documentation. The Project Manager will also be responsible for approving the consultant’s
work plan and methodology as well as for coordinating and communicating with internal and external project
stakeholders on the study.
Sector Managers: The consultant is encouraged to engage with the Advocacy Manager, Camp Coordination Manager,
Camp Transition Manager, CTU/LMMS Manager and HAT Manager.
Design, Monitoring and Evaluation (DME) Unit: The DME Unit has coordinated the monitoring of the project. The Unit will
be responsible for reviewing the consultant’s work plan and methodology and will be available to support the consultant
through the evaluation process.
Program Officer: The Program Officer will also be available to support the consultant through the evaluation process.
Beneficiaries: The project has targeted a number of beneficiaries. The consultant is expected to actively involve project
beneficiaries in the study.
Project Partners: The project was implemented in coordination with a number of partners (DINEPA, MENFP, School
directors, DGS, Tipa Tipa). The consultant is expected to seek their input for this Study.
vii.
Evaluation Limitations
Given that the project has not been renewed for this year, some beneficiaries may have change school and will not be
available. In addition, some teachers trained may have changed school or simply quit teaching. Some stakeholders may
not be available at the time of the evaluation.
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viii.
Report Outline
World Vision will discuss with the successful consultant(s) the content and length of the final report. Below, however, is a
suggested outline.
Section
Contents
Title Page
Title page to include name of project being evaluated, geographical location of project,
dates of evaluation and name(s) of evaluators
Acknowledgements
List of people who participated in the evaluation (directly and indirectly)
Affirmation
As required by WVI
Executive Summary
Summary of the report, highlighting key findings as pertaining to outcomes and
recommendations
Table of contents
List of content as captured in this table
List of Tables
List of all tables referenced in the text
List of Figures
List of all figures referenced in the text
List of Abbreviations/ Acronyms and definition of terms
Acronyms)
This is to be provided on a separate page, which follows the title page.
Introduction
Overview
- Introduction and background of the study
- Rationale for evaluation
- Scope and focus of evaluation
Study methodology
Methodology
- Key questions
- Sampling framework
- Sources of data
- Data analysis method
- Sites visited
- Meeting held with beneficiaries and stakeholders
- Timeline
- Limitations
Study Findings
Overview of findings
- Special attention should be paid to changes in the lives of women and progress
towards gender equality
Lessons learnt
List of lessons learnt
Conclusions
and List of recommendations
Recommendations
Appendices
 Terms of Reference
 Samples of instruments/tools
 Statistical results
 List of meetings held
 List of respondents
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- References
 Stories
 Communication material
The consultant will share the final report, once completed, directly with:
- World Vision Haiti: ECDLS Project Manager – Valerie Noisette (valerie_noisette@wvi.org) and Jessica DinstilProgram Officer ( Jessica_dinstil@wvi.org)
ix.
Evaluation Timeframe
The evaluation shall be completed and a report submitted within 36 days of signing the contract. The suggested timeline
is mentioned below.
No
Output
Responsibility
# of Days
1
Finalizing the ToR / Work plan
Independent consultant
2 days
2
Development and finalization of tools, Recruitment
Independent consultant
4 days
and training of data collectors and field testing
3
Data collection
Independent consultant
15 days
4
Data entry, Cleaning and analysis
Independent consultant
5 days
5
Submission of the draft Report
Independent consultant
5 days
6
Submission of the Final Report
Independent consultant
5 days
D. EXPRESSION OF INTEREST
i.
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Required expertise, skills and experience
Masters degree or higher in a relevant field;
Experience in Evaluating Education Projects and Programs
Minimum 3 years relevant monitoring and evaluation (M&E) experience in developing countries with NGOs
working on development/ humanitarian assistance;
Expertise and experience in designing, planning and implementing evaluations of humanitarian assistance in
complex emergencies;
Expertise and experience in designing, planning and implementing qualitative and quantitative research
methods, including community-based participatory appraisals in developing countries;
Expertise and experience in conducting data analysis using statistical packages;
Familiarity with programming in rural and preferably also urban contexts in developing countries;
Ability to work under tight schedules with minimal supervision;
Ability to impart knowledge, supervise other team members, integrate into a multi-cultural team, and good
facilitation skills;
Excellent spoken and written English, working knowledge of French preferred;
Preferably previous experience in Haiti;
Preferably familiar with WVI mission, projects, concepts and tools.
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ii.
Application procedures
Interested candidates should send an electronic copy of their CV or resume (indicating a minimum of two relevant
professional references), last two evaluation reports, a concept proposal (including research methodology and tools,
schedule, logistical requirements and budget), and their expectations in terms of remuneration no later than 23 January
2013 to Mr. Jean Baptiste Yangni, jean-baptiste_yangni@wvi.org.
The consultant’s proposed budget should include:
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Expected remuneration
Haitian taxes (20% for companies not registered in Haiti and 2% for registered ones)
Airfare
Insurance
In country accommodation
In country meals
Payment of enumerators
Training of enumerators
Office supplies
ANNEX 1 – Key Acronyms
CIDA
CIE
ECD
DME
FGD
GoH
HAT
ICTD
ICT4E
IDB (also BID)
IDP
MINUSTAH
MoU
MENFP
NGO (also ONG)
UN
UNESCO
UNICEF
USAID
WASH
WFP
WV
WVC
WVUS
Canadian International Development Agency
Children in Emergencies
Early Childhood Development
Design, Monitoring and Evaluation
Focus Group Discussion
Government of Haiti
Humanitarian Accountability Team
Information and Communication Technology for Development
Information and Communication Technology for Education
Inter-American Development Bank
Internally Displaced Person
Mission des Nations Unies pour la stabilisation en Haïti
Memorandum of Understating
Ministere Education National et de la Formation Professionel
Non Governmental Organization
United Nations
UN Educational, Scientific, Cultural Organization
UN Children’s Fund
United States Agency for International Development
Water, Sanitation and Hygiene
World Food Programme
World Vision
World Vision Canada
World Vision United States
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