Social Impact (SI) is a global development management consulting firm. We provide monitoring, evaluation, strategic planning, and capacity-building services to advance development effectiveness. We work across all development sectors including democracy and governance, health and education, environment, and economic growth. Since 1997 we have worked in over 100 countries for clients such as US government agencies, bilateral donors, multilateral development banks, foundations, and nonprofits.
Project Description:
On January 19, 2023, USAID/Tanzania awarded International Business Initiatives (IBI) and SI a four-year contract for the Tanzania Monitoring, Evaluation, Learning and Adaptation (T-MELA) Activity. This activity is to assist the USAID/Tanzania Mission with strategy- and activity-level performance monitoring, evaluation, and learning. This activity will also provide data gathering and verification, data visualization (including Geographic Information Systems), data quality assessments, impact and performance evaluations, assessments, organizational learning, and collaboration among USAID’s implementing partners and DO teams. The MEL Support Platform will also implement a capacity-building agenda for the mission, developing a baseline of M&E knowledge within the mission and tailoring a curriculum to provide skills development to mission staff. USAID/Tanzania has commissioned SI to conduct a mid-term evaluation of the Jifunze Uelewe Activity.
Background of Jifunze Uelewe Activity
Jifunze Uelewe (JU) is USAID/Tanzania’s flagship foundational learning activity. JU aims to improve student outcomes in literacy, numeracy, and social and emotional skills. With a TEC of $38 million, JU is being implemented at scale in 5 regions (Iringa, Morogoro, Mtwara, Ruvuma, and the two islands of Zanzibar. In each target region, JU works with all pre-primary and primary (Grades 1- 4) classrooms, collaborating closely with all education system actors to build capacity for the sustainability of interventions. JU fully aligns with GoT’s curriculum and policy reforms and several of the approaches/materials/models developed under JU in partnership with GoT, have been adopted by GoT for national implementation.
JU works at the national, district, and ward levels to build the capacity of GoT education sector actors such as Tanzania Institute of Education (TIE), Zanzibar Institute of Education (ZIE), MoEST, Z/MoEVT, and PORALG. This means (1) working with key stakeholders on teacher guides, student materials, and teacher training; (2) building school-based and virtual coaching and mentoring support for teachers through teacher continuous professional development (TCPD); and (3) collecting data for evidence-based decision making. JU also mobilizes parents to partner with schools to contribute to a healthy learning environment for learners.
As JU is halfway through implementation, it is an opportune time to take stock and analyze what is working or not working within its 3 objectives:
- Improve teachers’ literacy, numeracy, and social-emotional instruction.
- Strengthen local and regional ability to sustain and increase improved learning.
- Increase community support for safe and inclusive education in and out of school.
Purpose and use of Lishe Endelevu Endline:
Overall evaluation questions and sub-questions
- To what extent is JU making progress toward improving the learning outcomes (literacy, numeracy, and social-emotional skills) of its target beneficiaries?
- Based on current reading and math scores, which subtasks have seen the greatest improvements, and which have seen the fewest improvements? Why?
- What variances in learning outcomes, if any, exist amongst the following sub-groups: x, y, z*. What factors are influencing these variances in learning outcomes
- How has the project’s strategy for incentivizing and monitoring influenced teacher attendance patterns, and what are the predominant reasons for any reported absences across regions and demographic groupings?
- To what extent are teachers implementing JU’s social and emotional learning (SEL) and well-being approaches?
- How well do the teaching and learning materials align with the training and curriculum?
- How and to what extent are School Information System (SIS) users utilizing SIS?
- What incentives, barriers, or challenges are encouraging or discouraging SIS use?
- To what extent are government officials, school administrators, teachers, and PTPs implementing JU initiatives as intended?
- How are teachers incorporating the phonics-based teaching approach with students, and how do students utilize the books provided by JU? What challenges are encountered in both contexts?
- Describe the nature and frequency of TCPD, and how WEOs are adopting their new role of coach/mentor. What challenges are faced in these areas?
- How often do teachers access Teaching and Learning Materials during JU training, and in what ways are PTPs contributing to enhancing learning?
- Across the board, what common challenges, such as time constraints, resource limitations, or lack of interest, are reported by stakeholders in implementing JU initiatives?
- What are the factors that influence the sustainability of JU interventions?
The results will primarily be used by USAID/Tanzania, and the GoT (MOEST, PORALG). Donor partners such as FCDO, Swedish SIDA, UNICEF, Global Partnership of Education, and the Canadian High Commission will also benefit from the results.
The Mid-term evaluation results will be used as a tool to bring USAID/Tanzania, MOEST, PORALG, and donor partners together to discuss what the program has achieved in its first half of life; changes or adaptations that could improve the project’s performance for the remainder of the activity; and ways for MOEST, PORALG, and other donor partners to work together to scale up the program or specific components nationally. USAID/OCE also plans to use the findings to inform its recommendations for subsequent activity design and evaluation (this should not be mentioned with Jifunze Uelewe implementers and stakeholders as it could be procurement sensitive).
Position Description:
Social Impact is seeking an Education Specialist with strong experience in conducting evaluations using Qualitative methodology to support a team of evaluators to conduct this mid-term evaluation alongside the Team Leader and Education Specialist. This is a consulting position with an estimated start date of October. The estimated level of effort (LOE) for the Specialist will be 52 days with expected travel of up to 21 days in Tanzania. The Specialist will report directly to the evaluation Team Leader.
Responsibilities:
The Education Specialist will be responsible for contributing to all aspects of the technical support including supporting the development of the assessment’s methodology, data collection, qualitative and quantitative data analysis, and writing the draft and final reports. The specialist will provide key support to the evaluation in completing the following duties alongside the TL and Advisor:
- Document key JU interventions and results through a comprehensive desk review and contribute expertise and technical inputs to the work plan.
- Support the design of the evaluation, methodology, development of instruments, data collection, synthesis of data, presentations, and reports. In particular, play a key role in the development and analysis of qualitative data collection tools and resulting data.
- Perform desk review and identify additional information required for analysis.
- Participate in scheduling and interviewing key stakeholders and beneficiaries.
- Travel within selected regions and conduct in-person and remote interviews and/or group discussions.
- Conduct Qualitative Data Analysis using Dedoose or similar software.
- Develop codebook and synthesize findings into actionable recommendations to inform new designs.
- Provide technical support in the area of qualitative data collection methodology and data management.
- Contribute to the consultant team’s collaborative production of the following high-quality deliverables:
- Work plan with methodology and interview protocols
- PowerPoint presentations to USAID/Tanzania
- Draft and Final Report
Qualifications and Skills:
The Evaluation Specialist must have/hold:
- Master’s degree in education or related field.
- More than 5 years’ experience in using qualitative methods in evaluating education projects, including baseline and mid-term evaluations of education in Tanzania.
- Knowledge of education-related programs and indicators, namely for USAID will be added advantage.
- Proven expertise in conducting operational research (qualitative data collection), monitoring and evaluation, and/or health program implementation research.
- Strong background in qualitative data collection methods, including focus group discussions (FGD), key informants/ in-depth interviews (KII/IDI).
- Significant experience in conducting qualitative data analysis is recommended, especially for surveys, monitoring data, and HMIS data.
- Experience in conducting Quantitative data analysis, especially for surveys, monitoring data, and HMIS data is an added advantage.
- Advanced skills in data analysis with the use of software such as Dedoose.
- Prior experience or familiarity with education sector/public and private schools in Tanzania is preferred.
- Excellent interpersonal skills and ability to work in a team.
- Ability to develop effective working relationships with USAID, local organizations, other program partners, and counterparts.
- Must be fluent (writing and speaking) in English; additional language proficiency in relevant languages (e.g., Kiswahili) would be an asset.
Expected timeline: September 2023– May 2024
The closing date for application is October 01, 2023. The selection and interview will be performed on a rolling basis, and interested candidates are encouraged to apply as soon as possible.
To apply, please merge both your CV and a cover letter into one PDF file and submit it through the online portal.
Come join our energetic and innovative team! We offer you the opportunity to play a leading role in the growth of our company, work as part of a creative and committed team, and make a difference in the well-being of our world.
To learn more about Social Impact, please visit our website: http://www.socialimpact.com
SI is an EEO/AA/ADA Veterans Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, or protected veteran status.
Only selected candidates will be contacted for an interview. Please, no phone calls
