1. Background
Voluntary Service Overseas (VSO) is an international development organization that works through
international professional volunteers to combat poverty.
Education is one of its six global
programmatic goals. VSO Ethiopia has been working in Ethiopia for the past 17, and has a partnership
agreement with the Ministry of Education. The programme covers seven regions and two city
administrations (Amhara, Benshangul Gumuz, Afar, Harari, Oromia, SNNPR, Tigray and Addis Ababa and
Dire Dawa). However, emerging regions in this case Benshanguel Gumuz is the prioritized region of
VSO-E which is in line with the government policy and strategy.
In 2014, VSO Ethiopia has redesigned its country education programme by engaging all stakeholders to
make it more relevant, feasible and impactful. According to the new education strategic plan (20152018), VSO will move away from volunteer placement approach to a project based approach where still
volunteers play critical role along with other wide range of supports/inputs that we deliver to our
partners to meet set program/project objectives and bring meaningful change at ultimate beneficiary’s
The overarching gaol of the education program is to contribute to the national effort of ensuring
equitable access to quality education for all children in Ethiopia. Accordingly, the following are the
anticipated result areas of VSO-E education program.
Result 1: more effective learning and teaching in pre-primary, primary schools and College of
Teachers’ Education (CTE) in VSO intervention areas;
 Result 2: improved inclusive education in pre-primary, primary schools and CTEs of VSO
intervention areas;
 Result 3: Increased practice and culture of participatory and accountable leadership and
management among decision-makers.
As a condition for evidence based intervention plan and delivery, VSO Ethiopia is looking for a local
professional consultant (individual or group) to undertake a situation analysis as well as a baseline
study in prioritised locations and partners. The purpose of the study is to establish a benchmark of the
potential indicators of education program initiatives in particular, and the current status of primary
and primary education nationally as well as of the project locations: potential partners and education
actors, physical geography, population characteristics, access to services, and socio-cultural and
economic profiles in general.
2. Baseline study objective:
As indicated above, the general baseline study objective is to provide minimum information required to
assess the quality of the program/project implementation and measure the progress towards the
anticipated results of the education program. In other words, the study is expected to provide an
information base against which to monitor and assess the intended pilot and subsequent phases of
projects/program effectiveness during implementation and after the project/program is completed.
Specific objectives of the study:
1. Set out parameters for the measurement of programme results including access to pre-primary
and primary education
programmes, quality delivery , professionalism and community
participation as per the project outputs disaggregated by gender, age and location;
2. Set out baseline data as per the specific output and outcome indicators of the project as
stipulated in the Log frame.
3. Set out parameters for the measurement of the project impact and long lasting changes in the
lives of the beneficiaries.
4. Set out parameters for measurement of diverse aspects such as geographical spread
(rural/urban), socio-economic (gender, ethnicity and poverty levels) and food security/nutrition
and their impact on education for children and especially over age children.
5. Set out parameters for the measurement of a quality learning environment.
3. Scope and focus
In terms of geographical location, the baseline study will focus its scope on work within the selected
program target areas of our strategic plan (2015-2018). These are: Assiata and Logia districts in Afar
Region, Gilgel Beles and one district in Assosa, Buee district in SNNPR region, Sebeta and Guji in
Oromia region,
injibara/or Sekota in Amhara, and Gambela Town and surrounding, in Gambella
region, and Harari town in Harrari region. Meanwhile, the survey will focus on ultimate beneficiaries
(disadvantaged girls and boys and children with special needs, parents, PTAs, female and male
teachers, school management, districts education offices and supervisors, teacher training college staff
and females’ teachers trainees and gender officers, other stakeholders (NGOs), regional education
bureaus and Federal ministry of education and teachers’ associations and NGO networks).
4. Baseline methodology
The consultant will design the appropriate tools to collect sufficient and reliable data for the baseline
survey which will be shared with the VSO Ethiopia programme team for review prior commencement of
actual data collection. The tools should however enhance adequate participation of all the target
groups, especially the children and should among others include all the areas. The baseline study for
the Education Program requires consultant to use different methods and tools to collect relevant
information that reflect the indicators outlined in the logical framework.
Desk review: on existing documents including related government education law and policies,
guidelines related to Child-Friendly School Policies, teacher development policy, Policy on Textbook,
Policy for Curriculum Development, annual education abstract to national education status, MOE
national education performance assessment, USAID early grade reading assessment, regional and
nation socio-cultural and economic profiles, donor reports, guideline on the establishment and
Functioning of Primary School Support Committee, etc,
Survey: an appropriate sampling frame needs to be identified by consultant with consultation with VSO
Ethiopia to conduct survey with the program target groups and stakeholders detailed above (ultimate
beneficiaries (disadvantaged girls and boys and children with special needs, parents, PTAs, female and
male teachers, school management, districts education offices and supervisors, teacher training college
staff and females teachers trainees and gender officers, other stakeholders (NGOs), regional education
bureaus and Federal ministry of education and teachers’ associations and NGO networks).The survey is
to capture primary data both quantitative and qualitative that relevant to program indicators.
5. Responsibilities
The consultant/s will carry on the responsibilities of the baseline survey to provide overall leadership in
managing tasks/activities related to the baseline study according to the agreed time frame with VSO
Ethiopia. The main tasks of consultants are as followings:
Design baseline study methodology for primary and secondary data collection.
Design baseline study tools, research questionnaire for primary and secondary data collection in
consultation with VSO Ethiopia education team.
Conduct desk review on relevant document including policies, law, sub-degrees, guidelines etc.
Identify data collection team and provide training.
Provide overall supervision of survey data collection
Develop database and provide quantitative and qualitative data entry and analysis.
Establish baseline survey report.
Conduct presentation of finding to VSO Ethiopia and relevant stakeholders.
Finalize the survey report and submit to VSO Ethiopia.
The VSO Ethiopia education team comprising of Joseph Opul ( Projects and Fundraising manager
(Volunteer), Tatek Dejenie, Project Manager Education, Tesfaw Mohammed –program Manager
education are the baseline study team who will follow up and monitor the survey. While the
Projects and Fundraising Manager will work with and lead on the process and participate in the
field survey, the program manager is responsible for the baseline research. The VSO-E head of
programs, Rahel Gebre Mariam will also oversee the overall process. This team will provide a
review of the TOR’s, consultancy methodology and tools and provide regular support to the
consultant(s) to remain focused and achieve the set study objectives. The team will also review
the final study report and endorse the set parameters for measuring change.
6. Expected Deliverable
The following are the key deliverables for the baseline process;
An inception report with proposed methodology and data collection tools
A draft report for review and comments
A final full report in English Language 3 printed copies and electronic copy on CDs of the final
report providing specific responses to specific objectives on with clear analysis of the quality of
primary and pre-primary education
PowerPoint presentation of findings
 A clean data set and transcriptions on CD
 All materials produced by the research.
 Detailed baseline framework/design and implementation plan agreed with VSO-E Country
Office-education team
 Data collection tools
 A sampling framework
 Draft baseline report
7. Reporting requirement
The report is expected to be high standard that at least include minimum of the following elements:
• A standard cover sheet
• Executive Summary
• Acknowledgements
• List of Acronyms and abbreviations
• Table of Contents
Introduction, Background/Brief program description and Rationale for the study
• Objectives of the survey
• Purpose and expected use of the survey
• Methodology, data collection techniques and limitations
Description of Non educational sectors for the target locations: Geography and population profiles,
socio-cultural and Economic profile
• Main findings Key observations (to include the interaction of major factors that can conspire against
the success of the project or factors that can be combined to create synergies for success)
Discussion on the education sector (e.g. access, quality, Equity, Efficiency and relevance) at ABE, preprimary and primary level.
• Conclusion and recommendations
• Relevant appendices /Annexes including TOR, data collection tools, list of key informants
7. Report and Timeline
The overall duration of the task is 25 days after the signing of the contractual agreement.
The Baseline is expected to be conducted in February, 2015, with 30 calendar days for completion of all
tasks in the assignment including the draft and final report. This will enable the set parameters for
measurement to be rolled out in schools and within the project in the new school term in 2015.
8. Minimum qualification
The baseline study will require consultant that have strong professional qualification and extensive
experiences and skills in education and education research. These will include:
A minimum of Post-graduate degree
in Social Sciences, Policy Studies, Education or
Development Studies with proven experience in qualitative and quantitative data collection and
Experience in working with Ministries of Education; preferably in primary and pre-primary
Education Systems including human rights, child rights and policy development
Extensive experiences in baseline research especially in the area of quality public education.
Experiences in using participatory tools.
Adequate knowledge of learner-centered and active learning and teaching methods;
Demonstrate strong understanding of education system, education law and policies, basic
education preferably right to free, quality public education
Evidenced in both qualitative and quantitative research
Experiences using data analyses software eg: SPSS, Epi Info, etc.
Strong analytical and writing skill
Good command of English both writing and speaking;
Proven experience in team work will be an added value
9. Payment schedule
The Consultant/s shall be paid in 2 tranches on the basis of output delivery:
a) 40% upon submission of inception report
b) 60% upon submission of final Baseline survey report approved and certified by Education
Programme Manager
10. Application
To apply for this consultancy, the consultancy firm/Consultant is required to submit the following
Cover letter
Technical proposal that clearly outlining how the baseline will be executed ( CVs and
recommendations shall be annexed)
 Financial proposal
The deadline for submission is on Feb 2, 2015.
Both the technical and financial proposal should be submitted together to VSOE through the following
addresses at hand:
PO Box 23531
Addis Ababa
Or at VSOE Ethiopia office address
Bole Sub City
Woreda 04
H. No. 414
Hayahulet area behind St. Gabriel Hospital
Email: [email protected]
12. Baseline Survey Proposal Evaluation and Appraisal
The technical proposal will be evaluated based on the Quality Cost Based Selection (QCBS)
o The individual general reliability as well as experience and capacity in the carrying out
the assignment (30%).
o The approach in responding to the TOR and detailed work plan (45%).
o The qualifications and competencies of the proposed personnel for the assignment (25%).
Proposals obtaining more than 70% of the Technical points will be considered technically
suitable and qualify for financial assessment.
Maximum of 30 points will be given to the lowest offer and the other bidders will receive the
points inversely proportional to their financial offers. The Proposal obtaining the highest points
(technical points+ financial points) will be selected subject to financial negotiation.